Georgia Department of Education
There are a range of resources on the GaDOE’s main Response To Intervention webpage, including The Georgia Pyramid of Intervention/RTI Guidance document which guides systems in developing RTI in Georgia’s schools. Other powerful resources include a range of webinars, many of which are archived on www.GeorgiaStandards.org website through the ElluminateLive system. One recent example includes presentations by the recipients of the 2010 SSTAGE STAR Award (Ware County Schools and Elm Street School in Rome City). Their presentations highlight examples of promising practices in Georgia’s schools using RTI as school improvement. Other examples of webinars include a series of 9 webinars on Using Research to Select & Design Effective Interventions which was a collaborative between GaDOE and the Regional Educational Laboratory-Southeast (REL-SE) at the SERVE Center at the University of North Carolina at Greensboro, with support from the Institute of Education Sciences (IES). These webinars include state, regional and national presenters.
The National Center on RTI
The American Institutes for Research and researchers from Vanderbilt University and the University of Kansas — through funding from the U.S. Department of Education’s Office of Special Education Programs (OSEP) — have established the National Center on Response to Intervention. The Center’s mission is to provide technical assistance to states and districts and building the capacity of states to assist districts in implementing proven models for RTI/EIS. We have organized the Center’s work into four service areas:
- Knowledge production activities that include a rigorous technical review to determine which tools, practices, and implementation strategies are deemed scientifically valid and appropriate for TA&D;
- Expert trainings and follow-up activities (both face-to-face and at a distance) to drive implementation supports for RTI/EIS on a broad scale;
- Information dissemination activities that will involve forming partnerships and reaching out to target stakeholders via ongoing communication, including web-based telecommunication; and
- A rigorous Center evaluation, with formative assessments to help improve the delivery of our services in states and districts across the country.
The Center is led by a team of nationally recognized Principal Investigators. A distinguished National Advisory Committee will provide conceptual support and feedback on the work of the Center. We have formed partnerships with over 50 national organizations and associations that represent the interests of the entire range of general and special education practitioners and families. A distinguishing feature of the Center’s approach is AIR’s ability to capitalize on the three national TA&D centers we currently run – the National Center on Student Progress Monitoring, the Access Center, and the National High School Center. Through our efforts in these and other centers, we have worked in each of the 50 states and in scores of districts and schools. The Center’s team itself is diverse, with persons with disabilities, parents of children with disabilities, and persons who are culturally and linguistically diverse having key roles on the Center’s team. Their involvement will help ensure that our services are practical and will be utilized to help improve results for children and families.
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.
Visit to check out newly posted academic and behavioral strategies and interventions, download publications on effective teaching practices, and use tools that streamline classroom assessment and intervention. This website has a plethora of links to other major RTI resources. IC was one of the first comprehensive RTI websites to offer supports for educators and parents.
Vanderbilt- Iris Peabody
IRIS STAR Legacy Modules are Web-based instructional materials that provide information about working with students. Topics such as behavior, differentiation, RTI, and a range of learning issues targeting elementary and secondary students. Each interactive module is made up of five components:
- Challenge – a realistic scenario relevant to education professionals
- Initial Thoughts – questions that allow students to explore and consider what they currently know about the scenario presented in the Challenge
- Perspectives and Resources – nuggets of information (e.g., text, movies, audio interviews, activities) that allow students to actively engage in learning the module’s main content
- Assessment – an evaluation tool that offers students the opportunity to apply what they know and to evaluate what topics they need to study further
- Wrap Up – a summary of the information presented in the previous components
Teaching Resources from Vanderbilt University. Many teacher resources which can be adapted for use with high school students. If you use this link and go to the left menu and go to teacher resources, there are many teaching resources such as learning styles, cooperative learning, and modules on learning (Blooms Revised Taxonomy…)
Teaching Guides- The Center For Teaching has prepared guides to a variety of teaching topics with summaries of best practices, links to other online resources, and information about local Vanderbilt resources.
