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 brief offers some suggestions for teachers on how to use student progress monitoring in an integrated way in the classroom, so that monitoring does not seem like a series of isolated assessments unconnected to other parts of the learning experience. It was presented by Kathleen McLane and released by the National Center on Student Progress Monitoring.
This 2007 brief is a meta-analysis of thirty-one studies on interventions targeting adolescents struggling with reading. Specifically, it looks at how effective interventions are for struggling adolescent readers, what the specific impact of reading interventions are on reading comprehension, and what specific impact reading interventions have for students with learning disabilities. The analysis further categories study findings depending on the type of reading intervention, the grade grouping (middle vs. high school), and who implemented the intervention (research vs.
IRIS Center for Training Enhancement: Response to Intervention Online Modules –RTI (Part 5): A Closer Look at Tier 3
This module presents the third tier of intervention by examining its key characteristics and issues to consider regarding its implementation, including screening, instruction, and progress monitoring. It also discusses the role of parents and cultural diversity, and includes videos, readings, and questions for further exploration. The module was developed by the IRIS Center for Training Enhancement.
A Synopsis of a Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students, pdf versions 1 and 2
This 2007 brief summarizes a 2002 research synthesis on interventions for students struggling with mathematics. It presents findings from 15 studies of students in grades 2 through 11 who received targeted math interventions that lasted at least 90 minutes.The article outlines key findings and implications for practice with respect to (1) providing data and information to teachers and students;(2) peer-assisted approaches; (3) teacher-led approaches; and (4)providing parents with information about student performance.
This resource provides guidance for middle schools implementing RTI by answering frequently asked questions and providing “snapshots” of current middle school practices around the essential components of RTI. This document is useful as guidance for state departments of education, local education agencies, and school-level personnel as they move forward with RTI implementation at the middle school level.
This webinar, released in 2009 by the What Works Clearinghouse, is a presentation that goes over different practices involving RTI in Mathematics and Reading including recommendations from two practice guides: Assisting Students Struggling with Mathematics and Assisting Students Struggling with Reading. The presentation reviews eight recommendations for RTI in Math and five for RTI in reading. These recommendations can be utilized in multi-level designs of RTI and examples of how to screen students in this model are also included.
This document, developed by the Tigard-Tualatin School District in Tigard, OR in October 2009, includes information on Effective Behavior and Instructional Support (EBIS) as a structured, systematic process (1) to review school-wide behavior and academic data in order to evaluate the effectiveness of core programs, (2) to screen and identify students needing additional academic and/or behavior support, and (3) to plan, implement, and modify interventions for these students. The document focuses on secondary school as well as explaining how EBIS works with ELL students.