Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 12 |
| Since 2006 (last 20 years) | 15 |
Descriptor
| Evidence Based Practice | 15 |
| Response to Intervention | 15 |
| Screening Tests | 15 |
| Progress Monitoring | 10 |
| Decision Making | 5 |
| Learning Disabilities | 5 |
| Positive Behavior Supports | 5 |
| Student Needs | 5 |
| Disability Identification | 4 |
| Individualized Instruction | 4 |
| Program Effectiveness | 4 |
| More ▼ | |
Source
Author
Publication Type
| Journal Articles | 5 |
| Reports - Descriptive | 5 |
| Dissertations/Theses -… | 3 |
| Guides - Non-Classroom | 3 |
| Reports - Evaluative | 3 |
| Tests/Questionnaires | 3 |
| Books | 2 |
| Collected Works - General | 1 |
| Reports - Research | 1 |
Education Level
Audience
| Administrators | 2 |
| Community | 1 |
| Policymakers | 1 |
| Students | 1 |
| Teachers | 1 |
Laws, Policies, & Programs
| Individuals with Disabilities… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Download full textBresina, Britta Cook; Baker, Kristi; Donegan, Rachel; Whaley, Victoria M. – Office of Special Education Programs, US Department of Education, 2018
Response to Intervention (RTI) is a multi-level framework designed to prevent academic failure and remediate areas of deficit. It is a framework to support students for whom generally effective practices have been insufficient. Its inclusion in the Individuals with Disabilities Education Act (IDEA; U. S. Department of Education, 2004) identified…
Descriptors: Response to Intervention, Secondary School Students, Reading Difficulties, Reading Comprehension
Thurlow, Martha L.; Ghere, Gail; Lazarus, Sheryl S.; Liu, Kristin K. – National Center on Educational Outcomes, 2020
Multi-Tiered System of Supports (MTSS) is a framework for organizing and providing a tiered instructional continuum to support learning for all students. MTSS has the potential to meet the academic and behavioral needs of all students. However students with the most significant cognitive disabilities often are not included in this framework even…
Descriptors: Students with Disabilities, Intellectual Disability, Severe Disabilities, Inclusion
Philippakos, Zoi A. Traga; FitzPatrick, Erin – Insights into Learning Disabilities, 2018
Writing is an essential skill and outcome for academic and professional success, but the call for evidence-based practices and instructional differentiation to support all student-writers' needs has yet to be sufficiently addressed. The Common Core State Standards' Initiative resurfaced a focus on writing instruction and brought attention to…
Descriptors: Writing Instruction, Student Writing Models, Individualized Instruction, Learning Disabilities
Peer reviewedDrury, Jodi; Krezmien, Michael P.; Camacho, Kristine A.; Gonzales, Alicia – Journal of the American Academy of Special Education Professionals, 2021
Sixty-one educational leaders from a rural section of the Northeastern United States participated in this mixed-methods sequential explanatory study to determine the extent to which educational leaders felt knowledgeable and prepared to lead the implementation of multi-tiered systems of support (MTSS) in their schools. Despite educators' initial…
Descriptors: Instructional Leadership, Leadership Qualities, Knowledge Level, Competence
Direct linkShaywitz, Bennett A.; Shaywitz, Sally E. – Oxford Review of Education, 2020
We review the evolution of the conceptualisation of dyslexia and along with it the current, 21st century definition of dyslexia. Our starting point is the seminal report by Pringle Morgan in 1896, followed by early 20th century reports by Hinshelwood, and continuing with concepts of brain injury and minimal brain dysfunctions then to the emergence…
Descriptors: Definitions, Dyslexia, Laws, Policy Formation
Fabiano, Gregory A.; Pyle, Kellina – Grantee Submission, 2019
Children with ADHD comprise one of the most common groups requiring supports from school mental health providers, yet current school structures and special education policies are not optimally situated to support and adapt to the inconsistent behaviors that are the hallmark of children with ADHD. The present paper reviews the evidence base for…
Descriptors: Attention Deficit Hyperactivity Disorder, Mental Health, School Health Services, Symptoms (Individual Disorders)
Foust, LaShanda Wardlow – ProQuest LLC, 2018
