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The RTI Data Dilemma:
The RTI Data Dilemma:
2009 ASCD ConventionOrange County Convention Center, Room
W308AOrlando, FL
Saturday, March 14, 2009
2009 ASCD ConventionOrange County Convention Center, Room
W308AOrlando, FL
Saturday, March 14, 2009
Understanding and Managing Critical
Assessment Information
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IntroductionsIntroductions Dr. Robert (Bob) Howell, Executive Director,
Special Education, RtI Administrator (Retired)
Sandy Patton, Executive Director, Learning Resources and Project Director, RtI (Retired)
Dr. John Kerr, Deputy Superintendent. Curriculum and Instruction, Colorado Springs School District 11 (Retired)
Marcia Kaplan, Curriculum, Instruction and Technology Consultant
Dr. Robert (Bob) Howell, Executive Director, Special Education, RtI Administrator (Retired)
Sandy Patton, Executive Director, Learning Resources and Project Director, RtI (Retired)
Dr. John Kerr, Deputy Superintendent. Curriculum and Instruction, Colorado Springs School District 11 (Retired)
Marcia Kaplan, Curriculum, Instruction and Technology Consultant
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Points to Take HomePoints to Take Home
Teachers must know what data they need to inform instruction
Teachers must have ready and easy access to the needed data
Teachers must know how to use data to inform instruction
Fidelity of use/implementation is critical
Teachers must know what data they need to inform instruction
Teachers must have ready and easy access to the needed data
Teachers must know how to use data to inform instruction
Fidelity of use/implementation is critical
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What is RTI?What is RTI?
RTI is a system for educational redesign based on a hierarchy of interventions which are implemented to meet the needs of students who demonstrate underachievement in core academic areas of literacy and math (Howell, Patton, & Deiotte, Understanding Response to Intervention,)
RTI is a system for educational redesign based on a hierarchy of interventions which are implemented to meet the needs of students who demonstrate underachievement in core academic areas of literacy and math (Howell, Patton, & Deiotte, Understanding Response to Intervention,)
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Another Definition of RTIAnother Definition of RTI
RtI is the practice of:
providing high-quality instruction/intervention matched to student needs
using learning rate (and/or other outcomes) over time and level of performance to make important educational decisions (NASDSE, 2005 and from Understanding Response to Intervention, pg. 9)
RtI is the practice of:
providing high-quality instruction/intervention matched to student needs
using learning rate (and/or other outcomes) over time and level of performance to make important educational decisions (NASDSE, 2005 and from Understanding Response to Intervention, pg. 9)
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Learning Rate/Level of Performance
Learning Rate/Level of Performance
Learning Rate is referenced to a student’s performance compared to baseline rates and peer performance
Level of Performance is referenced to the student’s relative standing compared to expected performance
Learning Rate is referenced to a student’s performance compared to baseline rates and peer performance
Level of Performance is referenced to the student’s relative standing compared to expected performance
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RTI Data DilemmaRTI Data Dilemma Access to a variety of data & why data
are needed
Screening and benchmarking must be valid, reliable, & ACCESSIBLE
Diagnostic & prescriptive assessments are dependent on bullets 1 & 2
Progress monitoring quality is only as good as the data upon which it is founded
Access to a variety of data & why data are needed
Screening and benchmarking must be valid, reliable, & ACCESSIBLE
Diagnostic & prescriptive assessments are dependent on bullets 1 & 2
Progress monitoring quality is only as good as the data upon which it is founded
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RTI Data Dilemma cont’dRTI Data Dilemma cont’d
Selection of interventions, fidelity of usage & data collection are critical to success
Outcome assessments to measure student progress against grade-level expectation must be given
All are dependent on a truly aligned curriculum with instruction and assessments
Selection of interventions, fidelity of usage & data collection are critical to success
Outcome assessments to measure student progress against grade-level expectation must be given
All are dependent on a truly aligned curriculum with instruction and assessments
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ActivityActivityFirst, by yourself, take 3 minutes to write down the 5 most critical issues that get in the way of your district, school, or classroom implementing the data requirements for RTI.When the facilitator says stop you will group in triads and work to select the 3 most critical dilemmas or variables that must be addressed. We will select 5 groups to report back.
