Response to Intervention (RTI) is a multi-level framework designed to prevent academic failure and remediate areas of deficit. It is a framework to support students for whom generally effective practices have been insufficient. Its inclusion in the Individuals with Disabilities Education Act (IDEA; U. S. Department of Education, 2004) identified…

The City University of New York (CUNY) is the largest urban public university system in the United States with approximately 100,000 students enrolled in associate degree programs. Similar to trends nationwide, many associate degree students come to CUNY underprepared for college-level classes and are assigned to take remedial or developmental…

The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…

This guide for district and school leaders shows how to recognize opportunities to embed randomized controlled trials (RCTs) into planned policies or programs. Opportunistic RCTs can generate strong evidence for informing education decisions--with minimal added cost and disruption. The guide also outlines the key steps to conduct RCTs and responds…

Susan L. Hall asserts that an educator's job is not done until a school's RTI practices result in at least 95 percent of its students reading at benchmark levels. This book's research-based strategies will get you started on the road to achieving those results quickly, efficiently, and successfully. Included are case studies, delivery models,…

This technical report and user's guide is designed to provide researchers with an overview of the design and implementation of the 2009 Program for International Student Assessment (PISA), as well as with information on how to access the PISA 2009 data. This information is meant to supplement that presented in Organization for Economic Cooperation…

In this practitioners' guide, a recognized reading expert explains how educators, parents, and concerned citizens can spot ineffective reading programs that may hide under the "scientifically-based" banner. Although the term "whole language" is not commonly used today, programs based on its premises remain popular. These…

The school and district report cards were created by the 1999 Oregon Legislature. The legislation requires that the Oregon Department of Education (ODE) produce and issue a report card to all public schools and districts in the state. The report cards are designed to: (1) Communicate the many good things occurring in Oregon's public schools; (2)…

Describes a technique that combines the use of a story grammar strategy with cooperative learning procedures to promote greater reading comprehension. Step-by-step instructions for cooperative story mapping are provided, along with an illustration of a story map. The implications for special and remedial education are also discussed. (Author/CR)

We will never teach all our students to read if we do not teach our most at-risk students to read. Another way to say this is: "Getting to 100% requires going through the bottom 20%." Teaching all students to read requires a school level system for early identification of at-risk students and a school level system for providing those students with…

This book provides an explanation of sustained silent reading, why it is important, and how to implement it in school and classroom programs. The book presents an overview of underlying research and reviews eight essential factors ensuring a program's success, explicitly identifying them and explaining how they may be incorporated. The factors…

Addressing current research on the foundational skills of reading for the state of Alaska, this booklet is designed to get the most current information available about how children learn to read into the hands of everyone who can help children learn and grow as readers. It outlines previously researched core abilities including phonemic awareness,…

This guidance is written to assist State educational agencies (SEAs) and local educational agencies (LEAs) in understanding and implementing the report card requirements under Title I, Part A of the Elementary and Secondary Education Act of 1965, as amended (ESEA). Although each SEA and LEA may consider this guidance in developing and…

This profile describes "Teaching Reading Comprehension," a series of 14 30-minute video programs designed to expand K-8 reading teachers' understanding of the new view of reading as a constructive process and strategic behavior. Each video features at least one nationally recognized reading researcher and educator presenting the findings of his or…

Designed for use by elementary school principals, this guide contains suggestions for (1) assessing the effectiveness of the school reading program, (2) determining the instructional needs of teachers and the reading skill needs of students, and (3) implementing specific strategies to effectively accomplish desired reading program improvements.…