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(Module) Youth With Disabilities in Juvenile Corrections – Part 1

Organization: IRIS Center

This module outlines the instructional challenges encountered by teachers in juvenile corrections settings. It discusses some of the ways to address these challenges and provides links to relevant response to intervention, reading, math, and behavioral support resources.

http://iris.peabody.vanderbilt.edu/module/jj1/

Topic(s): Behavior, Mathematics Instruction, Reading Instruction, Intervention, RTI, School RTI, What is RTI?
Intended Audience(s): Administrators, Campus Leaders, District Leaders, State Leaders
Grade Level(s): Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Online Module

Date posted on this site: Wednesday, December 14, 2016


10 Steps to Make RTI Work in Schools

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

This publication is part of a series by the American Institutes for Research (AIR) that offers policymakers, educators, and the general public accessible, research-based information on pressing education issues. AIR worked closely with a school in New York to implement a rigorous response to intervention (RTI) framework over 3 years. In the course of this work, both AIR and the school took away several important building blocks useful to any school or district implementing RTI. This piece summarizes information by sharing the work alongside useful resources and evidence about the implementation of RTI.

http://www.rti4success.org/resource/10-steps-make-rti-work-schools

Topic(s): Reading Instruction, Intervention, RTI, LD Identification, Teacher Preparation
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, State Leaders, Teachers
Grade Level(s): Grades 4-5
Media Type(s): Document/Report

Date posted on this site: Wednesday, February 07, 2018


Academic Intervention Tools Chart

Organization: National Center on Intensive Interventions (NCII)

The National Center on Intensive Intervention publishes this chart to assist educators and families in becoming informed consumers who can select intervention programs that best meet their individual needs. The National Center on Intensive Intervention defines Intensive Instructional Intervention as additional or alternative intervention programs to the core curriculum conducted in small groups or individually with evidence of efficacy for improving academic outcomes for students whose performance is unsatisfactory in the core program. The chart reports information on four aspects of the studies/interventions: (1) Study Quality, (2) Effect Size, (3) Intensity, and (4) Additional Research.

http://www.intensiveintervention.org/chart/instructional-intervention-tools?grade=elementary&subject=reading

Topic(s): Mathematics Instruction, Reading Instruction, Intervention
Intended Audience(s): Campus Leaders, District Leaders, Researchers/Faculty, Teachers, Technical Assistance Providers
Grade Level(s): Grades K-3, Grades 4-5, Grades 6-8
Media Type(s): Website

Date posted on this site: Wednesday, January 22, 2014


Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction

Organization: Center on Instruction

This document developed by the Center on Instruction's Reading, Special Education and ELL Strands makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners. Also included are comments from experts in response to questions about methods for improving academic literacy in adolescents and examples of state activities in support of improved adolescent literacy in California, Florida, Rhode Island, and Washington.

http://www.centeroninstruction.org/files/Academic%20Lit%20Instr%20for%20Adolescents%20Guidance%20Doc%20COI%2Epdf

Topic(s): Reading Instruction, Intervention
Intended Audience(s): Technical Assistance Providers
Grade Level(s): Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Wednesday, August 08, 2007


Approaches to Dropout Prevention: Heeding Early Warning Signs With Appropriate Interventions

Organization: American Institutes for Research

This report outlines steps that schools can take to identify at-risk students and provide the necessary support systems and relevant interventions to assist students in obtaining a high school diploma. Further, the report discusses the use of early warning data systems to target interventions for groups and individual students, offers a variety of best-practice approaches undertaken by higher-performing high schools, and presents effective programs that are currently being implemented to stem the dropout problem.

https://www.air.org/resource/approaches-dropout-prevention-heeding-early-warning-signs-appropriate-interventions

Topic(s): Reading Instruction, Intervention
Intended Audience(s): Administrators, Researchers/Faculty, State Leaders, Teachers
Grade Level(s): Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Tuesday, December 18, 2018


Assessments to Guide Adolescent Literacy Instruction

Organization: Center on Instruction

This guide, a companion volume to two other publications from the Center on Instruction, Academic Literacy Instruction for Adolescents and Improving Literacy Instruction in Middle and High Schools: A Guide for Principals, provides information about the key elements of a comprehensive assessment plan to improve literacy instruction for adolescents. It also shows examples of assessments and assessment systems currently in use or under development to improve literacy instruction for students in grades 4-12.

https://www.oregon.gov/ode/educator-resources/essentialskills/Documents/essentialskillreading_hs_asmtguide.pdf

Topic(s): Progress Monitoring, Reading Instruction, Intervention, Screening
Intended Audience(s): State Leaders, Technical Assistance Providers
Grade Level(s): Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Monday, June 17, 2013


Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades

Organization: Institute for Education Sciences

This guide offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. Teachers and reading specialists can use these strategies to implement Response to Intervention and mult-itier intervention methods and frameworks at the classroom or school level. Recommendations include how to screen students for reading problems, design a multitier intervention program, adjust instruction to help struggling readers, and monitor student progress.

https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_reading_pg_021809.pdf

Topic(s): Progress Monitoring, Reading Instruction, Intervention, RTI, District RTI, School RTI, What is RTI?
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grade Level(s): Grades 4-5
Media Type(s): Document/Report, Website

Date posted on this site: Friday, July 06, 2018


Assisting Students Struggling With Reading: RtI and Multi-Tier Intervention in the Primary Grades

Organization: Department of Education, Institute of Education Sciences

This practice guide provides knowledge on the response to intervention practice, particularly in the area of reading intervention. Specific recommendations to help educators identify students in need of intervention and implement evidence-based interventions to promote their reading achievement are provided. The resource describes how to carry out each recommendation, including how to address potential roadblocks in implementing them.

https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_reading_pg_021809.pdf

Topic(s): Progress Monitoring, Reading Instruction, Intervention, RTI, District RTI, School RTI, What is RTI?, Screening
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grade Level(s): Grades K-3
Media Type(s): Document/Report

Date posted on this site: Tuesday, December 18, 2012


Assisting Students Struggling With Reading: RTI and Multitier Intervention in the Primary Grades

Organization: Institute of Education Sciences

This guide offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote reading achievement. Teachers and reading specialists can use these strategies to implement response to intervention and multitier intervention methods and frameworks at the classroom or school level. Recommendations cover how to screen students for reading problems, design a multitier intervention program, adjust instruction to help struggling readers, and monitor student progress.

https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_reading_pg_021809.pdf

Topic(s): Progress Monitoring, Reading Instruction, Intervention, RTI
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grade Level(s): Grades 4-5, Grades 6-8
Media Type(s): Document/Report

Date posted on this site: Monday, August 13, 2018


Closing the Achievement Gap: Collaborating to Support Student Success

Organization: The Meadows Center for Preventing Educational Risk

This resource, created by The Meadows Center for Preventing Educational Risk, focuses on how educators can collaborate to improve student outcomes and strengthen instruction for students within an RTI framework. In particular, the resource describes the rationale for promoting collaboration between educators, identifies team members who collaborate and explores a tool that can be used in collaboration.

http://buildingrti.utexas.org/modules/closing-achievement-gap-collaborating-to-support-student-success

Topic(s): Reading Instruction, Intervention, RTI, School RTI, Teacher Preparation
Intended Audience(s): Administrators, Teachers
Grade Level(s): Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Presentation(s)

Date posted on this site: Thursday, June 07, 2012


Considering Tier 3 Within a Response to Intervention Model

Organization: RTI ACTION Network

This article, developed by the RTI Action Network, provides a general overview of special considerations pertaining to the provision of Tier 3 prevention and intervention efforts. Specifically, this article describes a self-questioning process to guide decision making at Tier 3.

http://www.rtinetwork.org/essential/tieredinstruction/tier3/consideringtier3

Topic(s): Behavior, Mathematics Instruction, Reading Instruction, Intervention, RTI, School RTI
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grade Level(s): Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Tuesday, March 19, 2013


CSR:  A Reading Comprehension Strategy

Organization: IRIS Center for Faculty Enhancement

The Iris Center has developed this module to provide an overview of the collaborative strategic reading (CSR) strategy used to improve reading comprehension.

http://iris.peabody.vanderbilt.edu/csr/cresource.htm

Topic(s): Reading Instruction, Intervention
Intended Audience(s): Campus Leaders, Teachers
Grade Level(s): Grades K-3, Grades 4-5, Grades 6-8
Media Type(s): Website

Date posted on this site: Tuesday, April 19, 2011


Data based Individualization: A Framework for Intensive Intervention

Organization: What Works Clearinghouse, Institute of Education Sciences

Data-based individualization (DBI) is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. DBI is the technical term for what many good teachers do naturally through the problem-solving process: frequently review student data and make changes to their teaching based on what works for students. DBI, however, makes this process systematic, explicit, and tailored to meet the needs of individual students through a multistep process that gradually intensifies instruction and support. 

https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4558

Topic(s): Reading Instruction, Intervention, RTI, Middle/High School RTI, School RTI, State RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Teachers, Technical Assistance Providers
Grade Level(s): Grades K-3
Media Type(s): Document/Report

Date posted on this site: Friday, July 06, 2018


Data-Based Individualization: A Framework for Intensive Intervention

Organization: National Center on Intensive Intervention

Data-based individualization (DBI) is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. DBI is the technical term for what many good teachers do naturally through the problem-solving process: frequently review student data and make changes to their teaching based on what works for students. DBI, however, makes this process systematic, explicit, and tailored to meet the needs of individual students through a multistep process that gradually intensifies instruction and support.

