This collection of resources provides information about the realtionship between MTSS/RTI and special education, using MTSS/RTI to identify students with specific learning disabilities, disproportionality, and early intervening services. As a result of revisions to the website, links embedded within documents may no longer be correct. To ensure you are able to access supplemental or related materials search by the title of the document on the website.
This webinar highlights recent changes to the eligibility criteria and identification process for identifying Colorado students as having specific learning disabilities (SLD). Candy Myers of the Colorado Department of Education gives an overview of the state’s revised SLD eligibility criteria and the timeline for implementation, focusing specifically on areas that have been affected by the shift in Colorado’s criteria. See Part II for more information.
This webinar highlights recent changes to the eligibility criteria and identification process for identifying Colorado students as having specific learning disabilities (SLD). Candy Myers of the Colorado Department of Education gives an overview of the state’s revised SLD eligibility criteria and the timeline for implementation, focusing specifically on areas that have been affected by the shift in Colorado’s criteria. See Part I for the first portion of this webinar.
Watch and listen as Dr. John Hosp addresses this question.
Watch and listen as Dr. Tessie Rose Bailey addresses this question.
In this webinar staff from the Idaho State Department of Education and Boise State University discuss Idaho’s specific learning disability (SLD) criteria. The webinar illustrates the deliberate and continued collaboration among various programs within the state in the design, development, and implementation of Idaho’s SLD eligibility process.
This learning modules takes a closer look at how the multi-level prevention system relates to special education and how Response to Intervention differs from a prereferral process. This learning module is part of a series of learning modules.
This webinar, presented by Dr. Lynn Fuchs, discusses data-based decision making within an RTI framework. Specifically, the webinar focuses on how to determine responsiveness to secondary or Tier II prevention.
This resource is intended to help parents and families understand RTI by answering some frequently asked questions related to its structure and essential components. It also addresses the relationship between RTI and the referral and evaluation process for special education services.
This annotated bibliography outlines citations for key articles for understanding disproportionate representation. For ease of use, the bibliography is categorized into three sections: Practitioner-oriented, Practitioners Who Want to Learn More, and Research-oriented. The Practitioner-oriented category is mainly composed of articles that are simple and practical. The category entitled, Practitioners Who Want to Learn More, is for those who want more detailed information about disproportionality.
In this 15 minute webinar, Dr. Lou Danielson addresses the regulatory requirements related to comprehensive evaluations and learning disability identification. For more information, view Part II of this webinar.
In this webinar, Dr. Lou Danielson discusses questions submitted to the U.S. Department of Education, Office of Special Education Programs, regarding the use of RTI in comprehensive evaluation and identification of learning disabilities.
In this webinar, Dr. Evelyn Johnson discusses how one state has developed a process for using RTI data to inform their special education eligibility process as well as early identification and prevention of learning difficulties.
This webinar discusses Pennsylvania's use of response to instruction and intervention (RtII) as a method for determining specific learning disabilities. The webinar shares how the Pennsylvania Training and Technical Assistant Network (PaTTan) supports the efforts and initiatives of the Bureau of Special Education and builds the capacity of local education agencies to serve students who receive special education services. A number of administrators, educators, and coordinators in the state provide their perspectives on this initiative and give details on the state's revised application process for schools seeking to implement RtII.
Watch and listen as Dr. Rus Skiba addresses this question.
Watch and listen as Dr. Doug Fuchs addresses this question.
This series of webinars discusses using RTI in learning disability identification, specifically focused on the role of data and data-based decision making. The series includes presentations from both the national and state perspectives.
This series of professional learning modules, released by the National Center for Culturally Responsive Educational Systems (NCCRESt), presents Response to Intervention (RTI) as a culturally responsive framework for ensuring evidence-based, high-quality opportunities to learn in inclusive settings for all students, including those who are culturally and linguistically diverse. Together, the modules are designed to help participants become familiar with the basic structures and features of culturally responsive RTI, expand upon traditional views of what counts as evidence in research and practice, and design interventions that take into account the role of culture in teaching and learning.
This collection of materials addresses the regulatory requirements regarding early intervening services (EIS) and RTI. It was produced by the Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education.
This media (22-minute video clip) provides an overview of the IDEA provisions related to Early Intervening Services and research-based interventions. It discusses how the goal of EIS is to improve the instruction of students at risk of failing by implementing scientifically-based, peer-reviewed research methods. Minutes 11 to 22 of the video discuss funding considerations. The moderator interviews Lou Danielson and Larry Wexler of the Office of Special Education Programs (OSEP). The video is closed-captioned and produced by the U.S. Department of Education.
On July 28, 2008 the Office of Special Education Programs (OSEP) released guidance on the appropriate use of IDEA-Coordinated Early Intervening Services (CEIS) funding. This guidance is intended to provide states with information regarding the use of funds provided under Part B of the IDEA by local education agencies to develop and implement coordinated early intervening services for students who are not currently identified as needing special education.
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