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RTI2- Response to Instruction & Intervention

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 • Mercy University EDUT 539

The required text for this course is Integrated Multi-Tiered System of Support: Blending RTI and PBIS by Kent McIntosh and Steve Goodman.

ISBN: 978-1-4625-2474-7

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.

Professional
Development

Course Schedule

1/14/25 - 4/8/25
3/11/25 - 6/10/25
5/13/25 - 8/12/25
7/8/25 - 10/14/25
9/9/25 - 12/9/25
11/11/25 - 2/10/26

Textbook List FAQs

Outline
Objectives
Partner Universities
Important Information
Student Academic Integrity

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Outline

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 state 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 state 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.

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.

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.