la.rti.plan

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STATE BOARD OF ELEMENTARY

AND SECONDARY EDUCATION

Louisiana Department O Education 1.877.453.2721 www.louisianaschools.net

Ms. Penny DastuguePresidentMember-at-Large

Mr. James D. Garvey, Jr.Vice President1st BESE District

Ms. Glenny Lee BuquetSecretary-Treasurer3rd BESE District

Ms. Louella Givens2nd BESE District

Mr. Walter Lee4th BESE District

Mr. Keith Guice5th BESE District

Mr. Charles E. Roemer6th BESE District

Mr. Dale Bayard7th BESE District

Ms. Linda Johnson8th BESE District

Mr. John L. BennettMember-at-Large

Ms. Connie BradfordMember-at-Large

Ms. Catherine PozniakExecutive Director

For urther inormation, contact:

Diana Jones, Ph.D.

Coordinator, Response to Intervention

Literacy Oce

Phone: 225.342.3647

E-mail: [email protected]

The mission o the Louisiana Department o Education (LDOE) is to ensure equal

access to education and to promote equal excellence throughout the state. The LDOE is

committed to providing Equal Employment Opportunities and is committed to ensuring

that all o its programs and acilities are accessible to all members o the public. TheLDOE does not discriminate on the basis o age, color, disability, national origin, race,

religion, sex, or genetic inormation. Inquiries concerning the LDOEs compliance with

Title IX and other civil rights laws may be directed to the Deputy Undersecretary, LDOE,Exec. Oce o the Supt., P.O. Box 94064, Baton Rouge, LA 70804-9064; 877.453.2721 or

[email protected]. Inormation about the ederal civil rights laws that apply to

the LDOE and other educational institutions is available on the website or the Oce oCivil Rights, USDOE, at http://www.ed.gov/about/oces/list/ocr/.

This public document was published at a cost o $1,715.00. Seven hundred (700) copies o this

public document were published at this rst printing o $1,715.00. The total cost o all printings

o this document, including all reprints, was $1,715.00. This document was printed by the

Literacy Oce; Louisiana Department o Education; P.O. Box 94095, Baton Rouge, LA 70804-

9095. This material was printed in accordance with the standards or printing by State agencies

established pursuant to R.S. 43.31.


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Table of Contents

Acknowledgements

Response to Intervention (RTI) Task Force ......................................................2

Introduction ..................................................................................................3

Alignment o RTI with Federal Regulations and

Louisiana Initiatives and Policies ....................................................................4

What is Response to Intervention? .................................................................. 5

RTI Policy rom the Louisiana Board o Elementary

and Secondary Education (BESE) ....................................................................5

RTI Leadership .............................................................................................6

Plan or Statewide Implementation .................................................................. 7

Appendices

Appendix A: Response to Intervention (RTI) Website Resources ....................... 9

Appendix B: Reerences ................................................................................ 11

The Louisiana Response to Intervention Task Force would like to express appreciation to

State Superintendent Paul G. Pastorek, and the Louisiana Board o Elementary and Secondary

Education or sponsoring and considering the Response to Intervention Policy. Without that

leadership, this document would not have been possible.

The RTI Task Force acknowledges and thanks Dr. Tessie Rose and the National Center or

Response to Intervention or the acilitation and support that they provided to the Task Force

throughout the development o Louisianas Response to Intervention Implementation Plan.

The RTI Task Force also expresses appreciation to the United States Department o Education

(USDOE) or careully editing this document to assure that Louisianas RTI policy and

procedures are consistent with ederal guidelines.

