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This Wiki has been set up to provide a place for sharing information and having discussions about RTI, including effective instruction, intervention, progress monitoring, universal screening, general assessment. For information directly relating to Exceed, please navigate to the PSD Exceed Wiki.

There are links to the left for the different pages of this Wiki. There is one link for each of CDE's 8 areas in the SLD identification guidelines.

RTI, Universal Screening, and Probes, and Progress Monitoring
Universal screening measures create a body of evidence for all students. These include the typical assessments and benchmarks we have been using as part of general education. Some universal screening measures currently in place: RTI does not require that we do the probe-type assessments for all students. Probes are used to monitor progress on intensive, specific interventions. The large majority (>80%) of our students should not need to have their progress monitored using probes.
 * DRA2 Benchmarks
 * Kindergarten Report Card Benchmarks
 * MAP testing
 * Everyday Math Assessments
 * Progress on Essential Standards/Learnings

Colorado Rules for the Administration of the Exceptional Children's Educational Act (effective 12/30/07)
The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child’s age or state-approved grade-level standards:
 * Oral expression;
 * Listening comprehension ;
 * Written expression;
 * Basic reading skill;
 * Reading fluency skills;
 * Reading comprehension;
 * Mathematical calculation;
 * Mathematics problem solving; and

The child does not make sufficient progress to meet age or state-approved grade-level standards in one or more of the areas when using a process based on the child’s response to scientific, research-based intervention as determined by a body of evidence demonstrating:
 * Academic skill deficit(s); and
 * Insufficient progress in response to scientific, research-based intervention

General RTI Links

 * [|Intervention Central] offers free tools and resources to help school staff and parents to promote positive classroom behaviors and foster effective learning for all children and youth. The site was created by Jim Wright , a school psychologist and school administrator from Central New York


 * [|RtI Action Network]  - The **RTI Action Network** is dedicated to the effective implementation of Response to Intervention (RTI) in school districts nationwide. Our goal is to guide educators and families in the large-scale implementation of RTI so that each child has access to quality instruction and that struggling students – including those with learning disabilities – are identified early and receive the necessary supports to be successful. The RTI Action Network is a program of the [|National Center for Learning Disabilities], funded by the Cisco Foundation and in partnership with the nation’s leading education associations and top RTI experts.


 * [|What Works Clearinghouse] - Established in 2002, the What Works Clearinghouse (WWC) is a central and trusted source of scientific evidence for what works in education.
 *  An initiative of the U.S. Department of Education's Institute of Education Sciences, the WWC:
 * Produces user-friendly [|practice guides] for educators that address instructional challenges with research-based recommendations for schools and classrooms;
 * Assesses the rigor of research evidence on the effectiveness of [|interventions] (programs, products, practices, and policies), giving educators the tools to make informed decisions;
 * Develops and implements [|standards] for reviewing and synthesizing education research; and
 * Provides a public and easily accessible [|registry of education evaluation researchers] to assist schools, school districts, and program developers with designing and carrying out rigorous evaluations.


 * [|National Center on Student Progress Monitoring] - To meet the challenges of implementing effective progress monitoring, the Office of Special Education Programs (OSEP) funded the **//National Center on Student Progress Monitoring//**. The Center was housed at the American Institutes for Research, and working in conjunction with researchers from Vanderbilt University, was a national technical assistance and dissemination center dedicated to the implementation of scientifically based student progress monitoring. Although the project has come to the end of its five-year contract with the U.S. Department of Education, Office of Special Education Programs (OSEP), the Center will continue to maintain their Web site with all its valuable resources.


 * [|Advanced Applications of CBM in Reading: Instructional Decision-Making Strategies]