National Association of State Directors of Special Education (NASDSE) and Council of Administrators of Special Education (CASE)

Explains the need for a response to intervention process as outlined by IDEA 2004. Provides a brief overview of the 3 key components of RtI and a description of the tiered levels of intervention.

http://www.casecec.org/pdf/rti/RtI%20An%20Administrator's%20Perspective%201-061.pdf

Vaughn, S. (2003)

Tiered interventions are discussed in this article and two case studies are presented to support the number of tiers that are needed in an RtI model.

http://www.nrcld.org/symposium2003/vaughn/vaughn.pdf

O’Connor, R.E., Harty, K. R., & Fulmer, D. (2005)

Reports results of an empirical study designed to investigate the impact of Tier 2 and 3 intervention on targeted students in kindergarten through grade 3. Descriptions of tiered instruction are provided. Results of the study report moderate to large effect sizes for direct intervention and a decrease in the number of students referred for special education.

http://www.recognitionandresponse.org/images/downloads/resources/ RTIArticles/oconnorhartyfulmer2005.pdf

Atlas Initiative for Public Education

Illustrates each tier through four entertaining, narrated cartoons accompanied by brief descriptions.

http://atlasinitiative.org/tiers.html

The Iris Center

Page 6 gives you background information and an explanation of which RtI approach this team uses for their school. As you scroll down the page, you are provided with descriptions of each tier and an option to listen to Dr. Sharon Vaughn discuss considerations for Tier 3. At the bottom of the page you can move ahead to pages 7 and 8 for more information on tiered instruction.

http://iris.peabody.vanderbilt.edu/rti01_overview/rti01_07.html

National Research Center on Learning Disabilities (NCLD)

Discusses key elements at each tier: screening, progress monitoring, and duration at each tier. (Note: In order to access Tier 2 and 3 descriptions, you need to click on the blue tabs at the bottom of the Tier 1 features.)

http://www.nrcld.org/rti_practices/tiers/tier1.html

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.texasreading.org/utcrla/pd/brtic/RegI_mac.pdf

Wright. J. (2009)

Provides details on curriculum-based measurement and standards for judging academic measures. Majority of the presentation focuses on Tier 1 interventions and procedures for assessing core curriculum.

http://www.vesid.nysed.gov/specialed/techassist/SETRC-wright3-12709.pdf

Mellard, D. (2009)

This presentation is one of three regional trainings offered through the NYS RtI TAC in 2009.  Author and co-principal investigator for the National Center on Response to Intervention, Dr. Mellard, delivered the presentation.  The overview includes etiology of RtI, advantages, and tiered interventions.  In addition to several resources, Dr. Mellard provided an in-depth look on indicators of fidelity and how it fits into the school system.   

D_Mellard_ppt_OCT_14_09.pdf