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207 Total Resources

Recently Posted

Screening Tools Chart

Organization: Center on Response to Intervention at American Institutes for Research

This chart presents information about screening tools from annual reviews by a technical review committee at the Center on Response to Intervention. 

http://www.rti4success.org/resources/tools-charts/screening-tools-chart

Topic(s): RTI, LD Identification, Middle/High School RTI, School RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Researchers/Faculty, State Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Monday, November 28, 2016


Recently Posted

All About Adolescent Literacy (Website)

Organization: WETA Washington, D.C.

This website provides information for parents, teachers, and administrators about how to best teach literacy to students in grades 4–12.

http://www.adlit.org

Topic(s): Reading Instruction, RTI
Intended Audience(s): Parents, Teachers
Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Monday, November 28, 2016


Recently Posted

Center for Parent Information and Resources

Organization: U.S. Department of Education, Office of Special Education

Much of the rich library of materials and publications that the National Dissemination Center for Children With Disabilities produced has a new home on the Center for Parent Information and Resources (CPIR) website. The CPIR website was produced through the U.S. Department of Education, Office of Special Education Programs. This website provides a wide range of topics and resources in both English and Spanish to help parents and parent centers. 

http://www.parentcenterhub.org/nichcy-resources/​

Topic(s): Behavior, RTI, LD Identification
Intended Audience(s): Administrators, Campus Leaders, Parents, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Monday, November 28, 2016


Recently Posted

Reducing Behavior Problems in the Elementary School Classroom (Practice Guide)

Organization: Institute of Education Sciences, What Works Clearinghouse

Understanding what prompts and reinforces problem behaviors can be a powerful tool for preventing them or reducing their negative impacts when they occur. This practice guide offers five concrete recommendations to help elementary school general education teachers reduce the frequency of the most common types of behavior problems they encounter among their students. The recommendations begin with strategies teachers can use immediately on their own in their classrooms and then broaden to include approaches that involve resources from outside the classroom.

http://ies.ed.gov/ncee/wwc/PracticeGuide/4

Topic(s): Behavior
Intended Audience(s): Administrators, Campus Leaders, State Leaders, Teachers
Grades K-3, Grades 4-5
Media Type(s): Document/Report

Date posted on this site: Monday, November 28, 2016


Recently Posted

Review of Spelling Mastery

Organization: Institute of Education Sciences, What Works Clearinghouse

Spelling Mastery is designed to explicitly teach spelling skills to students in grades 1 through 6. Spelling Mastery can be implemented with individuals or whole classes. The program is designed for all academic levels: advanced, average, and academically challenged. It can also be used in multiage classrooms, with English language learners, and with students with learning disabilities. The What Works Clearinghouse review of Spelling Mastery for the Students With Learning Disabilities topic area includes student outcomes in nine domains: alphabetics, reading fluency, reading comprehension, general reading achievement, mathematics, writing, science, social studies, and progress in school. The two studies of Spelling Mastery that meet What Works Clearinghouse evidence standards reported findings in one of the nine domains: writing.

http://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_spelling_mastery_100716.pdf

Topic(s): Reading Instruction, Intervention, RTI, School RTI
Intended Audience(s): Administrators, Campus Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8
Media Type(s): Document/Report

Date posted on this site: Monday, November 28, 2016


Recently Posted

IRIS Module | RTI: Mathematics

Organization: IRIS Center Vanderbilt

This resource describes the RTI framework as applied to mathematics. It includes discussions of instruction, assessment, and data-based decision making at the primary, secondary, and tertiary levels.

http://iris.peabody.vanderbilt.edu/module/rti-math/

Topic(s): Mathematics Instruction, Progress Monitoring, RTI, School RTI, What is RTI?
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grades K-3, Grades 4-5
Media Type(s): Website

Date posted on this site: Tuesday, October 18, 2016


Recently Posted

IRIS Module | Autism Spectrum Disorder: An Overview

Organization: IRIS Center Vanderbilt

This resource provides information on the early signs of autism spectrum disorder (ASD). Participants will learn the difference between a medical diagnosis and an educational determination of ASD. Resources include notes on instructional considerations for teachers who have students with ASD.

http://iris.peabody.vanderbilt.edu/module/asd1/

Topic(s): Behavior, RTI, LD Identification, Screening
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, State Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Tuesday, October 18, 2016


Recently Posted

Self-Study Guide for Implementing Literacy Interventions Grades 3-8

Organization: IES-What Works Clearinghouse-REL

States in the Regional Educational Laboratory (REL) Southeast region and across the country are implementing large-scale initiatives focused on delivering literacy interventions in grades 3-8. This self-study guide provides a template for data collection and guiding questions for discussion that may improve the implementation of literacy interventions in grades 3-8 and increase the number of students meeting college and career readiness standards. It is intended to help district- and school-based practitioners conduct self-studies for planning and implementing literacy interventions in grades 3-8.

