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ERIC Number: ED543519
Record Type: Non-Journal
Publication Date: 2006
Pages: 6
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
School-Based Responsiveness-to-Intervention (RTI) Practices. Fall 2006
National Research Center on Learning Disabilities
A major commitment of the National Research Center on Learning Disabilities (NRCLD) has been to work with school sites that are implementing RTI. 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 responsiveness to intervention (RTI) in elementary schools throughout the United States. In conjunction with the six Regional Resource Centers, NRCLD staff identified and solicited the participation of schools that had developed responsiveness to intervention 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. The researchers examined six RTI components: school-wide screening, research-based reading instruction, research-based progress monitoring, data-based decision making, staff involvement, and parent involvement.
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 - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Research Center on Learning Disabilities
Identifiers - Location: Oregon; Pennsylvania
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)