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3-Tier Math Model Intervention: Tier 2 (Spanish) for Kindergarten
Materials and resources to effectively implement the Tier 2 (Spanish) Math intervention for Kindergarten.
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3-Tier Math Model Intervention: Tier 2 (Spanish) for First Grade
Materials and resources to effectively implement the Tier 2 (Spanish) Math intervention for Second Grade.
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3-Tier Math Model
The Texas Early Mathematics Inventories (TEMI) can be used to help identify K-2 students who are at risk. The 3-Tier Mathematics Model Intervention materials provide lessons for support for educators providing intervention to at-risk K-2 students.
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3-Tier Math Model Intervention: Tier 2 (Spanish)
Materials and resources to effectively implement the Tier 2 (Spanish) Math intervention.
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3-Tier Math Model Intervention
Intervention materials for K-2 students who qualify for intervention. Mathematics interventions have been developed for Kindergarten, First, and Second Grade. They are available for Tier 2 in both English and Spanish and for Tier 3 in English.
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The Dyslexia Handbook—2018 Update: Procedures Concerning Dyslexia and Related Disorders
The Dyslexia Handbook—2018 Update: Procedures Concerning Dyslexia and Related Disorders contains guidelines for school districts to follow as they identify and provide services for students with dyslexia. In addition, information regarding the state of Texas' dyslexia statutes and their relation to various federal laws is included.
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Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades
February 2009 IES Practice Guide/What Works Clearinghouse booklet reviews research findings and practices in the elementary reading, and provides eight RTI/MTSS implementation recommendations.
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Meeting the Needs of Significantly Struggling Learners in High School: A Look at Approaches to Tiered Intervention
National High School Center booklet on RTI/Multi-tiered systems of support. Explores implementation and areas to target in secondary schools and provides resource websites.
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