This article reports an analysis of RTI information provided on the websites of all 50 State Departments of Education, based on the assumption that school districts rely on this information when developing their RTI programs. Our analysis revealed little consistency in (a) the methods used to identify students to be served in RTI interventions,…

Response to Intervention (RTI) has become the gateway to identification for many students with specific learning disabilities. Those include students in the 17 states that require RTI as the source of eligibility data as well as many students in the 33 states that allow districts to choose RTI among other options (e.g., discrepancy). There is…

Having a disability can be one of the most marginalizing factors in a child's life. In education, finding ways to meet the learning needs of children with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education--which fully engages all children in quality…

Millions of youth who attend schools in the United States suffer from clinically significant anxiety. Left untreated, these students often experience significant disruptions in their academic, social, and family functioning. Fortunately, promising treatments exist for childhood anxiety that are amenable for delivery in school settings. However,…

Since the passage of the Individuals with Disabilities Education Improvement Act (2004), public schools have been permitted to use a response to intervention model to address academic and social problems of students and identify students with disabilities. As the collective educational community tackles implementation of response to intervention…

English-language learners (ELLs) with special needs consistently languish in the American school system. The No Child Left Behind Act (NCLB) included ELLs as a minority group and required to hold schools accountable for reducing the achievement gap between ELLs and their white peers, however the act did not provide a specific direction for…

Simplify your approach to implementing Response-to-Intervention (RTI) and make strides toward improved achievement in your high school. In this book, experienced educator Jeremy Koselak shows high school leaders how to attain measurable results through a framework of tiered, dynamic intervention strategies known as RTI. With an awareness of the…

There are numerous components of the No Child Left Behind Act (2001) and the Individuals with Disabilities Improvement Act (2004) that could directly affect the responsibilities of general physical educators (GPE). The purpose of this article is to address each of the components related to (1) the application of the response-to-intervention (RTI)…

As a Response to Intervention approach begins to be utilized in our schools, there is growing confusion regarding the role of teacher assistants/paraeducators in this problem solving approach. In this article, the authors share survey and interview data from their experiences working with Rhode Island teacher assistants--both in leading teacher…