Trendline: Line on a graph that connects data points; compare against aimline to determine responsiveness to intervention. More »
"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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Kathleen Whitmire

Kathy Whitmire

Kathleen Whitmire

Dr. Kathleen Whitmire is the Director of the National Center for Learning Disabilities (NCLD) RTI Action Network. She came to NCLD from the American Speech-Language-Hearing Association where she served as the Director of School Services in Speech-Language Pathology, leading practices programs for over 50,000 speech-language pathologists working in the schools.  Prior to that, she held positions as a clinic supervisor and lecturer at Syracuse University and as Assistant Professor and Chair of the Communication Disorders Department at The College of Saint Rose.  She began her career as a school-based clinician in California and New York, where she worked for fourteen years.

A nationally-certified speech-language pathologist, Dr. Whitmire is a board-recognized specialist in child language and Fellow of the American Speech-Language-Hearing Association. She has authored more than 25 journal articles and chapters, has served as guest editor for three professional journals, and sits on the editorial board of Topics in Language Disorders.

She has presented extensively at the state and national levels on issues related to academic and social implications of disabilities in school-age children and adolescents, with particular interest in learning disabilities, stuttering, and deafness. She has also served in a variety of capacities for regional and state professional associations and boards, for which she has received two Distinguished Service Awards and a Special Citation. Dr. Whitmire received her M.A., M.S., and Ph.D. from the University of Rochester.

 


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