Students' behavioral and academic needs are interrelated, and educators may maximize the efficiency and effectiveness of their classroom practice by intentionally integrating academic instruction and positive behavior support practices within an integrated multi-tiered system of support (I-MTSS) framework. Integrated classroom practices are…

The adoption and sustainability of evidence-based Tier 1 literacy practices in secondary content-area classes is important to improve reading success for students with learning disabilities. We conducted an exploratory multiple-case study investigating teachers' adoption and sustained use of evidence-based Tier 1 literacy practices that benefit…

Currently many schools engage in a systematic process, called a Multi-Tiered System of Support (MTSS), that simultaneously accounts for every student's academic progress and instructional needs. A central tenet of an MTSS framework is providing remedial, increasingly intensive, small group instruction to students who are not demonstrating…

This brief highlights how CEEDAR's model for cross-state learning groups (CSLGs) provides ongoing opportunities for virtual collaboration between states. CSLGs provide a structure to leverage the collective knowledge and resources of the CEEDAR network while building relationships between state-level leadership teams, partner organizations, and…

The state of Texas has been cited through the U.S. Department of Education under the Individuals with Disabilities Education Act (IDEA) as failing to identify students under the Child Find component of the law using Response to Intervention/Multi-Tiered System of Support (RtI/MTSS). The purpose of this basic qualitative study was to identify…

This chapter describes Multi-tiered Systems of Support (MTSS), with a specific focus on Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS). When outlining MTSS, authors address how MTSS evolved as well as operating characteristics of the framework. MTSS is an prevention-based framework for enhancing the…

In this article, the authors illustrate how teachers use a strength based, culturally responsive Response to Intervention (RTI) framework to meet the varied needs of a culturally diverse, twice-exceptional student. Using a case-based approach, the authors demonstrate how classroom teachers and specialists collaborate with the student and her…

This Fast Five defines the role of accelerated learning to support all students, but specifically students with disabilities. This Fast Five provides considerations and ideas to support LEA's to plan for and implement accelerated learning.

This practice guide is a revision of the updated version of "Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers" that replaces, rather than supplements, the first version. The updated "Supporting and Responding (Version 2)" guide includes: (1) an expanded focus on support for students'…

Within a culturally and linguistically responsive (CLR) multitiered system of supports (MTSS) framework, effective policies, practices, and personnel ensure that resources and tools promote equity for all students. Observation data were analyzed to describe the implementation of two components of MTSS/RTI, assessment and data-based…

This practical, ready-to-use resource gives teachers and administrators the tools to successfully implement RTI or strengthen an existing program to target students' specific needs. Response to Intervention allows educators to assess and meet the needs of struggling students before they have fallen too far behind. Three expert authors explore this…

This report describes AISD teacher concerns regarding the introduction and implementation of the district's Response to Intervention (RtI) framework in AISD middle schools during the 2010-2011 school year.