National Center for Learning Disabilities


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September 18, 2013 ACTION UPDATE

Progress Monitoring Within a Multi-Level Prevention System
Progress monitoring is an essential component of a multi-tier system of supports, but can be difficult to conceptualize what it looks like in the classroom. Read Lynn Fuchs’ article to learn how progress monitoring can be used effectively within a multi-level prevention system and the critical role it plays for all students.
A Middle School Principal’s Perspective: A Multi-Tier System of Supports for Writing
Ever find yourself wishing you had a behind the scene’s look at a school that was successfully implementing a multi-tier system of supports? In his most recent blog post, Jon Ross, principal of Lionville Middle School, shares current successes and thoughts on next steps for his school’s Language Arts Writing program.
RTI Talk: Differentiating Instruction within a Multi-Tier System of Supports
October 8, 2013 at 2 p.m. ET
In this era of the Common Core State Standards, it is even more essential that educators are prepared to differentiate instruction to provide support for students in the general education context, as well for students needing more intensive support to ensure learning. Join Dr. Diane Haager, Professor in the Division of Special Education and Counseling Department at California State University, Los Angeles during our next RTI Talk as she answers your questions about how to analyze assessments to pinpoint students’ skill strengths and needs and identify evidence-based practices that will optimize reading growth. Submit your questions today!

Ask the Experts

My school is planning a 30-minute “RTI TIME” this fall with ALL children receiving “RTI TIME”/Interventions in small groups during this block. The information I have on the subject say the 30 minute block is not what we are to do and that RTI is truly for those who are not proficient or learning at the desired rate. While Talented and Gifted (TAG) kids can also benefit from challenge/enrichment interventions, 80% of the students in my classroom really don’t NEED any interventions. What are your thoughts on this specific subject?

Dr. Mary Ruth Coleman, Ph.D., begins her response “You are correct that 30 minutes of “RtI” is not the optimal way to approach the needs of students...” She then proceeds to discuss and offer suggestions to address the realities that schools often face.

Linking Progress Monitoring Results to Interventions
Finding the time to assess and monitor progress can be tricky; however, the time lost to assessment may well be regained when the student progresses more quickly after receiving the appropriate intervention. In Linking Progress Monitoring Results to Interventions, Jennifer Mahdavi and Dianne Hager explain how teachers can use progress-monitoring data to decide the type and intensity of instruction to provide to struggling students. They also offer tips for how these activities can be incorporated into teachers’ already busy schedules.

RTI Innovations Conference
The 16th annual RtI Innovations Conference will be held October 10 and 11, 2013 in Salt Lake City, Utah. A conference by implementers for implementers, this year’s presentations will cover a wide variety of topics, including secondary implementation, district leadership, coaching RtI, early education and RtI, and state department leadership for RtI. Visit the RtI Innovations Conference website to register.

Online Learning Modules
Developed by the National Center for Learning Disabilities’ RTI Action Network, the Field Guide to Implementing Response to Intervention Online Learning Modules, K6 is an online tool designed to help educators successfully implement Response to Intervention with fidelity. Featuring case studies, exercises, and videos with expert interviews and classroom footage, the six interactive, hour-long learning modules guide school teams step-by-step through the implementation planning process. Contact Corwin Press for a free demonstration.

Strategic Partnership Services
The National Center for Learning Disabilities (NCLD) is now offering strategic partnership services providing individualized assistance to school, district, and state administration in a variety of forms. Working in collaboration with school leadership and other stakeholders, we recommend specific solutions for improving implementation efforts in areas such as MTSS, RTI and PBIS. Dr. Stevan Kukic, NCLD’s Director for School Transformation, heads a team of the best and brightest thought leaders available to provide these strategic partnership services. For more information, contact Steve Kukic.

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