Category Archives: Evaluation

A Colorado district adapts RTI to its needs and instructional philosophy and sees early signs of success.

Education Week,  April 12, 2010

Located on the east boundary of Denver, Aurora is Colorado’s third largest city. It has a student population of 34,000 and operates 54 schools. Aurora faces the challenges of many urban districts: Sixty-four percent of its students receive free or reduced lunch and 34 percent are English-language learners who, all told, speak 95 different languages.

Since RTI is mandated by Colorado, using the framework was not a choice for Aurora. But district instructional leader Charlotte Butler believes that the 10 or more years the district has spent emphasizing “good first instruction”—informed, reflective instruction that is often synonymous with Tier 1 best practice—and student progress monitoring has helped to smooth the K-12 transition to RTI. “We’re already far along the road, in terms of what we already have in place to support all students as learners,” she explains.”

This is an excellent article on a successful implementation of RTI (Response To Intervention).  Please follow this link for the article.

Please follow this link for details on how the Aurora School District implemented RTI.

Learning Disabilities and ADHD

Overlapping Spectrum Disorders

Susan D. Mayes

Department of Psychiatry, Penn State University College of Medicine

Susan L. Calhoun

Department of Psychiatry, Penn State University College of Medicine

Errin W. Crowell

Department of Psychiatry, Penn State University College of Medicine

Clinical and psychoeducational data were analyzed for 119 children ages 8 to 16 years who were evaluated in a child diagnostic clinic. A learning disability (LD) was present in 70% of the children with attention-deficit/hyperactivity disorder (ADHD), with a learning disability in written expression two times more common (65%) than a learning disability in reading, math, or spelling.

Children with LD and ADHD had more severe learning problems than children who had LD but no ADHD, and the former also had more severe attention problems than children who had ADHD but no LD. Further, children with ADHD but no LD had some degree of learning problem, and children with LD but no ADHD had some degree of attention problem. Results suggest that learning and attention problems are on a continuum, are interrelated, and usually coexist.

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