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Response to Intervention (RTI) Task Force

Diana Jones, Ph.D. | Task Force ChairCoordinator, Response to InterventionLouisiana Department o Education

Tessie Rose, Ph.D. | Task Force FacilitatorNational Center or Response to Intervention

Kerry Laster, Ph.D. | Executive DirectorLiteracy and Numeracy InitiativeLouisiana Department o Education

Jill Slack, Ph.D. | DirectorLiteracy and Numeracy Initiative

Louisiana Department o Education

Tasha AnthonySection Leader | School ImprovementLouisiana Department o Education

Barbara BankensAdministrative Director | Calcasieu Parish

Susan BatsonActing Director | Special PopulationsLouisiana Department o Education

Nancy BebenDirector | Curriculum StandardsLouisiana Department o Education

Jennifer BellottProgram Consultant | Literacy and Numeracy InitiativeLouisiana Department o Education

Donna BroussardEducation Technology Consultant | Assistive TechnologyLouisiana Department o Education

Glenny Lee BuquetBESE Board Member | Literacy Committee Chair3rd BESE District

Phyllis ButlerProgram Consultant | 504, Dyslexia & Speech and Language PathologistsLouisiana Department o Education

Angela CassardElementary Teacher | Zachary Elementary | Zachary

Debra DixonSection Leader | Special PopulationsLouisiana Department o Education

Wayne Fetter, Ph.D.Dean | Burton College o EducationMcNeese State University

George Hebert, Ph.D.Director | LAS*PIC, LSU Health Sciences Center

Sandy HollowaySupervisor | Data & Program EvaluationLaourche Parish

Nicole HonoreSr. Program Consultant | Oce o Educator SupportLouisiana Department o Education

Joanne Hood, Ph.D.Principal | Bar ret Paideia Academy | Caddo Parish

Gary L. Jones, Ph.D.Superintendent | Rapides Parish

RTI Task Force Members

Jon JonesFreshman Transition Teacher | LaGrange High SchoolCalcasieu Parish

Diana KellerProgram Consultant | Dropout PreventionLouisiana Department o Education

Carmen LagardeReading Teacher | Patterson Jr. High SchoolSt. Mary Parish

DJ MarkeyDirector | Pyramid Community Resource CenterNew Orleans

Laura K. McClainTitle I Supervisor | Natchitoches Parish

Cheryl MitchellProgram Consultant | Special Education and LiteracyLouisiana Department o Education

Ada Muoneke, Ph.D.Program Associate | SEDL

Donna Nola-GaneyAssistant Superintendent | Oce o School and Community SupportLouisiana Department o Education

Regina RobertsCoordinator o Intervention Programs | Tangipahoa Par ish

Robert SchaffSection Leader | Positive Behavior Support & School ClimateLouisiana Department o Education

Stewart StanleySpecial Education Director | Plaquemines Parish

Stephanie StevensRTI/Appraisal Coordinator | Recovery School District, Orleans Parish

Ralph ThibodeauxDirector | High School RedesignLouisiana Department o Education

Keisha ThomasAssistant Principal | Copper Mil l Elementary, Zachary

Quentina TimollProgram Consultant | Division o Proessional DevelopmentLouisiana Department o Education

Lynne TullosProgram Consultant | NumeracyLouisiana Department o Education

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The Louisiana Department o Education (LDOE) believes that increased student learning requires the consistentpractice o providing high quality instruction matched to student needs. In a high-quality education environment,

student academic and behavioral needs are identied and monitored continuously, using documented student

perormance data to make instruct ional decisions. Unique needs are addressed, parents are inormed and involved, and

all sta work toward the common goal o raising achievement. Response to Intervention (RTI) is a general education

ramework through which a school creates a high-quality education environment by screening the needs o all students;

dierentiating core instruction or all students; applying research-based interventions to address specic needs o

individual students; and continually monitoring progress to ensure success. It requires collaborative eorts rom all

district sta, general educators, special educators, and bilingual/ELL educators to acilitate that process.

Explanation of Need

Although Louisiana students in general have made signicant progress over the last several decades, some students

continue to struggle to meet academic and behavioral expectations. I students lack access to high-quality core

instruction and to timely and appropriate interventions targeted to their individual needs, this can lead to poor student

outcomes and inappropriate identication o students with disabilities. It is important to employ strategies that provide

the most appropriate educational environment or our students. LDOE believes that RTI provides an eective general

education ramework to best meet the needs o Louisianas students.

Intended Outcome

RTI is a dynamic process that has dramatically improved the skill level o students in public schools in Louisiana and

across the country, as measured by state assessments.1 The LDOE intends to ensure that students receive instruction

that suciently prepares them not only or state exams, but also or the challenges they will ace beyond their schoolingexperience, such as nding appropriate jobs and housing and caring or their amilies. When given instruction and

supports matched to their needs, students will experience greater success in school. Students will not only graduate at

higher rates, they will be better able to succeed in post-secondary education and compete or jobs in the global market.

