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NCRTI Resources on Disproportionate Representation
Visit the National Center on Response to Intervention’s new webpage on Disproportionate Representation! On this page, you will find guides, briefs, and research citations on the issue of disproportionate representation of certain student groups in special education. Be sure to check out our annotated bibliography  , which provides a summary of research articles and other useful references. For ease of use, the bibliography contains three sections: Practitioner-oriented, Practitioners Who Want to Learn More, and Research-oriented. The Center will continue to update this collection as new information becomes available.
Upcoming Webinar: Integrating Literacy and Behavior Supports within an RTI Framework
On January 14th at 2:00 pm ET, the National Center on Response to Intervention is hosting a free webinar entitled “Integrating Literacy and Behavior Supports within an RTI Framework.” This webinar will describe school-wide systems of early literacy and behavior support, which have been successfully used in over 10,000 elementary and middle schools. In addition, data will be presented on the impact of investing in preventive behavior support on both social and literacy outcomes at the elementary and middle school levels. Dr. Rob Horner, one of the directors of the National Technical Assistance Center on Positive Behavioral Interventions and Supports will be our special guest presenter for this webinar.
Pre-registration is not required for this free event. For more information, visit the Center’s website.
Did you miss one of our webinars? See all of NCRTI’s previous webinars, on our website.
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Ask the Expert Video
 “What role do parents play in the RTI process, including when do they become involved, are they on the decision making team, and where can they learn more about RTI?” Watch the video of Dr. Daryl Mellard from the University of Kansas as he answers these questions in the fourth installment of the Center’s Ask the Expert video series.
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STATE TECHNICAL ASSISTANCE |
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Four States to Receive Intensive TA
 The National Center on Response to Intervention recently accepted the applications of four states (Indiana, Missouri, Idaho, and South Carolina) to receive intensive technical assistance from the Center. These states will benefit from technical assistance involving sustained and comprehensive RTI implementation activities over the next three years. If you are a member of a state education agency and would like to learn more about receiving intensive technical assistance, view the Call for Technical Assistance for State Education Agencies.
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RESOURCES FROM OUR PARTNERS |
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EdWeek Live Chat: RTI and Learning Disabilities
 On December 8th, EdWeek hosted a live chat entitled "RTI and Learning Disabilities." The chat discussed best practices for using RTI and for identifying learning disabilities to help administrators and teachers implement the RTI model. Guests for the chat were Jack Fletcher, from the University of Houston, and Kathleen Whitmire, director of the National Center for Learning Disabilities, RTI Action Network. Click here to access the archive of this chat.
RTI Action Network: Making Decisions about Adequate Progress in Tier 2
 This article, by Mr. Douglas Dexter and Dr. Charles Hughes of Penn State University, discusses the identification of students not progressing adequately in Tier 2 of an RTI model. The authors review different decision-making methods and provide recommendations for measuring response to Tier 2 instruction. To read the article, visit the RTI Action Network website.
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U.S. DEPARTMENT OF EDUCATION |
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IES Report: Features of State Response to Intervention Initiatives in Northeast and Islands Region States
 This report, released by the U.S. Department of Education’s Institute of Education Sciences (IES) in November 2009, documents the results of a search of state education agency (SEA) websites in the nine Northeast and Islands Region jurisdictions for publicly available information related to RTI. The search looked for whether and how the SEAs are addressing RTI in state-level policy, and what guidance is being provided to local school districts. The report provides narrative descriptions of each jurisdiction’s approach to RTI.
According to the report, RTI is supported in seven jurisdictions as an overall school instructional improvement approach or as an approach to determining special education eligibility. It also finds that RTI documents in seven jurisdictions address the common core features of RTI identified by the National Research Center on Learning Disabilities, which are:
- High-quality classroom instruction
- Research-based instruction
- Classroom performance
- Universal screening
- Continuous progress monitoring
- Research-based interventions
- Progress monitoring during interventions
- Fidelity measures
For more information on the report, visit the IES website. To view, download, and print the report as a PDF file, click here  .
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This is the National Center on Response to Intervention's monthly e-newsletter, the RTI Responder! We share the latest research findings about RTI, related information from our partners and the federal Technical Assistance and Dissemination network, as well as the policies, strategies, and techniques that states have developed to implement an RTI model.We hope that you find this newsletter pertinent and informative.
The National Center on RTI Staff
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