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Response to Intervention Effectiveness

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Mulholland, Stephanie L. – ProQuest LLC, 2013

The intersection of No Child Left Behind (2002) and the reauthorization of the Individuals with Disabilities Education Act (2004) made it necessary for educators to examine achievement trends within their schools and implement a Response to Intervention (RTI) program. This study examines the achievement trends in one school district since its…

Descriptors: Response to Intervention, Program Effectiveness, Program Implementation, Progress Monitoring

Essential Elements of High Performing, High Quality Part C Systems. NECTAC Notes No. 25

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Lucas, Anne; Hurth, Joicey; Kasprzak, Christina – National Early Childhood Technical Assistance Center (NECTAC), 2010

National Early Childhood Technical Assistance Center (NECTAC) was asked to identify essential elements for supporting high performance and provision of high quality early intervention Part C services as determined by the Annual Performance Review (APR) required under Individuals with Disabilities Education Act (IDEA). To respond, NECTAC…

Descriptors: Early Intervention, Disabilities, Technical Assistance, Early Childhood Education

Elementary Teachers' Perspectives of the Implementation of Response to Intervention and Special Education Rates

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Dupuis, Susan D. – ProQuest LLC, 2010

Response to Intervention (RTI) employs a multi-tiered approach to providing targeted interventions for students who are at risk for school failure. With the reauthorization of the Individual with Disabilities Act (IDEA) 2004 and No Child Left Behind (NCLB) 2001 districts are given the option to implement RTI prior to student referral for special…

Descriptors: Intervention, Federal Legislation, Focus Groups, Program Effectiveness