Teachers who work with English as a Second Language learners will find ESL/ESOL/ELL/EFL reading/writing skill-building children's books, stories, activities, ideas, strategies to help PreK-3, 4-8, and 9-12 students learn to read.
Connecticut
Features of State Response to Intervention Initiatives in Northeast and Islands Region States
Author: Bocala, C., Mello, D., Reedy, K., and Lacireno-Paquet, N. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands.
Summary: Response to intervention (RTI) is an approach to instruction, assessment, and intervention that enables early identification of students who are experiencing academic or behavioral difficulties. This report studies the public documents detailing such efforts in the nine (Northeast and Islands Region jurisdictions: Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, Vermont, and the Virgin Islands. The report examines only state–level evidence and distinguishes between the enactment of state regulations or guidance and local practice.
Tags: Intervention;
Target Population: All
Research Questions the Report Poses: What are the features of state response to intervention initiatives as evidenced by publicly available information from state education agencies?
Findings:
- An RTI framework typically contains 8 core features outlined by the National Re-search Center on Learning Disabilities: high quality classroom instruction, research–based instruction, assessment of classroom performance, universal screening, continuous progress monitoring, research–based interventions, progress monitoring during interventions, and fidelity measures.
- 7 of the 9 jurisdictions in the region have developed state documents on RTI that address core features of RTI identified in the literature. These 7 jurisdictions—CT, ME, MA, NH, NY, RI, and VT—use or promote RTI as an approach to supporting struggling students in general education or to determine eligibility for special education at the local level.
- While there was no evidence of RTI policies or procedures in Puerto Rico or the Virgin Islands, that is not evidence that these two jurisdictions do not allow RTI.
- Of the 7 states that support RTI initiatives, all require or recommend a three–tiered model of intervention; 5 require or recommend use of a readiness self–assessment or plan (ME, NH, NY, RI, and VT), and 4 have appropriated funds for RTI pilot or demonstration sites (NH, NY, RI, and VT).
Bocala, C., Mello, D., Reedy, K., and Lacireno-Paquet, N. (2009). Features of state response to intervention initiatives in Northeast and Islands Region states (Issues & Answers Report, REL 2009–No. 083). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs.
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I am currently working towards my teacher certification by lateral entry and needed information on the Hispanic aspect of education. Our ESL teacher at my elementary school directed me to our school's ELL website. You are a link off that page. What a world of information I found!!! I ended up reading more than I needed to know, saved some of the books for children for my future reference, and kept a few other things as resources for me for later on. I was so impressed that I wanted to complement you on how easy to use yet in-depth your site is. I will check here often just to see what you have; very, very, very impressive!! Thanks so much!
~ Judy