Within an RTI ramework, teachers will use dierentiated instruction to ensure they meet the unique needs o all students.

As a preventive instructional ramework, it is expected that over time ewer students will need targeted and intensive

interventions and that the number o students inappropriately placed in special education will decrease signicantly.

The State intends to support distr icts as they develop district plans and implement RTI. This document describes

the alignment o RTI to state and ederal initiatives and outlines the states plan to support the scale-up o RTI

throughout the state.

Introduction

1. 2008-2009 Summary Results o K-12 Louisiana Literacy Pilot. RTI was embedded in the literacy pilot schools

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RTI NCLB 2001 IDEA 2004LDOE Initiatives

Literacy, Numeracy, High

School Redesign, PBS

LDOE Policies

Statement of Purpose Provides a school-widesystem of integratedinstruction, assessment,and data-based decision-making to improve studentoutcomes in academicsand behavior.

Requires that all studentsreach high standardsin reading, math, andscience and graduate fromhigh school.

Provides access toappropriate educationalsupports to improveeducational outcomes forstudents with disabilities.

Focuses on increasinggraduation outcomes andliteracy and numeracyachievement for allstudents, PK-12th, withina positive educationalenvironment.

Bulletins 1706, 1508,741, and 1903 facilitateimproved instructionaland behavioral outcomesfor all students, includinggeneral education studentsand those studentsneeding ELL, Homeless,504, Dyslexic or SpecialEducation services.

Instructional ProgramCoherence

Requires both horizontaland vertical alignmentof instructionalpractices, screening, andmonitoring.

Coordinates with

school improvementrequirements.

Requires an integratedinstructional andassessment system.

Requires assessment ofstudent progress in thestate curriculum.

Requires the use ofindividualized instructionand supports, progressmonitoring, accountability,and access to the generalcurriculum, as well asalignment of transition

services with post-schoolopportunities.

Requires the use ofscientifically basedinstruction andassessment in literacy andnumeracy in all gradesand includes supplementalsupports for students

with academic and/orbehavioral difficulties.

Listed Bulletins requireaccess to the generalcurriculum, high-qualityinstruction, research-based interventions, andprogress monitoring andaccountability through

school improvementevaluation.

Building Capacity Focuses on school-widesystems.

Requires greatercollaboration of

teachers, sta ff andparents to coordinateefforts of instructionaldelivery, assessment,and decision-making.

Requires data collectionand evaluation to determineadequate yearly progress.

Requires that teachers behighly qualified.

Encourages capacitybuilding through anearly-interveningservices provision thatincludes interventions

to s tudent s at risk andrelated professionallearning for teachers.

Encourages capacitybuilding through anemphasis on professionallearning, parentinvolvement, and facultyand staff collaboration tocoordinate instructionaldelivery, assessment,and decision-making.Requires data collectionand evaluation foraccountability.

Encourages capacitybuilding throughcollaboration of teachersand staff to coordinateefforts of instructionaldelivery, assessment,and decision- making.Requires data collectionand evaluation foraccountability.

For more inormation regarding specic RTI related state and ederal policies, please visit:

National Center or Response to Intervention: www.rti4success.org

Louisiana RTI web resources: http://www.louisianaschools.net/oces/literacy/RTI.html and

http://www.louisianaschools.net/oces/literacy/literacy_webinars_training.html

Louisiana Literacy webpage: http://www.louisianaschools.net/oces/literacy/

LDOE Bullet ins and Policies: www.louisianaschools.net/lde/bese/1041.html

LDOE College and Career Readiness webpage: http://www.louisianaschools.net/oces/ccr/

Louisiana Positive Behavior Support webpage: www.lapositivebehavior.com

Section 504 Regulations: www2.ed.gov/policy/rights/reg/ocr/34cr104.pd

NCLB 2001: www2.ed.gov/policy/elsec/leg/esea02/index.html

Alignment of RTI with Federal Regulationsand Louisiana Initiatives and Policies

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What is RTI?