https://intensiveintervention.org/intensive-intervention

Topic(s): Progress Monitoring, Reading Instruction, Intervention, RTI
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grade Level(s): Grades 4-5, Grades 6-8
Media Type(s): Website

Date posted on this site: Monday, August 13, 2018


Developing the Strengths of Students With Dyslexia: Six Teaching Strategies

Organization: Education Northwest

This resource explores the following teachinig strategies for students with dyslexia: 

  1. Incorporate multisensory learning.
  2. Be accomodating.
  3. Read to students.
  4. Use graphic organizers.
  5. Provide audio-based reading alternatives.
  6. Find strategies that work for the specific classroom context.

http://educationnorthwest.org/northwest-matters/developing-strengths-students-dyslexia-six-teaching-strategies

Topic(s): Reading Instruction, Intervention, RTI, LD Identification, School RTI
Intended Audience(s): Administrators, Parents, Teachers
Grade Level(s): Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Thursday, June 01, 2017


Differentiated Instruction- Key to Student Success Module

Organization: The Meadows Center for Preventing Educational Risk

This resource, created by The Meadows Center for Preventing Educational Risk, focuses on differentiated instruction within a Response-to-Intervention (RTI) framework. The module explores how Tier 1 small group instruction and Tier II intervention are different. These differences are highlighted via video examples in which a teacher implements both Tier 1 and Tier II instruction. The videos particularly highlight how the teacher adjusts intervention instruction to meet the needs of her at-risk students.

http://buildingrti.utexas.org/rti-presentations/differentiated-instruction-key-to-student-success

Topic(s): Reading Instruction, Intervention, RTI, School RTI, Teacher Preparation
Intended Audience(s): Administrators, Teachers
Grade Level(s): Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Thursday, June 07, 2012


Doing What Works Library

Organization: WestEd

WestEd has provided the Doing What Works Library as a resource cache for researchers and educators. This library is packed with interviews, multimedia, sample materials, and tools for educators to implement in their classrooms and schools. The materials are based on research reviews endorsed by the Institute of Education Sciences.

https://dwwlibrary.wested.org/

Topic(s): Behavior, Culturally Diverse, English Language Learners, Mathematics Instruction, Progress Monitoring, Reading Instruction, Intervention, RTI, District RTI, School RTI, What is RTI?, Screening, Teacher Preparation
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, State Leaders, Technical Assistance Providers
Grade Level(s): Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Friday, July 28, 2017


Dropout Prevention: Check & Connect Intervention Report

Organization: What Works Clearinghouse -IES

Check & Connect is an intervention to reduce dropping out of school.The What Works Clearinghouse (WWC) identified two studies of Check & Connect that both fall within the scope of the Dropout Prevention topic area and meet WWC group design standards. Two studies meet WWC group design standards without reservations. Together, these studies included 238 students who attended Min- neapolis high schools and entered the program in the beginning of ninth grade. These two studies include students that receive special education services for a learning, emotional, or behavioral disability. (May 2015)

http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=78

Topic(s): Behavior, Reading Instruction, Intervention, RTI, Middle/High School RTI
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grade Level(s): Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Monday, August 24, 2015


DyslexiaHelp: Strategies for Teachers

Organization: The Regents of the University of Michigan

These strategies are helpful to struggling readers and writers. Included are are suggestions to promote phonological awareness skills, reading comprehension and fluency, vocabulary development, oral reading, comprehension of written directions, spelling, and writing. Teachers should choose the strategies and activities that best fit their students. 

http://dyslexiahelp.umich.edu/professionals/dyslexia-school/strategies-for-teachers

Topic(s): Reading Instruction, Intervention, RTI, LD Identification, School RTI
Intended Audience(s): Administrators, Parents, Teachers
Grade Level(s): Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Thursday, June 01, 2017


Education for Students with Reading/Learning Disabilities: What Makes It ‘Special’

Organization: Center on Instruction

Presented at the 2006 OSEP Project Directors' Conference Program on July 31, 2006, by Dr. Sharon Vaughn of the Vaughn Gross Center at the University of Texas at Austin, this presentation discusses the importance of implementing effective, research-based instructional practices, specifically tiered intervention models, when educating students with disabilities.

http://www.centeroninstruction.org/files/Vaughn_July_2006.pdf

Topic(s): Reading Instruction, Intervention, RTI
Intended Audience(s): Administrators, Others, Parents, Researchers/Faculty, Teachers, Technical Assistance Providers
Grade Level(s): Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Wednesday, August 08, 2007