This brief addresses frequently asked questions (FAQs) about creating a workable schedule for faculty, staff, and students when establishing RTI. The document was designed to help guide practitioners during RTI implementation as they create or modify their existing school schedules especially. While the document may be helpful for elementary schools, it is targeted at secondary schools and was developed through discussions with middle schools representing 28 states across the nation.
In this webinar, RTI Scheduling Processes for Middle Schools, Ms. Sara Prewett addresses frequently asked questions (FAQs) about creating a workable schedule for faculty, staff, and students when establishing RTI and provides examples of how some middle schools have modified their existing school schedules. While the webinar may be helpful for elementary schools, it is targeted at secondary schools and was developed through discussions with middle schools representing 28 states across the nation.
In this webinar, Dr. Allison Gandhi, provides an overview of the screening, progress monitoring, and instructional tools charts, describes the information that they provide, and walks through the process that teams can use when selecting an appropriate tool to support RTI implementation.
During this webinar, Dr. Lou Danielson and HSTII staff shared information on how the essential elements of RTI can be implemented in high schools, what some of the associated challenges and considerations are, and how contextual factors specific to high school settings make RTI implementation increasingly complex and challenging. This presentation is suitable for anyone interested in RTI and tiered interventions at the high school level.
This training module was developed for teams implementing a response to intervention (RTI) framework and planning to evaluate their RTI model. This module provides a rationale for conducting an RTI evaluation, information on measuring fidelity of implementation, activities for applying new knowledge, discussion questions for team planning time, and gives examples of tools and data that can be used to measure indicators of RTI success.
This webinar, presented by Lynne Viker and Denise Waalen from the Mahtomedi School District in Minnesota, and Laurie Emery from the Vail School District in Arizona, describes the district's role in RTI implementation and setting the stage for implementation, examples of RTI models, lessons learned through implementation, and resources.
This collaborative report and training module summarizes what the High School Tiered Interventions Initiative (HSTII) has learned about effective implementation of RTI in high schools. It provides a brief description of the RTI framework and the essential components of RTI, illustrates how the essential components of RTI are implemented at eight high schools, and highlights contextual factors unique to high schools as well as how these factors can affect school-level implementation of tiered interventions. The training module includes a template to facilitate discussions about high school tiered interventions with school staff.
These materials are intended for use by those wishing to conduct a Training of Trainers (TOT) for the Response to Intervention Implementer Series. TOT facilitators should have knowledge of the materials provided here, the Implementer Series training module materials (e.g., PowerPoints, training manuals, and handouts), Facilitator’s Guide, and related readings found on the Center's website.
The Training Module Facilitator’s Guide is intended to support teachers, professors, and other providers of professional development as they plan and deliver training modules developed by the Center. The guide describes the structure of Center training modules and offers suggestions for delivery.
This training module was developed for teams implementing a response to intervention (RTI) framework. This module shares information, resources, and activities to enhance participant’s knowledge of fidelity or integrity and why it is important to consider within an RTI framework. The module describes (1) considerations for evaluating fidelity across the essential components of RTI, (2) discusses options for measuring fidelity, (3) provides examples of measurement tools, and (4) suggestions to improve fidelity through coaching, supportive school culture, and identification of barriers.
Watch and listen as Dr. Doug Fuchs addresses this question.
In this webinar Dr. Rebecca Zumeta and Mike Jacobsen, director of assessment in RTI in Washington state's White River School district, discuss how the RTI Essential Component Integrity Rubric was used in Washington state to conduct an interview process that helped the state’s pilot sites evaluate their RTI implementation. The webinar highlights the rationale and purpose of this work, some prior efforts at evaluating pilot sites in the state, descriptions of the measurement tool that was developed, and the interview process in the reports that resulted. The webinar also details specifics of the implementation journey of the White River School district, one of the pilot sites in the state
Watch and listen as Dr. Ed Fergus addresses this question.
In this webinar Dr. Tessie Rose Bailey provides an overview of the essential components of RTI including screening, progress monitoring, a school-wide, multi-level prevention system, and data-based decision making.
After scores on the 2014 New York State English language arts assessment at P.S. 52 Sheepshead Bay School in Brooklyn were unsatisfactory, first-year principal Rafael Alvarez searched for a way to improve academic outcomes for his students, who come from diverse socioeconomic backgrounds and about a quarter of whom are English language learners.
In this presentation, Drs. Dia Jackson and Jennifer Pierce focused on two key lessons learned about RTI implementation based on findings from a recent study conducted by Balu, Zu, Doolittle, Schiller, Jenkins, & Gersten (2015) and work with states and districts. The session shows how seemingly small decisions related to fidelity of implementation can have a powerful impact on student outcomes and provides recommendations for how to implement RTI to achieve improved student learning outcomes.
Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) are frameworks for integrating instruction, evidence-based interventions, and assessments to meet the academic and behavior needs of all students. The essential components of MTSS are as follows: screening, progress monitoring, a multilevel prevention system, and data-based decision making (National Center on Response to Intervention, 2010).
This webinar, led by Dr. Jim Knight, Dr. Hollie Pettersson, and Amber Roderick- Landward provided an overview of the development and evaluation of a model for providing onsite professional learning. The result of this study is the identification of several activities that instructional coaches employ to facilitate teachers’ learning new teaching practices, including the implementation of RTI. Topics discussed include: the components of coaching—(a) enroll, (b) identify, (c) model, (d) observe, (e) explore, (f) support, and (g) reflect; the partnership principles that represent the theoretical framework for this approach to coaching; and the value of coaching within an RTI framework.
The RTI Implementer Series Self-Paced Learning Modules is a series of 11 learning modules for implementers of Response to Intervention (RTI). The learning modules are intended to provide foundational knowledge about the essential components of RTI and to build an understanding about the importance of RTI implementation. They were adapted as self-paced and downloadable versions of the RTI Implementer Series Training Modules upon which they are based. Each module includes the learning module (live version and downloadable version), transcript, PowerPoint presentation, handouts, and the training manual (if avaialble).
As response to intervention (RTI) grows into its adolescence, questions about efficacy and challenges with implementation have emerged. In this webinar, panelists Lynn Fuchs, Doug Fuchs, Allison Gandhi, and Rebecca Zumeta Edmonds address findings from the recent Institute of Education Sciences evaluation of RTI, as well as lessons learned from state and local evaluations of implementation. They also discuss how use of increasingly available high-quality resources, combined with intensive, comprehensive implementation provide reasons for optimism that RTI can indeed progress from a tumultuous adolescence to successful adulthood.