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September 15, 2009 ACTION UPDATE

Screening for Reading Problems in Grades 4-12

Even with an effective RTI framework in place at the elementary school level, there will continue to be students in the later grades who require intervention to support their reading development. In this article, Drs. Evelyn Johnson and Juli Pool address how to develop a universal screening system that not only identifies struggling students but also strengthens a school's comprehensive literacy program. Find out more about the numerous screening and diagnostic measures that can be used to identify secondary students at risk for reading problems.
Progress Monitoring Within an RTI Model

How can educators make informed decisions when selecting and interpreting progress-monitoring measures? In this article, Mr. Douglas Dexter and Dr. Charles Hughes answer this important question by identifying elements of effective measures and signaling directions for future research. The authors emphasize that schools and districts should support data-drive approaches and make training available to all educators so that progress monitoring-measures are used effectively.

Upcoming Webinar:
Screening for Reading Problems in an RTI Framework
September 17, 2009 at 2 p.m. ET

In this webinar, Drs. Evelyn Johnson and Juli Pool will discuss the challenges of screening for reading problems in an RTI framework. They will then provide an overview of the screening processes have been used to identify student at risk for reading problems and discuss screening constructs that work well in identifying students from pre-K through grade 12 who are at risk for reading problems. Register today!


We hear a lot about the importance of addressing fluency when screening students. Is this the most important reading component to address?

In her response, Dr. Karen Wixson, Professor of Education at the University of Michigan, identifies multiple components of reading that should be addressed within an RTI framework in order to help struggling students succeed.
She also explains why further evaluation of other reading components is needed before identifying the most appropriate intervention.

Multiple components of reading should be addressed within an RTI framework in order to help struggling students succeed.
Voices from the Field

In the latest Voices from the Field story, Dr. Aaron Deris, intervention specialist for ISD 27 in Bloomington, Minnesota, details how his RTI Team initially chose to pilot the RTI framework in two of their elementary schools but are now looking to expand it into all other district schools due to successful implementation. He also describes some challenges that they faced such as finding a common screening tool, having enough staff to conduct the interventions, and scheduling.


Leadership Network
Free mentoring support now available for those leading RTI implementation at the district and building level. Up to 250 school leaders will receive guidance to help improve student achievement. Don't miss out, join today!
RTI Early Childhood Summit
The Center on Response to Intervention in Early Childhood (CRTIEC) will be hosting the first annual RTI Early Childhood Summit on October 14-15, 2009 in Albuquerque, New Mexico. Learn about the latest research and promising models implementing tiered interventions for young children. For information about sessions, presenters, and travel, visit the CRTIEC site or email rti@dec-sped.org.
Call for Papers
The Elementary School Journal has issued a call for papers for a special issue on RTI-related theory and research. Authors should submit papers for the issue through ESJ’s electronic submission system, by February 15, 2010. If you have questions regarding the content of the special issue, please contact the guest editor, Dr. Karen Wixson.

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