Posted by Beth DuBose on Apr 17, 2009
This publication from the National Center for Learning Disabilities explains how the essential components of RTI — universal screening and progress-monitoring with research-based, tiered interventions — can be applied in preschool settings.
Posted by Beth DuBose on Apr 16, 2009
The Council of Exceptional Children (CEC) has put together a webpage with resources around the American Recovery and Reinvestment Act (ARRA), and how it will effect special education. Resources include a Q-and-A summarizing portions of the act that CEC believes to be of particular interest to special-educators.
Posted by Beth DuBose on Apr 08, 2009
The Council of Exceptional Children (CEC) has a wonderful resource available for schools that are trying to use Response to Intervention with students with emotional/behavioral disorders. The article includes ways that a school can setup a tiered system to provide interventions to these students.
Posted by Beth DuBose on Apr 07, 2009
The federal Institute of Education Sciences has released a practice guide on reading instruction and response to intervention.
Posted by Beth DuBose on Apr 06, 2009
The Rennie Center for Education Research & Policy examined 11 high schools in 9 districts in Massachusetts. These high schools have recently reduced their dropout rates by using strategic interventions designed for their at-risk students. By identifying students that were at-risk of dropping out, these high schools were able to develop targeted interventions for these students.
Posted by Beth DuBose on Apr 03, 2009
A study published in the February 2009 issue of the journal Pediatrics studies links between recess and classroom behavior in 11,000 children aged 8 to 9. The study showed that those children receiving more than 15 min of recess a day had better behavior and concentration in class.
Posted by Beth DuBose on Apr 02, 2009
There was an article in The Washington Examiner discussing how a local district in Maryland is concerned about the impact of their inclusion programs. They audited their program and found 100% of the students that had been transitioned from segregated classrooms to inclusion classrooms scored at the lowest level on Maryland’s state math exam, and 81% scored the at the lowest level for the reading exam.