| Response to Intervention (RtI) |
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Responsiveness to Intervention and Learning Disabilities
June 1, 2005
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Examines concepts, potential benefits, practical issues, and questions about responsiveness to intervention (RTI) and learning disabilities (LD). Includes questions about implementation, eligibility, parent participation, structure and components, professional roles and competencies, and needed research.
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Understanding Responsiveness to Intervention in Learning Disabilities Determination
September 15, 2004
- Daryl Mellard, NRCLD Principal Investigator
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This article describes core features of RTI including the use of assessment to match students with appropriate instruction. Other core features are high quality classroom instruction, research based instruction, classroom performance, universal screening of academics and behavior, continuous progress monitoring, research based interventions, progress monitoring during interventions, and fidelity measures (that the intervention was implemented as intended and with consistency).
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Response to Instruction in the Identification of Learning Disabilities: A Guide for School Teams
July 1, 2004
- Joseph Kovaleski & David P. Prasse
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Published in NASP Communique. The authors explain why response to intervention is a promising alternative to the traditional IQ-achievement discrepancy model for identifying students with learning disabilities and improving classroom instruction in general education.
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Responsiveness-To-Intervention: A Blueprint for Practitioners, Policymakers, and Parents
October 1, 2001
- Douglas Fuchs and Lynn S. Fuchs
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Describes a "three-tier" system (beginning in general education and ending in special education) that serves the early intervention and disability identification objectives of RBI. The focus is on standard tutoring protocols, not "problem solving model," because available scientific research supports this approach.
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| School Reform and Improvement |
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Three School Improvement Mistakes (and How to Avoid Them)
July 17, 2007
- Ceri Dean and Bryan Goodwin
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Ceri Dean and Bryan Goodwin describe common pitfalls to school improvement: 1) treating the symptoms instead of the problem, 2) ignoring intangibles, and 3) biting off more than you can chew.
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Working Together for Reliable School Reform
July 1, 2007
- Center for Social Organization of Schools - Johns Hopkins University
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This article appeared in volume 5(1&2) of the Journal of Education for Students Placed At Risk, 2000, Mahwah, NJ: Lawrence Erlbaum Associates. Copyright 2000 by Lawrence Erlbaum Associates.
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Creating a Culture of High Expectations
October 10, 2006
- Zoe Barley and Helen Apthorp
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In this article, Zoe Barley and Helen Apthorp describe key findings from McREL's study of "beat the odds" schools. One of the key differences between high- and low-performing schools is that high-performing schools address intangible, often elusive, aspects of schooling.
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Fractal Experiences, Quick Wins, and School Success
September 6, 2006
- Mike Galvin
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In this article, Mike Galvin explains how schools can use a "fractal experience" to generate quick wins, develop staff members’ "collective efficacy," and promote larger systemic improvement efforts.
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Beyond Islands of Excellence: What Districts Can Do To Improve Instruction and Achievement in All Schools.
February 22, 2003
- Wendy Togneri & Stephen Anderson
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Success Factors in High-Poverty Schools
June 30, 2001
- Dale Hair, Betty Kraft, and Amy Allen
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Supported by the Louisiana Staff Development Council, researchers examined a dozen schools, including several with middle grades, that were both high-poverty and rated "academically above average" in the Louisiana Accountability System. This report highlights common and specific success factors identified by the investigators, particularly the role of staff development.
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