Blumberg Center for
Interdisciplinary Studies in Special Education
collaborative
problem solving Project
resources
RESOURCES RELATED TO FOUNDATIONS OF TIERED SYSTEMS
Electronic Sources:
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Appropriate
and Motivating Curriculum; http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Appropriate.pdf |
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Association
for Supervision and Curriculum Development; http://www.ascd.org |
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Classroom
Management through Behavior Instruction: An online module
addressing principles and practices of overt behavior
instruction; http://uncc.etrafficsolutions.com/ |
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Designing
Powerful Professional Development for Teachers and Principals;
http://www.nsdc.org/library/leaders/sparksbook.cfm |
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Differentiating Instruction: Finding Manageable Ways to Meet
Individual Needs; http://www.ascd.org/ |
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Introduction
to Response to Intervention: What, why, and how valid is it?;
http://www.reading.org/Library/Retrieve.cfm?D=10.1598/RRQ.41.1.4&F=RRQ-41-1-Fuchs.html |
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National
Association of Directors of Special Education; http://www.nasdse.org |
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National
Center for Culturally Responsive Educational Systems; http://www.nccrest.org/index.html |
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National
Staff Development Council: http://www.nsdc.org |
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Progress
Monitoring Study Group Content Module by Deno et. al; http://www.progressmonitoring.net/pdf/cbmMOD1.pdf |
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RTI Wire;
http://www.jimwrightonline.com/php/rti/rti_wire.php |
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OSEP
Technical Assistance Center on Positive Behavioral Interventions
& Supports; http://www.pbis.org |
Printed Sources:
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Batsche, G.,
Elliott, J., Graden, J.L., Grimes, J., Kovaleski, J. F., Prasse,
D., Reschly, D.J., Schrag, J. and Tilly III, W. D. (2005).
Response to intervention: Policy considerations and
implementation. Alexandria, VA: National Association of State
Directors of Special Education. |
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Brown-Chidsey,
R., & Steege, M.W. (2005). Response to intervention: Principles
and strategies for effective practice. The Guilford Press. |
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Colvin, G., &
Kameenui, E.J. (1993). Reconceptualizing behavior management and
school wide discipline in general education. Education and
Treatment of Children, 16(4), 361-382. |
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Fuchs, D.,
Mock, D., Morgan, P. L., & Young, C. (2003).
Responsiveness-to-intervention: Definitions, evidence, and
implications for the learning disabilities construct. Learning
Disabilities: Research and Practice, 18, 157-171. |
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Kuh, G.D.,
Kinzie, J., Schuh, J.,H., and Whitt, E.J. (2005). Assessing
Conditions to Enhance Educational Effectiveness: The Inventory
for Student Engagement and Success. Jossey-Bass: San Francisco.
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Tilly ,W. D.&
Grimes, (1998). Curriculum-based measurement: One vehicle for
systemic educational reform. In Shinn, M.R. Advanced
Applications of Curriculum -based Measurement. |
RESOURCES RELATED TO ASSESSMENT
Electronic Sources:
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Aims Web;
http://www.aimsweb.com |
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Analysis of
Reading Assessment Instruments for K - 3; http://idea.uoregon.edu/projects/projects.html |
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Center for
Research, Evaluation, and Assessment; http://www.nwrel.org/crea |
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The
Collaborative for Academic, Social and Emotional Learning; http://www.casel.org |
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Create A
Graph; http://nces.ed.gov/nceskids/createagraph/ |
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Curriculum
Based Measurement links to standards; http://www.cbmnow.com/standards.htm |
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Dynamic
Indicators of Basic Early Literacy ;Skills (DIBELS); http://dibels.uoregon.edu |
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Ed Check-Up;
http://www.edcheckup.com |
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Excel Graphs
Made Easy; http://www.oswego.edu/~mcdougal/web_site_4_11_2005/index.html |
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Generate
Time-Series Graphs On-Line with Chart Dog; http://www.jimwrightonline.com/php/chartdog_2_0/chartdog.php |
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National
Center for Research on Evaluation, Standards, and Student
Testing; http://www.cresst.org |
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National
Center on Student Progress Monitoring; http://www.studentprogress.org |
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North Central
Regional Educational Laboratory; http://www.ncrel.org/sdrs |
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OSEP
Technical Assistance Center on Positive Behavioral Interventions
& Supports; http://www.pbis.org |
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Research
Institute on Progress Monitoring; http://www.progressmonitoring.org/ |
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System to
Enhance Educational Performance (STEEP); http://www.isteep.com/index.html |
Printed Sources:
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Brown-Chidsey,
R. (2005). Assessment for intervention: A problem-solving
approach. New York: Guilford. |
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Espin, C. A.,
& Deno, S. L. (1995). Curriculum-based measures for secondary
students: Utility and task specificity of text-based reading and
vocabulary measures for predicting performance on content-area
tasks. Diagnostique, 20(1-4), 121-142. |
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Fuchs, L. S.,
Fuchs, D., & Hamlett, C. L. (1994). Strengthening the connection
between assessment and instructional planning with expert
systems. Exceptional Children, 61(2), 138-147. |
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Fuchs, L. S.,
Hamlett, C. L., & Fuchs, D. (1999). Monitoring basic skills
progress (MBSP) (2nd Ed). Austin, TX: Pro-Ed. |
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Good, R. H.
