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Evidence-Based Practice: Educational practices/instructional strategies supported by relevant scientific research studies.
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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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 In 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"
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