Draft RTI Policy from the Louisiana Board ofElementary and Secondary Education (BESE)

RTI is a general education ramework through which a

school provides all students with high-quality, research

based, dierentiated core instruction, identies specic

students with academic or behavioral needs, and provides

interventions that are matched to those needs. Data

are used to drive decisions about student progress and

to determine the appropriate instructional plan and/

or behavioral support necessary or a student to achieve

grade-level success. Daily instruction is delivered to

maximize core instruction and intervention benets.

RTI in Louisiana generally ollows a three-tiered approach

to address student needs. Tier I provides high-quality,

research-based core curriculum instruction that is

dierentiated to meet each students needs in the general

education setting. Tier II provides targeted interventions

or students who need additional support in addition to

core instruction. Tier III provides, also in addition to coreinstruction, intensive interventions or students with

signicant academic or behavioral needs. An LEA may

modiy these tiers to address its specic needs.

Each LEA shall develop and implement an RTI plancontaining the components below. Each RTI plan must

include the util ization o data including as appropriate,

universal screening, ormative assessments, state

assessments, district assessments, number o retentions,

LEAP, iLEAP, GEE, End o Course exams, behavioral data,

attendance data, as well as suspension and expulsion

data. The plan shall be submitted to the LDOE according

to the guidelines established in the Louisiana Response to

Intervention State Plan. The plan should consist o:

High quality, research-based, dierentiated instruction

in general education or all students

Universal screening in which all students are screened

to determine the level o risk or ailure due to

academic or behavioral needs

Benchmarks, outcome assessments, and progress monitoring

Progress o students receiving intervention

instruction is monitored.

These data will drive educational decisions.

Multi-tiered interventions

Tier III

IndividualizedStrategies

Tier II

Eective Strategic Interventionsand Strategies, Progress Monitoring

Tier I

Research-Based Core Programs, Universal Screening,Identication o Students with Greater Needs

From the National Center or Response to Intervention website:

www.RTI4success.org

Students identied as at risk receive increasinglyintense levels o targeted, research-based

interventions based on individual needs.

Shared ownership o all students

All sta (general education, special education,

Title I, ELL, etc.) assume an active role in student

assessment and instruction.

Each LEA is expected to und RTI rom state and local

unds to the extent possible. Federal unds, such as Title I,

Title II, IDEA, REAP, etc. may be used consistent with the

requirements applicable to those programs. For example,because Title I unds must supplement, and may not supplant,

costs that would be incurred in the absence o those unds,

Title I unds may not be used or universal screening or core

instruction but may be used or supplemental interventions or

at-risk students. For additional guidance on the use o specic

ederal unds, reer toImplementing RTI Using Title I, Title

III, and CEIS Funds: Key Issues or Decision-makers (August

2009) [available at http://www2/ed/gov/programs/titleiparta/

rti.html]. An LEAs plan should describe its proposed use o

ederal unds, i any, to implement RTI.

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Leadership at all levels will best support and sustain RTI

implementation in distr icts and schools.

State Level Team

LDOE has established a state level RTI team to support

LEAs in scaling-up and sustaining RTI implementation. Theteam is responsible or creating a state RTI implementation

plan, developing state level guidance, aligning existing

initiatives, and other activities outlined in this plan. LDOE

recommends districts and schools develop leadership teams

to guide and support the implementation and sustainability

o RTI school-wide models.

Members o the team include representatives rom all

stakeholder groups, including parents, district and school

building administrators, pre-service education aculty,

general and special educators, State Department oEducation sta, specialists, and education associations.

District Level Teams

A districts leadership team is essential or ensuring

consistency and eective implementation across all o its

schools. The team is responsible or developing district level

RTI guidance, ensuring delity o the scale-up and model

implementation, providing appropriate proessional learning

opportunities, and completing the district RTI plan.

Suggested team members include district superintendent,curriculum director(s), special education director,

directors o special programs, representatives rom school

buildings, parents, and other sta whose role can support

the implementation and sustainability o RTI.

