Based on the 2015 evaluation of response-to-intervention (RTI) efforts and our own 2 decades of experience in supporting educators' implementation of RTI efforts, four recommendations are presented to advance effective implementation of tiered systems of intervention. We suggest that by (a) assessing readiness and capacity, (b) providing content…

During the past decade, responsiveness to intervention (RTI) has become popular among many practitioners as a means of transforming schooling into a multilevel prevention system. Popularity aside, its successful implementation requires ambitious intent, a comprehensive structure, and coordinated service delivery. An effective RTI also depends on…

The effectiveness of the Developmental Educational Birth through Two Project is shown in increased developmental scores of the handicapped young children (changes indicative of up to four or five months of progress beyond expected levels) and less restrictive follow-up placements. (CL)

The article describes the model Structured Training and Employment Transitional Services (STETS) demonstration program for retarded young adults funded by the U.S. Department of Labor. Evaluation of STETS focused on five issues: participants' subsequent labor-market behavior, use of school and training programs, public-transfer dependence, life…

A project to improve the writing skills of children (grades 4-10) who are deaf included instruction for teachers in the process approach to teaching writing and a data collection and analysis phase to assess short-term effects on students' writing. Pretest-posttest results showed dramatic improvement in students' writing, particularly in…

In the Cooperative Teaching Project, regular education teachers have primary responsibility for academic needs of students at risk in grades K-3, special educators provide supplemental classroom instruction, and student progress is monitored using curriculum-based measures. Evaluation outcomes indicate the model's positive effect on student…