In this blog post, David Osher, AIR vice president and international expert on school climate, social emotional learning, and student support, shares an interesting perspective about making a difference through school climate.
Many literacy interventions have emerged to help children around the world learn to read outside of school. Elizabeth Spier, an AIR principal researcher, talks about what evidence exists about how effective complementary outside school reading activities are at actually improving overall literacy outcomes. ...
This series of modules Using CBM in a Response to Intervention Framework, provides information about how student progress monitoring, specifically Curriculum Based Measurement (CBM), can be used to determine a student’s response to an intervention.
This tool is used to assist a State Leadership Team to develop and implement procedures to: scale-up the adoption and use of a targeted evidence-based practice or program and evaluate the extent to which implementation of the practice or program has occurred over time.
It is increasingly clear that targeting beginning readers is not enough to ensure that students will have access to advanced education and will become economically successful citizens who fulfill their obligations for social and civic participation. In this paper, the author describes characteristics of programs developed for adolescents who are ...
The National Center on RTI published this tools chart to assist educators and families in becoming informed consumers who can select reading screening tools that best meet their individual needs.
Before 1975, only one in five children with disabilities attended public school. The Individuals with Disabilities Education Act changed that. AIR Managing Director Louis Danielson discusses the evolution of the IDEA and its continued commitment to greater educational accountability, inclusion, and quality for all students. ...
Educational achievement rates for students with disabilities lag behind those of their peers without disabilities. In this video interview, Rebecca Zumeta, senior researcher at AIR, explains how intensive intervention can help students with disabilities succeed academically.
The Institute for Education Sciences at the U.S. Department of Education has published the findings of a randomized study conducted through a partnership between AIR and MDRC (through the Midwest Regional Education Laboratory 2005-2011 contract). The study examines the impact and implementation of the Content Literacy Curriculum, a tiered whole-school ...