response to intervention power point (revised)
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Response-to-Intervention:
An Overview and Connection to Other Education Initiatives
April 2007
Leah M. Nellis, Ph.D.Blumberg Center
Indiana State Universitylnellis@indstate.edu
812.237.2830
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Prior Knowledge RtI is a Special Education initiative
FALSE RtI takes one year to put into place completely
FALSE RtI’s primary function is to identify children with learning disabilities
FALSE RtI is an initiative for reading only
FALSE
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Topics for Today’s Presentation
Definition and Contextualizing of RtI/Tiered Systems
Components of Tiered Systems
Continuum of Supports/Services
Assessment System
Problem Solving
Application of Tiered Systems
Implementation of Tiered Systems
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Children and Youth in Need Estimated 1 in 10 adolescents experience a serious mental health disorder (Surgeon
General’s Report, 2000)
Approximately 31% of 4th graders are proficient in reading. Among poor and minority populations, only 16% are proficient (NCES, 2005)
In math, only 35% of 4th graders are proficient (NCES, 2005)
5.1% of youth aged 12-18 report some form of victimization at school (NCES, 2005)
29% of schools report significant acts of bullying (NCES, 2005)
10% of 16-24 year olds not enrolled in school and have no diploma/GED (NCES, 2003)
A Freshman semester with 2 F grades, decreases liklihood of graduating to 44%, 3 F grades to 31%. (Deshler, Hock, & Catts, 2006)
Significant increases in students identified for special education services. 319% increase of Other Health Impaired, 36% increase of Specific Learning Disabilities categories.
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The Need is Validated No Child Left Behind Act, 2001
Individuals with Disabilities Education Improvement Act, 2004
President’s New Freedom Commission on Mental Health, 2003
Surgeon General’s Report on the Mental Health of the Nation, 2000
President’s Commission on Excellence in Special Education, 2002
Safe and Drug Free Schools and Communities
National Reading Panel, 2000
Ewing Marion Kauffman Foundation – Exchanges in Early Education, 2001
Annenberg Foundation Trust at Sunnylands’ Adolescent Mental Health Initiative
And many more…..
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Leading Up to RtI... Research & Concerns
Empirical evidence supporting Use of a problem solving method (Bergan et al, 1970’s) Formative assessment and goal setting (Deno et al, 1970’s) Use of scientifically-based instruction, especially in the area of
reading
Concern about traditional practices for identifying students for special education,
especially specific learning disabilities Service delivery models where general and special education
are separate
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Leading Up to RtI…Conceptual Framework
Public Health Prevention and Intervention Models (Caplan, 1964; Gordon, 1983)
Learning and teaching environments can be designed to
teach, monitor, & acknowledge prosocial behaviors and academic skills
Resulting in A decrease in the development of new problems
AND A decrease in the worsening of existing problems
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Leading Up To RtI…Federal Initiatives/Reports
National Research Council Panel on Minority
Overrepresentation
OSEP white papers & LD Summit
President’s Commission on Excellence in
Special Education
National Reading Panel
NCLB, IDEA 2004
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So What Is RtI…
A framework for prevention and early
intervention which involves determining
whether all students are learning and
progressing adequately when provided
with high quality instruction and
intervention.
