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Using Data to Differentiate Intervention Instruction: A Middle School Example

Organization: The Meadows Center for Preventing Educational Risk

This resource, created by the Meadows Center for Preventing Educational Risk, provides an example of using data to differentiate reading instruction for middle school students. In particular, the resource identifies typical challenges facing middle school students when they struggle with reading, discusses a process for using assessment data to design intervention instruction, provides an example of utilizing differentiated instruction and provides additional resources for educators.

http://buildingrti.utexas.org/CAP/Using_Data/Using_Data.swf

Topic(s): Progress Monitoring, Reading Instruction, Intervention, RTI, Middle/High School RTI, School RTI, Teacher Preparation
Intended Audience(s): Administrators, Teachers
Grade Level(s): Grades 6-8
Media Type(s): Presentation(s)

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


Using Evidence-Based Decision Trees Instead of Formulas to Identify At-Risk Readers

Organization: Institute of Education Sciences (IES)

This report examines a simpler method for identifying struggling readers to determine its accuracy in comparison to a more complicated approach.

http://eric.ed.gov/?id=ED545225

Topic(s): Reading Instruction, Intervention
Intended Audience(s): Administrators, Campus Leaders, Teachers, Technical Assistance Providers
Grade Level(s): Grades K-3
Media Type(s): Website

Date posted on this site: Tuesday, November 25, 2014


Using Fidelity to Enhance Program Implementation Within an RTI Framework

Organization: Center for Response to Intervention at Amercian Institutes for Research

This training module was developed for teams implementing a response to intervention (RTI) framework. This module shares information, resources, and activities to enhance participants' knowledge of fidelity and why it is important to consider within an RTI framework. The module (1) describes considerations for evaluating fidelity across the essential components of RTI, (2) discusses options for measuring fidelity, (3) provides examples of measurement tools, and (4) provides suggestions to improve fidelity through coaching, supportive school culture, and identification of barriers.

http://www.rti4success.org/resource/using-fidelity-enhance-program-implementation-within-rti-framework

Topic(s): RTI, Middle/High School 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): Online Module

Date posted on this site: Thursday, April 20, 2017


Using Student Center Activities to Differentiate Reading Instruction: A Guide for Teachers

Organization: Center on Instruction

This guide describes a suite of Student Center Activities offering teachers a wide range of activities to engage students in differentiated reading activities during small-group work in the classroom. The activities target specific skills, scaffold student learning, and provide engaging practice to extend student learning and increase the time focused on critical reading skills at all levels of reading proficiency. Originally prepared for use in Florida schools, these activities are appropriate in any elementary school context and are consistent with scientific research on reading instruction.

https://buildingrti.utexas.org/sites/default/files/booklets/Using_Centers_to_Differentiate.pdf

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

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


What Does It Really Take? Frequently Asked Questions About Implementing Intensive Intervention

Organization: National Center on Intensive Intervention

In this webinar, expert panelists Drs. Chris Lemons, T. Chris Riley-Tillman, and Teri Marx address frequently asked questions surrounding implementation of intensive intervention, including data-based individualization, for students with severe and persistent academic and behavioral needs.

https://intensiveintervention.org/resource/what-does-it-really-take-frequently-asked-questions-about-implementing-intensive

Topic(s): Progress Monitoring, Reading Instruction
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Teachers
Grade Level(s): Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Presentation(s), Website

Date posted on this site: Monday, November 12, 2018


What is Scientifically Based Research on Progress Monitoring

Organization: National Center on Student Progress Monitoring

When teachers use systematic progress monitoring to track their students progress in reading, mathematics, or spelling, they are better able to identify students in need of additional or different forms of instruction, they design stronger instructional programs, and their students achieve better. This document from the National Center for Student Progress Monitoring first describes progress monitoring procedures for which experimental evidence demonstrates these effects. Then, an overview of the research is presented.

https://eric.ed.gov/?id=ED502460

Topic(s): Progress Monitoring
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: Tuesday, May 01, 2007


What Is the Evidence Base for Reading Interventions to Improve Student Outcomes in Grades 1–3?

Organization: Regional Educational Laboratory Southeast

The goal of this report is to provide administrators, school psychologists, counselors, special educators, and reading specialists with a summary and analysis of the evidence that supports the use of reading interventions in grades 1–3. The review was limited to studies of Tier 2 interventions, those designed to provide preventive services to students at risk for reading difficulties. The initial literature search identified 1,813 articles and reports. 

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

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

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


What Should Educators Avoid Doing When Collecting Progress Monitoring Data?

Organization: National Center of Intensive Intervention

In this video, Dr. Devin Kearns, an assistant professor of special education at the University of Connecticut and an NCII trainer and coach, discusses the importance of consistency when selecting, administering, and scoring progress monitoring tools.

https://intensiveintervention.org/resource/what-should-educators-avoid-doing-when-collecting-progress-monitoring-data

Topic(s): Progress Monitoring, Reading Instruction, Intervention
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): Online Module, Website

Date posted on this site: Thursday, June 27, 2019


What Should Educators Keep in Mind When Engaging With Families of Students With Intensive Needs?

Organization: National Center for Intensive Intervention

In this video, Lindsay Jones, the CEO of the National Center on Learning Disabilities, shares some considerations and strategies that educators can use to support partnering with families of students with intensive needs.

https://intensiveintervention.org/voices-from-the-field/what-should-educators-keep-mind-when-engaging-families-students-intensive

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): Presentation(s), Website

Date posted on this site: Monday, May 13, 2019


What’s Evidence-Based Behavior Intervention? Choosing, Implementing Behavior Interventions That Work

Organization: National Center on Intensive Intervention

This webinar, presented by Dr. Chris Riley-Tillman of the University of Missouri and Dr. Allison Gandhi of the National Center on Intensive Intervention, discusses considerations for selecting and using evidence-based interventions to address challenging behaviors. The webinar introduces the National Center on Intensive Intervention's new Behavior Interventions Tools Chart and describes how educators can best use this resource and other available resources to select interventions.

https://intensiveintervention.org/resource/what-evidence-based-behavior-intervention-choosing-and-implementing-behavior-interventions

Topic(s): Behavior, Progress Monitoring
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): Document/Report, Website

Date posted on this site: Monday, November 12, 2018


Write for Texas (Website)

Organization: The Meadows Center for Preventing Educational Risk

Write for Texas is designed to help all teachers provide opportunities for students to read, write, and discuss a wide variety of genres throughout the school year. The Write for Texas collection of resources is available to all secondary English language arts and reading and content area teachers to support effective writing instruction. The resources include critical background knowledge, activities, and videos that relate to the guiding principles of effective writing instruction. Participants learn and apply teaching techniques to support all students in writing.

https://www.writefortexas.org

Topic(s): Reading Instruction, Intervention, RTI, District RTI, Middle/High School RTI
Intended Audience(s): Administrators, Teachers
Grade Level(s): Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Wednesday, March 08, 2017


Youth With Disabilities in Juvenile Corrections (Part 2)

Organization: The Iris Center, Vanderbilt

This module, the second in a two-part series, addresses considerations and recommendations for transitioning youth from juvenile corrections facilities back to community, school, and workplace settings. Evidence-based practices and resources are included for planning tranistion related to behavior, disabilties, and system entry or exit.

https://iris.peabody.vanderbilt.edu/module/jj2/

Topic(s): Behavior, Reading Instruction, RTI, Middle/High School RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, State Leaders, Teachers
Grade Level(s): Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Online Module

Date posted on this site: Thursday, April 20, 2017