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Identifying Learning Disabilities in the Context of Response to Intervention: A Hybrid Model

Organization: RTI Action Network

This article, written by TCLD Principal Investigator Jack Fletcher for the RTI Action Network, traces the history and identification of learning disabilities in the United States and outlines how a hybrid response to intervention model can be used in identification today.

http://www.rtinetwork.org/learn/ld/identifyingld

Topic(s): RTI, LD Identification
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, Researchers/Faculty, State Leaders, Teachers, 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: Wednesday, September 28, 2011


Implementing Student Progress Monitoring on a Statewide Basis

Organization: National Center on Student Progress Monitoring

This Presentation presentation from the National Center on Student Progress Monitoring 2006 Summer Institute provided an overview of Pennsylvania’s statewide progress monitoring initiative. Included was a discussion of the Commonwealth’s approach and outcomes to progress monitoring, which includes the selection of pilot districts, a training plan, a seven-step process, a statewide roll-out of the model, and student outcome data. Challenges and lessons learned were also shared.

https://www.centeroninstruction.org/files/ImplementingMonitoringStatewideBasis_PPT.pdf

Topic(s): Progress Monitoring, RTI, State RTI
Intended Audience(s): Administrators, Others, Parents, Researchers/Faculty, Teachers, Technical Assistance Providers
Grade Level(s): Grades K-3, Grades 4-5
Media Type(s): Document/Report, Presentation(s)

Date posted on this site: Monday, September 17, 2007


Intensive Intervention: A Practitioner’s Guide for Communicating With Parents and Families

Organization: National Center for Intensive Intervention

For children with the most severe and persistent academic and/or behavioral challenges, parent and family involvement is vital. School teams can use this guide to better understand intensive intervention and how to engage parents and families in the process.

https://intensiveintervention.org/resource/intensive-intervention-practitioners-guide-communicating-parents-and-families

Topic(s): Progress Monitoring
Intended Audience(s): 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: Wednesday, March 06, 2019


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
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, October 18, 2016


Is Grade Retention an Effective Intervention?

Organization: Building RTI Capacity for Implementation in Texas Schools

This online professional development model explores the topic of grade retention, including why students are retained, risk factors for retention, short-term and long-term outcomes for students who are retained, and alternatives to retention. The module, references, and a feedback survey are all available online.

https://buildingrti.utexas.org/modules/grade-retention-effective-intervention

Topic(s): Behavior, Reading Instruction, Intervention, RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, Researchers/Faculty, Teachers
Grade Level(s): Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Online Module

Date posted on this site: Thursday, August 16, 2018


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
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: Friday, September 23, 2016


Language Objectives: The Key to Effective Content Area Instruction for English Learners

Organization: Colorín Colorado

This article provides an overview of how to use language objectives in content area instruction for English learners and offers classroom-based examples from different grade and subject levels.

http://www.colorincolorado.org/article/language-objectives-key-effective-content-area-instruction-english-learners

Topic(s): Behavior, Culturally Diverse, English Language Learners, Reading Instruction, RTI, Middle/High School RTI, School RTI, What is RTI?, Screening, Teacher Preparation
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, State Leaders
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: Friday, October 20, 2017


National Center for Systemic Improvement

Organization: National Center for Systemic Improvement

WestEd's National Center for Systemic Improvement helps states transform their systems to improve outcomes for infants, toddlers, children, and youth with disabilities. The center provides states with technical assistance to support their school districts and local early intervention service programs to improve educational results and functional outcomes for children and youth with disabilities.

https://ncsi.wested.org

Topic(s): Reading Instruction, Intervention, RTI, LD Identification, Screening
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Others, Parents, State Leaders, Teachers, 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: Monday, June 26, 2017


Office of Special Education and Rehabilitative Services Letter to Schools on Guidance on Dyslexia

Organization: Office of Special Education and Rehabilitative Services

This letter was written for educators across the United States in 2015 from the U.S. Department of Education's assistant secretary of education. The purpose of the letter was to clarify that nothing in the Individuals With Disabilities Education Act prohibits the use of the terms dyslexia, dyscalculia, and dysgraphia in evaluations, eligibility determinations, or individualized education plan documents. The letter addresses the need for schools to screen students and conduct an evaluation under the education laws. The letter states that educators should use a multitiered instructional framework; identify students at risk for poor learning outcomes, including those who may have dyslexia, dyscalculia, or dysgraphia; monitor their progress; provide evidence-based interventions; and adjust the intensity and nature of those interventions depending on a student’s responsiveness. The letter clarifies misconceptions schools have about disabilities like dyslexia.

https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/guidance-on-dyslexia-10-2015.pdf

Topic(s): Reading Instruction, RTI, LD Identification, Screening
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, Researchers/Faculty, State Leaders, 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: Friday, October 20, 2017


PBIS in the Classroom

Organization: Techincal Assistance Center on Positive Behavioral Interventions and Supports

When positive behavioral interventions and supports (PBIS) is implemented in the classroom, it may be referred to as classroom PBIS, positive classroom behavior support, positive and proactive classroom management, or a variety of other synonyms. Classroom PBIS includes preventative and responsive approaches that may be implemented with all students in a classroom and intensified to support small groups or a few individual students. These strategies are important tools to decrease disruptions and increase instructional time.

http://www.pbis.org/school/pbis-in-the-classroom

Topic(s): Behavior, RTI
Intended Audience(s): Administrators, Campus Leaders, Parents, Teachers, 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: Wednesday, February 07, 2018


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
Grade Level(s): Grades K-3
Media Type(s): Document/Report