The Center on Instruction
The Center on Instruction, is a gateway to a cutting-edge collection of scientifically based research and information on K-12 instruction in reading, math, science, special education, and English language learning.
Part of the Comprehensive Center network, the Center on Instruction is one of five content centers serving as resources for the 16 regional U.S. Department of Education Comprehensive Centers. Explore the links to the left for topic-based materials, syntheses of recent research, and exemplars of best practices.
The National Center on Student Progress Monitoring
The National Center on Student Progress Monitoring (NCSPM) web resources library has exciting: downloadable articles, PowerPoint presentations, FAQs, and links to additional resources about student progress monitoring, Curriculum-Based Measurement, applying decision making to IEPs and other researched based topics. All of our publications are designed to inform and assist audiences in implementing student progress monitoring at the classroom, building, local or state level.
Research Institute on Progress Monitoring
The Office of Special Education Programs (OSEP) has funded the Research Institute on Progress Monitoring to develop a system of progress monitoring to evaluate effects of individualized instruction on access to and progress within the general education curriculum.
The Institute is housed at the Institute on Community Integration and the Department of Educational Psychology, Special Education in the College of Education and Human Development at the University of Minnesota. Iowa State University for Science and Technology is a lead collaborator in this research.
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.
Doing What Works
Doing What Works (DWW) is a website sponsored by the U.S. Department of Education. The goal of DWW is to create an online library of resources that may help teachers, schools, districts, states and technical assistance providers implement research-based instructional practice.
DWW is led by the Office of Planning, Evaluation & Policy Development (OPEPD) at the U.S. Department of Education. OPEPD relies on the Institute of Education Sciences (IES) at the U.S. Department of Education (and occasionally other entities that adhere to standards similar to those of IES) to evaluate and recommend practices that are supported by rigorous research.
Much of the DWW content is based on information from IES’ What Works Clearinghouse (WWC). The WWC evaluates research on practices and interventions to let the education community know what is likely to work. For each practice, it issues a guide and/or an intervention report that describes what the practice involves and what the research says. In addition, some DWW content is based on other information and materials from IES.
Then, DWW provides examples of possible ways educators might apply those research findings, but these are not necessarily the only ways to carry out these teaching practices. It’s important to note that the examples provided on DWW – including any products named in school materials or found on websites referenced on DWW – should not be construed as an endorsement by the U.S. Department of Education of any products, programs, or curricula. Finally, various Departmental offices help to disseminate the tools and resources on DWW so that research-based practices can be implemented in our nation’s classrooms.
Best Evidence Encyclopedia
The Best Evidence Encyclopedia is a free web site created by the Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education. It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programs available for students in grades K-12.
The Best Evidence Encyclopedia provides summaries of scientific reviews produced by many authors and organizations, as well as links to the full texts of each review. The summaries are written by CDDRE staff members and sent to review authors for confirmation.
Promising Practices Network
The PPN website is a unique resource that offers credible, research-based information on what works to improve the lives of children and families.
Sometimes referred to as a “best practices” site or a “model program” site, PPN is both of those things and much more. In addition to providing information on Programs that Work, PPN also links to additional research information in all areas related to child well-being, including their physical and mental health, academic success, and economic security. These additional resources include Research in Brief, Resources and Tools and Expert Perspectives. To promote successful implementation of best practices and model programs, PPN also screens and posts evidence-based information on effective Service Delivery.
In addition to the breadth of information PPN provides, visitors can rely on PPN to provide information that has met our high standards for scientific credibility, objectivity, and clarity. Learn about our process for reviewing information for inclusion on the site and how to submit a program for consideration.
OSEP Center on Positive Behavioral Interventions and Supports- Effective Schoolwide Interventions
The technical assistance center (TA) on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.
Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBS provides an operational framework for achieving these outcomes. More importantly, SWPBS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.
The Positive Environments Network of Trainers (PENT)
PENT is part of the California Positive Behavior Initiative designed to provide information and resources for educators striving to achieve high educational outcomes through the use of proactive, positive strategies and interventions. Evidence-based positive practices and helpful information is disseminated statewide through this website.
