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Response to Intervention in Secondary Schools: Is It on Your Radar Screen?
Organization: RTI Action Network
This article from the RTI Action Network provides an orientation to RTI implementation in secondary schools. It provides a definition of RTI and a rationale for using RTI in secondary education, discusses myths and challenges facing implementation at the secondary school level, and suggests some questions to ask when looking for positive signs of readiness to engage in an RTI initiative.
http://www.rtinetwork.org/learn/why-adopt-an-rti-model/response-to-intervention-in-secondary-schools
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State Policies and Procedures and Selected Local Implementation Practices in Response to Intervention in the Six Southeast Region States
Organization: U.S. Department of Education Institute of Education Sciences
State Policies and Procedures and Selected Local Implementation Practices in Response to Intervention in the Six Southeast Region States, developed by the U.S. Department of Education Institute of Education Sciences, describes how six state education agencies and three local education agencies in the Southeast Region are adopting and implementing Response to Intervention-an education approach designed to provide effective, evidence-based interventions for struggling learners
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Preparing Elementary School Teachers in the Southeast Region to Work with Students with Disabilities
Organization: U.S. Department of Education Institute of Education Sciences
Preparing Elementary School Teachers in the Southeast Region to Work with Students with Disabilities, developed by the U.S. Department of Education Institute of Education Sciences, examines the extent to which elementary education teacher preparation programs in 36 randomly selected colleges and universities in the six Southeast Region states integrate content related to students with disabilities.
http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=171
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Reducing Behavior Problems in the Elementary School Classroom
Organization: U.S. Department of Education Institute of Education Sciences
Reducing Behavior Problems in the Elementary School Classroom, developed by the U.S. Department of Education Institute of Education Sciences, offers prevention, implementation, and school wide strategies that can be used to reduce problematic behavior that interferes with the ability of students to attend to and engage fully in instructional activities.
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Response to Intervention: The Future of Secondary Schools
Organization: National Association of School Psychologists
This article on RTI at the secondary level appears in the March 2008 issue of the National Association of School Psychologists (NASP) PRINCIPAL Leadership. It includes a general explanation of RTI, its importance to secondary school principals, and a description of the components of effective RTI programs.
http://www.nasponline.org/resources/principals/RTI%20Part%201-NASSP%20February%2008.pdf
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Response to Intervention (RtI): Straight Talk for Parents
Organization: Building Capacity for RTI in Texas Schools
This booklet, developed for parents, explains RtI and includes additional resources. There is also a Spanish booklet (second link) developed for Spanish speaking parents, which also explains RtI and includes additional resources along with a glossary.
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A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners
Organization: The National Center for Culturally Responsive Educational Systems
A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners, developed by NCCREST, includes information on how best to implement Response to Intervention (RTI) in a way that will provide an equitable educational opportunity for students who are English Language Learners.
https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1078&context=edu_fac
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Response to Intervention (RTI): A Primer for Parents
Organization: National Association of School Psychologists
Response to Intervention (RTI): A Primer for Parents, developed by the National Association of School Psychologists, includes information on the critical features of the RTI process for parents.
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Response to Intervention: An Implementation and Technical Assistance Guide for Districts and Schools
Organization: West Virginia Department of Education
Descriptions of the fundamental knowledge, skills, procedures and practices operationalized by the pilot schools are provided in this document, which serves as an administrator’s and practitioner’s guide for implementing and sustaining a K-3 response to intervention model.
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RTI Online Module (Part 5): A Closer Look at Tier 3
Organization: The IRIS Center for Faculty Enhancement
This module describes which students will receive Tier 3 intervention, components of Tier 3 reading interventions, and students’ response to this individualized intervention. This module also explores parent involvement and issues related to English language learners.
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RTI: Considerations for School Leaders
Organization: The IRIS Center for Faculty Enhancement
This module provides information about ways to build support for RTI, factors that should be addressed when implementing RTI, and methods of collecting data and evaluating the effectiveness of the RTI approach.
http://iris.peabody.vanderbilt.edu/rti_leaders/chalcycle.htm
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The Meadows Center for Preventing Educational Risk
Organization: The Meadows Center for Preventing Educational Risk
The Meadows Center for Preventing Educational Risk is dedicated to generating and disseminating empirically validated knowledge and practices to influence educators, researchers, policy-makers, families, and other stakeholders who are striving to reduce academic, behavioral, and social risk in all learners, particularly those with disabilities.
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Interagency Educational Research Initiative (IERI)
Organization: Interagency Educational Research Initiative (IERI)
The purpose of this project is to develop an interdisciplinary approach to large-scale educational interventions that provides for the integration of research and education around issues involving the development of beginning reading skills. This includes three studies centered around a large-scale comprehensive educational intervention in a large suburban school district. The participants include first grade children who vary in their risk for reading problems and type of instruction, and their teachers.
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Building Capacity for RTI in Texas Schools
Organization: Building Capacity for RTI in Texas Schools
The Building Capacity for Response to Intervention (RTI) project is designed to promote the implementation of RTI in Texas schools. The RTI approach focuses on identifying students who are struggling with learning, assessing their needs, immediately providing additional intervention that targets their areas of difficulty, and monitoring their progress and response to the intervention. The goal of RTI is to intervene early to prevent students from falling behind and developing learning difficulties.
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National Technical Assistance Center on Positive Behavior and Intervention Supports
Organization: National Technical Assistance Center on Positive Behavior and Intervention Supports
The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports (PBIS) was established to address the behavioral and discipline systems needed for successful learning and social development of students. The Center provides capacity-building information and technical support about behavioral systems to assist states and districts in the design of effective schools.
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The Secondary Literacy Instruction and Intervention Guide
Organization: Stupski Foundation
This resource provides a clear, coherent and replicable district-level model incorporating evidence-based and research-validated literacy resources to meet the differentiated needs of struggling adolescents.
http://www.centeroninstruction.org/files/Secondary_Literacy_Instruction_Intervention_Guide.pdf
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Response to Intervention: Online Modules: RTI Part 4 – Putting It All Together
Organization: IRIS Center for Faculty Enhancement
This module synthesizes the information in RTI (Parts 1, 2, and 3) to provide teachers and other school personnel with a more comprehensive illustration of how to successfully implement RTI.
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Implementing Student Progress Monitoring on a Statewide Basis
Organization: National Center on Student Progress Monitoring
This Presentation presentation from the National Center on Student Progress Monitoring 2006 Summer Institute provided an overview of Pennsylvania’s statewide progress monitoring initiative. Included was a discussion of the Commonwealth’s approach and outcomes to progress monitoring, which includes the selection of pilot districts, a training plan, a seven-step process, a statewide roll-out of the model, and student outcome data. Challenges and lessons learned were also shared.
https://www.centeroninstruction.org/files/ImplementingMonitoringStatewideBasis_PPT.pdf
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Education for Students with Reading/Learning Disabilities: What Makes It ‘Special’
Organization: Center on Instruction
Presented at the 2006 OSEP Project Directors’ Conference Program on July 31, 2006, by Dr. Sharon Vaughn of the Vaughn Gross Center at the University of Texas at Austin, this presentation discusses the importance of implementing effective, research-based instructional practices, specifically tiered intervention models, when educating students with disabilities.
http://www.centeroninstruction.org/files/Vaughn_July_2006.pdf
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Response to Intervention: Online Modules: RTI Part 1 – An Overview
Organization: IRIS Center for Faculty Enhancement
This module outlines the differences between the IQ-achievement discrepancy model and the Response-to-Intervention (RTI) model. It also offers a brief overview of each tier in the RTI model and explains its benefits.