NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED543484
Record Type: Non-Journal
Publication Date: 2006
Pages: 6
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Model Site Research Overview: NRCLD Report. Fall 2006
National Research Center on Learning Disabilities
A significant commitment of the National Research Center on Learning Disabilities (NRCLD) has been to work with school sites that are implementing responsiveness to intervention (RTI) models. The work with these schools began in November 2002 after the U.S. Department of Education requested that NRCLD identify, describe, and evaluate the implementation of RTI in elementary schools throughout the United States. In conjunction with the six Regional Resource Centers (RRCs), NRCLD staff identified and solicited the participation of schools that had developed RTI models. Toward the goal of identifying sites with commendable RTI practices, NRCLD staff reviewed data and information from 41 of the 60 sites initially considered and determined that 19 of those sites were successfully implementing one or more RTI practices. They examined six RTI components: schoolwide screening, research-based reading instruction, research-based progress monitoring, data-based decision making, staff development, and parent involvement. Data from these schools have given them insight into how RTI works in the early grades and with reading. As part of this NRCLD-school site work, RRCs conducted and audiotaped 45 individual interviews with staff members and parents from five RTI school sites. NRCLD staff then transcribed the audiotapes, which included interviews with six principals (two principals were at one of the schools), 13 general education teachers, three special education teachers, one school counselor, five reading teachers/specialists, one resource room intervention specialist, two school psychologists, one English language coordinator, and 13 parents. Based on these interviews, the researchers report on improved instruction, reduction of inappropriate identification of students with specific learning disabilities, professional development, administrative involvement, establishing RTI practices, advice to schools wanting to adopt an RTI model, and practices that schools would do differently if they were to start the RTI process today.
National Research Center on Learning Disabilities. J.R. Pearson Hall, 1122 West Campus Road Room 517, Lawrence, KS 66045-3101. Tel: 785-864-4780; e-mail: nrcld@ku.edu; Web site: http://www.nrcld.org
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Research Center on Learning Disabilities
Identifiers - Location: United States