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Integrated Three Tier Model for
Academic and Behavioral Supports
Core curriculum, instruction, & learning environment
Targeted, SupplementalSupports
Intense, Individualized Support
Data-based Decision Making Across the Tiers
Problem Solving
Tier I
Tier II
Tier III
11Intensity of Problem
Am
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of S
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Areas of Application & Connection to Other
Initiatives Areas of Application
Academic Behavior Social-Emotional Learning
Connection to Other Initiatives Reading First Positive Behavior Support School Based Mental Health Crisis Prevention and Response And Many More
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Essential Components of Tiered Models
1. Curricula, Instruction, and Intervention
2. System of Assessment and Progress
Monitoring
3. Data-based Problem Solving
4. Leadership
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Integrated, Three Tier Model for
Academic and Behavioral Supports
Core curriculum, instruction, & learning environment
Targeted, SupplementalSupports
Intense, Individualized Support
Data-based Decision Making Across the Tiers
Problem Solving
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Some Cautions Tier I vs Tier II vs Tier III
Empirical evidence predominantly on elementary level implementation
Continuum of services can be articulated at the grade, building, or district level
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Essential Components of Tiered Models
1. Curricula, Instruction, and Intervention
2. System of Assessment and Progress
Monitoring
3. Data-based Problem Solving
4. Leadership
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Essential Components:Scientifically-Based Curricula, Instruction, and Intervention
General education environment (Tier 1) Primary prevention, before problems exist
Supplemental interventions (Tier 2) Secondary prevention, at the first sign of difficulty
Intensive interventions (Tier 3) Tertiary prevention, to reduce effects of difficulties
Key across all tiers….. Scientifically-based instruction and intervention Culturally responsive practices Consistent and rigorous implementation Changes to instruction are data-based
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Alterable Variables to Intensify Instruction
Program Emphasis
Grouping
Time
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What’s In The Curriculum, Instruction & Intervention
Triangle?
Core Curriculum, Instruction, and Learning Environment
Targeted, Supplemental Supports
Intense, Individualized
Support
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Example for Elementary Reading
Tier Curriculum, Instruction, Intervention
III Students needing additional supports participate in individualized interventions for 20-30 minutes daily. Activities include Read Well, Sounds & Letters, and reteaching of priority skills.
II Students who are identified as needing additional supports participate in small group (3-4 students) interventions using Read Well for 30 minutes, 3 days per week.
I All first graders participate in a 90-minute reading block where whole-class and small-group instruction is provided using the Open Court reading curriculum.
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Example for Secondary Reading
Tier Curriculum, Instruction, Intervention
III Students reading more than 2 years below grade level participate in daily, 90-minute blocks of instruction on word level skills (accuracy & fluency), strategy instruction and engagement in thinking about the text, embedded & systematic instruction, and guided, supported practice.
II Students reading 1-2 years below grade level participate daily, 60-minute blocks of instruction on word level skills (fluency), strategy instruction and engagement in thinking about the text, embedded & systematic instruction, and guided, supported practice.
I Students with grade-level skills participate in General Language Arts classes
Torgeson, J. Adolescent Literacy: An overview of skill and requirements.Center on Instruction.
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Example for Dropout Prevention
Tier Curriculum, Instruction, Intervention
III Rehabilitation, Empowerment, Natural supports, Education, and Work (RENEW) which includes personal futures planning, flexible credit earning experiences, interagency collaboration, and workplace mentoring.
II “Function-based” interventions for individuals and groups of students, and incoming freshmen, who exhibit difficulty behavior or are deemed “at-risk”. One example is “Freshmen Advisories”. Involves peers through a student leadership initiative.
I Application of Positive Behavior Support to evaluation and re-design high school and discipline systems. Student leadership initiative, Main Street Academix, which recruits diverse groups of students to fill school leadership roles, train as “school climate” experts, and examine factors that contribute to drop-out.
New Hampshire’s APEX II Program.http://iod.unh.edu/projects/APEX.html
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What’s In Your Curriculum, Instruction & Intervention
Triangle?
Core Curriculum, Instruction, and Learning Environment
Targeted, Supplemental Supports
Intense, Individualized
Support
Across the tiers,
What’s the curriculum for reading, math, behavior, and behavior/social-emotional learning?
How is the curriculum being taught? What materials are being used?
What services/supports are available?
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Essential Components of Tiered Models
1. Curricula, Instruction, and Intervention
2. System of Assessment and Progress
Monitoring
3. Data-based Problem Solving
4. Leadership
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Essential Components:Integrated Assessment and Progress
Monitoring System Tier I
Universal screenings
Progress monitoring at least 3 times per year to identify those at risk
Tier II
Diagnostic assessment to inform instruction and intervention
Progress monitoring weekly or bi-weekly
Tier III
Progress monitoring multiple times a week
Additional assessment information as needed
Key across all tiers….. The assessments conducted and the frequency of data collection is determined by
student need.
