Scaffolding: An instructional technique in which the teacher breaks a complex task into smaller tasks, models the desired learning strategy or task, provides support as students learn to do the... More »

"Instead of concentrating on the "bar" that kids are supposed to be clearing, we're focusing on taking students from "where they are and moving them forward." [Read full story »]

— Paul A. Jebe, Principal, CO

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Should interventions in Tier 2 and Tier 3 follow the alignment of the core curriculum?

Response from Karen Wixson, Ph.D.: The general answer to this question is "yes"—Tier 2 and Tier 3 interventions should be aligned with the core curriculum.  However...[read full response]

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LD Identification

LD IdentificationIn the opening article to this section, Jack Fletcher of the University of Houston offers insights into how changes in IDEA 2004 affect the accuracy and utility of diagnostic decision making in the area of LD. Dr. Fletcher argues that RTI models are worth the effort required for implementation, as they advance identification of and intervention for learning disabilities by linking these two domains. His article reviews the historical definitions of LD and articulates the scientific basis for the changes in identification and intervention introduced by IDEA 2004.


Read "Identifying Learning Disabilities in the Context of Response to Intervention: A Hybrid Model."

Additional Resources
National Online Forum: "The Role of RTI in LD Identification" »

Response to Intervention and IDEA - LD Identification in the RTI Instruction Model »

 

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