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Early Intervening Services (EIS):
Early intervening services are the preventive components of No Child Left Behind and the Individuals with Disabilities Education Act of 2004.
From NCLB:
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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
Submit your story and let your voice be heard too.
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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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Response to Intervention: A Research Reviewby Charles Hughes, Ph.D., and Douglas D. Dexter, M.Ed., Penn State University
The purpose of the Research Support for Response to Intervention section is to present a summary of the nature and extent of published research conducted on Response to Intervention (RTI) to assist the reader in making informed judgments about the evidence base for RTI. To that end, we have identified studies examining the efficacy of RTI programs as well as research focusing on typical components used in the RTI process.
Although essential components of RTI programs are presented and described in more detail in the Include Essential Components section, we present them here to establish the parameters of our review. These components include: a) Universal screening for all students to determine their status against academic and social benchmarks; b) Scientifically based instruction for all students (Tier 1); c) Secondary prevention interventions (Tier 2) for students not responding adequately to Tier 1 instruction; d) Monitoring student progress, and e) Tertiary prevention instruction (Tier 3) for students making insufficient progress in response to Tier 2 instruction.
Based on our analysis of existing research and the component analysis above, we have broken our review, and thus this section, into several articles. These articles will include reviews of the following:
- Field studies of RTI programs/models;
- Procedures for selecting scientifically based instruction/curricula used in Tier 1;
- Studies of the technical adequacy of universal screening measures used in Tier 1;
- Studies of secondary and tertiary interventions within the context of an RTI framework;
- Studies of the technical adequacy of progress-monitoring procedures used across tiers, and
- Studies of the methods for identifying those who have not achieved the desired results in response to the interventions used at the different tiers.
Read "Field Studies of RTI Programs/Models" and "Selecting a Scientifically Based Core Curriculum for Tier 1" now. Additional articles will be posted on a regular basis.
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