The collaborative PENT network is dedicated to increasing academic achievement and overcoming behavioral barriers to success for all students with and without disabilities. All material can be reproduced for non-commercial purpose for staff training.
PENT was co-founded by Diana Browning Wright and Deborah Holt , in a joint effort between the Diagnostic Center, Southern California (DCSC) and the Special Education Local Plan Area (SELPA). Diana served as the PENT Director from 2003-2009 and Deborah, as the Director of the Diagnostic Center, was the PENT Project Manager. Since that time both Diana and Deborah have retired from the Diagnostic Center. Diana can be reached at email@example.com.
The creator of PENT website is Diana Browning Wright, who originated many of the supports and provides case specific consultation to support local trainers as well as to aid in local systemic change efforts to achieve positive behavioral support approaches in California. Diana has presented at numerous conferences such as LRP and has shared these incredible resources. This website offers a range of PowerPoint presentations, sample forms and resources to help improve student behavior and learning: tools which support diverse teaching and learning, building academic and behavioral classroom supports and fostering cultural diversity.
Teaching Social Skills in the Language Arts Curriculum: An internet Guide for Middle School Educators
This web site is designed for middle school educators, who seek to incorporate the instruction of social skills into their lessons. This web site provides the resources to teach social skills (lesson plans, teaching strategies, assessment tools and student self-directed modules) as a seamless part of reinforcing the instruction of state mandated language arts curriculum.
This Internet Guide for Middle School Educators was made possible through a County Technology Academy Grant funded by the Dean and Margaret Lesher Foundation in cooperation with the Contra Costa County Office of Education.
The teacher section presents:
- Over 100 social skills lessons cross referenced to middle school literature
- Assessment tools for documenting student knowledge and school climate
- Teaching strategies and classroom management techniques
- References and resources for social skill development
The student segment features:
- Online and downloadable games
- Puzzles, word searches
- Internet resources
- School projects and activities
Collaborative for Academic and Social Emotional Learning- CASEL
Their mission is to establish social and emotional learning (SEL) as an essential part of education. We envision a world where families, schools, and communities work together to promote children’s success in school and life and to support the healthy development of all children. In this vision, children and adults are engaged life-long learners who are self-aware, caring and connected to others, and responsible in their decision-making. Children and adults achieve to their fullest potential, and participate constructively in a democratic society.
These presentations can be used in a variety of ways, depending on the audience you are targeting and how much they already know about SEL. You may find that there are a number of opportunities to present SEL to different groups (e.g., staff, parents, your principal, school board members, etc.).
SEL is a process for helping children and even adults develop the fundamental skills for life effectiveness. SEL teaches the skills we all need to handle ourselves, our relationships, and our work, effectively and ethically.
SEL is also a framework for school improvement. Teaching SEL skills helps create and maintain safe, caring learning environments. The most beneficial SEL programs provide sequential and developmentally appropriate instruction in SEL skills. They are implemented in a coordinated manner, schoolwide, from preschool through high school. Lessons are reinforced in the classroom, during out-of-school activities, and at home. Educators receive ongoing professional development in SEL. And families and schools work together to promote children’s social, emotional, and academic success.
The Behavior Doctor- Dr. Laura Riffel
This site is dedicated to providing proactive strategies and solutions for behaviors that adults wish to target for change in either their personal children or the students that they teach. The information is based in behavioral theory; however, you will not find all the educational jargon and quotations on this site. This site is written for teachers and parents who are in a hurry, want some help, and have a few minutes to read some ideas.
Behavior Doctor Seminars is a website dedicated to providing resources to educators, parents, administrators, bus drivers, paraprofessionals, and ancillary staff who work with children whose behaviors are impeding their learning or that of others. The following information is available for download on www.behaviordoctor.org Dr. Riffel’s email is: firstname.lastname@example.org
This website has a plethora of behavior tools to help students: PowerPoint presentations, books, and other tools (such as Functional Behavior Assessment).