RTI2 – Response to Instruction/Intervention Online
Course Description
RTI2 Response to Instruction/Intervention is a three-credit graduate course which will combine the research-based philosophy of providing effective instruction for all students with proven strategies to facilitate the academic and behavioral success of every student.
RTI2 is a multi-tiered system of supports that enables educators to meet the specific needs and objectives of all students. RTI2 is not a specific program, curriculum, or model. It is a three-tiered framework or blueprint for allocating instructional and behavioral services, supports, strategies, interventions, assessments, or programs that are aligned to students’ individual needs. The ultimate goal of RTI2 is to provide early, effective services at a necessary level of intensity, so that students maximize their academic and behavioral potential and proficiency. In addition, it aims to prevent inappropriate assignments to special education through early intervention and the provision of multiple tiers in a fluid environment that utilizes continuous progress monitoring. Data collection becomes part of the instructional process, not a report card issued after instruction ceases.
RTI2 was formally introduced as part of IDEA’s identification process in 2004. However, Response to Intervention has now been combined with Response to Instruction in recognition that some students need modified, more intensive, or different instruction in order to be academically or behaviorally successful, while other students need targeted, strategic, or intensive interventions in order to facilitate their success. RTI2 can be viewed as a strengthened, expanded model of RTI2.
RTI2 is not limited to students who are struggling learners. This course will assist all educators to ensure that both high-achieving and struggling learners in every discipline and at every grade level will become competent and armed for their future educational and professional endeavors.
Objectives
- Describe the difference between RTI and RTI2
- Foster a common vision of RTI
- Enable participants to meet their students’ emotional, social and behavioral needs
- Identify student academic and behavioral strengths
- Clarify student learning expectations and needs
- Adopt effective instructional RTI practices as a result of problem solving
- Develop effective lessons incorporating three tiers in a variety of disciplines
- Reflect on the effectiveness of the instructional process
- Possess the data collection skills needed for justification and instructional decisions
- Develop a plan to implement RTI instruction
- Create appropriate RTI Instruction/Intervention Teams
- Create RTI Transdisciplinary Teams
- Monitor the connection of assessments and how they affect RTI
- Consistently monitor, assess, and report student progress
- Investigate resources throughout each learning community
- Develop research-based, targeted interventions
- Assess achievement through universal screening, progress monitoring, and diagnostic evaluation
Curriculum Design & Time Requirements
RTI2 – Response to Instruction/Intervention is a 60 hour, three-credit graduate level course delivered in online format over a 13-week period. Modules 1 through 9 will be completed one per week. Module 10 will be completed over a two-week period so students will revise and complete the final integration project. Participants will investigate best practices and engage in researching effective strategies. Participants will be required to demonstrate mastery of the concepts through reflections and assignments.
Hardware & Computer Skills Requirements
Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have internet access with an active e-mail account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Microsoft Internet Explorer, Safari, Mozilla Firefox etc.
Course Materials
The required textbook for this course is RTI Success – Proven Tools and Strategies for Schools and Classrooms. Whitten, Elizabeth, Esteves, Kelli, Woodrow, Alice (2009). Free Spirit Publishing: Minneapolis, MN.
Reference Guide: Wright, Jim. RTI and Classroom Behaviors. National Professional Resources, Inc.: Port Chester, NY.
