Access Center (2004)

Provides an overview of the five essential components of an effective reading program and discusses how to integrate each component with variables or practices associated with effective instruction and assessment.

http://www.k8accesscenter.org/training_resources/effectivereadingcomponents.asp

Hughes, C., & Dexter, D.

The purpose of this article is to provide guidelines to help educators select interventions/curriculum within Tier 1 of an RtI model. It defines Tier 1 and SBR and relates the findings of the National Reading Panel regarding the five key components of an early literacy instruction with the need for programs that has been supported by scientific evidence. It also discusses the need to use SBR to inform decisions in other curriculum areas besides literacy, although research in other content areas is less developed.

http://www.rtinetwork.org/learn/research/selectingcorecurriculum-tier1

Simmons,D.C. & Kame’enui, E. (2003)

Provides a series of guidelines to help educators evaluate key features of a core reading program for students in grades 1-3.

cons_guide_instr_2003.pdf

IRA Commission on RtI:  Lipson, M., Connor, C., Costello, K., & Marinak, B. (2010)

A powerpoint presentation, based on a March 2010 webinar,  that highlights key elements of good core instruction. Presentation begins with a general overview of RtI before reviewing guidelines on instruction within and RtI framework. Distinguishes between what is and what is not a strong core literacy program and lists essential instructional decisions to be made relative to long-term goals, instructional outcomes, organization/scheduling, methods, materials, assessment and differentiation.

RTI_Webinar_3.IRA.pdf

IRA Commission on RtI:  Valencia, S., Connor, C., Laster, B. (2010)

A powerpoint presentation, based on a March 2010 webinar that begins with a review of RtI and a rationale for differentiation based on existing empirical evidence.  Emphasizes the use of multiple assessment measures to group students according to need and the necessity of planning for differentiation. Discusses different ways to differentiate instruction and provides an Adaptation Framework that supports  planning for differentiation.

RTI_Webinar_4_Differentiating_Instruction.IRA.pdf

Bell Morris, P., Pallais, D., & Walker, K.

Describes differentiated instruction and how to vary instruction to meet student needs. As each tier is described, an accompanying video illustrates key conceptual features.

http://www.pcboe.net/les/elderweb/READING%20COACH%20FILES/Tiered%20Instruction/texas_RtI.pdf

Shanahan, T., Lyon, R., & Parker, C. (2005)

Online webcast designed to inform the viewer about choosing reading programs that coincide with state and federal requirements under NCLB. Discusses using SBR to inform educational practices and specific literacy elements that need to be developed in order for reading success.

http://www.readingrockets.org/webcasts/2005#program

Ms. Kathy Glass

Kathy Glass explains how Response to Intervention (RTI) provides a roadmap for implementing differentiated instruction (DI) in the language arts or social studies classroom. She defines differentiation and shares several practical DI tools, strategies, and assessments, such as: engaging instructional strategies for all learners, tiered instruction, Role-Audience-Format-Topic (RAFT), exit cards and dialectical journals. Ms. Glass will also share differentiated assessments and address how teachers may formulate differentiated assessments that allow students to demonstrate knowledge in a way that highlights student achievement.

http://www.schoolsmovingup.net/cs/smu/view/e/4332