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Tag: intervening
- 1/25/09 - Debra Albus, Martha Thurlow, Chris Bremer
The 2006-2007 school year was the eighth annual reporting period since disaggregating the performance of students with disabilities on state and district-wide assessments was required by the Individuals with Disabilities Education Act (IDEA). It is the fifth reporting period since the enactment of the No Child Left Behind Act (NCLB), and the eleventh in a series of National Center on Educational Outcomes (NCEO) reports documenting state public reporting practices. Historically, the number of... - 1/13/09 - Artiles, Alfredo J.
This presentation outlines trends in ELL placement in special education, gives an overview of RTI issues with ELLs, and provides ideas for future directions. - 1/13/09 - Federico Waitoller, Kathleen A. King, Elizabeth B. Kozleski
Presentation designed to give an overview of Early Intervening and Its Connection to Disproportionality, Tensions in the Field of EBD, Emerging Early Intervening Practices, Limitations of Early Intervening Practices and Equity-Grounded Early Intervening Services - 1/1/04 - Love, Barbara J.
Part of a special issue on the 50th anniversary of the first Brown decision. The writer uses Critical Race Theory to analyze current discussions of the "achievement gap" as the latest incarnation of the "white intellectual superiority/African American intellectual inferiority" notion that is a mainstay of "majoritarian storytelling" in U.S. culture. She employs critical race counter-story to chronicle the historical development and maintenance of the "achievement gap," along with efforts of... - 1/1/04 - Love, Barbara J.
This essay provides a Critical Race Theory (CRT) analysis of current discussions of the “achievement gap” as the latest incarnation of the “white intellectual superiority/African American intellectual inferiority” notion that is a mainstay of “majoritarian storytelling” in U.S. culture. A critical race counter-story chronicles both the historical development and maintenance of the “achievement gap,” along with efforts of African Americans to secure access to education. The... - 1/1/08 - Kozeski, Elizabeth B., Barbacane, Rich
This presentation discusses equity within EIS and RTI and importance of inclusive schools - 1/1/07 - National Center on Response to Intervention,
This 2007 brief and tool were developed to guide stakeholders through dialogue on the topic “Rationale for RTI.” The brief, developed by the IRIS Center, describes the primary features of RTI, discusses the benefits of RTI in relation to early intervening services and the identification of learning disabilities, and explains how RTI can address many of the concerns associated with the IQ-Achievement Discrepancy Model. Six sets of questions for stakeholders, developed by the IDEA... - 1/1/07 - National Center on Response to Intervention,
This 2007 brief and tool were developed to guide stakeholders through dialogue on the topic “What is RTI?” A brief, developed by the IRIS Center, describes the key components of RTI, the characteristics of RTI related to early intervening services and the identifying students with learning disabilities. Six sets of questions for stakeholders, developed by the IDEA partnership, ask about participants’ knowledge of RTI and their views on its implementation, potential benefits, and... - 1/14/09 - 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 funding. This guidance is intended to provide states with information regarding the use of funds provided under Part B of the Individuals with Disabilities Education Act by local education agencies to develop and implement coordinated early intervening services (CEIS) for students who are not currently identified as needing special education. - 1/23/10 - Kozeski, Elizabeth B., Sullivan, Amanda L., Equity Alliance at ASU
"This final report chronicles the outcomes of the second generation National Institute for Urban School Improvement (NIUSI), Award Number # H326B020002. Built on the previous five years of innovative work from 1997-2002 (a $5 million award), NIUSI’s second round of funding ($3.5 million) produced important results that offer a district-wide blueprint for the design and delivery of least restrictive environments and access to the general education curriculum for students with disabilities... - 1/3/09 - National Research Center on Learning Disabilities,
This 2007 brief explains the connection between Early Intervening Services (EIS) as stipulated in the 2004 reauthorization of IDEA and Responsiveness to Intervention. It was created by the National Research Center on Learning Disabilities and could be of use for families who are looking for foundational information regarding EIS and RTI. - 1/6/09 - Elizabeth B. Kozleski, Amanda L. Sullivan, Kathleen A. King
This presentation explores a framework for the design and implementation of early intervening services, translates these perspectives into classroom practices, program evaluation, and models for continuous improvement and examines the implications for school psychologists. - 1/6/09 - Elizabeth B. Kozleski
This presentation explores a framework for the design and implementation of early intervening services through theory, research, and public policy. Strategies for implementation in classroom practices, program evaluation, and continuous improvement are also addressed. - 1/7/09 - Elizabeth A. Isakson , Louisa B. Higgins , Leslie L. Davidson, Janice L. Cooper
"Social-emotional development in young children encompasses how young children feel about themselves, how they behave and how they relate to people close to them, such as caregivers, teachers, and peers. Although infant and early childhood mental health are often used in the same way, the term social-emotional development illustrates the importance of prevention and early intervention. There is strong evidence linking social-emotional health in the early childhood years (birth to 6) to... - 1/23/09 - Julie Cohen, Barbara Gebhard, Ann Kirwan, Brandy Jones Lawrence
"Drawing on both the shared and unique experiences of Illinois, Kansas, Nebraska, and Oklahoma, this policy brief is designed to inspire other states to advocate for, develop, and implement new financing structures to support services for at-risk infants and toddlers. It provides an overview of the key policy elements that cut across all four states, as well as strategic decisions, lessons, and recommendations critical to the establishment of particular financing structures that support... - 1/24/10 - Ani C. Moughamian, Mabel O. Rivera, David J. Francis
While some states (Arizona, California, Florida, and Massachusetts) have passed laws detailing the types of educational programs available to English language learners, others have not. Teachers who have not been trained to work with ELLs must make decisions about the types of instructional programs and strategies they will offer these students. This publication seeks to offer educators and policy-makers guidance on strategies that have been effective in instructing English language learners.
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