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Essential Components:Integrated Assessment and Progress
Monitoring System
Critical Questions Across the Tiers….
What decision will be made with the data?
Who will use the information?
What type of data is needed?
What assessment tool is needed?
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What’s In TheAssessment Triangle?
Universal Screening, Benchmarking, Progress Monitoring
Progress Monitoring, Additional Assessments
PM, Addtl
AssessmentsFrequency of Progress Monitoring
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Example for Elementary Reading
Tier Assessment
III First graders receiving Tier III supports continue to be assessed using DIBELS progress monitoring probes 2-3 times per week. Data is graphed and reviewed weekly. If needs dictate, a referral for special education consideration is made.
II First graders receiving Tier II supports are assessed using DIBELS progress monitoring probes in NWF and ORF weekly. Data is graphed.
I All first graders are assessed using district assessments and DIBELS administered 3 times per year.
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Example for Secondary Reading
Tier Assessment
III Additional assessment in the areas below, as needed.
Progress monitoring collected multiple times a week.
II Based on student need, consider reading comprehension,
oral reading fluency, vocabulary knowledge, word recognition speed and accuracy, knowledge of phoneme-grapheme correspondences in writing. Curriculum based measurement and standardized assessments.
I Statewide assessment, district benchmarks, curriculum based measurement probe for oral reading fluency.
Winterbottom & Howard. (2005)Assessments for Secondary Students.Florida Center for Reading Research, www.fcrr.org.
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Sampling of Possible Assessments for Secondary
Literacy Reading comprehension
Gray Oral Reading Test Diagnostic Assessment of Reading
(DRA) Nelson Denney
Oral reading fluency Gray Oral Reading Test Diagnostic Assessment of Reading
(DRA) Qualitative Reading Inventory-III Curriculum based measurement
Vocabulary knowledge Gates MacGinitie Reading Test, 4th
Edition Peabody Picture Vocabulary Test Test of Word Knowledge Curriculum based measurement
Word recognition speed and accuracy Test of Word Reading Efficiency Test of Silent Word Reading
Fluency
Knowledge of phoneme-grapheme correspondences in writing
Woodcock Reading Mastery Woodcock Dianostic Spellography Spelling Inventory
Commonly Used Assessments for Older Students. Florida Center for Reading Research, www.fcrr.org.
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www.fcrr.org
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Example for Dropout Prevention
Tier Assessment
III
II Student-led data collection including below data.
I Absences, tardies, expulsions, suspensions, office referrals for discipline problems (including information about when, where, or why behaviors occurred), school culture and climate surveys from students and faculty.
New Hampshire’s APEX II Program.http://iod.unh.edu/projects/APEX.html
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What’s In YourAssessment Triangle?
Universal Screening, Benchmarking, Progress Monitoring
Progress Monitoring, Additional Assessments
PM, Addtl
Assessments
Across the Tiers,
How are we identifying students who need additional supports or are at-risk?
How are we measuring the progress of all students?
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Essential Components of Tiered Models
1. Curricula, Instruction, and Intervention
2. System of Assessment and Progress
Monitoring
3. Data-based Problem Solving
4. Leadership
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Essential Components : Problem Solving Method
A data-based decision making process that includes four basic steps:
Defining the Problem
Analyzing why it exists
Determining what to do about it
Evaluating Progress
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Level I
Level II
Level III
Level IV
* Adapted From Heartland, IA AEA
Model
Levels of Problem Solving
Am
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of S
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Pro
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Intensity of Problem
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Level ITeacher
Level IIGrade/Content
Area Level Teams
Level IIIBuilding/Core
Team
Level IVDistrictTeam
* Adapted From Heartland, IA AEA
Model
Levels of Problem Solving
Am
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nt
of S
ervi
ces/
Res
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rces
N
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eet
Pro
ble
m
Intensity of Problem
Team composition determined bystudent needs
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What’s In TheProblem Solving Triangle?
