Learning Difficulties Australia


Response to Intervention & RTI Resources

Pearson – Response to Intervention – Identifying and responding to struggling students is an ongoing challenge. Pearson's Response to Intervention solution provides a continuum of accelerated intervention strategies that assess, instruct and monitor at every level for the best possible outcome. This Website integrates RTI informational resources, professional development opportunities, and Pearson's assessment and curriculum intervention solutions that effectively fit the multi-tiered RTI approach to promote high-quality, standards-based instruction and intervention.

Also on this site see RTI – A Primer for Parents, including a list of associated web links for parents at: http://www.nasponline.org/resources/factsheets/rtiprimer.aspx

AIMSweb is an assessment and web-based data management system that provides the framework for any RTI implementation. AIMSweb provides multiple assessments designed to efficiently benchmark and progress monitor basic academic skills in reading, writing and math for students in grades K-8. Developmental Reading Assessment, 2nd Edition (DRA2). With demonstrated reliability and validity, the DRA2 for grades K-8 measures accuracy, fluency, and comprehension. The KeyMATH-3 assessment and instruction system gives you tools to assess and improve math skills of students ages 4 - 21.

The 'Third Wave' Project - Report of a Project to Investigate Effective 'Third Wave' Intervention Strategies for Students with Learning Difficulties who are in Mainstream Schools in Years 4, 5 and 6
Australian Council for Educational Research, 2007
Authors: Dr. Ken Rowe, Dr. Andrew Stephanou, Ms Kerry-Anne Hoad
Project Outcomes
Three outcomes of the Project are notable:
1. the identification of effective teaching and learning practices that add-value to and maximise the Reading and Numeracy achievement progress of students with learning difficulties in Year levels 4-6, namely, Direct Instruction and Strategy Instruction;
2. the development, implementation and evaluation of a teacher professional development programme in the area of literacy and numeracy intervention for students with learning difficulties; i.e., the Working-Out-What-Works (WOWW) Teacher Professional Development Manual; and
3. the development of appropriate assessment and reporting tools in Reading and Numeracy for students in Year levels 4-6 (calibrated against National Benchmark standards for these domains), based on the principles of objective measurement (i.e., Rasch measurement).

Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades
February 2009
U.S Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
In the primary grades students with reading difficulties may need intervention to prevent future reading failure. This guide offers specific recommendations to help educators identify students in need of intervention and implement evidence-based interventions to promote their reading achievement. It also describes how to carry out each recommendation, including how to address potential roadblocks in implementing them.
The authors are a small group with expertise in various dimensions of this topic. Several of us are also experts in research methodology. The recommendations in this guide reflect not only our expertise and experience but the findings of rigorous studies of interventions to promote reading achievement.

Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools
April 2009
This guide provides eight specific recommendations intended to help teachers, principals, and school administrators use Response to Intervention (RtI) to identify students who need assistance in mathematics, and to address the needs of these students through focused interventions. The guide also describes how to carry out each recommendation, including how to address potential roadblocks in implementing them.

The National Centre on Response to Intervention (USA)
RtI integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a studentís responsiveness, and identify students with learning disabilities.

Wrightslaw (USA) has a very good section on Response to intervention, reporting the reauthorization of IDEA, identifying children with specific learning disabilities. Schools will ìnot be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability ..." (Section 1414(b)) (Wrightslaw: Special Education Law, 2nd Edition, page 97). Wrightslaw answers questions about Response to Intervention, presenting a large collection of articles, free publications and recommended websites from a variety of sources. We found that some experts endorse RtI, while others are less enthusiastic.

RTI Action Network (USA)
The RTI Action Network is dedicated to the effective implementation of Response to Intervention (RtI) in school districts nationwide. Our goal is to guide educators and families in the large-scale implementation of RtI so that each child has access to quality instruction and that struggling students – including those with learning disabilities – are identified early and receive the necessary supports to be successful. The RtI Action Network is a program of the National Center for Learning Disabilities, funded by the Cisco Foundation and in partnership with the nationís leading education associations and top RtI experts.

Implementing Response-To-Intervention at the School, District, and State Levels: Functional Assessment, Data-based Problem Solving, and Evidence-based Academic and Behavioral Interventions
Howard M. Knoff, PhD
This groundbreaking new resource from national expert Howard M. Knoff, PhD, represents the most comprehensive, up-to-date single-authored volume on RtI and published as an e-book to minimize cost and improve access. This 'how-to' resource provides step-by-step RtI implementation from a practitionerís perspective. It addresses in practical terms topics such as: the data-based, functional assessment problem-solving approach missing in most RtI models, how to monitor progress, professional development and much more – although based on the American school structure.

RtI and multi-tiered instruction in primary schools is a review by the US Department of Education Institute of Education Sciences (IES). The IES is said to reflect the governmentís intent to advance the field of education research, making it more rigorous in support of evidence-based education.

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