Modules developed by the National Center on Response to Intervention should be delivered by a trained, knowledgeable professional. These training modules are designed to be a component of comprehensive professional development that includes supplemental coaching and ongoing support. The Training Facilitator's Guide is a companion to all of the training modules that is designed to assist facilitators in delivering training modules developed by the National Center on Response to Intervention.
In this month's webinar, Dr. Doug Fuchs, Nicholas Hobbs Professor of Special Education and Human Development and Co-Director of Vanderbilt University's Kennedy Center Reading Clinic, presents a summary of his recent article published in Exceptional Children. Dr. Fuchs details the RTI framework and explains the rationale for next generation RTI practices while summarizing the three aspects of Smart RTI and emphasizing the importance and relevance of tertiary prevention.
In this webinar, Dr. Darren Woodruff, co-director of the National Center on Response to Intervention and Debra Jennings, co-director of the Region 1 Parent Technical Assistance Center in New Jersey, discuss research related to parent involvement in the RTI process. They provide a general overview of research related to family engagement, a construct for developing strategies for intentional family engagement when implementing RTI, and discuss the importance of collaborating with OSEP-funded Parent Centers in addressing family engagement.
This 2005 brief provides an overview of culturally responsive considerations and challenges when implementing RTI. It was produced by the National Center for Culturally Responsive Educational Systems.
This 2007 brief is a synthesis of research on K-3 readinginterventions. It presents findings from 12 studies that focused onstudents with reading difficulties who received supplementary readinginterventions for at least 100 sessions. The summaries of the studiesare followed by suggested implications for practice. The brief waswritten by authors at the Vaughn Gross Center for Reading and Languageat the University of Texas at Austin for the Center on Instruction.
Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions
This 2006 brief on preventing disproportionate representation in special education seeks to answer the question, “Are we identifying and serving the ‘right’ students?” It was written by Shernaz B. García and Alba A. Ortiz and produced by the National Center for Culturally Responsive Educational Systems.
This annotated bibliography, published by the National Association of State Directors of Special Education (NASDSE), is a compilation of research about RTI. The authors—Amy-Jane Griffiths, Lorien B. Parson, Matthew K. Burns, Amanda VanDerHeyden, and W. David Tilly—identified seminal articles for each topic presented in the publication. The topics progress from problems concerning traditional LD diagnostic approaches, to RTI service delivery, implementation and assessment, and conclude with areas of concern regarding RTI. A glossary of terminology is also included.
RTI for English Language Learners: Appropriate Screening, Progress Monitoring, and Instructional Planning (01:00:02)
This webinar, led by Dr. Julie Esparza Brown, Dr. Amanda Sanford, and Erin Lolich focused on improving educational outcomes for ELLs through culturally and linguistically responsive implementation of an RTI framework in the area of elementary reading. Specifically, it discussed critical considerations to appropriately utilize screening and progress monitoring data with ELL students to improve reading outcomes by addressing the factors that influence ELL students' academic success.
The overall goals of this five-year project (2002-2006), which was conducted by Sharon Vaughn, Ph.D. at the University of Texas Center for Reading and Language arts, Were: