This course combines 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, not a specific program, curriculum, or model. The ultimate goal of RTI2 is to provide early, effective services so that students maximize their academic and behavioral potential and proficiency. It also 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. 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.
Carlow University ED 692 • Madonna University EDU 5830.43 • Notre Dame College ED 628 D • The College of Saint Rose EDT 681
The required text for this course is Integrated Multi-Tiered System of Support: Blending RTI and PBIS by Kent McIntosh and Steve Goodman
Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.
Session/Module 1: RTI - What is it? Why is it an Essential Component for All Schools?
Session/Module 2: Why RTI2/ RTI2 and the Law/ Overview of 3 Tier Model of School Support/ The 5 Principles of an RTI2 Learning Community
Session/Module 3: Establishing RTI2 Teams: Collaborative Planning and Problem Solving for Student Interventions
Session/Module 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
Session/Module 5: Summative Assessments/ Tier Activities/ Progress Monitoring Techniques/ Reflection and Summative Assessment Data Collection
Session/Module 6: Research-Based Teaching/ Purposeful Grouping/ Dosage Considerations/ Flex Time Instruction/ Peer-to-Peer Teaching
Session/Module 7: Planning RTI2 Mathematics Instruction Strategies
Session/Module 8: Planning RTI2 English Language Arts Instruction Strategies
Session/Module 9: Planning RTI2 Instruction Strategies for Other Disciplines
Session/Module 10: Social, Emotional, and Behavioral Interventions/ English Language Learners and RTI2/ Pulling it All Together and Making it Work
Online 3-graduate credit courses are 13 weeks in length.
On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.
Weekday courses are Monday-Friday from 8:00am- 6:00pm.
It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.
Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.
Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.
Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.