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Response to intervention (RTI) can be both a system for providing early interventions to struggling students and a special education diagnostic tool for evaluating and identifying students with specific learning disabilities.
Common Core of Data (CCD) surveys for the 2004-05 school year and the fiscal year 2004, includes data about students enrolled in public education, including the number of students by grade and the number receiving special education, migrant, or English language learner services.
An extensive compilation of the questions asked at the National Center on Student Progress Monitoring's first Summer Institute about Curriculum Based Measurement, as well as others that may be helpful.
This report provides the technical details of an alternate assessment design that has resulted from a long-term research and development effort at AIR.
This report, authored by Helen Duffy of the National High School Center, provides an in-depth look at the implementation and structural issues, as well as the needed support required to successfully institute Response to Intervention (RTI) at the secondary school level.
The Oregon Department of Education (ODE) contracted with AIR to conduct an independent assessment and analysis of the fiscal and operational efficiency of the State of Oregon’s Early Intervention and Early Childhood Special Education (EI/ECSE) and Regional Low Incidence Programs.