"For valid disability determination to occur, a diagnostic team needs to be able to determine that a student has received appropriate instruction in the general education classroom" (Johnson, Mellard, Fuchs, & McKnight, 2006, p. 4.2). The purpose of the study was to determine whether a middle school Response to Intervention (RTI)…
Descriptors: Response to Intervention, Fidelity, Program Implementation, Middle Schools
Andrus, Sara R. – ProQuest LLC, 2017
This study explored the practices rural schools in Wisconsin have in place to meet the needs of students at grades PK-3 with Emotional and Behavioral Disabilities (EBD). The research question was as follows: What practices do rural elementary schools use as they strive to meet the Individual Education Plan (IEP) Objectives of PK-3 grade students…
Descriptors: Emotional Disturbances, Behavior Disorders, Disabilities, Self Contained Classrooms
Pierce, Jennifer; Jackson, Dia – Education Policy Center at American Institutes for Research, 2017
P.S. 52 Sheepshead Bay School in Brooklyn, New York, serves more than 850 students from pre-kindergarten to fifth grade from diverse socioeconomic backgrounds. After scores on the 2014 New York State English language arts assessment were unsatisfactory, first-year principal Rafael Alvarez searched for a way to improve academic outcomes for his…
Descriptors: Response to Intervention, Elementary School Students, Public Schools, Program Effectiveness
Preston, Angela I.; Wood, Charles L.; Stecker, Pamela M. – Preventing School Failure, 2016
Response to intervention (RTI) emerged from the 2004 reauthorization of the Individuals with Disabilities Education Act, but the roots of RTI are found embedded within the history of the field of learning disabilities (LD) as well as other sources of influence. In what follows, we provide a brief history of LD and highlight the connection between…
Descriptors: Response to Intervention, Federal Legislation, Educational Legislation, Disabilities
The Impact of Response to Intervention on Learning Disability Identification: School Based Practices
Smith, Tina B. – ProQuest LLC, 2017
The "Response to Intervention Guidance for New York State School Districts" (2010) document indicates Response to Intervention (RTI) is a mandated general education process intended to provide early interventions to struggling at-risk students. The multi-level RTI framework is structured to include targeted evidence-based interventions…
Descriptors: Response to Intervention, School Districts, Early Intervention, At Risk Students
Miller, Faith G.; Patwa, Shamim S.; Chafouleas, Sandra M. – Journal of Special Education Leadership, 2014
An increased emphasis on collecting and using data in schools has occurred, in part, because of the implementation of multi-tiered systems of support (MTSS). Commonly referred to as response to intervention in the academic domain and school-wide positive behavioral interventions and supports in the behavioral domain, these initiatives have a…
Descriptors: Functional Behavioral Assessment, Rating Scales, Student Behavior, Response to Intervention
National Center on Response to Intervention, 2014
The Response to Intervention (RTI) Fidelity Rubric is for use by individuals who are responsible for monitoring school-level fidelity of RTI implementation. The rubric is aligned with the essential components of RTI and the infrastructure that is necessary for successful implementation. It is accompanied by a worksheet with guiding questions and…
Descriptors: Fidelity, Program Implementation, Response to Intervention, Scoring Rubrics
Buysse, Virginia, Ed.; Peisner-Feinberg, Ellen S., Ed. – Brookes Publishing Company, 2013
Response to intervention (RTI) is improving student outcomes in K-12 classrooms across the country, but how can it best be applied in early childhood settings? Find out in this authoritative handbook, the first complete resource on what we know about using RTI to promote all young children's school and social success. With cutting-edge research…
Descriptors: Response to Intervention, Early Childhood Education, Emergent Literacy, Mathematics Instruction
Jimerson, Shane R., Ed.; Burns, Matthew K., Ed.; VanDerHeyden, Amanda M., Ed. – Springer, 2016
The second edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars…
Descriptors: Response to Intervention, Student Evaluation, Reading Skills, Writing Skills
