This library of online information responds to several challenges and opportunities inherent in the Individuals with Disabilities Education Act (IDEA 2004) and the No Child Left Behind Act: (a) early intervening to prevent learning difficulties from leading to academic failure; (b) response to intervention to determine progress and adjust instruction; (c) the need for instruction that works for culturally and/or linguistically diverse students; (d) the imperative to reduce referrals of children who do not need special education; (e) the impetus to increase success for all students in the general curriculum; (f) the contribution of non-academic services to improving academic performance; and (g) "Raising Achievement: A New Path for No Child Left Behind,” a 2005 initiative of the U.S. Department of Education.  Thus, the RKR library centers on models, curricula, practices, policy, research, tools, and resources that can improve outcomes for all struggling learners, as generated by general education, special education, and related disciplines.

Each topic in the below menu opens up to several subsections.  Annotations in the subsections on Instructional Programs and Curricula include links to sources of evidence of effectiveness, for your review to determine whether the evidence is convincing.  

In addition, the first menu item below (Reviews of Collections) provides links to the texts of more than 130 evidence-based reviews of sets of programs, practices, or tools -- organized according to instructional or intervention area.


Click below to enter any of the topical collections in the RKR library.

OUR PARTNER in initiating this library is the Southeast Regional Resource Center in Montgomery, Alabama.  In response to requests from States it serves, SERRC was visionary in seeing the need for a library of this type. SERRC has been instrumental in identifying early information and anticipating future directions.  SERRC’s collection on Achievement Gaps, Diversity, and Disproportionality is a companion to the RKR Library.  

Achievement Gaps, Diversity, and Disproportionality
A companion collection from the Southeast Regional Resource Center
http://www.rrfcnetwork.org/content/view/194/293/

Also see the Center on Instruction, a federally funded center that provides complementary information:
http://www.centeroninstruction.org/


Click  to send comments and suggestions about the RKR Library and your recommendations of new contents.   On the subject line, please put: Judy Smith-Davis -- RKR.

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Information in the RKR Library is presented in the language of the developer, distributor, or author.  The IDEA Partnership has no ownership of anything described in this library. Rather, we are attempting to provide easy access to wide-ranging information in one location and to convey what others have accomplished.

All RKR Library information is reviewed and included on the basis of its potential usefulness in improving outcomes for struggling learners.  Program models and curricula are included if there is evidence of effectiveness.  However, The IDEA Partnership makes no claims about any contents.  Links to evidence are provided so that you can decide whether the evidence is convincing and the material is relevant to your context.  Strategies, tools, papers, and web-based resources have been developed by reliable sources.

The opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education, and no endorsement of the U.S. Department of Education should be inferred.  Information from sources funded by the U.S. Department of Education is likely to have been vetted by the Department; information from other sources is unlikely to have been vetted.

Readers should review the copyright and distribution policies shown at the websites of the sources. The IDEA Partnership is not the source of any document in this library, but simply conveys information to show the availability of these resources.

The IDEA Partnership thanks the following who assisted in the design
of the RKR Library and the structuring of its contents:

Fred Baars, retired, North Carolina Department of Public Instruction.
William Berdine, University of Kentucky (representing the Higher Education
Consortium for Special Education).
Delia Cerpa, Southeast Regional Resource Center.
Daryl Gates, Shreveport, Louisiana (representing NEA).
Brandi Gonzales, Lafayette Parish Schools as of January 2006 (representing the
Louisiana Department of Education in 2005).
Leslie Jackson, American Occupational Therapy Association.
Mary Beth Klotz, National Association of School Psychologists.
Rebecca Sapien-Melchor, San Diego County Office of Education (representing
Fiesta Educativa).
Sharon Schultz, Muncie, Indiana (representing NEA).
Arlene Silva, National Association of School Psychologists.