National Center on Response To Intervention

Response To Intervention

OSEP provides information on how to use RTI to identify students with Learning Disabilities.

The Institute of Education Sciences: Intervention: Phonological Awareness Training is a general practice aimed at enhancing young children's phonological awareness abilities.

The National Research Center on Learning Disabilities, a collaborative project of staff at Vanderbilt University and the University of Kansas, sponsored a two-day symposium focusing on responsiveness-to-intervention (RTI) issues. This website provides video clips, papers, and powerpoint slides from the program presenters.

Mountain Plains RRC Response to Intervention Newsletter includes articles related to the impact of RTI on preschools, overrepresentation,
California Department of Education, set of video presentations on Response-to-Intervention. Includes videos from leading researchers and practitioners in the field.

Fuchs, Douglas, Lynn Fuchs, Donald Compton, Joan Bryant, and National Research Center on Learning Disabilities. (2005)

Fuchs, Douglas, Lynn S. Fuchs. (2001) Responsiveness to Intervention: A Blueprint for Practitioners, Policymakers, and Parents in Teaching Exceptional Children.
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.

LDOnline. A Three-Tier Response to Intervention (RTI) Model
Article describes a Three-Tier RTI Model as an alternative to the Discrepancy Model (the "Wait to Fail Model"). This article describes a three-tier reading model that monitors student progress with different levels of intervention intensity.

National Joint Committee on Learning Disabilities. (2005) Responsiveness to Intervention & Learning Disabilities.
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.

National Research Center on Disabilities. (2003) Response to Intervention Models, Identify, Evaluate & Scale.
Describes core characteristics of Response to Intervention models: student-centered assessment and intervention models that identify and address student difficulties and use effective instruction, leading to improved achievement.

NASDSE has a new page on their website with resources on Response to Intervention. In addition to our best-selling book on Response to Intervention, they have new resources that we are making available today:

 1. Myths About RtI Implementation (state directors previously received a copy of this paper from Bill East about a week ago);
 2. A generic PowerPoint presentation that provides an overview of RtI based on the NASDSE book. This presentation can be downloaded and modified to meet your individual needs for training; and
 3. A white paper on RtI co-written by NASDSE and CASE. This paper is a short explanation of RtI for those who do not have time to read the entire book or who just want an overview of the issue.

PROGRESS MONITORING

DIBELS - The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are standardized, individually administered measures of early literacy development. They are designed to be short fluency measures used to monitor the development of pre-reading and early reading skills.

AIMSweb – AIMSweb includes standardized, individually and group administered curriculum based measures of early literacy, reading comprehension, math, writing, and spelling. The AIMSweb 3-Tiered assessment system allows teachers to analyze and make data-based decisions for students.

READING INFORMATION

National Center for Learning Disabilities - provides information to parents, professionals and individuals with learning disabilities, promotes research and programs to foster effective learning, and advocates for policies to protect and strengthen educational rights and opportunities.

National Reading Panel - The National Reading Panel published their findings on research based reading in two reports and a video, "Teaching Children to Read." They also identified effective instructional strategies for teaching students with reading difficulties.

Helping Your Child Become a Reader – great resource for parents of young children with strategies to help kids become ready for learning to read at school entrance.