School Level Teams

A schools leadership team is designated by the principal

and provides support to teachers and other school personnel

as the school strives to accommodate the needs o all

students in the general education setting. The leadership

team is responsible or student and school progress in the

areas o behavior and academics. Throughout the school

year, the leadership team is responsible or monitoring data,

ensuring delity o the intervention process, and making

decisions about student instruction based on the data

review. The teams responsibilities may include, but are not

limited to, the ollowing:

Provide teachers and support sta with the training,

support, and materials necessary to dierentiate core

instruction to meet the individual needs o all students.

Assist school personnel to identiy (through universal

screening data), students who may need additional

support or assessment.

Provide teachers and support sta with the training,

support and materials necessary to implement

research-based interventions in the generaleducation setting.

Facilitate the intervention process.

Assist teachers in monitoring the progress o students

receiving interventions.

Assist with analyzing data rom the intervention process.

Participate in data-driven decisions about grade, class

and student level progress.

Review progress monitoring data rom RTI and

Positive Behavior Support teams which indicatethat specic students may be eligible or special

education consideration.

Coordinate reerral process according to Bulletin 1508

guidelines to determine i a reerral or evaluation is

appropriate and make reerral when appropriate.

Review inormation and begin process or reerral

when student inormation indicates that a low-

incident disability is suspected.

Review Annual Yearly Progress scores and school

progress indicated by district walk-through assessments.

Develop action plans to promote improvement in

target areas.

Monitor data in all school improvement areas.

Suggested team members include the principal, assistant

principal, instructional coaches, interventionists, senior

teachers, appraisal sta, counselor, social worker, nurse,

speech pathologist, special education chairperson, parent,

and any other support person the principal may designate.

RTI Leadership

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Goals and Vision

The ollowing statements will be true when RTI is

successully implemented in Louisiana:

All students will have access to scientically-basedcore curriculum and dierentiated instruction.

Schools will use valid, universal screeners to identiy

students who need additional support or assessment.

Schools will have systems in place to provide students

who need additional support with increasingly intense

evidence-based interventions.

Schools will monitor student responsiveness to

interventions with valid progress monitoring tools

and procedures.

Schools will use a systematic, data-driven process

to address student needs, evaluate the ecacy o

the instructional system, and allocate resources in

accordance with Federal and State requirements.

All stakeholders will be actively involved and engaged

in the implementation process.

All teachers will receive ongoing, job-embedded

proessional learning to support RTI implementation.

Teacher education programs in Louisiana will

prepare teachers to eectively work within a school-wide RTI ramework.

Statewide Implementation

Supporting Activities

LDOE has conducted or plans to conduct the ollowing

activities to assist LEAs to eectively implement RTI.

1. Conduct a statewide RTI needs assessment o

districts to: a) determine where to allocate state

Plan for Statewide Implementation

resources to support RTI; b) dierentiate technical

assistance to districts based on need and level o

implementation; and c) provide a state snapshot o

RTI implementation in Louisiana.

2. Develop and disseminate guidance on how to und

RTI implementation in LEAs.

3. Develop and disseminate an RTI district plan template

to support LEAs in meeting the requirements o the

states RTI Policy.

4. Develop a central location on the state LD0E website

to house current and uture resources.

5. Develop and disseminate Louisianas RTI ramework and

implementation guidance. The document will include,

but is not limited to, sections that address the ollowing:

a. Description o how state activit ies, policies andinitiatives align in an RTI ramework (i.e., PBS,literacy and numeracy)

b. Descriptions o the essential components o RTI

c. Roles and responsibilities o school/district sta

d. Glossary o common terms

e. Importance o parent involvement

. Guidance on sustaining eective implementation

g. Frequently asked questions

6. Develop a proessional learning plan to support the

implementation o RTI in math and reading. The

plan will include, but is not limited to, strategies or

addressing RTI training, coaching and inormation

dissemination or the ollowing groups:

a. State education agency sta (cross departments)

b. Regional Service Centers

c. Distr ict-level leadership

d. School-building leadership

e. Practitioners

. Parents

7. Develop resources and tools to support eective

implementation in districts and schools. The ollowing

are examples o possible resources and tools:

a. Readiness Survey

b. Tools or Developing or Selecting District/SchoolLevel Data Systems

c. Implementation Guidelines and Expectations (e.g.,templates or moving through process)

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d. Tools to Guide RTI Model Development

e. Fidelity Checklist

. Case Studies

g. Scheduling Tools

h. Sample Forms

i. Intervention Resources

j. Progress Monitoring and Screening Tools Resourcesk. Parent Guides

l. Evaluation Resources and Tools

8. Collaborate with Louisiana Institutions o Higher

Education to ensure pre-service programs prepare uture

teachers to eectively work within an RTI ramework.

