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Hot Topics: Response to Intervention
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This brief developed by the National Center on Response to Intervention (NCRTI) provides a definition of RTI, reviews essential RTI components, and responds to frequently asked questions. It is intended to provide educators with guidance for RTI implementation that reflects research and evidence-based practices that support the implementation of a comprehensive RTI framework. |
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This brief from the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE), outlines the tiered structure of RTI and how it can be implemented as an effective technique for teaching English learners who are having difficulty making academic progress. |
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| This "Rapid Response" report released by the Southeast Comprehensive Center provides an overview of state policies on RTI. The goal of the report is to provide decisionmakers and other stakeholders with information on formal RTI policy so they can compare their regulations with those in other states. It is available for download here. | |||
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| This report, developed by REL and the Institute of Education Sciences, describes an analysis of documents related to RTI that are publicly available on state education agency websites in the nine Northeast and Islands Region jurisdictions: Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, Vermont, and the Virgin Islands. This document concludes that RTI is supported in seven jurisdictions as an overall school instructional improvement approach or an approach to determining special education eligibility. It also finds that RTI documents in the seven jurisdictions address the core features of RTI as defined by the National Research Center on Learning Disabilities. To access this document, click here. | |||
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| The IDEA Partnership Collection on RTI, a website developed by the IDEA Partnership, is the result of the collaborative work of 65 partner organization representatives, five technical assistance providers, and a number of state and local organizations and agencies representing a range of roles at all levels of the education system and geographic locations across the country. The Collection provides access to a comprehensive database of materials and resources to assist in the understanding of RTI processes and best practices for its implementation on all levels: federal, state, and local. To access this collection, click here. | |||
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This website database developed by the National Center on Response to Intervention provides resources on topics related to RTI, ranging from policy documents and briefs to trainings and tools developed by states, districts, or territories in the United States all of which are in different stages of implementing RTI. These resources were compiled to share examples and information across states. They were gathered from public sources and are intended only to provide examples (not recommendations) of RTI implementation in the field. To access the database, click here. |
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| Alexandra Hilt-Panahon and Deborah Gould Stover, in collaboration with the National Center on Response to Intervention, presented a webinar Planning and First Steps for RTI which offered an example of RTI implementation in Pennsylvania. Topics included the initial district planning, introducing RTI to stakeholders, creating data teams and staff alignment, developing schedules, and providing professional development. Examples of school-wide schedules and professional development were also provided. To access the archived file of the webinar and documents associated with it, click here. | |||
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| This policy analysis, developed by NASDSE, describes RTI implementation in six states: Colorado, Florida, Iowa, Kansas, Pennsylvania, and Rhode Island. The document describes information found on state websites and subsequently provided by state staff in the areas of RTI structure, administration, implementation, data and outcomes and challenges. | |||||
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| This report, developed by the Institute of Education Sciences, provides information on the RTI models supported by state education agencies in the Northwest Region. It identifies states' RTI-related resources, policies, and activities to help the Northwest Regional Comprehensive Center focus its technical assistance for RTI and identify areas for cross-state collaboration, while enabling states to learn from each other's experience. To access this document, click here. | |||
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| Culturally responsive educational systems are grounded in the belief that culturally and linguistically diverse students can excel in academic endeavors. This resource is an online professional learning module developed by NCCRESt, consisting of three "academies" designed to (a) introduce culturally responsive RTI, (b) use data to assess student progress and inform decision making, and (c) ensure culturally responsive supports. Each academy provides a facilitator manual, PowerPoint, and participant handouts. It is available at http://www.nccrest.org/professional/culturally_responsive_response_to_intervention.html. | |||
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Response to intervention (RTI) can be both a system for providing early interventions to struggling students and a special education diagnostic tool for evaluating and identifying students with specific learning disabilities. Contributing to the very limited literature on state-level approaches, this report developed by the U.S. Department of Education Institute of Education Sciences describes how nine states define and support RTI at the state level, based on data collected between June and August 2008. The full report is available at http://ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_2009077.pdf. |
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This RTI implementation guide from the Georgia Department of Education provides a brief overview of Georgia's 4-tier RTI model. It also includes details on interventions and programs for English Language Learners and Gifted Learners, Title I, the Early Intervention Program and Remedial Education Program, young children, and funding for interventions. With its chapter identifying ways in which parents and families can participate in effective family-school-community partnerships, its intended audience is anyone with a stakeholder interest in teaching and learning in Georgia. |
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| This Progress Monitoring Tools Chart, developed by the National Center on Response to Intervention's Technical Review Committee, reflects the results of their first annual review of reading and math progress monitoring tools. This chart is intended to assist educators and families in selecting progress monitoring tools that best meet their individual needs. To access this chart, visit http://www.rti4success.org/chart/progressMonitoring/progressmonitoringtoolschart.htm. | |||
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This resource, developed by Amy L. Reschly for the RTI Action Network, explains 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. To learn more, click here to go to the RTI Action Network.
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This resource, developed by Joseph F. Kovaleski and his colleagues at the University of Pennsylvania for the RTI Action Network, describes a Data Analysis Teaming Process. It provides guidelines and a detailed script on how to plan and conduct meetings after benchmark screenings to review universal data, select students for tiered interventions, and discuss instructional strategies. It lists, in chronological order, the items that should be discussed, typical prompts that encourage discussion and decision-making, and suggestions for record keeping at each step. It also includes suggestions for team membership, the types of data to review, methods for analyzing student data, and how to plan interventions for students identified as needing additional support. To access this document, click here. |
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| This resource, by Lynn S. Fuchs of Vanderbilt University for the RTI Action Network, provides a quick overview of progress monitoring and describes how progress monitoring is used within a multi-level prevention system. To learn more, click here to go to the RTI Action Network website. | |||
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This resource, developed by Joseph R. Jenkins and Evelyn Johnson for the RTI Action Network, provides an in-depth introduction to early screening. It discusses why universal screening is important, explains how it fits into an RTI framework, and recommends steps for creating a reading screen as an identification of early predictors of later reading outcomes. To learn more, click here to go to the RTI Action Network website. |
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This resource, developed by Edward S. Shapiro of the Center for Promoting Research to Practice, Lehigh University, for the RTI Action Network, includes a detailed explanation of the multi-tiered instructional components of RTI. It provides an overview of steps necessary for moving to a multi-tiered system of instruction within a school. Designed for a school-level audience, it could also be used as a guide for districts or states developing a model. To learn more, click here. |
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This resource, developed by the RTI Action Network, includes information on the necessary steps for developing a building-level plan for successful implementation of RTI. The website includes multiple tools that provide a step-by-step process to structure RTI implementation in the absence of state or district guidance. To learn more, click here. |
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This resource from the Center on Instruction contains both a web-based self-assessment and resource filtering tool that SEAs can use to determine their level of RTI implementation and find resources that are relevant to their needs. The self-assessment allows users to indicate their current implementation activities within several elements of RTI, and the results of the assessment yield a unique set of useful resources that are relevant given the user’s current implementation level and that may provide guidance as RTI is further implemented. The resources consist of those that are relevant to RTI implementation that have already been internally reviewed and are posted on the COI website. To access the RTI CTRL tool, click on http://www.rtictrl.org. A webinar providing an overview of the tool and discussing how it can help RCCs build capacity of SEAs was held August 17, 2009; the archived WebEx file and the PowerPoint presentation can be accessed here. |
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