First, by yourself, take 3 minutes to write down the 5 most critical issues that get in the way of your district, school, or classroom implementing the data requirements for RTI.When the facilitator says stop you will group in triads and work to select the 3 most critical dilemmas or variables that must be addressed. We will select 5 groups to report back.
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What do we do with the data?
What do we do with the data?
Inform instruction Validate alignment of the curriculum Insure that we are meeting
standards Determine if what is taught is
learned Focus on progress monitoring
Inform instruction Validate alignment of the curriculum Insure that we are meeting
standards Determine if what is taught is
learned Focus on progress monitoring
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Types of Data…Types of Data…
State and NationalProvides the ‘Big Picture’ of school or
district’s performanceHelps identify root causes
Benchmarking is the process of assessing all students three times per school year in reading, writing and math (Howell, Patton & Deiotte,
Understanding Response to Intervention. Pg. 81)
State and NationalProvides the ‘Big Picture’ of school or
district’s performanceHelps identify root causes
Benchmarking is the process of assessing all students three times per school year in reading, writing and math (Howell, Patton & Deiotte,
Understanding Response to Intervention. Pg. 81)
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Types of Data cont’dTypes of Data cont’d
Benchmarking data…Identifies individual and groups of
students with performance issuesProvides a screening processIdentifies needed instructional
strategies and curriculum modification for school and/or district as a whole
Benchmarking data…Identifies individual and groups of
students with performance issuesProvides a screening processIdentifies needed instructional
strategies and curriculum modification for school and/or district as a whole
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Types of Data cont’dTypes of Data cont’d
Benchmarking data…Provides a process for diagnosing
student needs and prescribing interventions
Progress Monitoring provides the formative assessment link between instruction and high stakes testing (Under-standing Response to Intervention pg. 75)
Benchmarking data…Provides a process for diagnosing
student needs and prescribing interventions
Progress Monitoring provides the formative assessment link between instruction and high stakes testing (Under-standing Response to Intervention pg. 75)
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Types of Data cont’d Types of Data cont’d
Progress monitoring must include measures for district-wide progress, grade-level progress, classroom progress and individual student progress
Progress monitoring data…Must be alignedMust ensure that what is taught is
learned and what is learned is measured
Progress monitoring must include measures for district-wide progress, grade-level progress, classroom progress and individual student progress
Progress monitoring data…Must be alignedMust ensure that what is taught is
learned and what is learned is measured
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InterventionsInterventions
An intervention is a new strategy or modification of instruction or behavior management designed to help a student or group of students improve performance relative to a specific goal(Howell, Patton & Deiotte, Understanding Response to
Intervention, pg. 57)
An intervention is a new strategy or modification of instruction or behavior management designed to help a student or group of students improve performance relative to a specific goal(Howell, Patton & Deiotte, Understanding Response to
Intervention, pg. 57)
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InterventionsInterventions
Interventions begin in the general education classroom. Modifications, including changing intervention frequency, intensity and duration until the student achieves success (Howell, Patton & Deiotte, Understanding Response to Intervention pg. 59)
Interventions begin in the general education classroom. Modifications, including changing intervention frequency, intensity and duration until the student achieves success (Howell, Patton & Deiotte, Understanding Response to Intervention pg. 59)
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Curriculum AlignmentCurriculum Alignment
RTI creates curriculum alignment because of the heavy emphasis on progress monitoring. Progress monitoring puts into practice those questions asked in a Professional Learning Community (PLC) (Howell, Patton & Deiotte, Understanding Response to Intervention pg. 77)
RTI creates curriculum alignment because of the heavy emphasis on progress monitoring. Progress monitoring puts into practice those questions asked in a Professional Learning Community (PLC) (Howell, Patton & Deiotte, Understanding Response to Intervention pg. 77)
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Four Critical PLC QuestionsFour Critical PLC Questions What do students need to learn and
be able to do? How do we know if the students are
learning it? What will we do if students have not
learned it? What will we do if they have
learned it?(DuFour, DuFour, & Eaker & from Understanding Response to Intervention pg. xviii)
What do students need to learn and be able to do?
