Blumberg Center     for Interdisciplinary Studies in Special Education

	Resources Related to Foundations of Tiered Systems
	Resources Related to Assessment
	Resources Related to Problem Solving
	Resources Related to Instruction and Intervention Practices

Resources Related to Foundations of Tiered Systems

	Appropriate and Motivating Curriculum; http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Appropriate.pdf
	Association for Supervision and Curriculum Development; http://www.ascd.org
	Classroom Management through Behavior Instruction: An online module addressing principles and practices of overt behavior instruction; http://uncc.etrafficsolutions.com/
	Designing Powerful Professional Development for Teachers and Principals; http://www.nsdc.org/library/leaders/sparksbook.cfm
	Differentiating Instruction: Finding Manageable Ways to Meet Individual Needs; http://www.ascd.org/
	Introduction to Response to Intervention: What, why, and how valid is it?; http://www.fsds.org/
	National Association of Directors of Special Education; http://www.nasdse.org/projects.cfm
	National Center for Culturally Responsive Educational Systems; http://www.nccrest.org/index.html
	National Staff Development Council: http://www.nsdc.org
	Progress Monitoring Study Group Content Module by Deno et. al; http://www.progressmonitoring.net/pdf/cbmMOD1.pdf
	RTI Wire; http://www.jimwrightonline.com/php/rti/rti_wire.php
	OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports; http://www.pbis.org

	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.
	Brown-Chidsey, R., & Steege, M.W. (2005). Response to intervention: Principles and strategies for effective practice. The Guilford Press.
	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.
	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.
	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.
	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

	Aims Web; http://www.aimsweb.com
	Analysis of Reading Assessment Instruments for K - 3; http://idea.uoregon.edu/projects/projects.html
	Center for Research, Evaluation, and Assessment; http://www.nwrel.org/crea
	The Collaborative for Academic, Social and Emotional Learning; http://www.casel.org
	Create A Graph; http://nces.ed.gov/nceskids/createagraph/
	Curriculum Based Measurement links to standards; http://www.cbmnow.com/standards.htm
	Dynamic Indicators of Basic Early Literacy ;Skills (DIBELS); http://dibels.uoregon.edu
	Ed Check-Up; http://www.edcheckup.com
	Excel Graphs Made Easy; http://www.oswego.edu/~mcdougal/web_site_4_11_2005/index.html
	Generate Time-Series Graphs On-Line with Chart Dog; http://www.jimwrightonline.com/php/chartdog_2_0/chartdog.php
	National Center for Research on Evaluation, Standards, and Student Testing; http://www.cresst.org
	National Center on Student Progress Monitoring; http://www.studentprogress.org
	North Central Regional Educational Laboratory; http://www.ncrel.org/sdrs
	OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports; http://www.pbis.org
	Research Institute on Progress Monitoring; http://www.progressmonitoring.org/
	System to Enhance Educational Performance (STEEP); http://www.isteep.com/index.html

	Brown-Chidsey, R. (2005). Assessment for intervention: A problem-solving approach. New York: Guilford.
	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.
	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.
	Fuchs, L. S., Hamlett, C. L., & Fuchs, D. (1999). Monitoring basic skills progress (MBSP) (2nd Ed). Austin, TX: Pro-Ed.
	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.
	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.
	Howell, K.W., & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision making (3rd ed.). Wadsworth.
	Rhodes, R.L., Ochoa, S.H., & Ortiz, S.O.(2005). Assessing Culturally and Linguistically Diverse Students. New York: Guilford Press.
	Shapiro, Edward S. (2004). Academic skills problems: Direct assessment and intervention. Third Edition. New York: Guilford Press.
	Shinn, M. R. (Ed.). (1998). Advanced applications of curriculum-based measurement (Guilford School Practitioner Series). New York: Guilford Press.
	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.
	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

	Intervention Central School Based Teams Resource Page; http://www.interventioncentral.org/htmdocs/interventions/sbit.php
	Progress Monitoring Leadership team Content Model by Denoet.al; http://www.progressmonitoring.net/pdf/cbmMODldrshp.pdf
	National Center on Student Progress Monitoring: http://www.studentprogress.org

	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.
	Fuchs, L. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research and Practice, 18, 172-186.
	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.
	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.
	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.
	Whitten, E., & Dieker, L. (1995). Intervention assistance teams: A broader vision. Preventing School Failure, 40, 41-45.

Resources Related to Instruction and Intervention Practices

	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
	Association for Supervision and Curriculum Development; http://www.ascd.org
	Big Ideas in Beginning Reading (U of Oregon); http://reading.uoregon.edu
	Center for the Improvement of Early Reading Achievement; http://www.ciera.org
	Center on Instruction; http://www.centeroninstruction.org/
	Enhancing Your Instruction Through Differentiation: A professional development module provided by the Access Center; http://www.k8accesscenter.org/training_resources/differentiationmodule.asp
	Florida Center for Reading Research, http://www.fcrr.org
	Intervention Central: http://www.interventioncentral.org
	National Center on Accessing the General Curriculum; http://www.cast.org/ncac/
	National Council of Teachers of Math; http://www.nctm.org
	National Research Center on Learning Disabilities; http://www.nrcld.org/sea/index.html
	OH resource center for mathematics, science, and reading; http://ohiorc.org
	What Works Clearinghouse (US Dept of Education); http://www.w-w-c.org

	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.
	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.
	Cooper, J.D., Chard, D.J., & Kiger, N.D. (2006). The Struggling reader: Interventions That Work. New York, NY: Scholastic.
	Daly, E. J., III, Chafouleas, S. M., & Skinner, C. H. (2005). Interventions for reading problems: Designing and evaluating effective strategies. New York: Guilford Press.
	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.
	Lane, K.L. & Bebe-Frankenberger, M.(2003). School-Based Interventions: The Tools You Need To Succeed. Boston, MA: Allyn & Bacon.
	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.
	National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
	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.
	Rathvon, N. (1999). Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence. Port Chester, NY: National Professional Resources, Inc.
	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).
	Spandel, V. (2001). Creating Writers through 6-Trait Writing Assessment and Instruction, Third Edition. New York, NY: Addison Wesley Longman.
	Strickland, D. S. , Ganske, K., & Monroe, J. K. (2002). Supporting Struggling Readers and Writers: Strategies for Classroom Intervention 3-6. Portland, Maine: Stenhouse Publishers.
	Tovani, C. (2004). Do I Really Have to Teach Reading? Content, Comprehension, Grades 6-12. Portland, Maine: Stenhouse Publishers.
	Vaughn, S., & Briggs, K. L. (Eds.). (2003). Reading in the classroom: Systems for the observation of teaching and learning. Baltimore, MD: Brookes.
	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.

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