RMC Research offers materials and resources for English Language Learners that help educators improve academic outcomes for diverse learners and those diverse learners with learning disabilities.
A Synopsis of "The Power of Feedback"
In their article "The Power of Feedback" published in the Review of Education Research (Review of Education Research, 77, 81-112), Hattie and Timperley synthesized the results of 12 meta-analyses of 196 studies that included feedback as an instructional strategy.
National Research Center on Learning Disabilities
The National Research Center on Learning Disabilities (NRCLD) is part of a federal effort to find improved, research-based ways to identify students with learning disabilities.
RTI Implementer Series Module 3: Multi-level Prevention System
This resource provides background information on RTI as well as in-depth information regarding multi-level prevention programs.
RTI Implementer Series Module 2: Progress Monitoring
This resource provides background knowledge on Response to Intervention (RTI) and in-depth information regarding the use of progress monitoring.
Using Data to Differentiate Intervention Instruction: A Middle School Example
This resource provides an example of using data to differentiate reading instruction for middle school students.
Differentiated Instruction: Key to Student Success Module
This resource focuses on differentiated instruction within a Response-to-Intervention (RTI) framework. The module explores how Tier I small group instruction and Tier II intervention are different.
Closing the Achievement Gap: Collaborating to Support Student Success
This resource from The Meadows Center for Preventing Educational Risk at The University of Texas at Austin focuses on how educators can collaborate to improve student outcomes and strengthen instruction for students within an RTI framework.
Universal Design for Learning and Secondary Transition Planning for Students with Disabilities: 101
This resource focuses on Universal Design for Learning (UDL) application in secondary transition services.
Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students
This online module, developed by the IRIS Center for Training Enhancements, provides information on the principles of Universal Design for Learning (UDL) and examples of implementation in the classroom.
Differentiated Instruction: Maximizing the Learning of All Students
This online module on differentiated instruction, developed by the IRIS Center for Training Enhancements, provides short video clips, interactive questions and answers, examples of utilizing differentiated instruction in general and special education classes, and links to additional resources.
CAST Universal Design for Learning
CAST is a non-profit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning (UDL).
National Center on Universal Design for Learning
The National Center on Universal Design for Learning supports the effective implementation of Universal Design for Learning (UDL) by connecting stakeholders in the field and providing resources and information, including general knowledge, implementation, and research about UDL and ways to advocate in the community for the use of UDL.
SOS: Helping Students Become Independent Learners
This online module, created by the IRIS Center for Training Enhancements at Vanderbilt University, provides information on helping students become independent learners.
The Power of Strategy Instruction
This resource provides an overview of strategy instruction including practical examples of utilizing strategy instruction across various disciplines and content areas such as reading, writing, and math.
Evidence Based Practices (for Secondary Transitions)
This resource provides a review of intervention and correlational research (related to secondary transition services) and includes descriptions of instructional practices, research-to-practice lesson plan starters, and predictors of improved post-secondary outcomes.
Response to Intervention: Intervention Instruction PD Module
This professional development resource, developed jointly by the Vaughn Gross Center for Reading and Language Arts and the Texas Education Agency, provides educators with background and implementation knowledge on RTI.
Professional Development to Improve Accommodations Decisions - A Review of the Literature
This resource reviews the characteristics of high-quality online accommodations training and summarizes the research literature for both professional development on accommodations decision-making and traditional and high-quality online teacher professional development.
A Resource for Student Evaluation Personnel in Schools Implementing RTI
This resource provides valuable information for student evaluation personnel who gather and disseminate information to committees making instructional decisions.
Research Synthesis Points on Early Childhood Inclusion
This document from the National Professional Development Center on Inclusion summarizes nine key conclusions drawn from a synthesis on early childhood inclusion.
Virtual K-12 Public School Programs and Students with Disabilities: Issues and Recommendations - A Policy Forum Proceedings Document
This brief discusses the issue of virtual schools serving students with disabilities.
IRIS Module: PALS: A Reading Strategy for High School
The IRIS Center has developed this new module which provides an overview of PALS peer tutoring strategy used to improve students' reading skills in high school.
IRIS Module: PALS: A Reading Strategy for Grades 2-6
The Iris Center has developed this new module which provides an overview of the PALS peer tutoring strategy used to improve students' reading skills in Grades 2-6.
IRIS Module: PALS: A Reading Strategy for Grades K-1
The Iris Center has developed this new module, which provides an overview of the PALS peer tutoring strategy used to improve students' reading skills in Grades K-1.
IRIS Module: CSR: A Reading Comprehension Strategy
The Iris Center has developed this new module to provide an overview of the collaborative strategic reading (CSR) strategy used to improve reading comprehension.
Instructional Decision-Making Procedures: Ensuring Appropriate Instruction for Struggling Students
This booklet provides K-3 educators and school teams procedures to identify effective instructional practices and interventions to reduce referrals to special education.