How do we know if the students are learning it?
What will we do if students have not learned it?
What will we do if they have learned it?(DuFour, DuFour, & Eaker & from Understanding Response to Intervention pg. xviii)
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Progress MonitoringProgress Monitoring
Curriculum-based measurements (CBMs) are quick and easy normed assessments providing valuable data on student learning. CBMS are inexpensive, easy to use and quickly administered in 2 to 5 minutes (Howell, Patton & Deiotte, Understanding Response to Intervention pgs. 77 - 78)
Curriculum-based measurements (CBMs) are quick and easy normed assessments providing valuable data on student learning. CBMS are inexpensive, easy to use and quickly administered in 2 to 5 minutes (Howell, Patton & Deiotte, Understanding Response to Intervention pgs. 77 - 78)
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Progress MonitoringProgress Monitoring
Probes enable teachers to monitor student progress on a daily, weekly, semimonthly or monthly basis without loss of validity (Howell, Patton & Deiotte, Understanding Response to Intervention, pg 80)
Probes enable teachers to monitor student progress on a daily, weekly, semimonthly or monthly basis without loss of validity (Howell, Patton & Deiotte, Understanding Response to Intervention, pg 80)
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Progress MonitoringProgress Monitoring
CBMs… Determine a student’s individual
instructional level within the curriculum Establish long term goals and monitor
individuals and groups of students Assist teachers and Problem Solving
Teams in making decisions regarding the impact of teaching on learning
CBMs… Determine a student’s individual
instructional level within the curriculum Establish long term goals and monitor
individuals and groups of students Assist teachers and Problem Solving
Teams in making decisions regarding the impact of teaching on learning
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Progress Monitoring cont’dProgress Monitoring cont’d
CBMs… Measure the impact of
interventions Measure the impact of the over-all
problem-solving process (Howell, Patton & Deiotte, Understanding Response to Intervention, pg. 80)
CBMs… Measure the impact of
interventions Measure the impact of the over-all
problem-solving process (Howell, Patton & Deiotte, Understanding Response to Intervention, pg. 80)
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RTI Assessment ProcessRTI Assessment Process
High quality professional development helps move from understanding and using data to incorporating thoughtful, targeted assessments as part of the instructional process (Howell, Patton & Deiotte, Understanding Response to Intervention, pg.
82)
High quality professional development helps move from understanding and using data to incorporating thoughtful, targeted assessments as part of the instructional process (Howell, Patton & Deiotte, Understanding Response to Intervention, pg.
82)
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RTI Assessment ProcessRTI Assessment Process
Short tests such as CBMs are administered to obtain baseline data on student skills
If the student learns at a slower pace or at a lower level, the tests help the teacher pinpoint problems
Encourages the teacher to change methods and materials to better meet student learning needs (Colorado Springs
School District 11, 2006)
Short tests such as CBMs are administered to obtain baseline data on student skills
If the student learns at a slower pace or at a lower level, the tests help the teacher pinpoint problems
Encourages the teacher to change methods and materials to better meet student learning needs (Colorado Springs
School District 11, 2006)
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Role of Problem-Solving Team
Role of Problem-Solving Team
Problem-Solving Teams (PSTs) use data to discern current issues that exacerbate failure, discover the root cause or primary problem(s), and create a continuous improvement process to close the gap between a child’s performance and grade level, national norms or expected achievement (Howell, Patton & Deiotte, Understanding Response to Intervention, pg 39)
Problem-Solving Teams (PSTs) use data to discern current issues that exacerbate failure, discover the root cause or primary problem(s), and create a continuous improvement process to close the gap between a child’s performance and grade level, national norms or expected achievement (Howell, Patton & Deiotte, Understanding Response to Intervention, pg 39)
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Actualizing RTI Data Activity
Actualizing RTI Data Activity
1. You will have an opportunity to look at some real student data and analyze what the data are telling you.
2. Use your triads and look these slides, we will explain the key to you.
3. What are these data telling you. What if these data represented an entire district, a school or a group of kids. What would you do?
1. You will have an opportunity to look at some real student data and analyze what the data are telling you.
2. Use your triads and look these slides, we will explain the key to you.
3. What are these data telling you. What if these data represented an entire district, a school or a group of kids. What would you do?
