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RTI2- Response to Instruction & Intervention

This course 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, 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


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.

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Course Schedule

  • 9/11/18 - 12/11/18
  • 1/8/19 - 4/9/19
  • 3/12/19 - 6/11/19
  • 5/14/19 - 8/14/19
  • 7/9/19 - 10/8/19
  • 9/10/19 - 12/10/19
  • 11/12/19 - 2.11.20

Session/Module 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/Module 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/Module 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/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

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/Module 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/Module 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/Module 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/Module 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/Module 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/Module 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
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
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

Face-to-face 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 tab for specific university information as well as course numbers which are specific to the university partner. 

Students are to purchase their own textbook, the information for which can be found here.  Most courses require a book but some do not, so check the list for your specific course. If no book is required it will be specified. 

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.