Meeting the Challenge/OSERS: RTI

MTC Seminar Series for Teachers, Mentors and Scholars was held on November 7, 2007:

Response to Intervention (RTI)
Dr. Meg O’Hearn-Curran (Flyer PDF)
Part of the Free Fall 2007 Seminar Series
Sponsored by
The Meeting the Challenge Program
at Fitchburg State College
Nov. 7, 2007
5 p.m.–7 p.m.
Fitchburg State College
McKay Campus School Auditorium

About the Seminar
This free seminar will provide an overview of the Response-to-Intervention (RTI) model and its support in IDEA 2004. RTI is an integrated approach that includes general, remedial, and special education and is supported by IDEA and NCLB. Participants will be introduced to core principles and essential components of RTI. The research base for RTI will be presented and the need for capacity building within school systems will be addressed.

Dr. O'Hearn Curran's Presentation (ppt)

About the Speaker
Dr. Meg O’Hearn-Curran is a licensed psychologist and nationally certified
school psychologist, and is an adjunct faculty member at Fitchburg State
College and at Mount Wachusett Community College. She has conducted
research involving the use of formative assessment to prevent reading difficulties and the effectiveness of phonemic awareness training programs. O’Hearn-Curran is currently working in the Fitchburg Public School System as an assistant principal and is coordinating South Street Elementary School’s Reading First Initiative. She has developed courses in reading psychology, the detection and prevention of early reading difficulties, building resiliency in the schools, and response-to-intervention. She has also provided professional development to teachers through BayState Readers and the Reading First Initiative.

Handouts:

• Myths About Response to Intervention (RtI) Implementation (PDF)
  The National Association of State Directors of Special Education (NASDSE)
• Response to Intervention (PDF)
  NASDSE and CASE White Paper on RtI
• IDENTIFICATION OF SPECIFIC LEARNING DISABILITIES (PDF)
  IDEA Regulations; U.S. Department of Education; Office of Special Education Programs (OSEP)
• Introduction to Response to Intervention: What, why, and how valid is it? (PDF)
  Douglas Fuchs, Lynn S. Fuchs; Peabody College of Vanderbilt University, Nashville, Tennessee, USA

Dr. O'Hearn-Curran's Recommended Articles:

• ON BABIES AND BATHWATER: ADDRESSING THE PROBLEMS OF IDENTIFICATION OF LEARNING DISABILITIES (PDF)
  Thomas E. Scruggs and Margo A. Mastropieri
• Curriculum-Based Measurement (CBM):
  Reading and Writing Measures in Secondary Education (PDF)
  2005 CEC Convention & Expo • April 6-9, 2005 • Baltimore, Maryland
• Challenges in Identifying Target Skills for Math Disability Screening and Intervention (PDF)
  Michèle M. M. Mazzocco
• English Language Learners Struggling to Learn to Read: Emergent Scholarship on Linguistic Differences and Learning Disabilities (PDF)
  Janette Klingner and Alfredo J. Artiles
• ED390022 1995-00-00 Psychological Practice in Schools: System Change in the Heartland. Digest. (PDF)
  ERIC Development Team
• Responsiveness to General Education Instruction as the
  First Gate to Learning Disabilities Identification (PDF)
  Deborah L. Speece, Lisa Pericola Case, and Dawn Eddy Molloy: University of Maryland
• The Response to Intervention (RtI) Model (PDF)
  Florida Technical Assistance Papers (TAPs) by the Bureau of Exceptional Education and Student Services
• Responsiveness to Intervention: Preventing and Identifying Mathematics Disability (PDF)
  Lynn S. Fuchs, Donald. L. Compion, Douglas Fuchs, Kimherly Paulsen,
  Joan Bryant, and Carol L. Hamlett
• Responding to Nonresponders: An Experimental Field Trial of
  Identification and Intervention Methods (PDF)
  Kristen L. McMaster, Univenity of Minnesota; Douglas Fuchs, Lynn S. Fuchs, Donald L. Compton, Peabody College of Vanderhilt University
• IDENTIFYING READING DISABILITIES BY RESPONSIVENESS-TO-INSTRUCTION: SPECIFYING MEASURES AND CRITERIA (PDF)
  Douglas Fuchs, Lynn S. Fuchs, and Donald L. Compton
• Assessing Intervention Responsiveness: Conceptual and Technical Issues (PDF)
  Lynn S. Fuchs, Peabody College of Vanderbilt University
• Responsiveness to Intervention: An Alternative Approach to the Identification of Learning Disabilities. Executive Summary. (PDF)
  Frank Gresham
• Hitting the Moving Target Known as Reading Development: Some Thoughts on Screening Children for Secondary Interventions (PDF)
  Deborah L. Speece
• Tiers of Intervention in Kindergarten Through Third Grade (PDF)
  Rollanda E. O’Connor, Kristin R. Harty, and Deborah Fulmer
• How Many Tiers Are Needed for Successful Prevention and Early Intervention?: Heartland Area Education Agency’s Evolution From Four to Three Tiers (PDF)
  W. David Tilly III, Heartland Area Education Agency, Johnston, Iowa National Research Center on Learning Disabilities, Responsiveness-to-Intervention Symposium, December 4-5, 2003 • Kansas City, Missouri
• Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems (PDF)
  Sharon Vaughn, University of Texas–Austin; Lynn S. Fuchs, Peabody College of Vanderbilt University

Go to the Scholar Mentoring Support page for links to websites about RTI.