Teacher Inquiry, collaboration with parent and other professionals
Grade or Academic Teams,
Building Level/Core Team
BLT, District
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Example for Elementary Reading
Tier Problem Solving
III Progress monitoring data is reviewed regularly by teacher/interventionist and by building based teams. Multidisciplinary and IEP teams involved for those students who are referred for special education evaluation.
II Progress monitoring data is reviewed regularly by teacher/interventionist and for some students, by building based teams to inform decisions about need for additional supports/services.
I School Improvement Team regularly analyzes District Assessments and DIBELS data (coinciding with 3 benchmark administrations). Grade level teams/teachers use data for flexible grouping and instructional design. Teachers collaborate with parents and other professionals to address individual student concerns.
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Example for Secondary Reading
Tier Problem Solving
III Progress monitoring data is reviewed regularly by case manager and by building based teams. Multidisciplinary and IEP teams involved for those students who are referred for special education evaluation.
II Academic teams including across grade-level and content-area teachers, administrators, and specialists as needed use data to develop intervention plans.
I School Improvement Team regularly analyzes District Assessments and universal screening data. Departmental teams use data for grouping and class assignment. Teachers use data for instructional design and collaborate with parents and other professionals to address individual student concerns.
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Example for Dropout PreventionTier Problem Solving
III RENEW teams including administrators, teachers, and representatives from community organizations/agencies.
II Teams consisting of administrators and teachers.
I Leadership teams consisting of administrators and teachers.
New Hampshire’s APEX II Program.http://iod.unh.edu/projects/APEX.html
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What’s In YourProblem Solving Triangle?
Teacher Inquiry, collaboration with parent and other professionals
Grade or Academic Teams,
Building Level Team
BLT, District
Across the Tiers,
How is assessment data being used for groups of students and individual students?
How is assessment data being used to develop intensify instruction/intervention?
What happens when a teacher or parent has a concern about a student?
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Addressing Barriers to Learning Through Tiered Prevention & Intervention: A Student Assistance Core Team Approach
Tier III: Intensive Interventions School & Community resources for students who did not respond to Tier II interventions. Research predicts approximately 5% of GSP will be served in Tier III.
Tier II: Targeted InterventionsSchool & Community Resources for students who have been identified as in need of support. At least two-thirds of students referred to Tier II are expected to respond well. Research predicts approximately 15% of GSP will be served in Tier II.
Tier I: Prevention / Baseline InterventionsSchool & Community programsand supports available to all students, specifically students across all socio-economic, cultural, and gender groups establishing a positive learning environment. Research predicts approximately 80% of general student population (GSP) will be served in Tier I.
Assessment Supports
Collaborative Problem Solving: Data based problem solving is on-going with team membership that is responsive
to individual student need.
Examples:Frequent Progress Monitoring Referrals to Multi-Disciplinary Evaluation
Examples:SA CORE TEAMStrengths-Based NeedsFunctional Behavioral AnalysisCurriculum-Based Progress Monitoring
Examples: Required Health Screens Academic Data / BenchmarkingAttendance / Behavioral DataUniversal Academic ScreeningStandardized Tests
Examples:Relevant Special Ed.Systems of CareLinked Support Services
Examples:Small Group InstructionEducational Support GroupsParent ConsultationIndividual / Group Counseling
Examples:General Ed. CurriculumExtra-Curricular ActivitiesDevelopmental GuidancePrevention & Incentive ProgramsCommunity Programs
Reference: US Office of Special Education Programs—PBIS
Needs Assessment—School & community data collection to identify needs and resources
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Thinking About Local Capacity at a District and
School LevelTier Curriculum, Instruction,
InterventionData Collection/
Assessment
Problem Solving
III
II
I
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Moving toward Tiered System Implementation
Consensus Building
Developing an Infrastructure
Implementation
A process that takes 3-6 years for full implementation!
