| RTI State Database |
The National Center on Response to Intervention website is host to the RTI State Database which provides many resources that were developed by states and districts in the U.S. on a number of topics related to response to intervention (RTI).
The resources range from policy documents and briefs, to training modules and tools. In addition, state database presents information about each state?s RTI framework, RTI-related State Performance Plans or State Personnel Development Grants and the use of RTI for Specific Learning Disability eligibility. The database allows users to easily conduct a variety of searches to gather state and district information about RTI.
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| National RtI Action Network |
The RTI Action Network is dedicated to the effective implementation of Response to Intervention (RTI) in school districts nationwide. Their goal is to guide educators and families in the large-scale implementation of RTI so that each child has access to quality instruction and that struggling students ? including those with learning disabilities ? are identified early and receive the necessary supports to be successful. The RTI Action Network is a program of the National Center for Learning Disabilities, funded by the Cisco Foundation and in partnership with the nation?s leading education associations and top RTI experts.
On this web site, you can learn about RtI, including: What is RtI? Why Adopt an RtI Model? RtI Impact; LD Identification; Diversity and Disproportionality; Behavior Supports; and RtI in Pre-Kindergarten.
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| National Center on Response to Intervention |
The RTI Center?s mission is to provide technical assistance to states and districts and building the capacity of states to assist districts in implementing proven models for RTI/EIS. The Center's work is organized into service areas:
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Knowledge production activities that include a rigorous technical review to determine which tools, practices, and implementation strategies are deemed scientifically valid and appropriate for TA&D;
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Expert trainings and follow-up activities (both face-to-face and at a distance) to drive implementation supports for RTI/EIS on a broad scale;
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Information dissemination activities that will involve forming partnerships and reaching out to target stakeholders via ongoing communication, including web-based telecommunication.
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| National Research Center on Learning Disabilities (NRCLD) |
NRCLD engages in research designed to help the learning disabilities field understand policies, practices, and prevalence of LD identification as well as to identify best practices for its components. The site is a rich resource for conference presentation materials and research papers.
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| National Association of State Directors of Special Education (NASDSE) RtI Project |
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NASDSE?s RtI initiative began in response to a need from the entire special education community to have more information about RtI. Their initiative began with a satellite conference in the Fall of 2004. Following the satellite conference, NASDSE worked with nine RtI practitioners to produce Response to Intervention: Policy Considerations and Implementation. The first satellite conference was followed with a second one. All of these materials are available on this web site.
NASDSE is now undertaking a series of technical assistance strategies to help those states and local school districts interested in learning more about, and implementing, RtI in their own communities. Also available for free downloading are a number of documents including: Myths About RtI Implementation, a generic PowerPoint presentation that provides an overview of RtI based on the NASDSE book, and a white paper on RtI co-written by NASDSE and CASE.
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| IRIS Center Modules |
The IRIS center has various RtI modules which address: RtI Overview; Assessment; Reading Instruction; Putting It All Together; RtI and A Closer Look at Tier 3; and RtI Considerations for School Leaders.
The most recent module from the IRIS RtI series is entitled RtI: Considerations for School Leaders and provides principlas with information about how to implement RtI and about a number of factors that should be addressed when doing so. A planning team progresses through the stages of implementing RtI, discovering ways to build support for RtI and show factors that should be addressed when implementing RtI. They also address the importance of collecting data and evaluating the effectiveness of the RtI approach.
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| Focus on Response to Intervention: RTI Resource Library |
The International Reading Association's RtI resource collection contains links to several topics related to RtI: An RtI Overview; Commission Addresses RtI Issues; RtI in the Classroom: What Teachers Need to Know; and Background and Overview of RtI Action Network. Members can access publications.
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| Interview with Dr. Richard Reid, RTI Consultant & School Psychologist |
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Richard Reid, PH.D. has represented the Northeast Regional Resource Center (NERRC) in his work with the National Research Center on Learning Disabilities in identifying the strategic elements necessary to implement an RtI model within local school districts. He is a licensed School Psychologist with 25 years of experience working in public schools. He is also an instructor at the University of Vermont and St. Michael?s College where he teaches courses on assessment and interventions for students with disabilities.
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| Preventing Reading Difficulties: A Three-Tiered Intervention Model |
The 3-Tier Reading Model holds promise for reducing overall reading problems by providing intensive early intervention for the students most at risk for reading difficulty. It consists of three tiers, or levels, of reading instruction: primary, secondary, and tertiary. Movement through the tiers is a dynamic process, with students entering and exiting as needed. This project will make a highly significant contribution to the knowledge base on preventing reading disabilities through effective early reading instruction and improving early and appropriate placement in special education.
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| R&D Alert: When Special Education & General Education Unite, Everyone Benefits |
This issue of WestEd?s research newsletter features the alternative approaches to RtI that the Northeast Regional Resource Center (NERRC) is researching.
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| Response to Intervention & Universal Design for Learning: How Might They Intersect in the General Education Classroom |
This paper was produced by the ACCESS Center in July 2006. Response-to-Instruction (RTI) and Universal Design for Learning (UDL) represent innovative approaches to addressing the needs of students with disabilities. In recent years, RTI and UDL have both received increased attention from the education, policy, and disability communities. Both of these strategies are important to improve the ability of students with disabilities to participate and progress in the general education curriculum. The purpose of this paper is to provide an introduction to RTI and UDL and to explore their possible intersection in the classroom.
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| Responsiveness to Intervention in the SLD Determination Process |
This document is on OSEP?s ed.gov website as part of the Tookit on Teaching and Assessing Students with Disabilities section. 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 Newsletter 6(3) June 2004 from Mountain Plains RRC |
This newsletter published by the Mountain Plains Regional Resource Center includes seven articles on RtI, most of which were written by specialists at the MPRRC.
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| Response-to-Intervention: An Emerging Model for LD Identification by Candace Cortiella |
This article briefly describes some criticisms of the ?discrepancy? approach to evaluating a child for LD, and provides an overview of the RTI process.
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| STEEP RTI |
STEEP is designed to be a comprehensive system to assist teachers, administrators and other professionals to provide the right type of assistance to the right students at the right time. It does so by providing evidenced based tools that help schools to implement the ambitious goals set forth in NCLB and IDEA. The first phase of the STEEP RTI process focuses on prevention and early detection of academic issues. It is a quick efficient model for determining a students unique needs and determining which intervention would be most appropriate for the student.
View a video on what STEEP offers.
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