Evaluation

The evaluation process o the implementation o RTI and

its eects on student outcomes will be structured around

key evaluation questions:

I people are trained, do they implement?

I they implement, do they do so with integrity/delity?

I they implement with integrity/delity, do they

sustain that level o implementation?

I implementation is sustained, what is the impact on

student outcomes?

Is appropriate support oered rom all levels to support

ull implementation (e.g. Louisiana Department o

Education, trainers, distr icts, Institutions o Higher

Education, teachers, administrators, etc.)?

The ollowing areas will be a part o the state evaluation

o RTI implementation and the district improvement

planning process. Many o these areas o ocus involve

student data currently collected at local, regional and

state levels.

Skill development and implementation by educators.

Satisaction o educators and parents based on

survey results.

Evaluation o training and technical assistance.

Impact on students o the ollowing variables:

a. Achievement

b. Behavior

c. Reerral rates

d. Disproportionality rates

e. Graduation rates

. Attendance

g. Special education placement rates

h. Retention

The relationship between implementation integrity and

student outcomes.

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Appendix A: Response to Intervention (RTI) Website Resources

National Center on Response to Intervention http://www.rti4success.org

Excellent RTI resource website with links to additional resources.

Math progress monitoring (go to site above and type math progress monitoring in the live search window and several

resources will be listed

Center on Instruction http://www.centeroninstruction.org/index.cm

Collection o scientically based research and inormation about K-12 instruction in reading, math, science, special

education, and ELL.

Florida Center for Reading Research http://www.crr.org

Disseminates inormation about research-based practices related to literacy instruction and assessment or children in

pre-school through 12th grade. Rated intervention programs are at www.crr.org/FCRRReports/table.asp?rep=supp.

Institute for the Development of Educational Achievement http://reading.uoregon.edu

Provides inormation and technology to teachers, administrators, and parents on validated research designed with the

goal o all children reading by the end o third grade.

Institute for Reading Research http://www.smu.edu/teacher_education/irr/index.asp

Promotes reading skills through research in the areas o developing reading interventions or children at-risk

or ailing to learn to read and children who are either bilingual or who speak Spanish exclusively in the early

primary grades.

International Reading Association www.reading.org

Promotes high levels o literacy or all by improving reading instruction, providing reading research and encouraging reading.

Intervention Central www.interventioncentral.org

Oers ree tools and resources to help school sta and parents to promote positive classroom behaviors and oster

eective learning or all children and youth.

Joe Witt www.joewitt.org

Site oers evidenced-based practices or Response to Intervention.

Louisiana RTI Webpage http://www.louisianaschools.net/lde/lan/2999.html

Provides inormation and resources about RTI processes in Louisiana.

Louisiana Department of Education www.louisianaschools.net

Site has extensive inormation about education in Louisiana. Literacy and Numeracy includes a clearinghouse o

inormation about interventions & the state RTI website. The Oce o School and Community Support is Positive

Behavior Supports, and the Learning Support System. The Oce o Student and School Perormance includes links to

EAGLE (an assessment and data collect ion program) and Leap Query. The Oce o Educator Support includes links

to Special Education inormation and the ACCESS Guide.

National Center for Culturally Responsive Educational Systems http://www.nccrest.org

Provides technical assistance and proessional development to close the achievement gap.

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National High School Center www.betterhighschools.org

Provides inormation and research about high quality high school practices

Oregon Reading Center http://reading.uoregon.edu

Provides inormation, technology, and resources to teachers, administrators, and parents on the ve big ideas o early

literacy: phonemic awareness, alphabetic principle, fuency with text, vocabulary, and comprehension.

