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.
In this webinar, Dr. Doug Fuchs, Nicholas Hobbs Professor of Special Education and Human Development and Co-Director of Vanderbilt University's Kennedy Center Reading Clinic, presents a summary of his recent article published in Exceptional Children. Dr. Fuchs details the RTI framework and explains the rationale for next generation RTI practices while summarizing the three aspects of Smart RTI and emphasizing the importance and relevance of tertiary prevention.
In this webinar, Dr. Kristen McMaster provides an overview of Curriculum-Based Measurement (CBM) and discusses how CBM data can be used at the secondary level to monitor student progress. She discusses the purpose of CBM, provides a brief description of the research, and demonstrates how CBM data can be used to monitor student progress. She reviews CBM tools that are available for high schools in reading, mathematics, and the content areas, and provides instructions for developing CBM tools for use at the high school level. Following Dr. McMaster's presentation, representatives from Walla Walla High School in Walla Walla, Washington discuss how they have monitored school progress as part of their tiered intervention model.
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.
In this webinar, Dr. Evelyn Johnson discusses how one state has developed a process for using RTI data to inform their special education eligibility process as well as early identification and prevention of learning difficulties.
This webinar discusses Pennsylvania's use of response to instruction and intervention (RtII) as a method for determining specific learning disabilities. The webinar shares how the Pennsylvania Training and Technical Assistant Network (PaTTan) supports the efforts and initiatives of the Bureau of Special Education and builds the capacity of local education agencies to serve students who receive special education services. A number of administrators, educators, and coordinators in the state provide their perspectives on this initiative and give details on the state's revised application process for schools seeking to implement RtII.
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
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.
In this webinar, Dr. Amy Elledge provides an overview of the process of data-based decision making and the different types of decisions that can be made with screening and progress monitoring data in order to identify students in need of additional instruction and interventions.
In this webinar, Dr. Katie Klingler Tackett provides an overview of Schoolwide Multi-Level Prevention Systems also commonly know as a Multi-Tiered System of Support. She discusses key features of each level or tier within the system including the primary level (Tier I), secondary level (Tier II), and tertiary level (Tier III).
In this webinar, Ms. Whitney Donaldson provides an overview of progress monitoring, why it is important and how to use progress monitoring data to make data based decisions.
In this webinar, Ms. Amy Peterson provides an overview of universal screening, why screening is important and how to use screening data to make data based decisions.
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.
Ongoing sustained professional development that allows educators to continuously examine, reflect upon, and improve instructional practice, data-based decision making, and delivery of interventions is essential for implementing a multi-tiered system of support (MTSS). Where do we find resources to provide this professional development?
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.
What is an evidence-based practice? How do I know if evidence shows that a practice will be right for my students? Many practitioners ask these critical questions every day as they are faced with making decisions regarding how to best meet the needs of their students. In this webinar, staff from NCII, Collaboration for Effective Educator Development Accountability and Reform (CEEDAR) Center, and the National Center on Systemic Improvement (NCSI) share content focused on the continuum of evidence that supports instruction within multi-tiered systems of support (MTSS).
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