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Actualizing RTI DataActualizing RTI Data
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Actualizing RTI DataActualizing RTI Data
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Actualizing RTI DataActualizing RTI Data
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Actualizing RTI DataActualizing RTI Data
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Actualizing RTI DataActualizing RTI Data
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Root Cause AnalysisRoot Cause Analysis
Root Cause Analysis is an eight step problem-solving process that focuses on an ongoing problem-solving cycle rather than a one time effort (Howell, Patton & Deiotte, Understanding Response to Intervention , pg. 40)
Root Cause Analysis is an eight step problem-solving process that focuses on an ongoing problem-solving cycle rather than a one time effort (Howell, Patton & Deiotte, Understanding Response to Intervention , pg. 40)
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Root Cause Analysis Process
Root Cause Analysis Process
1. Define the problem based on identification of a sentinel event
2. Gather additional data and evidence3. Identify contributory issues4. Delineate possible root causes5. Develop solution recommendations
for the primary causes (Howell, Patton &
Deiotte, Understanding Response to Intervention, pg. 41)
1. Define the problem based on identification of a sentinel event
2. Gather additional data and evidence3. Identify contributory issues4. Delineate possible root causes5. Develop solution recommendations
for the primary causes (Howell, Patton &
Deiotte, Understanding Response to Intervention, pg. 41)
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Root Cause Analysis Process cont’d
Root Cause Analysis Process cont’d
6. Implement solutions to eliminate or diminish the causes
7. Retest solutions based on data8. Review data from Steps 1-7 to
determine systemic prevention or intervention strategies (Howell, Patton & Deiotte, Understanding Response to Intervention, pg. 41)
6. Implement solutions to eliminate or diminish the causes
7. Retest solutions based on data8. Review data from Steps 1-7 to
determine systemic prevention or intervention strategies (Howell, Patton & Deiotte, Understanding Response to Intervention, pg. 41)
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Root Cause Analysis Process
Root Cause Analysis Process
Provides a well-defined system of evaluation using student-based assessments
Applies measures to monitor what educators are achieving with students on a daily basis
Guides staff in evaluating and acting on the results of students’ work
Provides a well-defined system of evaluation using student-based assessments
Applies measures to monitor what educators are achieving with students on a daily basis
Guides staff in evaluating and acting on the results of students’ work
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Managing RTI DataManaging RTI Data
We strongly recommend the use of an electronic data management system to allow the classroom teacher and the Problem Solving Teams to graph student data without that component becoming an overwhelming factor and impeding the total RTI process.
We strongly recommend the use of an electronic data management system to allow the classroom teacher and the Problem Solving Teams to graph student data without that component becoming an overwhelming factor and impeding the total RTI process.
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Managing RTI DataManaging RTI Data
Requirements in a system…CBM probes that are normed and
validatedA wide variety of multi-grade and multi-
discipline probesInteroperability with student information
systems and other available systemsEasy access for teachersEasy data entry and one data entry if
possible
Requirements in a system…CBM probes that are normed and
validatedA wide variety of multi-grade and multi-
discipline probesInteroperability with student information
systems and other available systemsEasy access for teachersEasy data entry and one data entry if
possible
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Points to Take HomePoints to Take Home
Teachers must know what data they need to inform instruction
Teachers must have ready and easy access to the needed data
Teachers must know how to use data to inform instruction
Fidelity of use/implementation is critical
Teachers must know what data they need to inform instruction
Teachers must have ready and easy access to the needed data
Teachers must know how to use data to inform instruction
Fidelity of use/implementation is critical
Questions/Answers from
Question Cards
Questions/Answers from
Question Cards
Contact Information:Contact Information:
Sandy Patton
or
Marcia Kaplan
Sandy Patton
or
Marcia Kaplan
Presentation Available at:Presentation Available at:
www.tecedge.net/presentations/The_RTI_Data_Dilemma.ppt
http://www.ascd.org/conferences/acpresenterupload.aspx
www.tecedge.net/presentations/The_RTI_Data_Dilemma.ppt
http://www.ascd.org/conferences/acpresenterupload.aspx
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www.nasdse.org
www.nwrel.org/nwrcc/rti/
www.ritap.org/rti/resources/web_resources.php
www.interventioncentral.org
www.autoskill.com/intervention/rti.php
www.k12.wa.us/SpecialEd/RTI.aspx
www.cssd11.k12.co.us/RTI/
www.nasdse.org
www.nwrel.org/nwrcc/rti/
www.ritap.org/rti/resources/web_resources.php
www.interventioncentral.org
www.autoskill.com/intervention/rti.php
www.k12.wa.us/SpecialEd/RTI.aspx
www.cssd11.k12.co.us/RTI/
ResourcesResources
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Research and ReferencesResearch and References
Barnett, D. W., Daly, E. J., III, Jones, K. M., & Lentz, F. E., Jr. (2004). Empirically based special service decisions from single-case designs of increasing and decreasing intensity. The Journal of Special Education, 38, 66-79.
Bergan, J. R. (1977). Behavioral consultation. Columbus, OH: Charles E. Merrill.
Bergan, J. R., & Kratochwill, T. R. (1990). Behavioral consultation and therapy. New York: Plenum Press.
Bradley, R., Danielson, L. C., & Hallahan, D. P. (2002). Identification of learning disabilities: Research to practice. Washington, DC: Lawrence Erlbaum Associates.
Barnett, D. W., Daly, E. J., III, Jones, K. M., & Lentz, F. E., Jr. (2004). Empirically based special service decisions from single-case designs of increasing and decreasing intensity. The Journal of Special Education, 38, 66-79.
Bergan, J. R. (1977). Behavioral consultation. Columbus, OH: Charles E. Merrill.
Bergan, J. R., & Kratochwill, T. R. (1990). Behavioral consultation and therapy. New York: Plenum Press.
Bradley, R., Danielson, L. C., & Hallahan, D. P. (2002). Identification of learning disabilities: Research to practice. Washington, DC: Lawrence Erlbaum Associates.
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Research and References (Cont’d)
Research and References (Cont’d)
Brown-Chidsey, R., & Steege, M. W. (2006). Response to Intervention: Principles and Strategies for Effective Instruction. New York: Guilford Press.
Deno, S. (1985). “Curriculum-based measurement: The emerging alternative.” Exceptional Children, 52, 219-684.
Deno, S., & Mirkin, P. (1977). Data-based program modification. Minneapolis, MN: Leadership Training Institute for Special Education.
Donovan, M. S., & Cross, C. T. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.
Fletcher, J. M., Lyon, G. R., Barnes, M., Stuebing, K. K., Francis, D. J., Olson, R. K., & Shaywitz, S. E. (2002). Classification of Learning Difficulties: An Evidence-based Evaluation. Mahwah, NJ: Lawrence Erlbaum.
Brown-Chidsey, R., & Steege, M. W. (2006). Response to Intervention: Principles and Strategies for Effective Instruction. New York: Guilford Press.
Deno, S. (1985). “Curriculum-based measurement: The emerging alternative.” Exceptional Children, 52, 219-684.
Deno, S., & Mirkin, P. (1977). Data-based program modification. Minneapolis, MN: Leadership Training Institute for Special Education.
Donovan, M. S., & Cross, C. T. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.
Fletcher, J. M., Lyon, G. R., Barnes, M., Stuebing, K. K., Francis, D. J., Olson, R. K., & Shaywitz, S. E. (2002). Classification of Learning Difficulties: An Evidence-based Evaluation. Mahwah, NJ: Lawrence Erlbaum.
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Research and References (Cont’d)
Research and References (Cont’d)
Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93-99.
Gersten, R., & Dimino, J. A. (2006). RTI (Response to intervention): Rethinking special education for students with reading difficulties (yet again). Reading Research Quarterly, 41, 99-108.
Heller, K. A., Holtzman, W. H., & Messick, S. (Eds.). (1982). Placing children in special education: A strategy for equity. Washington, DC: National Academy Press.
Howell. R.J., Patton, S. L., & Deiotte, M. T. (2008) Understanding Response to Intervention. Bloomington, IN: Solution Tree
Klingner, J. K., & Edwards, P. A. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41, 108-117.