Positive Behavioral Interventions and Supports (PBIS) http://www.pbis.org/main.htm Provides schools with capacity-building inormation and technical assistance or identiying, and sustaining eective

school-wide disciplinary practices.

RTI Action Network www.RTINetwork.org

Site explains various aspects o RTI process, and oers strategies or process implementation.

Math supports http://www.rtinetwork.org/Learn/Why/ar/RTIandMath/1

TIERS Team www.accountabilitydata.org

Developed by Dr. Alan Coulter and colleagues at the Louisiana State University Health Sciences Center, the site

provides instruction in the RTI process through PowerPoint and data research inormation.

Vaughn Gross Center for Reading and Language Arts www.texasreading.org

Translates research into practice or online proessional development that emphasizes scientically based reading

research and instruction; is dedicated to improving reading instruction or all students, especially struggling readers,

English language learners, and students receiving special education services

What Works Clearinghouse www.whatworks.ed.gov

Collects, screens, and identies studies o eectiveness o educational interventions (programs, products, practices,

and policies).

Math progress monitoring inormation (go to site above and enter math progress-monitoring inormation and

several resources will be listed).

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Appendix B: References

Barnett, D. W., E. J., Jones, K. M., & Lentz, F. E. (2004). Response to intervention: Empir ical ly based special

service decision rom single-case designs o increasing and decreasing intensity. The Journal o Special

Education , 38, 66-79.

Chaouleas, S. M., Riley-Tillman, T. C., & McDougal, J. L. (2002). Good, bad, or in-between: How does the daily behavior

report card rate?Psychology in the Schools, 39(2), 157-169.

Chaouleas, S. M., Riley-Tillman, T. C., & Sassu, K. A. (2006). Acceptability and reported use o daily behavior report

cards among teachers.Journal o Positive Behavior Interventions, 8(3), 174-182.

Fuchs, D., Compton, D. L., Fuchs, L. S., & Bryant, J. (2008). Making "secondary intervention" work in a three-tier

responsiveness-to-intervention model: Findings rom the rst-grade longitudinal reading study at the National

Research Center on Learning Disabilities.Reading and Writing: An Interdisciplinary Journal, 21, 413436.

Fuchs, D., & Fuchs, L. S. (2005). Responsiveness-to-intervention: A blueprint or practitioners, policymakers, and parents.

Teaching Exceptional Children, 38, 5761.

Fuchs, D., & Fuchs, L. S. (2006). Introduction to responsiveness-to-intervention: What, why, and how valid is it? Reading

Research Quarterly, 4, 9399.

Fuchs, L. S., & Fuchs, D. (2008). The role o assessment within the RTI ramework. In D. Fuchs, L. S. Fuchs, & S. Vaughn

(Eds.),Response to intervention: A ramework or reading educators (pp. 2749). Newark, DE: International

Reading Association.

Fuchs, L. S., & Stecker, P. M. (2003). Scientically based progress monitoring. National Center on Student Progress

Monitoring: Washington, DC. Retrieved May 15, 2009.

Good, R. H., Simmons, D. C., & Kame'enui, E. J. (2001). The importance and decision-making utility o a continuum o

fuency-based indicators o oundational reading skills or third-grade high-stakes outcomes. Scientifc Studies o

Reading, 5, 257288.

Gresham, F. M. (2002). Responsiveness to intervention: An alternative approach to the identication o learning

disabilities. In Bradley, R., L. Danielson, & D.P. Hallahan (Eds.). Identifcation o learning disabilities: Research to

Practice (pp 467-564). Mahwah, NJ: Erlbaum.

Lyon, G. R., Fletcher, J. M., Shaywitz, S. E., Shaywitz, B.A., Torgesen, J. K., Wood, F. B., Schulte, A., & Olson, R. (2001).

Rethinking learning disabil ities. In C. E. Finn, Fr., A. J. Rotherham, & C. R. Hokanson, Jr. (Eds.) Rethinking

special education or a new century (pp 259-287). Washington, DC: Thomas B. Fordham Foundation and

Progressive Policy Institute.

McMaster, K. L., & Wagner, D. (2007). Monitoring response to general education instruction. In S. R. Jimerson, M.

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