Necessary at the State, District, &Local Levels
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Consensus Building Shared beliefs about why tiered systems/RtI is
important and needed,
Shared vision of what tiered systems would look like for those involved,
Shared understanding of how policies,
procedures, and initiatives will be integrated
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Why use a School-Wide Tiered System Approach?
The best way to address problems is to prevent them before
they happen.
Achievement of all students is everyone’s responsibility
within a school.
Early intervention to promote success is critical to future
school achievement.
Early intervention requires accurate identification of children
at risk for failure.
Assessment, instruction, and meaningful outcomes for
students must be aligned.
From George Batshe, 2006
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Building An Infrastructure Regulations, policies, procedures Curriculum, instruction, and intervention Assessment system Problem solving Ongoing professional development and
technical assistance Data management and technology
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Where to Begin? Building consensus through inquiry
Assessing current practices,
Identifying needs,
Developing a timeline for consensus building and infrastructure development,
Integrating with school improvement plans and activities
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Empirical Evidence for Tiered Systems
Emerging evidence to suggest fewer students (less than 2%) are identified as LD.
Burns, Appleton, Stehouwer, 2005
Reduction in special education referrals in early grades. Tilly, 2003
Overall reduction in special education placements. O’Connor, 2003
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Empirical Evidence for Tiered Systems
Field-based practices yield similar or stronger results than university research-based efforts.
Burns, Appleton, Stehouwer, 2005
Emerging evidence on the individual components of RTI. Coleman, Buysse & Neitzel, 2006
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Take-Home Message
What’s something that you’ve learned today that you see as your “take home message”?
Who will you share it with?
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Key Websites
National Center on Student Progress Monitoring (NCSPM) www.studentprogress.org
National Research Center on Learning Disabilities (NCRLD)www.nrcld.org
Research Institute on Progress Monitoringwww.progressmonitor.org
IRIS Centerhttp://iris.peabody.vanderbilt.edu/
Florida Center for Reading Researchhttp://www.fcrr.org/
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Key WebsitesFlorida Center for Reading Research
http://www.fcrr.org/
Vaughn Gross Center for Reading and Language Arts http://www.texasreading.org/utcrla/
Center on Instructionhttp://www.centeroninstruction.org
University of Oregon http://www.reading.uoregon.edu/curricula
Collaborative for Academic, Social, and Emotional Learninghttp://www.casel.org
OSEP Center on Positive Behavioral Interventions & Supportshttp://www.pbis.org/tools
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References
Brown-Chidsey, R., & Steege, M.W. (2005). Response to intervention: Principles and strategies for effective practice. The Guilford Press.
Fuchs, D., Mock, D., Morgan, P. L., & Young, C. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities: Research and Practice, 18, 157-171.
Gordon, R.S. (1983). An operational classification of disease prevention. Public Health Reports, 98, 107-109.
Gresham, F.M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 467-519). Mahwah, NJ: Lawrence Erlbaum.
National Association of State Directors of Special Education (NASDSE). Response to Intervention: Policy Considerations and Implementation. (2005). Available from NASDSE Publications www.nasde.org
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ReferencesNational Research Center on Learning Disabilities. (2004). Executive summary of
the NRCLD symposium on responsiveness to intervention [Brochure]. Lawrence, KS: Author.
O'Connor (2003). Tiers of intervention in kindergarten through third grade. Paper presented at the Response-to-Intervention Symposium, December 4-5, 2003, Kansas City, MO. Retrieved June 12, 2006, from www.nrcld.org/html/symposium2003.
Tilly, W.D., III. (2003, December) How many tiers are needed for successful prevention and early intervention? Heartland Area Education Agency’s evaluation from four to three tiers. Paper presented at the Response-to-Intervention Symposium, December 4-5, 2003, Kansas City, MO. Retrieved June 12, 2006, from www.nrcld.org/html/symposium2003.
Vaughn, S., & Fuchs, L.S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18, 137-146.
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School systems are not responsible
for meeting every need of their students.
But when the need directly affects learning,
the school must meet the challenge.
Carnegie Council Task Force on Education of Young Adolescents, 1989
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