Tag » response

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  Helping educators discuss responsiveness to intervention with parents and students

  1/1/07 - Fuchs, L.S., Mellard, D.F.

  This 2007 fact sheet provides answers to frequently asked questions regarding RTI and addresses such topics as learning disabilities identification, conceptualization of RTI, steps for a model of tiered intervention, challenges to consider in implementation, assessment using RTI, and the role of parents. This resource would be of use for administrators and teachers who are looking for responses to commonly asked questions regarding RTI and RTI implementation in their schools.

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  A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners

  1/1/08 - Julie Esparza Brown, Jennifer Doolittle

  Looking through the lens of culturally responsive practice, we consider how best to implement Response to Intervention (RTI) in a way that will provide equitable educational opportunity for students who are English Language Learners (ELLs).

• Culturally Responsive Response to Intervention

  1/1/08 - National Center for Culturally Responsive Educational Systems,

  Participants in this professional learning module will become familiar with the basic structures and features of culturally responsive RTI with a focus on ensuring that general education provides robust, high quality opportunities to learn for all students. Participants will also identify traditional attitudes related to what counts as evidence in research and practice, expand upon these views, and design interventions for their own pedagogy that take into account the role of culture in...

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  How can early intervening services and responsiveness to intervention work together?

  1/1/07 - 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.

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  Logical Consequences

  1/1/05 - L. Fox, S. Langhans

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. Logical consequences refer to the actions or...

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  NRCLD update on responsiveness to intervention: Research to practice

  1/1/07 - Fuchs, L.S.

  The National Research Center on Learning Disabilities (NRCLD) has completed two large studies to look at how responsiveness to intervention (RTI) works at the first-grade level for preventing and identifying specific learning disabilities (SLD) in reading and math. The purpose of this report is to help professionals and parents understand what RTI is, to explain how NRCLD’s findings are helping schools use RTI, and to answer questions often asked about how RTI can be used in the SLD...

• Pennsylvania RtI funding model-lessons learned: Successful strategies and challenges

  1/1/09 - Southeast Comprehensive Center,

  Joy Eichelberger, EdD, RtI state lead and director of intervention services, Pennsylvania Training and Technical Assistance Network, Pennsylvania Department of Education, discusses the department’s focus on ensuring leadership responsibility, aligning their standards and system, and viewing RtI as an “all-education” school reform strategy.

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  Resource list: Specific learning disabilities and responsiveness to intervention

  1/1/07 - Starrett, B.E., de Boer, S.R., Tollefson, J.M.

  This bibliography is a starting point for individuals interested in searching for additional information about learning disabilities (LD), specific learning disabilities (SLD), and responsiveness to intervention (RTI).

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  Responsiveness to intervention in conjunction with learning disability determination

  1/1/07 - National Research Center on Learning Disabilities,

  RTI is considered as yielding more ecologically or socially accurate information. Another benefit is that the information about a child’s response should be helpful in designating the features of instruction, curriculum, goals, and placement considerations that are beneficial regardless of the student’s disability determination. When RTI is incorporated into the SLD determination process, instructional staff should have a clearer framework for evaluating the child’s performance and...

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  Responsiveness to intervention in the SLD determination process

  1/1/07 - National Research Center on Learning Disabilities,

  The purpose of this document is to provide a conceptual overview of responsiveness to intervention (RTI)-including hypothetical examples of how RTI might operate within a school setting and for a particular student-and to discuss its role within the larger context of specific learning disabilities (SLD) determination.

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  Responsiveness to intervention: An SLD determination resource

  1/1/07 - Tollefson, J.M., Mellard, D.F., McKnight, M.A.

  Longstanding concerns among teachers and researchers involved with SLD determination center on aptitude-achievement discrepancy: teacher referral that employs local norms and student assessment that employs national norms. Some of the most pressing concerns facing SLD determination are focused on early intervention, the provision of appropriate learning experiences, and the non-categorical nature of identification implicit in some responsiveness to intervention (RTI) models.

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  Screening tool for well-described responsiveness-to-intervention models and comparison models

  1/1/07 - Mellard, D.F., McKnight, M.A.

  Survey that examines characteristics of a school including: general education, student assessment, intervention models, SLD determination process, student outcome data

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  Skilled Dialogue

  1/1/05 - Isaura Barrera, Lucinda Kramer

  Skilled Dialogue© is a relational approach to communication and interactions that stems from the evidence-based premise that three qualities characterize cultural competence: respect, reciprocity, and responsiveness. These three qualities along with the component skills that promote and sustain them (see Figure 1) define the nature of Skilled Dialogue©. When integrated, the qualities and skills generate a framework of guidelines and strategic questions that help ensure culturally competent...

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  SLD identification overview: General information and tools to get started

  1/1/07 - National Resource Center on Learning Disabilities,

  NRCLD has developed this kit to help you navigate changes related to specific learning disability determination and responsiveness to intervention

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  The Core Components of RTI: A Closer Look at Leadership, Parent Involvement, and Cultural Responsivity

  1/1/09 - Yuri Kashima, Bridget Schleich, Terry Spradlin

  Response to Intervention (RTI) is a framework of service delivery for addressing the needs of all students (within both general and special education) by embedding best practice and differentiated, evidence-based instruction in the classroom, and using scientific, researchbased intervention (IDOE, 2009). Indiana’s Vision of Response to Intervention, the first Special Report in this three-part series issued by the Center for Evaluation & Education Policy (CEEP), introduced the RTI framework...

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  The Mississippi Cultural Responsivity Matrix- A Teachers’ Self-study Guide for Culturally Responsive Practices in Grades K-6: Reading and Mathematics

  1/1/06 - National Center for Culturally Responsive Educational Systems,

  Assists teachers and administrators in assessing the degree to which mandated curricular guides in mathematics and reading curricula and strategies are responsive to the socio-cultural experiences and backgrounds of their students.