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


Promoting Reading Comprehension in Secondary Students With LD

Organization: Council for Learning Disabilities

This report includes information from a presentation on promoting reading comprehension in secondary students with learning disabilities. The report discusses the importance of reading comprehension and the goals for secondary students. It also outlines a research-based comprehension guide for English language learners.

https://www.council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities

Topic(s): English Language Learners, Reading Instruction, Intervention, RTI
Intended Audience(s): Administrators, Campus Leaders, Parents, Teachers
Grade Level(s): Grades 6-8, Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Friday, November 03, 2017


Response to Intervention (RTI):  A Primer for Parents

Organization: National Association of School Psychologists

Response to Intervention (RTI): A Primer for Parents, developed by the National Association of School Psychologists, includes information on the critical features of the RTI process for parents.

http://www.readingrockets.org/article/15857

Topic(s): RTI, LD Identification, What is RTI?
Intended Audience(s): Parents
Grade Level(s): Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Monday, December 15, 2008


Response to Intervention (RTI): 3 Tiered System A Model to Meet Student Needs in the Minneapolis Public Schools

Organization: Minneapolis Public Schools

This webinar was presented by Tom Hegranes, Ann Casey, and Doug Marston from the Minneapolis Public Schools on June 20, 2006. Since the mid-1990's, Minneapolis Public Schools (MPS) has implemented a problem-solving approach to delivering early intervening services to struggling learners. This approach involves documenting student responses to interventions and, when satisfactory progress is not made, referring children for special education evaluation. The Minneapolis Problem-Solving Model is similar to the response to intervention approach (RtI) authorized under IDEA 2004.

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

Topic(s): RTI, LD Identification, State RTI
Intended Audience(s): Administrators, Others, Parents, Researchers/Faculty, State Leaders, 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: Tuesday, August 07, 2007


Response to Intervention (RtI): Straight Talk for Parents

Organization: Building Capacity for RTI in Texas Schools

This booklet, developed for parents, explains RtI and includes additional resources. There is also a Spanish booklet (second link) developed for Spanish speaking parents, which also explains RtI and includes additional resources along with a glossary.

http://buildingrti.utexas.org/PDF/Parent_Booklet_cv.pdf

Topic(s): RTI, What is RTI?
Intended Audience(s): Parents
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: Tuesday, January 20, 2009


Response to Intervention in Secondary Schools:  Is It on Your Radar Screen?

Organization: RTI Action Network

This article from the RTI Action Network provides an orientation to RTI implementation in secondary schools. It provides a definition of RTI and a rationale for using RTI in secondary education, discusses myths and challenges facing implementation at the secondary school level, and suggests some questions to ask when looking for positive signs of readiness to engage in an RTI initiative.

http://www.rtinetwork.org/learn/why-adopt-an-rti-model/response-to-intervention-in-secondary-schools

Topic(s): RTI, Middle/High School RTI, What is RTI?
Intended Audience(s): Administrators, Parents, Teachers
Grade Level(s): Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Tuesday, June 16, 2009


Response to Intervention, Joint White Paper

Organization: National Association of State Directors of Special Education

This paper is a joint product by the National Association of State Directors of Special Education (NASDSE) and the Council of Administrators of Special Education (CASE) at the Council for Exceptional Children. These two organizations have joined together to prepare an overview of Response to Intervention (RtI) to share with both general and special educators. It is their goal to engage the general education community in conversations and strategies to provide knowledge and technical assistance to help implement this successful approach to teaching all children, including students with disabilities.

http://www.nasdse.org/Portals/0/Documents/Download%20Publications/RtIAnAdministratorsPerspective1-06.pdf

Topic(s): RTI, What is 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


Response to Intervention: An Implementation and Technical Assistance Guide for Districts and Schools

Organization: West Virginia Department of Education

Descriptions of the fundamental knowledge, skills, procedures and practices operationalized by the pilot schools are provided in this document, which serves as an administrator's and practitioner's guide for implementing and sustaining a K-3 response to intervention model.

http://wvde.state.wv.us/osp/RtiImpGuide91906.DOC

Topic(s): RTI, State RTI
Intended Audience(s): Administrators, Others, Parents, Researchers/Faculty, State Leaders, Teachers, Technical Assistance Providers
Grade Level(s): Grades K-3
Media Type(s): Document/Report

Date posted on this site: Wednesday, October 08, 2008


RTI in Middle Schools: The Essential Components

Organization: National Center on Response to Intervention

This paper by the National Center for Response to Intervention describes RTI implementation in the middle grades. NCRTI staff completed a multi-year descriptive investigation designed to identify and describe current RTI practices in middle schools. From interviews with 42 middle school personnel at various stages of implementation, we describe how these schools have implemented the essential components. Each essential component's implementation is described. General descriptions, specific examples, and practitioner testimony is provided that points to promising practices.

http://www.rti4success.org/resource/rti-middle-schools-essential-components

Topic(s): Progress Monitoring, RTI, Middle/High School RTI, School RTI, Screening
Intended Audience(s): Administrators, Campus Leaders, Parents, Teachers
Grade Level(s): Grades 6-8
Media Type(s): Document/Report

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


Schools, Families, and Response to Intervention

Organization: RTI Action Network

Schools, Families, and Response to Intervention, developed by the RTI Action Network, includes information from Amy Reschly on how RTI is an opportunity to bring about meaningful change in family-school relationships, allowing for the creation of engaged partnerships between educators and families through collaborative, structured problem-solving efforts.

http://www.rtinetwork.org/essential/family/schools-familes-and-rti

Topic(s): RTI, What is RTI?
Intended Audience(s): Campus Leaders, District Leaders, Parents, State 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: Wednesday, November 04, 2009