http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2016224.pdf

Topic(s): Reading Instruction, Intervention, RTI, District RTI, School RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, State Leaders, Teachers
Grades K-3, Grades 4-5, Grades 6-8
Media Type(s): Document/Report

Date posted on this site: Tuesday, October 18, 2016


Recently Posted

Self-Study Guide for Implementing High School Academic Interventions

Organization: IES-What Works Clearinghouse- REL

States across the country are implementing large‐scale initiatives focused on delivering academic interventions in the high school grades. The self‐study guide provides a template for data collection and guiding questions for discussion that may improve the implementation of high school academic interventions and increase the number of students meeting college and career readiness standards. This guide is intended to help district‐ and school‐based practitioners conduct self‐studies for planning and implementing high school academic interventions. Self‐study is a process of using a guide with predetermined focus areas and questions to collect. The process can include teachers, instructional coaches, guidance counselors, school‐based administrators, district administrators, and chief academic officers knowledgeable in high school academic interventions.

https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2016218.pdf

Topic(s): RTI, District RTI, Middle/High School RTI, School RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, State Leaders, Teachers
Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Tuesday, October 18, 2016


“Double-dosing” in Math in North Carolina Public Schools

Organization: What Works Clearing House, IES -REL

Double-dosing in math expands the time for students to learn by having them enroll in two (or occasionally more) math courses during the regular school day. Although the prac­tice can take different forms and be used at different grade levels (Chait, Muller, Gold- ware, & Housman, 2007; Nomi & Allensworth, 2009), most research on double-dosing in math has focused on students who need preparation to make the transition to Algebra I or similar rigorous high school math courses—typically, grade 8 or grade 9 students. This study aims to provide a more complete picture of the prevalence of double-dosing in math in North Carolina in 2011/12, the most recent year that data were available. It also reports on the use of double-dosing for remediation, maintenance, and enrichment; compares schools that use double-dosing in math with those that do not; and examines the various characteristics of students who receive a double dose of math. 

http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/rel_2016140.pdf

Topic(s): Mathematics Instruction
Intended Audience(s): Administrators, District Leaders, Researchers/Faculty, State Leaders
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Friday, September 30, 2016


Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade

Organization: What Works Clearing House, IES July 2016

This practice guide provides four recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. Each recommendation includes implementation steps and solutions for common obstacles. The recommendations also summarize and rate supporting evidence. This guide is geared towards teachers, administrators, and other educators who want to improve their students’ foundational reading skills, and is a companion to the practice guide.

http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=21

Topic(s): Reading Instruction, Intervention, RTI, School RTI
Intended Audience(s): Administrators, Campus Leaders, Parents, Teachers
Grades K-3
Media Type(s): Document/Report

Date posted on this site: Friday, September 30, 2016


Center on Online Learning & Students with Disabilities

Organization: University of Kansas

An increasing number of K-12 students are participating in online learning. The Center on Online Learning and Students with Disabilities website provides useful information and resources on how to make online learning more accessible and effective for students with disabilities for educators and parents.

http://centerononlinelearning.org

Topic(s): Mathematics Instruction, Reading Instruction
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Friday, September 30, 2016


Curing Dyslexia: What Is Possible? (Webinar)

Organization: International Dyslexia Association

 June 15, 2016. This webinar was presented by Patricia Mathes, Ph.D., professor emerita from Southern Methodist University and founder of Hoot Education. In this 1-hour presentation, Mathes describes the causes of poor reading, the importance of early identification and intervention, and characteristics of effective reading instruction for students with dyslexia.

https://dyslexiaida.org/idas-free-webinar-series/

Topic(s): Reading Instruction
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, State Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Friday, September 23, 2016


Know Your Rights: Students With ADHD

Organization: Department of Education

For parents of students with attention-deficit/hyperactivity disorder (ADHD), the U.S. Department of Education created a brief summary of the parent rights and school district responsibilities under Section 504 of the Rehabilitation Act of 1973.

http://www2.ed.gov/about/offices/list/ocr/docs/dcl-know-rights-201607-504.pdf

Topic(s): Behavior
Intended Audience(s): Administrators, Campus Leaders, Parents, State Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Friday, September 23, 2016


Effects of FITKIds Randomized Controlled Trial on Executive Control and Brain Function (Report Review)

