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Download full textErickson, Amy Gaumer; Noonan, Pattie M.; Jenson, Ronda – Learning Disabilities: A Contemporary Journal, 2012
Models of response to intervention (RTI) have been widely developed and implemented and have expanded to include integrated academic/behavior RTI models. Until recently, evaluation of model effectiveness has focused primarily on student-level data, but additional measures of treatment integrity within these multi-tiered models are emerging to…
Descriptors: Academic Achievement, Writing Achievement, Measures (Individuals), Response to Intervention
Bakken, Jeffrey P.; Smith, Beverly A. – Learning Disabilities: A Contemporary Journal, 2011
This article addresses the important topic of culturally proficient/responsive school administrators for culturally and linguistically diverse (CLD) students with learning disabilities (LD). Culturally proficient/responsive school administrators with knowledge and strong leadership skills in multicultural education are essential to impact school…
Descriptors: Multicultural Education, Learning Disabilities, School Administration, Administration
Carney, Karen J.; Stiefel, Gilbert S. – Learning Disabilities: A Contemporary Journal, 2008
Two general models exist for implementing Response to Intervention (RtI) for struggling students, the standard protocol model and the problem-solving model. This study examined the long-term outcomes of one example of the problem-solving method, the Instructional Support Team (IST), in a field setting. Academic records of 32 students were reviewed…
Descriptors: Academic Records, Intervention, Educational Objectives, Academic Achievement
