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NCLB/ESEA:
No Child Left Behind/Elementary and Secondary Education Act.
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"As a principal, my quest for providing meaningful reading instruction for students was shared by my teaching staff. While we felt we were doing great things for students in the area of reading, our state assessment showed that, in some cases, 50% of our students were not at grade level in reading..." [read full story]
- Bob Heimbaugh, K-5 Principal, Wyoming
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Why should we undertake Response to Intervention (RTI) when we already have several other initiatives going on in our district?
Response from Ann Casey, Ph.D .: RTI is a framework that could be used as an organizing tool for all of our work in education. The main intent of RTI is to ensure students receive targeted instruction early so all students can be successful. In RTI, we integrate measurement/data systems to focus instruction by using a problem solving process...[read full response ]
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Evelyn Johnson
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| Evelyn Johnson |
Dr. Evelyn Johnson received her doctor of education degree from the University of Washington, Seattle in 1999 and is currently an Assistant Professor of special education at Boise State University. Since 2003, she has worked as a research associate for the National Research Center on Learning Disabilities (NRCLD), examining issues related to Response to Intervention (RTI) and Specific Learning Disabilities (SLD) determination. This work has led to numerous collaborative research efforts, national presentations, and publications.
Evelyn began her career in special education in Washington in 1994 as a special education teacher. She also taught in Arizona and overseas in American International Schools in Austria and Germany. At the University of Washington, her research focused on the inclusion of students with disabilities in accountability systems. Dr. Johnson’s work on assessment for students with disabilities has included research on accommodations and alternate assessments, which helped to shape WA state policy on these issues.
Dr. Johnson’s work with the NRCLD includes the development of numerous technical assistance products to assist state and local educational agencies on RTI and learning disability identification-related issues. Her work has been included in the OSEP Toolkits, Journal of Learning Disabilities, Teaching Exceptional Children, School Psychology Review and Learning Disabilities Quarterly.
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