Features of State Response to Intervention Initiatives in Northeast and Islands Region States
This report, developed by REL and the Institute of Education Sciences, describes an analysis of documents related to RTI that are publicly available on state education agency websites in the nine Northeast and Islands Region jurisdictions: Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, Vermont, and the Virgin Islands. This document concludes that RTI is supported in seven jurisdictions as an overall school instructional improvement approach or an approach to determining special education eligibility. It also finds that RTI documents in the seven jurisdictions address the core features of RTI as defined by the National Research Center on Learning Disabilities.
Implementing Student Progress Monitoring on a Statewide Basis
This PowerPoint presentation from the National Center for Student Progress Monitoring 2006 Summer Institute provides an overview of Pennsylvania's statewide progress monitoring initiative. Included is a discussion of the approach and outcomes to progress monitoring which includes the selection of pilot districts, a training plan, a seven-step process, a statewide roll-out of the model, and student outcome data. Challenges and lessons learned are also shared. The handouts are also available for download.
Kansas Multi-Tier System of Supports: Innovation Configuration Matrix (ICM)
This matrix developed by the Kansas State Department of Education describes the principles and practices within a Multi-Tier System of Supports. It focuses on the essential system components that are consistent across all ages (early childhood through high school) and across all domains (academic and behavior). The primary use of this matrix is to assist in the understanding of a multi-tiered system and describe what it may look like when implemented within a district, building, or other community agency.
Kansas Multi-Tier System of Supports: Research Base
This document from the Kansas State Department of Education is structured to align with the "Kansas Multi-Tier System of Supports (MTSS): Innovation Configuration Matrix". It was created to assist in the understanding of the actual research base underlying the principles and practices of MTSS. It is not intended to be a comprehensive review of all research that supports MTSS but a highlight of some main pieces of work.
Models of Response to Intervention in the Northwest Region States
This report, developed by the Institute of Education Sciences, provides information on the RTI models supported by state education agencies in the Northwest Region. It identifies states' RTI-related resources, policies, and activities to help the Northwest Regional Comprehensive Center focus its technical assistance for RTI and identify areas for cross-state collaboration, while enabling states to learn from each other's experience.
State policies and procedures and selected local implementation practices in Response to Intervention in the six Southeast Region states
This report developed by the U.S. Department of Education Institute of Education Sciences describes how six state education agencies and three local education agencies in the Southeast Region are adopting and implementing Response to Intervention--an education approach designed to provide effective, evidence-based interventions for struggling learners.
The RTI Data Analysis Teaming Process
This resource, developed by Joseph F. Kovaleski and his colleagues at Indiana University of Pennsylvania for the RTI Action Network, describes a Data Analysis Teaming Process. It provides guidelines and a detailed script on how to plan and conduct meetings after benchmark screenings to review universal data, select students for tiered interventions, and discuss instructional strategies. It lists, in chronological order, the items that should be discussed, typical prompts that encourage discussion and decision-making, and suggestions for record keeping at each step. It also includes suggestions for team membership, the types of data to review, methods for analyzing student data, and how to plan interventions for students identified as needing additional support.
The Status of State-level Response to Intervention Policies and Procedures in the West Region States and Five Other States
Response to intervention (RTI) can be both a system for providing early interventions to struggling students and a special education diagnostic tool for evaluating and identifying students with specific learning disabilities. Contributing to the very limited literature on state-level approaches, this report developed by the U.S. Department of Education Institute of Education Sciences describes how nine states define and support RTI at the state level, based on data collected between June and August 2008.