The Teacher Preparation-Teacher Practices-Student Outcomes Relationship in Special Education: Missing Links and New Connections
This brief examines relationships between teacher preparation, teacher practice, and outcomes for students with special needs.
Challenges in Evaluating Special Education Teachers and English Language Learner Specialists
This brief offers policy and practice recommendations for regions, states, and districts to help them create evaluation systems that reflect the measurement of academic achievement growth for their students.
Questions and Answers on Individualized Education Programs (IEPs), Evaluations and Reevaluations
The U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS) has issued a revised Q&A document to provide States, State educational agencies (SEAs), local educational agencies (LEAs), parents, and other stakeholders with information regarding the IDEA requirements relating to individualized education programs (IEPs), evaluations, and reevaluations.
Using Student Achievement Data to Support Instructional Decision Making
This guide helps K-12 teachers and administrators use student achievement data to make instructional decisions intended to raise student achievement.
American Recovery and Reinvestment Act of 2009: Using ARRA Funds Provided through Part B of the Individuals for Disabilities Act (IDEA) to Drive School Reform and Improvement
This document provides guidance on possible uses of IDEA Part B funds made available under ARRA.
RTI: The Mississippi Experience
Kris Kaase, Deputy State Superintendent from the MS DOE gave this PowerPoint presentation on the history of RTI in Mississippi, at the REL-SE "National Conference on Using Research to Strengthn RTI Decision-making and Implementa
RTI: The Georgia Student Achievement Pyramid of Interventions
This RTI implementation guide from the Georgia Department of Education provides a brief overview of Georgia's RTI model.
Progress Monitoring Tools Chart
This Progress Monitoring Tools Chart, developed by the National Center on Response to Intervention's Technical Review Committee, reflects the results of their first annual review of reading and math progress monitoring tools.
Universal Design for Learning: Policy Challenges and Recommendations
This policy forum proceedings document from Project Forum of NASDSE includes federal education regulatory language for UDL.
Reducing Behavior Problems in the Elementary School Classroom
This report offers prevention, implementation, and school-wide strategies that can be used to reduce problematic behavior that interferes with the ability of students to attend to and engage fully in instructional activities.
Preparing Elementary School Teachers in the Southeast Region to Work with Students with Disabilities
This report examines the extent to which elementary education teacher preparation programs in 36 randomly selected colleges and universities in the six southeast Region states integrate content related to students with disabilities.
NC Problem-Solving Model Pilot: The Problem-Solving Process
These resources, developed by the North Carolina Department of Public Instruction outline the framework for North Carolinas Problem Solving Process and depict the process with Problem Solving Model Graphics.
State Implementation & Scaling-up of Evidence-based Practices (SISEP)
The Office of Special Education Programs (OSEP) has recently funded the Center for State Implementation and Scaling-up of Evidence-based Practices (SISEP) to focus on smart and strategic implementation strategies.
The National Technical Assistance Center on Positive Behavior and Intervention Supports
The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports (PBIS) was established to address the behavioral and discipline systems needed for successful learning and social development of students.
The Center for Promoting Research to Practice
The Center for Promoting Research to Practice at Lehigh University establishes partnerships with schools, parents and families, and community service providers to enhance the use of best practices for individuals with, or at risk for disabilities.
Education for Students with Reading/Learning Disabilities: What Makes It 'Special'
This presentation discusses the importance of implementing effective, research-based instructional practices, specifically tiered intervention models, when educating students with disabilities.
Center for Applied Special Technology
The Center for Applied Special Technology (CAST) is a nonprofit organization that works to expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies.
Council for Exceptional Children
The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted.
National Center for Learning Disabilities
The National Center for Learning Disabilities (NCLD) works to ensure that the nation's 15 million children, adolescents and adults with learning disabilities have every opportunity to succeed in school, work and life.
National Association of State Directors of Special Education
The National Association of State Directors of Special Education (NASDSE) is a not-for-profit organization established in 1938 to promote and support education programs and related services for children and youth with disabilities.
Vaughn Gross Center for Reading and Language Arts
The Vaughn Gross Center for Reading and Language Arts provides leadership to state and national educators in the implementation of effective reading instructional practices through research, technical assistance, and professional development.
The Iris Center for Faculty Enhancement
The IRIS Center for Faculty Enhancement aims to ensure that general education teachers, school administrators, school nurses, and school counselors are well prepared to work with students who have disabilities and with their families.
The Access Center is dedicated to building the capacity of TA systems, States, districts, and schools, to help students with disabilities learn from the general education curriculum.
Presented at the Response to Intervention Symposium April 12, 2006, by Dr. Doug Marston, Special Education Administrator, Minneapolis Public Schools.