The Idaho State Department of Education (SDE) recently revised its SLD identification policy to include a requirement to document a student's response to intervention coupled with a comprehensive evaluation. To implement this policy, the SDE is using multiple implementation drivers. In this article, we describe how and why the new policy was…

Although response to intervention (RTI) has been widely discussed in education literature and is increasingly being implemented in schools throughout the U.S., few studies provide empirical evidence of improved school-wide student outcomes. Presented here are data and an effect size analysis of school-wide student reading gains in five elementary…

Models of response to intervention (RTI) have been widely developed and implemented and have expanded to include integrated academic/behavior RTI models. Until recently, evaluation of model effectiveness has focused primarily on student-level data, but additional measures of treatment integrity within these multi-tiered models are emerging to…

Teachers today are called on to have an ever expanding knowledge base and skills that support working within a multi-tiered system of supports, including Response to Intervention (MTSS/RtI). Yet, most teachers do not possess these skills. Current field-based professional development initiatives focus on the existing teacher corps. However, Pk-12…

This article addresses the important topic of culturally proficient/responsive school administrators for culturally and linguistically diverse (CLD) students with learning disabilities (LD). Culturally proficient/responsive school administrators with knowledge and strong leadership skills in multicultural education are essential to impact school…

The overall effectiveness of the culturally relevant and responsive education (CRRE) professional development program in the Los Angeles Unified School District (LAUSD) was evaluated. Recruitment procedures included general and special educators and school administrators as participants. The "CRRE Observation Coding Scheme" and reflective field…

The focus of this study was to explore primary teachers' attitudes and perceptions toward their training experiences, instructional practices, and supports received in their schools toward working with students with dyslexia in Portugal. Primary school teachers from the centre of Portugal, working with children between the first and fourth grades,…

Although there is an ongoing debate about which achievement feedback is most useful, the majority of researchers agree that social comparisons and a focus on competition are inappropriate for students with learning disabilities and otherwise academically-challenged students. They are highly at-risk to be unfavorably influenced by inappropriate…

The current study examined whether the parental practice of delayed kindergarten entrance, also known as academic red-shirting, was associated with gains in academic achievement among children with learning disabilities. Results indicate no significant differences in the academic achievement among children with learning disabilities who were…

The goals of this study were to (a) examine differences between two age groups of adolescents with and without learning disabilities (LD) in their general and specific self-efficacy beliefs (in history and mathematics), their academic achievement (in history and mathematics), and their loneliness, effort, and hope; and (b) identify predictors of…

Two general models exist for implementing Response to Intervention (RtI) for struggling students, the standard protocol model and the problem-solving model. This study examined the long-term outcomes of one example of the problem-solving method, the Instructional Support Team (IST), in a field setting. Academic records of 32 students were reviewed…

The purpose of this investigation was two-fold: (1) to gather descriptive information in the areas of salient student characteristics, level of participation in general education classes, current level of functioning, and student outcomes (e.g., GPAs, performance on state or national exams) for students with disabilities (SWDs) in high school…