Session Outline
Session 1: RTI - What is it? Why is it an Essential Component for All Schools?Contents:
- Instructor Introduction
- Course Procedures and Expectations
- Participant Introductory Activity
- Course Modules, resources and requirements
- Defining RTI2
- Defining the difference between RTI and RTI2
- Establishing importance to for all students
- Defining essential components and terminology
- Assignments
Session 2: Why RTI2/ RTI2 and the Law/ Overview of 3 Tier Model of School Support/ The 5 Principles of an RTI2 Learning Community
Contents:
- Establishing philosophical basis for RTI2
- Outlining the legal regulations
- Defining and understanding the 3 Tiers for Academic and Behavioral Systems
- Tier 1 – Core Curriculum and Universal Interventions
- Tier 2 – Strategic Interventions and Targeted Group Interventions
- Tier 3 – Comprehensive and Intensive Interventions and Individual Interventions
- Establishing the 5 Principles of an RTI2 Learning Community
- All children can learn
- Quality assessment informs instructional practices
- Quality teaching makes a difference
- Positive relationships within the classroom maximize learning
- Educators must work as a team
- Assignments
Session 3: Establishing RTI2 Teams: Collaborative Planning and Problem Solving for Student Interventions
Contents:
- Establishing effective Grade Level/Discipline Based Teams
- Establishing effective Building Level Teams
- Establishing effective Transdisciplinary Teams
- Establishing effective Navigation Teams
- Creating Interventions using Problem Solving
- Accurately diagnosing the problem
- Identifying the skill gap
- Analyzing the skill gap
- Selecting Scientifically-based interventions
- Implementing interventions
- Evaluating interventions
- Assignments
Session 4: Assessment of Learning Styles/ Universal Academic Screening/ Tiers 1, 2, 3: Academic Models with Muscle/ Functional and Formative Assessments/ Reflection and Functional Assessment Data Collection
Contents:
- Assessing Student Learning styles
- Assessing Student Academic needs
- Creating Tier 1 Instruction
- Creating Tier 2 Instruction
- Creating Tier 3 Instruction
- Developing Functional and Formative Assessments
- Collecting Data for Functional and Formative Assessments
- Assignments
Session 5: Summative Assessments/ Tier Activities/ Progress Monitoring Techniques/ Reflection and Summative Assessment Data Collection
Contents:
- Selecting effective Summative Assessments
- Developing Tier activities for specific grade and discipline levels
- Understanding various monitoring tools
- Selecting appropriate monitoring tools for individual needs
- Collecting Data for Summative Assessments
- Assignments
Session 6: Research-Based Teaching/ Purposeful Grouping/ Dosage Considerations/ Flex Time Instruction/ Peer-to-Peer Teaching
Contents:
- Activating research-based instructional methods
- Organizing purposeful groups
- Determining optimum dosage for instruction
- Developing flex time instructional strategies
- Planning for Peer-to-Peer teaching
- Assignments
Session 7: Planning RTI2 Mathematics Instruction Strategies
Contents:
- Understanding Common Core Standards
- Recognizing responsibility for teaching mathematics across the curriculum
- Reviewing Tier 1, 2, and 3 strategies
- Developing mathematics instruction in various disciplines
- Investigating technological resources
- Assessing mathematics instruction
- Assignments
Session 8: Planning RTI2 English Language Arts Instruction Strategies
Contents:
- Understanding Common Core Standards
- Recognizing responsibility for teaching language arts across the curriculum
- Reviewing Tier 1, 2, and 3 strategies
- Developing language arts instruction in various disciplines
- Investigating technological resources
- Assessing language arts instruction
- Assignments
Session 9: Planning RTI2 Instruction Strategies for Other Disciplines
Contents:
- Understanding standards
- Applying Tier 1, 2, and 3 strategies
- Developing instruction
- Investigating technological resources
- Assessing instruction
- Assignments
Session 10: Social, Emotional, and Behavioral Interventions/ English Language Learners and RTI2/ Pulling it All Together and Making it Work
Contents:
- Discovering principles for effective self-management
- Understanding needs of English Language Learners
- Developing effective strategies for English Language Learners
- Reflecting on instruction
- Planning for pro-active instructional techniques
- Final Integration Project
Grading
| Assignment | Points | Grading Scale | |||||||
| Forum Participation | 20 | 100 – 93 | A | ||||||
| Reading Assignments & Reflections | 40 | 92 – 85 | B | ||||||
| Final Integration Project | 30 | 84 – 77 | C | ||||||
| Final Integration Reflection | 10 | ||||||||
| Total Points | 100 |
Student Requirements
| 1. | Actively participate in all forum activities. | |
| 2. | Reading assignments: Complete all readings and reflection assignments. | |
| 3. | Instructional Designs: Develop curriculum-based RTI2 instruction and activities. | |
| 4. | The Final Integration Project will require participants to develop two lessons in your discipline or grade level. Each lesson should include the three tiers of intervention that could be implemented. In addition, students will write a profile of a student who exhibits social, emotional or behavioral issues. Describe the interventions you might employ to address the issues. | |
| 5. | Share and reflect on colleagues’ Final Integration Projects. |
Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.
