This media (video clip) provides an overview of the IDEA provisionsrelated to EIS and research-based interventions. It discusses how thegoal of EIS is to improve the instruction of students at risk offailing by implementing scientifically-based, peer-reviewed researchmethods. Under EIS, states may not require the IQ discrepancy model toidentify children as LD, however, they may implement otherresearch-based methods, such as RTI.
This article, released by the National Association of School Psychologists (NASP) in November 2005, focuses on the inconsistencies in the language used in different RTI models, which have the potential to confuse professionals and negatively affect RTI implementation. The article proposes clarifications to the language related to four separate issues: a) RTI problem-solving vs. RTI standard protocol; b) response vs. resistance to intervention; c) response vs. responsiveness to intervention; and d) response to instruction vs. intervention.
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:
This article provides a review of the problem of disproportionate representation in special education by addressing several key topics: calculating disproportionate representation, "judgmental" disability categories, contextual issues related to disability identification, the "wait to fail" model, and the research-to-practice gap. The article also emphasizes culturally responsive educational systems and the interrelated domains of policy, practices, and people that impact disproportionality outcomes. Authors: Janette K. Klingner, Alfredo J.
IRIS Center for Training Enhancement: Response to Intervention Online Modules – RTI (Part 4): Putting It All Together
This module summarizes the first three parts of the RTI-specific IRIS modules, discussing implementation planning, screening, tiered instruction, and evaluation among other topics, in order to help school staff integrate an effective and efficient RTI curriculum. It includes videos, readings, and questions for further exploration, and would be most appropriate for teachers. The module was developed by the IRIS Center for Training Enhancement.
This media (22-minute video clip) provides an overview of the IDEA provisions related to EIS 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.
This brief provides information on the attributes of RTI and discusses the changes that are required in policy and practice if a state or district is going to move toward RTI implementation. Guidance is provided to school leaders who are working to manage the effects of the changes that RTI brings to the different levels of the public school system and the stakeholders involved in the changes.
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.
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.
In this webinar Dr. Rebecca Zumeta of the National Center on RTI and Mike Jacobsen, director of assessment in RTI in Washington state's White River School district, discuss how the NCRTI's implementation integrity rubric was used in Washington state to conduct an interview process that helped the state’s pilot sites evaluate their RTI implementation. The webinar highlights the rationale and purpose of this work, some prior efforts at evaluating pilot sites in the state, descriptions of the measurement tool that was developed, and the interview process in the reports that resulted. The webinar also details specifics of the implementation journey of the White River School district, one of the pilot sites in the state.