Kratochwill, T. R., & Bergan, J. R. (1990). Behavioral consultation: An individual guide. New York: Plenum Press.
Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93-99.
Gersten, R., & Dimino, J. A. (2006). RTI (Response to intervention): Rethinking special education for students with reading difficulties (yet again). Reading Research Quarterly, 41, 99-108.
Heller, K. A., Holtzman, W. H., & Messick, S. (Eds.). (1982). Placing children in special education: A strategy for equity. Washington, DC: National Academy Press.
Howell. R.J., Patton, S. L., & Deiotte, M. T. (2008) Understanding Response to Intervention. Bloomington, IN: Solution Tree
Klingner, J. K., & Edwards, P. A. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41, 108-117.
Kratochwill, T. R., & Bergan, J. R. (1990). Behavioral consultation: An individual guide. New York: Plenum Press.
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Research and References (Cont’d)
Research and References (Cont’d)
Kratochwill, T. R., Clements, M., A., & Kalamon, K. (in press). Reconsidering response to intervention: Conceptual, methodological, and psychometric issues. In S. Jimmerson, M. Burns, and A. VanDerHeyden (Eds.) The handbook of response to intervention. New York: Springer Science, Inc.
Kratochwill, T. R., Elliott, S. N., & Stoiber, K. C. (2002). Problem solving consultation. In A. Thomas and J. Grimes (Eds.). Best Practices. Washington, DC: National Association of School Psychologists.
National Reading Panel. (2000). Teaching children to read: An evidence assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: Author.
National Association of State Directors of Special Education. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education.
Kratochwill, T. R., Clements, M., A., & Kalamon, K. (in press). Reconsidering response to intervention: Conceptual, methodological, and psychometric issues. In S. Jimmerson, M. Burns, and A. VanDerHeyden (Eds.) The handbook of response to intervention. New York: Springer Science, Inc.
Kratochwill, T. R., Elliott, S. N., & Stoiber, K. C. (2002). Problem solving consultation. In A. Thomas and J. Grimes (Eds.). Best Practices. Washington, DC: National Association of School Psychologists.
National Reading Panel. (2000). Teaching children to read: An evidence assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: Author.
National Association of State Directors of Special Education. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education.
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Research and References (Cont’d)
Research and References (Cont’d)
Newell, M., & Kratochwill, T. R. (in press). Response to intervention: Cultural issues and considerations. In S. Jimmerson, M. Burns, and A. VanDerHeyden (Eds.) The handbook of response to intervention. New York: Springer Science, Inc.
Reschly, D. J., Tilly III, W. D., & Grimes, J. P. (1999). Special Education in Transition: Functional Assessment and Non-categorical Programming. Longmont, CO: Sorpis West.
Rosenfield, S., Silva, A., & Gravois, T. A. (in press). Bringing instructional consultation to scale: Research and development of IC and IC teams. In W. Erchul & S. Sheridan (Eds.) Handbook of research in school consultation: Empirical foundations for the field. Mahwah, NJ: Erlbaum
Sheridan, S. M., Kratochwill, T. R., & Bergan, J. R. (1996). Conjoint behavioral consultation: An individual guide. New York: Plenum Press.
Newell, M., & Kratochwill, T. R. (in press). Response to intervention: Cultural issues and considerations. In S. Jimmerson, M. Burns, and A. VanDerHeyden (Eds.) The handbook of response to intervention. New York: Springer Science, Inc.
Reschly, D. J., Tilly III, W. D., & Grimes, J. P. (1999). Special Education in Transition: Functional Assessment and Non-categorical Programming. Longmont, CO: Sorpis West.
Rosenfield, S., Silva, A., & Gravois, T. A. (in press). Bringing instructional consultation to scale: Research and development of IC and IC teams. In W. Erchul & S. Sheridan (Eds.) Handbook of research in school consultation: Empirical foundations for the field. Mahwah, NJ: Erlbaum
Sheridan, S. M., Kratochwill, T. R., & Bergan, J. R. (1996). Conjoint behavioral consultation: An individual guide. New York: Plenum Press.
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