Identification of Students with LD Under IDEA 2004: Oregon Response to Intervention
This document provides information to assist school districts in designing and adopting an RTI approach that best fits the district, is technically sounds, and is sustainable. It is available for download through the Oregeon Department of Education website.
http://www.ode.state.or.us/initiatives/idea/orrtiguidancetigardsd.doc

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.
http://centeroninstruction.org/files/ImplementingMonitoringStatewideBasis_PPT.pdf
http://centeroninstruction.org/files/InstructionalAdjustments.pdf
http://centeroninstruction.org/files/PMTrainingPlan2.pdf
http://centeroninstruction.org/files/PMTrainingActionPlan3.pdf

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.
http://www.kansasmtss.org/all/Kansas%20MTSS%20Innovation%20Configuration%20Matrix.pdf

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.
http://www.kansasmtss.org/all/Kansas_MTSS_Research_Base.pdf

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.
http://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/REL_2009079.pdf

North Carolina Problem-Solving Model Pilot: The Problem-Solving Process
North Carolina has developed a Problem-Solving Model Pilot (adapted with permission from Heartland AEA Iowa) as a tool to introduce the conceptual framework for a planned, systematic set of interventions that can be monitored and evaluated to determine effectiveness.
http://centeroninstruction.org/files/NC%20Problem%20Solving%20Model%20Pilot.pdf

Response to Intervention in Pennsylvania
This presentation at the Supporting the Performance of Diverse Learners conference was sponsored by the Individuals with Disabilities Education Act (IDEA) Partnership at the National Association of State Directors of Special Education, the Consortium for School Improvement at the Council of Chief State School Officers, the Center for Comprehensive School Reform and Improvement, and the Comprehensive School Reform Support and Capacity Building Program at the Education Alliance at Brown University. The presentation describes RTI framework and a pilot study of implementing RTI in 7 schools in Pennsylvania.
http://www.ccsso.org/content/PDFs/Marquette.ppt

Response to Intervention Training for California Educators
This California Department of Education website contains an archive of the Webcast Training Series that began March 16, 2006. Top researchers and practitioners from across the nation provided information on implementing a multi-tier RTI system aligned with NCLB that is designed to improve child academic and behavioral outcomes. This information will be invaluable to RCCs, state departments of education, districts, and schools as they gain understanding of RTI and related implementation issues.

Each of the five webcasts is targeted to various audiences; more detailed descriptions of each are below. Materials related to each presentation are available under the "Materials" tab at the top of the California website. (Please note that it may take a while to fully download each webcast.)

RTI-Why Now? - Prime audience: state-level staff, district-level staff, building-level staff, parents, TA providers; focuses on the history of RTI and presents general information about RTI.

What is RTI? - Prime audience: building-level staff; focuses on implementing RTI at the school level, including use of screening and progress monitoring measures in the area of math, reading, and written language.

Administrative Issues in RTI - Prime audience: district-level staff; focuses on the critical role of the district and building admininstrator in relation to implementing RTI.

Instruction in RTI System - Prime audience: building-level staff, including administrators and teachers; focuses on RTI with ELLs and the critical role of reading instruction within an RTI model.

RTI-Getting Started - Prime audience: State-level staff, district-level staff, building-level staff; focuses on implementing RTI in schools across an entire state, implementing RTI in a large urban school district, and the essential role of learning supports in students' academic success. This video also contains conversations with staff implementing RTI at a high school and at an elementary school.
http://www4.scoe.net/rti/programs.cfm?menuChoice=3

Response to Intervention: An Implementation and Technical Assistance Guide for Districts and Schools
This guide developed by the West Virginia Department of Education Office of Special Education provides descriptions of the fundamental knowledge, skills, procedures and practices operationalized by schools in a 2005-2006 pilot program to study the benefits, challenges, costs and system changes inherent in implementing an RTI model. The document serves as an administrator's and practitioner's guide for implementing and sustaining a K-3 RTI model.
http://www.centeroninstruction.org/files/WV_RTI_An_Implementation___TA_Guide_with_app..doc

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.
http://www.centeroninstruction.org/files/State%20Policies%20&%20Procedures%20&%20Selected%20Local%20Implementation%20Practices%20in%20RTI%20in%206%20SE%20States.pdf

Technical Assistance Paper - The Response to Intervention (RtI) Model
This technical assistance paper, from the Florida Bureau of Exceptional Education and Student Services, delineates the purpose for RTI, explains how it should be implemented in different content areas, and discusses the use of RTI in determining eligibility for special education services.
http://www.fldoe.org/ese/pdf/y2006-8.pdf

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.
http://www.rtinetwork.org/Essential/Assessment/Data-Based/ar/TeamProcess

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.
http://ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_2009077.pdf

Using RTI for Washington's Students
This document from the Washington State Superintendent of Public Instruction explains the principles and components of the RTI process and provides guidelines related to decision-making within an RTI system. It also recommends how to use RTI data to identify specific learning disabilities, answers common questions, and identifies additional RTI resources. It is valuable for administrators at the state, district, and building levels. Forms included in the appendices are ready for schools to print out and use. It has the potential for serving as a template for other states considering producing their own RTI implementation guides.
http://www.centeroninstruction.org/files/RTI.doc

Utah's 3-Tier Model of Reading Instruction
This document from the Utah State Office of Education uses Utah's Core Curricula to guide educators K-12 in implementing a 3-tier model of reading instruction. While specific to Utah, it has potential utility for a broader audience of those just beginning implementation of RTI-multi-tiered models for reading instruction.
http://centeroninstruction.org/files/3-tierread.pdf