III, & Kaminski, R. (1996). Assessment for instructional
decisions: Toward a proactive/prevention model for
decision-making for early literacy skills. School Psychology
Quarterly, 11(4), 326-336. |
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Hosp, M &
Hosp, J. (2003). Curriculum Based measurement for reading,
spelling and math: How to do it and why. Preventing School
Failure, 48(1), 1017. |
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Howell, K.W.,
& Nolet, V. (2000). Curriculum-based evaluation: Teaching and
decision making (3rd ed.). Wadsworth. |
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Rhodes, R.L.,
Ochoa, S.H., & Ortiz, S.O.(2005). Assessing Culturally and
Linguistically Diverse Students. New York: Guilford Press. |
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Shapiro,
Edward S. (2004). Academic skills problems: Direct assessment
and intervention. Third Edition. New York: Guilford Press. |
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Shinn, M. R.
(Ed.). (1998). Advanced applications of curriculum-based
measurement (Guilford School Practitioner Series). New York:
Guilford Press. |
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Sugai, G.,
Sprague, J. R., & Horner, R. H. (1999).
Functional-assessment-based behavior support planning: Research
to practice to research. Behavioral Disorders, 24 (3), 253-257.
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Tindal, G., &
Nolet, V. (1995). Curriculum-based measurement in middle and
high schools: Critical thinking skills in content areas. Focus
on Exceptional Children, 27 (7), 1-22. |
RESOURCES RELATED TO PROBLEM SOLVING
Electronic
Sources:
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Intervention
Central School Based Teams Resource Page; http://www.interventioncentral.org/htmdocs/interventions/sbit.php |
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Progress
Monitoring Leadership team Content Model by Denoet.al; http://www.progressmonitoring.net/pdf/cbmMODldrshp.pdf |
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National
Center on Student Progress Monitoring: http://www.studentprogress.org |
Printed Sources:
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Elliott, S.
N., Witt, J. C., & Kratochwill, T. R. (1996). Selecting,
implementing, and evaluating classroom interventions. In G.
Stoner, M. Shinn, & H. M. Walker Eds.), Interventions for
achievement and behavior problems (pp. 99-135). Bethesda, MD:
National Association of School Psychology. |
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Fuchs, L.
(2003). Assessing intervention responsiveness: Conceptual and
technical issues. Learning Disabilities Research and Practice,
18, 172-186. |
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Fuchs, L. S.,
Fuchs, D. Hamlett, C. L., Walz, L. & Germann, G. (1993).
Formative evaluation of academic progress: How much growth can
we expect? School Psychology Review, 22, 27-48. |
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Rosenfield,
S., & Gravois, T. A. (1999). Working with teams in the schools.
In Reynolds, C. R., & Gutkin, T. B. (Eds.), The handbook of
school psychology (3rd ed., pp. 1025-1040). New York, NY: John
Wiley & Sons. |
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Safran, S.
