In this article, I describe two of our field’s most notable advancements for students with high-incidence disabilities. The first has been to enhance our knowledge of how to design effective instructional interactions between teachers and students (in both small and large groups) that lead to dramatic increases in student outcomes. The second area of progress has been an increased understanding of how to design effective learning environments across an entire school.
ArcherA. L.HughesC. A. (2011). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Press.
2.
BashamJ.NordmarkS.SchonbergerL.UmpsteadB. (2014). UDL + Big Data = Personalization. Austin, TX: SXSWedu.
3.
DeshlerD. D.CornettJ. (2012). Leading to improve teacher effectiveness: Implications for practice, reform, research and practice. In CrockettJ. B.BillingsleyB. S.BoscardinM. L. (Eds.), Handbook of leadership for special education (pp. 237–259). New York, NY: Routledge.
4.
EhrenB. J.DeshlerD. D.GranerP. S. (2010). Using the content literacy continuum as a framework for implementing RTI in secondary schools. Theory Into Practice, 49, 315–322. doi:10.1080/00405841.2010.510760
5.
FletcherJ. M.VaughnS. (2009). Response to intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3, 30–37.
6.
GerstenR.BakerS. K.ShanahanT.Linan-ThompsonS.CollinsP.ScarcellaR. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011). Washington, DC: U.S. Department of Education, NCEERA, Institute of Education Sciences. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides
7.
HallT. (2002). Explicit instruction: Effective classroom practices report. Wakefield, MA: National Center on Accessing the General Education Curriculum.
8.
HattieJ. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
9.
HeifetzR. A.LinskyM. (2002). Leadership on the line: Staying alive through the dangers of leading. Cambridge, MA: Harvard Business School Publishing.
10.
KamilM. L.BormanG. D.DoleJ.KralC. C.SalingerT.TorgesenJ. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide (NCEE #2008-4027). Washington, DC: U.S. Department of Education, NCEERA, Institute of Education Sciences. Retrieved from http://ies.ed.gov/ncee/wwc
11.
KauffmanJ. M. (1995). Why we must celebrate a diversity of restrictive environments. Learning Disabilities Research & Practice, 10, 225–232.
12.
LaneK. L.KalbergJ. R.MenziesH. M.BruhnA.EisnerS.CrnoboriM. (2011). Using systematic screening data to assess risk and identify students for targeted supports: Illustrations across the K-12 continuum. Remedial and Special Education, 32, 39–54. doi:10.1177/0741932510361263
13.
LaneK. L.MenziesH. M.OakesW. P.KalbergJ. R. (2012). Systematic screenings of behavior to support instruction: From preschool to high school. New York, NY: Guilford Press.
14.
Mayer-SchönbergerV.CukierK. (2013). Big data: A revolution that will transform how we live, work, and think. Boston, MA: Houghton Mifflin Harcourt.
15.
MellardD. F.PrewettS.DeshlerD. D. (2012). Strong leadership for RTI success. Principal Leadership, 12(8), 28–34.
16.
MitchellB. B.DeshlerD. D.LenzB. K. (2012). Examining the role of the special educator in a response to intervention model. Learning Disabilities: A Contemporary Journal, 10(2), 53–74.
17.
PashlerH.BainP.BottgeB.GraesserA.KoedingerK.McDanielM.MetcalfeJ. (2007). Organizing instruction and study to improve student learning (NCER 2007-2004). Washington, DC: U.S. Department of Education, National Center for Education Research, Institute of Education Sciences. Available from http://ncer.ed.gov
18.
RosenshineB.StevensR. (1986). Teaching functions. In WittrockM. C. (Ed.), Handbook of research on teaching (3rd ed., pp. 376–391). New York, NY: MacMillan.
19.
SmolanR.ErwittJ. (2013). The human face of big data. New York, NY: Sterling Publishing.
20.
SteckerP. M.FuchsL. S. (2000). Effecting superior achievement using curriculum based measurement: The importance of individual progress monitoring. Learning Disability Research & Practice, 15, 128–134.
21.
VanDerHeydenA. M.WittJ. C.GilbertsonD. (2007). Multi-year evaluation of the effects of a response to intervention (RTI) model on identification of children for special education. Journal of Psychology, 45, 225–256. doi:10.1016/j.jsp.2006.11.004
22.
WolfM. A.SchneidermanM. (2014). A national summit on technology-enabled personalized learning. Raleigh: Friday Institute at North Carolina State University.
