The Academic Screening Tools Chart was developed to assist educators and families in becoming informed consumers who can select academic screening tools that best meet their individual needs. The Center's Technical Review Committee (TRC) on Screening independently established a set of criteria for evaluating the scientific rigor of screening tools.
The Academic Progress Monitoring Tools Chart is designed to assist educators and families in becoming informed consumers who can select academic progress monitoring tools that best meet their individual needs. The Center's Technical Review Committee (TRC) on Progress Monitoring independently established a set of criteria for evaluating the scientific rigor of progress monitoring tools.
How do you know if an intervention, program, or practice is likely to be effective with a particular subgroup of students? What resources are there to help school, district, and State leaders identify and select evidence-based practices (EBPs)? EBPs play an increasingly prominent role in Federal education policy.
Successful implementation of a multi-tiered system of supports (MTSS) and, specifically, intensive intervention through the data-based individualization (DBI) process, demands the collection and analysis of data. As teams consider data collection, challenges may occur with assessment administration, scoring, and data entry (Taylor, 2009).
Like any other educational innovation, the coaching of teachers must be used with fidelity in order to achieve its intended outcomes. Although fidelity is often thought of as adherence to the “key ingredients” of the innovation, it also includes aspects such as quality, responsiveness of the participants (e.g., coach responsiveness to teacher needs), and dose.
With guidance from AIR experts, a core team of district and school stakeholders examined research and existing efforts that provide students with the skills to engage in positive social interactions, master academic content, and become successful students.
Since 2015, AIR has partnered with the Arkansas Division of Elementary & Secondary Education to provide training and technical assistance focused on building capacity of districts to support response to intervention (RTI) as part of the Arkansas Response to Intervention State Professional Development Grant.
AIR is developing a rubric to measure the implementation of integrated MTSS frameworks, to address students’ academic, behavioral and social-emotional needs. The Integrated MTSS Fidelity Rubric (IMFR) project is one of four research projects that comprise the Institute of Education Sciences Research Network on MTSS.
AIR supports the Utah State Board of Education with the implementation of the Utah State Personnel Development Grant (Utah Multi-tiered System of Supports [UMTSS] initiative).
AIR provides training support to the Georgia Department of Education as well as local districts/schools to help build their capacity to implement multi-tiered system of supports in grades K-12. AIR has also delivered trainings and workshops for districts and schools across the state of Georgia addressing a range of topics, including secondary MTSS.
The Rhode Island Department of Education (RIDE) contracted with AIR to implement its State Systemic Improvement Plan—a requirement under OSEP’s results-driven accountability initiative.
AIR is working with the Delaware Department of Education (DDOE) on two projects that are focused on building the capacity of state and local leaders and educators to support MTSS implementation across districts and schools in the state. AIR provides monthly onsite coaching and training to district MTSS teams on systems change and MTSS implementation.
AIR partnered with the Wyoming Department of Education to develop the Wyoming MTSS Center. The Wyoming MTSS Center is a cross-division effort to support local Wyoming educators in developing the knowledge, skills, and infrastructure to effectively implement MTSS.
The National Center on Intensive Intervention (NCII) builds the capacity of state and local education agencies, universities, practitioners, and other stakeholders to support implementation of intensive intervention in literacy, mathematics, and behavior for students with severe and persistent learning and/or behavioral needs.