In the months ahead, the California Department of Education (CDE) will issue a technical assistance document to support schools and districts in the implementation of RtI2 in general education classrooms. A companion document is set to follow which will support special educators in using general education RtI2 data in determining whether a specific learning disability exists should there be limited or no progress in response to targeted general education academic or behavior interventions.
CDE recognizes that some schools and districts have already implemented or begun to implement an RtI2 approach. They have aligned their curriculum, instruction, and assessment into a coherent system that provides ongoing monthly or weekly data about student progress in core subjects, focuses high quality instruction, and ensures early intervention for students experiencing learning roadblocks. Frequently these schools or districts have worked together with their SELPA and neighboring districts, pooling knowledge and forming communities of practice around early intervention and effective student support strategies. A hallmark of these schools and districts tends to be that they are proactive in anticipating that there will be some students who require extra and early support. Even before the students arrive, these schools and districts have mapped out in advance general education program opportunities for acceleration and intervention supports to be implemented in response to anticipated student needs. This pre-planned, linked system of support distinguishes RtI2 from simple differentiation.
For schools and districts anxious to implement RtI2 and wanting to do some “home study” in anticipation of CDE’s RtI2 technical assistance documents, some resources are provided below. While RtI2 is a general education strategy, many of the best RtI resources were developed by special educators anxious to respond to the opportunity afforded by IDEA 2004 in the early determination of a Specific Learning Disability.
National
Center on Instruction [http://centeroninstruction.org/] (Outside Source)
Site provides a variety of scientifically-based research and information on K-12 instruction including secondary level RtI. Sponsored by the U.S. Department of Education, the center is one of 16 regional USDE Comprehensive Centers.
Doing What Works [http://dww.ed.gov/] (Outside Source)
A sponsored by the U.S. Department of Education dedicated to helping educators identify and make use of effective Web site teaching practices.
IDEA Partnership [http://www.ideapartnership.org/] (Outside Source)
The IDEA Partnership is dedicated to improving outcomes for students and youth with disabilities by joining state agencies and stakeholders through shared work and learning.
National Center for Culturally Responsive Educational Systems [http://www.nccrest.org/] (Outside Source)
Funded by USDE/OSEP, the project targets improvements in culturally responsive practices, early intervention, literacy, and positive behavioral supports.
National Center on Response to Intervention [www.rti4success.org] (Outside Source)
The American Institutes for Research and researchers from Vanderbilt University and the University of Kansas -- through funding from the U.S. Department of Education's Office of Special Education Programs (OSEP) -- have establishedthe NationalCenter on response to intervention. The Center’s mission isto provide technical assistance to states and districts and building the capacity of states to assist districts in implementing proven models for RTI/EIS. We have organizedthe Center's work into four service areas:
- Knowledge production activities that include a rigorous technical review to determine which tools, practices, and implementation strategies are deemed scientifically valid and appropriate for TA&D;
- Expert trainings and follow-up activities (both face-to-face and at a distance) to drive implementation supports for RTI/EIS on a broad scale;
- Information dissemination activities that will involve forming partnerships and reaching out to target stakeholders via ongoing communication, including web-based telecommunication; and
- A rigorous Center evaluation, with formative assessments to help improve the delivery of our services in states and districts across the country.
National Center on Student Progress Monitoring [http://www.studentprogress.org/] (Outside Source)
Funded by a now expired USDE/OSEP grant, the Center continues to maintain their Web site and all its monitoring resources.
National Research Center for Learning Disabilities [http://www.nrcld.org/] (Outside Source)
Web site offers a variety of RtI resources. Site funded by USDE/OSEP.
Positive Behavioral Interventions & Supports [http://www.pbis.org/] (Outside Source)
As title suggests, site offers resources that support the behavioral and discipline systems half of the RtI triangle. Site funded by USDE/OSEP.
Recognition & Response [http://www.recognitionandresponse.org/] (Outside Source)
Web site provides information and resources to help early educators address the needs of young children (3 to 5 year-olds), including RtI.“
RtI Action Network [http://www.rtinetwork.org/] (Outside Source)
This site is dedicated to the effective implementation of Response to Intervention (RtI) in school districts nationwide. The network is a program of the National Center for Learning Disabilities.
Response to Intervention: Policy Considerations and Implementation [http://www.nasdse.org/Projects/ResponsetoInterventionRtIProject/tabid/411/Default.aspx] (Outside Source)
The first of a series of guidance documents developed by the National Association of State Directors of Special Education (NASDE) to support RtI implementation. This document has been followed by a series of blueprints: Response to Intervention Blueprints for Implementation: School Building Level; District Level; and Response to Intervention: Research for Practice. The blueprints are free. The policy document must be purchased.
What Works Clearinghouse [http://ies.ed.gov/ncee/wwc/] (Outside Source)
An initiative of the U.S. Department of Education’s Institute of Education Sciences, the site provides practice guides and assessment of the effectiveness of interventions.
State/Universities
IRIS Center [http://iris.peabody.vanderbilt.edu/index.html] (Outside Source)
Online learning modules designed to translate research about student learning into practice for university and professional development staff. Site is grant funded by USDE-OSEP in partnership with Vanderbilt and Claremont Graduate University.
Schools Moving Up RtI Webinars [http://www.schoolsmovingup.net/cs/smuprint/htdocs/smu/home.htm] (Outside Source)
An initiative of WestEd, the site provides ongoing RtI professional development interactive webinars and resources for educators.
California
Calstat's Special Edge, Autumn 2004 newsletter [http://www.calstat.org/publications/pdfs/2004fallEinsert.pdf] (PDF; Outside Source)
This issue features an article: "A Framework for School-Wide Intervention" authored by Kevin Feldman, Director, Reading and Early Intervention at Sonoma County Office of Education. This issue’s insert provides a clear and comprehensible overview of RtI for the practioner.
Calstat's Special Edge, Winter-Spring 2006 newsletter [http://www.calstat.org/publications/pdfs/06sprE.pdf] (PDF; Outside Source) This issue features an article: "Response to Intervention: An Overview - What Is It? Why Do It? and Is It Worth It?" authored by W. David Tilly III, PhD., Coordinator of Assessment Services, Heartland Area Education Agency, Johnston, Iowa.
Response to Intervention Resources [http://www.casponline.org/] (Outside Source)
This online source provides a list of resources to support educators in implementing RtI. The page is sponsored by the California Association of School Psychologists (CASP) to support its membership and the field.