Organization: What Works Clearinghouse IES

Study measured the impact of the Fitness Improves Thinking in Kids (FITKids) afterschool program on the executive control (i.e., maintaining focus, performing multiple cognitive processes) and physical fitness of preadolescent students. The FITKids program was held at a recreational facility on the University of Illinois’ campus and included 2 hours of activities after each school day. Each 2-hour session of the program included three components: a fitness component, a rest period with an educational component, and game play.

http://ies.ed.gov/ncee/wwc/SingleStudyReview.aspx?sid=234

Topic(s): Behavior
Intended Audience(s): Administrators, Parents, Researchers/Faculty, Teachers
Grades K-3
Media Type(s): Document/Report

Date posted on this site: Tuesday, August 23, 2016


IDEA Parent Guide

Organization: National Center for Learning Disabilities

NCLD has created this Parent Guide to the Individuals with Disabilities Education Act (IDEA) parents can become an informed and effective partner with school personnel in supporting their child’s special learning and behavioral needs. There are tools in the parent guide to help parents and educators when working with schools.

http://www.ncld.org/archives/reports-and-studies/idea-parent-guide-2

Topic(s): Behavior, RTI, LD Identification
Intended Audience(s): Administrators, Parents, Teachers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Tuesday, August 23, 2016


Middle School Matters

Organization: George W. Bush Institute, The Meadows Center for Preventing Educational Risk at The University of Texas at Austin.

The Middle School Matters Institute is an initiative of the George W. Bush Institute in partnership with The Meadows Center for Preventing Educational Risk at The University of Texas. They partner with the nation’s leading education researchers and practitioners and draw upon decades of high-quality research to provide excellent support and resources to middle grades schools across the nation. The second edition of the Middle School Matters Field Guide is a collection of research-based principles, practices, and strategies deemed essential for middle school success. It contains examples and illustrations to help educators understand and implement each of these practices in classrooms and schools.

https://greatmiddleschools.org/welcome-to-the-new-middle-school-matters-website/

Topic(s): Mathematics Instruction, Reading Instruction, RTI, District RTI, School RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Teachers, Technical Assistance Providers
Grades 6-8
Media Type(s): Website

Date posted on this site: Tuesday, August 23, 2016


Mobilizing Volunteer Tutors to Improve Student Literacy: Implementation, Impacts, and Costs of the Reading Partners Program

Organization: What Works Clearinghouse (Institute of Education Sciences)

This study examined whether participation in Reading Partners, a supplementary program that provides eligible elementary school students with individualized tutoring from community volunteers, had an impact on reading achievement. Students who participate in Reading Partners are in kindergarten through fifth grade, 0.5–2.5 years behind grade level in reading, conversationally fluent in English, and do not have an individualized education program. Students in both groups received their school's standard reading curriculum and other supplementary reading programs offered by the schools. The study authors reported that the Reading Partners program led to statistically significant improvements in reading fluency, reading comprehension, and sight word efficiency (pronouncing printed words), measured with three standardized assessments. Tutoring was conducted both during school and after school.

http://ies.ed.gov/ncee/wwc/quickreview.aspx?sid=241

Topic(s): Reading Instruction, Intervention, RTI, District RTI, School RTI
Intended Audience(s): Administrators, Campus Leaders, Researchers/Faculty, Teachers
Grades K-3, Grades 4-5
Media Type(s): Document/Report

Date posted on this site: Wednesday, March 09, 2016


The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review

Organization: Review of Educational Research

This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists.

http://rer.sagepub.com/cgi/reprint/0034654314561338v1

Topic(s):
Intended Audience(s):

Media Type(s): Journal Article

Date posted on this site: Thursday, November 05, 2015


Response to Intervention for Reading Difficulties in the Primary Grades: Some Answers and Lingering Questions

Organization: Journal Learning Disabilities May/June 2012

The purpose of this article is to describe the current research base and identify research needs related to response to intervention (RTI) frameworks in primary-grade reading. Research is reviewed on early reading instruction and intervention, the implementation of multitiered reading interventions, and the determination of intervention responsiveness. Areas identified as in need of research include (a) the conditions under which early reading interventions are most effective in RTI contexts, (b) multitiered interventions for students with limited English proficiency, (c) reading instruction for students who make limited progress in Tier 3 intensive interventions, (d) criteria for determining intervention responsiveness, and (e) the effects of fully implemented RTI frameworks.

http://ldx.sagepub.com/content/45/3/232.full.pdf+html

Topic(s): Reading Instruction, Intervention, RTI, District RTI, LD Identification
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Researchers/Faculty, State Leaders
Grades K-3, Grades 4-5
Media Type(s): Document/Report

Date posted on this site: Thursday, November 05, 2015