P., & Safran, J. S. (1997) Prereferral Consultation and
Intervention Assistance Teams Revisited: Some New Food for
Thought. Journal of Educational and Psychological Consultation
8:1, 93-100. |
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Whitten, E.,
& Dieker, L. (1995). Intervention assistance teams: A broader
vision. Preventing School Failure, 40, 41-45. |
RESOURCES RELATED TO INSTRUCTION AND INTERVENTION PRACTICES
Electronic
Sources:
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A Consumer's
Guide to Evaluating a Core Reading Program Grades K-3: A
Critical Elements Analysis; http://reading.uoregon.edu/appendices/con_guide_3.1.03.pdf |
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Association
for Supervision and Curriculum Development; http://www.ascd.org |
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Big Ideas in
Beginning Reading (U of Oregon); http://reading.uoregon.edu |
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Center for
the Improvement of Early Reading Achievement; http://www.ciera.org |
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Center on
Instruction; http://www.centeroninstruction.org/ |
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Enhancing
Your Instruction Through Differentiation: A professional
development module provided by the Access Center; http://www.k8accesscenter.org/training_resources/differentiationmodule.asp |
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Florida
Center for Reading Research, http://www.fcrr.org |
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Intervention
Central: http://www.interventioncentral.org |
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National
Center on Accessing the General Curriculum; http://www.cast.org/ncac/ |
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National
Council of Teachers of Math; http://www.nctm.org |
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National
Research Center on Learning Disabilities; http://www.nrcld.org/sea/index.html |
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OH resource
center for mathematics, science, and reading; http://ohiorc.org |
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What Works
Clearinghouse (US Dept of Education); http://ies.ed.gov/ncee/wwc/ |
Printed Sources:
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Ainsworth, L.
& Christinson, J. (2001). Five Easy Steps to a Balanced Math
Program: A Practical Guide for K-8 Classroom Teachers. Denver,
CO: Advanced Learning Press. |
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Carnine,
D.W., Sibert, J., Kame'enui, J., Tarver, S. G., & Jungjohann, K.
(2006). Teaching struggling and at-risk readers: A direct
instruction approach. Columbus, OH: Pearson Merrill Prentice
Hall. |
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Cooper, J.D.,
Chard, D.J., & Kiger, N.D. (2006). The Struggling reader:
Interventions That Work. New York, NY: Scholastic. |
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Daly, E. J.,
III, Chafouleas, S. M., & Skinner, C. H. (2005). Interventions
for reading problems: Designing and evaluating effective
strategies. New York: Guilford Press. |
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Educational
Research Service (2004). Reading at the Middle School and High
School Levels: Building Active Readers Across the Curriculum,
Third Edition. Arlington, Virginia: Educational Research
Service. |
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Lane, K.L. &
Bebe-Frankenberger, M.(2003). School-Based Interventions: The
Tools You Need To Succeed. Boston, MA: Allyn & Bacon. |
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Moats, L. C.
(1999). Teaching reading is rocket science: What expert teachers
of reading should know and be able to do. Washington, D. C.:
American Federation of Teachers. |
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National
Council of Teachers of Mathematics. (2000). Principles and
standards for school mathematics. Reston, VA: Author. |
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Pinnell, G.S.
& Schrarer, P.L. (2003). Teaching for Comprehension in Reading
Grades K-2: Strategies for Helping Children Read With Ease,
Confidence, and Understanding. New York, NY: Scholastic. |
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Rathvon, N.
(1999). Effective School Interventions: Strategies for Enhancing
Academic Achievement and Social Competence. Port Chester, NY:
National Professional Resources, Inc. |
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Shinn, M R.,
Walker, H. M. , & Stoner, G., Eds. (1999). Interventions for
Academic and Behavior Problems II: Preventive and Remedial
Approaches. Bethesda, Maryland: National Association of School
Psychologists (NASP). |
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Spandel, V.
(2001). Creating Writers through 6-Trait Writing Assessment and
Instruction, Third Edition. New York, NY: Addison Wesley
Longman. |
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Strickland,
D. S. , Ganske, K., & Monroe, J. K. (2002). Supporting
Struggling Readers and Writers: Strategies for Classroom
Intervention 3-6. Portland, Maine: Stenhouse Publishers. |
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Tovani, C.
(2004). Do I Really Have to Teach Reading? Content,
Comprehension, Grades 6-12. Portland, Maine: Stenhouse
Publishers. |
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Vaughn, S., &
Briggs, K. L. (Eds.). (2003). Reading in the classroom: Systems
for the observation of teaching and learning. Baltimore, MD:
Brookes. |
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Vaughn, S., &
Fuchs, L.S. (2003). Redefining learning disabilities as
inadequate response to instruction: The promise and potential
problems. Learning Disabilities Research & Practice, 18,
137-146. |