The Florida Center for Reading Research (FCRR) was established to conduct research on literacy development and reading instruction and assessment. Resources provided on the website are research based and range in target age from PreK through 12th Grade. While the site does not specifically address RtI as a conceptual model, it does provide an array of evidence-based interventions that can be used in a data based, decision-making model such as RtI. Information regarding core and supplemental reading instruction strategies and progress monitoring tools is also included.
The No Child Left Behind (NCLB) Act and Individuals with Disabilities Education Act (IDEA) require the use of evidence-based practices to ensure that all students receive appropriate instruction as a contingency requirement for eligibility for special education programs.
The IDEA Partnership is dedicated to improving outcomes for students and youth with disabilities by joining state agencies and stakeholders. This comprehensive online collection of resources is designed to assist you in learning more about Response to Intervention and best practices for its implementation on all levels — federal, state, and local. Included are introductory and advanced resources.
This site offers a plethora of articles that have been collected by the International Reading Association (IRA). Most of the resources listed on this site are published in professional, refereed journals and are available at no charge. While the focus of the site is primarily on research in the field of reading and emergent literacy, there are some references included that address RtI and problem solving in more general terms.
The IRIS Center provides free, online, interactive training enhancements to be used in both college and university courses and in professional development activities for practicing educators. A four-part training module on RtI is available under the Differentiated Instruction section of the online module listings. The training is a STAR Legacy module, which incorporates a combination of a challenge, interactive activities, and multiple opportunities for sharing, assessment, and revision.
Included on this site is the NASDSE and CASE “White Paper” on RtI, which provides an overview for general education and special education with emphasis on core principles and components. Also available is a presentation based on NASDSE’s Response to Intervention: Policy Considerations and Implementation. The third component of this site is a paper entitled Myths about RtI Implementation which provides information about the purposes and intents behind the RtI model and how special education eligibility fits into this process.
NCSER sponsors research on the needs of infants, toddlers, and children with disabilities and evaluates the effectiveness of services provided through IDEA. Therefore, NCSER funds comprehensive programs of research designed explicitly and deliberately to: (a) improve educational outcomes and quality of life for infants, toddlers, and children with disabilities; (b) evaluate the implementation and effectiveness of the Individuals with Disabilities Education Act; and (c) examine empirically the full range of issues facing children with disabilities, parents of children with disabilities, school personnel, and others.
This site includes a discussion board as a forum to address the use of CBM for progress monitoring, an evaluation rubric for various commercially designed monitoring tools, and a comprehensive resource library.
This Center serves as a central source of information and expertise on high school improvement for the Regional Comprehensive Centers (RCCs). They have developed a resource that provides an in-depth look at the implementation and structural issues, as well as the needed support required to successfully institute Response to Intervention (RtI) at the secondary school level. It defines the RtI models, explores benefits and challenges faced at the high school level, shares a snapshot of implementation at the high school level, and outlines the necessary resources needed to support this work.
The mission of the National Implementation Research Network (NIRN) is to close the gap between science and service by improving the science and practice of implementation in relation to evidence-based programs and practices.
The OSEP Technical Assistance Center for Positive Behavioral Interventions and Supports was established by the Office of Special Education Programs, US Department of Education, to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. The site provides examples of positive behavior supports (PBS) across a tiered model with authentic data from schools and districts that have implemented PBS. Information for families is also provided.
Project Forum published proceedings from a policy forum held on Response to Intervention (RTI) and Early Intervening Services (EIS) jointly sponsored by the Office of Special Education Programs (OSEP) and the Office of Elementary and Secondary Education (OESE) in December, 2006 -- Response to Intervention as it Relates to Early Intervening Services: Recommendations.
Project MP3 is a collaborative model/demonstration project with Lehigh University, University of Pittsburgh, the Pennsylvania Training and Technical Assistance Network funded by the U.S. Department of Education, Office of Special Education Programs. This website includes a list of RtI resources and a link to NRCLD’s Parent Advocacy Brief: A Parent’s Guide to Response to Intervention. This site includes a list of RtI resources and a link to NRCLD’s Parent Advocacy Brief: A Parent’s Guide to Response to Intervention.
The Response-to-Intervention Consortium is supported by a grant from the Nebraska Department of Education to provide ongoing leadership and support for Educational Service Units and school districts in the implementation of RtI practices. The website offers links to six introductory training modules designed to provide a brief overview of RtI and its components. Links are also provided to Nebraska’s RtI Technical Assistance Guidelines as well as additional training modules offered through the University of South Florida.
RtI Action Network is a national initiative dedicated to the responsible and effective implementation of Response to Intervention (RtI). This Website provides the information and tools educators and families need to help each child succeed. Funded by the Cisco Foundation, led by the National Center for Learning Disabilities, and supported by some of the nation’s top experts in RtI, this initiative seeks to guide frontline educators and families in the large-scale adoption of RtI.
SEDL is a private, nonprofit education research, development, and dissemination (RD&D) corporation based in Austin, Texas. Improving teaching and learning has been at the heart of SEDL’s work for more than 40 years. SEDL provides services and products related to RtI at both elementary and secondary levels in an effort to connect research to practice.
The Florida Department of Education, Bureau of Exceptional Education and Student Services resource page for Specific Learning Disabilities (SLD) related rules, technical assistance papers, related documents, and related websites.
The Center on Instruction is a gateway to a cutting-edge collection of scientifically based research and information on K-12 instruction in reading, math, science, special education, and English language learning. Part of the Comprehensive Center network, the Center on Instruction is one of five content centers serving as resources for the 16 regional U.S. Department of Education Comprehensive Centers. Explore the links for topic-based materials, syntheses of recent research, and exemplars of best practices.
The National Center on response to intervention’s mission is to provide technical assistance to states and districts and building the capacity of states to assist districts in implementing proven models for RtI/EIS. The center’s work has been organized into four service areas (knowledge production, expert training information dissemination, and center evaluation). The Center is led by a team of nationally recognized principal investigators. A distinguished National Advisory Committee will provide conceptual support and feedback on the work of the Center.
This Website was developed by the Florida Center for Interactive Media through a special project funded by the State of Florida,
Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the
Individuals with Disabilities Education Act (IDEA), Part B.