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December 17, 2008 ACTION UPDATE

Preparing for RTI

What information do educators need in order to feel prepared to implement Response to Intervention (RTI)? Professional development and teacher preparation are important issues at the center of a successful RTI framework, however, what information is needed and how to provide it are still up for debate. To begin to address this issue, the National Education Association (NEA) and the RTI Action Network co-hosted a symposium entitled, "Creating Capacity: Preparing Educators for Response to Intervention." The conversation about these important questions continues on a section of our discussion boards entitled "Teacher Preparation and Professional Development." Please visit to join the debate on these critical issues.

Positive Behavior Support and RTI

Dr. George Sugai describes RTI as an approach for establishing and redesigning teaching and learning environments so that they are effective, relevant, and durable for all students, families, and educators. In this article, Dr. Sugai details how applications of the RTI framework are also represented in the implementation of Positive Behavior Support practices. Learn how RTI — through its emphasis on prevention and continuous monitoring — can enhance student learning by effectively addressing behavioral problems.

Voices from the Field

As the RTI coordinator and speech-language pathologist for Central Elementary School in Yukon, Ohio, Kim Kysar develops interventions for students who struggle with language and literacy. When her school first began implementing RTI in 2007, various RTI team members had questions about job boundaries. Discover how within a year her colleagues were collaborating together for the greater good of their students in the latest Voices from the Field story.

Creating Capacity Symposium Panelists
Creating Capacity Symposium Panelists
(Front row, l-r):Patti Ralabate, Kathy Whitmire, Karen Wixson; (Back row, l-r): Charles Grable, David Prasse, Thomas Komp, Abraham Jones


What if a child makes acceptable progress in data collection through intervention but is still not transferring these skills to the classroom?

Both Dr. Patti Ralabate, Senior Policy Analyst at the National Education Association, and Dr. Karen Wixson, Professor of Education at the University of Michigan, address the relationship between progress toward grade level standards and students’ learning rates in their respective answers to this question. They also provide guidance in determining when referral for special education may be appropriate or premature.

Upcoming RTI Talk: 
Robert Horner on School-Wide Positive Behavior Support and RTI
January 14, 2009 at 1 p.m. ET

Join Dr. Horner, professor of special education at the University of Oregon and director of the Educational Community Supports, during our next RTI Talk as he answers your questions about maximizing student learning and the impact of effective interventions by preventing the development and lessening the intensity of problem behaviors. Dr. Horner will also offer tips and suggestions for establishing a school-wide system of positive behavior supports and interventions to meet the needs of students experiencing academic and social difficulties in school.

Submit advance questions for the discussion now or simply join the chat live on Wednesday, January 14, 2009 at 1 p.m. ET.


NASP Convention
The National Association of School Psychologists will be holding their annual convention, "Take Strides to Make a Difference" in Boston on February 24-29, 2009. For information and registration details, visit NASP's convention site.  
NAESP Convention
The National Association of Elementary School Principals' Annual Convention and Exposition will be held in New Orleans, April 2-6, 2009. The spaces for the RTI sessions are filling up fast. The Early Bird Deadline is December 17th. Visit NAESP's convention site for more information.
National Center to Provide Intensive Technical Assistance to Eight States
As part of its charge, the National Center on Response to Intervention provides technical assistance (TA) support to each of the 50 states and nine territories across the country.  In collaboration with state RTI leadership teams and others, the Center has confirmed that eight states will receive intensive TA supports that will help them to plan, implement and evaluate their RTI initiatives. The states receiving intensive TA are Hawaii, Kansas, Maine, Missouri, New Mexico, Oklahoma, Pennsylvania and South Carolina.  Read the full announcement for more information.


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