National Center for Learning Disabilities

RTI Action Network. The information you need to take action, the networking you need to be successful

October 22, 2008 ACTION UPDATE

Working with Culturally and Linguistically Diverse Families

How does a school system with students from diverse cultural and linguistic backgrounds ensure that the needs of all its members are met? The Recognition and Response model of pre-K RTI emphasizes the importance of establishing cultural competence and developing collaborative relationships. Learn more in "Working with Culturally and Linguistically Diverse Families."

From the RTI Blog:
Introducing Jared's Blog

Jared Moretti, Principal of Laura Irwin Elementary School in Wyoming, begins his monthly series of blogs, which details his school's journey through the RTI process and provides down-to-earth suggestions on how to effectively implement an RTI model. Read this blog and respond to Mr. Moretti's ideas.

Upcoming RTI Talk:
Matthew K. Burns on Data-based Decision Making

November 12, 2008 at 3 p.m. ET

Join Dr. Burns, Associate Professor of Educational Psychology and Coordinator of the School Psychology Program, University of Minnesota, during our next RTI Talk as he answers your questions about problem-solving decisions made in each tier and the various decision-making rules used in each tier within an RTI model. Dr. Burns will also offer tips and suggestions on using data to make decisions about instruction, intervention, and eligibility.

Submit advance questions for the discussion now or simply join the chat live on Wednesday, November 12, 2008 at 3 p.m. ET.

QUESTION OF THE MONTH

Are there lists of research-based interventions for secondary and tertiary levels of both Response to Intervention (RTI) and Positive Behavior Support (PBS)?

On the behavior side of RTI, positive behavior support provides an organizational structure for establishing a continuum of behavioral interventions for all students.

George Sugai, the Carole J. Neag Endowed Professor in Special Education at the University of Connecticut, explores why evidence-based school-wide primary interventions must be implemented with fidelity before considering secondary/tertiary tier interventions in response to this question of the month.

Read Dr. Sugai's answer. ť

George Sugai

Voices From the Field

Chuck Grable, Assistant Superintendent for Instruction for the Huntington County School Corporation (HCCSC) in Huntington, Indiana, describes how his school district has created a comprehensive RTI plan with buy-in from all pertinent stakeholders in the latest Voices from the Field story.


		NEWS & ANNOUNCEMENTS RTI Action Network Discussion Boards View our Discussion Boards to post your thoughts or questions on RTI. The following forums are currently available: RTI at Pre-K level, K-5 level and Secondary level, as well as a General RTI discussion section. We encourage you to visit the RTI Action Network Discussion Boards today! The National Center on RTI's Technical Assistance Model The National Center on Response to Intervention (NCRTI) has released its strategy for providing technical assistance to states. To fulfill the mission of building state capacity for implementing proven and promising frameworks for RTI, the RTI Center has developed an evidence-based strategy for delivering technical assistance (TA) to individual state education agencies (SEAs) across the country. Collaboration with other TA projects in providing TA to SEAs will be a critical focus. Download the entire document outlining the center's TA strategy.

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