This document was developed to clarify the relationship between Specially Designed Instruction, Core Instruction and Interventions within a multi-tiered system of supports (MTSS) for educators developing, improving and maintaining systems of support for all students.
Multi-tiered System of Supports (MTSS) and the IDEA Child Find Requirements: How to Ensure Compliance within the RtI Culture is a memorandum with questions and answers to assist school teams in determining what instruction and interventions accelerate student learning and what resources must be allocated to meet their intervention needs.
A memorandum disseminated to district leaders on August 10, 2010 to address issues related to obtaining parental consent for and requirements for conducting formal evaluation procedures to determine if a student is a student with a disability and in need of special education services.
The purpose of this document is to provide overview information about Florida's planning and problem solving model to educators working within and supporting virtual education, to address questions that have arisen that are unique to implementation in virtual settings, and to provoke team-based discussions resulting in increased consensus around implementing this way of work.
A resource jointly developed by the FLPBS and FL PS/RtI Projects in order to help support alignment of common language and common understanding regarding MTSS and the use of RtI data. The document, entitled MTSS Implementation Components: Ensuring Common Language and Understanding includes clarification of existing initiatives and terms sharing the common elements of data-based problem solving to inform instruction and intervention.
Included on this site is the NASDSE and CASE “White Paper” on RtI, which provides an overview for general education and special education with emphasis on core principles and components. Also available is a presentation based on NASDSE’s Response to Intervention: Policy Considerations and Implementation. The third component of this site is a paper entitled Myths about RtI Implementation which provides information about the purposes and intents behind the RtI model and how special education eligibility fits into this process.
The No Child Left Behind (NCLB) Act and Individuals with Disabilities Education Act (IDEA) require the use of evidence-based practices to ensure that all students receive appropriate instruction as a contingency requirement for eligibility for special education programs.
A collaborative MTSS project between the Florida Department of Education and The University of South Florida that school districts in building capacity to better assist schools in developing effective discipline, social skills teaching, and behavior support strategies for all students.
A collaborative MTSS project between the Florida Department of Education and The University of South Florida that results in the high quality implementation of statewide training, technical assistance, and building sustainable capacity for the PS-RtI framework in Florida school districts.
The National Center on response to intervention’s mission is to provide technical assistance to states and districts and building the capacity of states to assist districts in implementing proven models for RtI/EIS. The center’s work has been organized into four service areas (knowledge production, expert training information dissemination, and center evaluation). The Center is led by a team of nationally recognized principal investigators. A distinguished National Advisory Committee will provide conceptual support and feedback on the work of the Center.
The National Center on Intensive Interventions (NCII) is housed at the American Institutes for Research, and works in conjunction with many of our nation's most distinguished data-based individualization (DBI) experts. It is funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and is part of OSEP's Technical Assistance and Dissemination Network (TA&D).
RtI Action Network is a national initiative dedicated to the responsible and effective implementation of Response to Intervention (RtI). This Website provides the information and tools educators and families need to help each child succeed. Funded by the Cisco Foundation, led by the National Center for Learning Disabilities, and supported by some of the nation’s top experts in RtI, this initiative seeks to guide frontline educators and families in the large-scale adoption of RtI. The site includes expert guidance, sample forms and tools, and discussion boards.
The Center on Instruction is a gateway to a cutting-edge collection of scientifically based research and information on K-12 instruction in reading, math, science, special education, and English language learning. Part of the Comprehensive Center network, the Center on Instruction is one of five content centers serving as resources for the 16 regional U.S. Department of Education Comprehensive Centers. Explore the links for topic-based materials and guides, syntheses of recent research, professional development resources and exemplars of best practices.
NCSER sponsors research on the needs of infants, toddlers, and children with disabilities and evaluates the effectiveness of services provided through IDEA. Therefore, NCSER funds comprehensive programs of research designed explicitly and deliberately to: (a) improve educational outcomes and quality of life for infants, toddlers, and children with disabilities; (b) evaluate the implementation and effectiveness of the Individuals with Disabilities Education Act; and (c) examine empirically the full range of issues facing children with disabilities, parents of children with disabilities, school personnel, and others.
This site offers a plethora of articles that have been collected by the International Reading Association (IRA). Most of the resources listed on this site are published in professional, refereed journals and are available at no charge. While the focus of the site is primarily on research in the field of reading and emergent literacy, there are some references included that address RtI and problem solving in more general terms.
The OSEP Technical Assistance Center for Positive Behavioral Interventions and Supports was established by the Office of Special Education Programs, US Department of Education, to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. The site provides examples of positive behavior supports (PBS) across a tiered model with authentic data from schools and districts that have implemented PBS. Information for families is also provided.
The mission of the National Implementation Research Network (NIRN) is to close the gap between science and service by improving the science and practice of implementation in relation to evidence-based programs and practices.
Provides information about research on the Recognition and Response model of instruction and supporting resources and presentations.
SEDL is a private, nonprofit education research, development, and dissemination (RD&D) corporation based in Austin, Texas. Improving teaching and learning has been at the heart of SEDL’s work for more than 40 years. SEDL provides services and products related to RtI at both elementary and secondary levels in an effort to connect research to practice.