We're "Doing RTI" - A Closer Look at Implementation

In this webinar Dr. Rebecca Zumeta Edmonds and Mike Jacobsen, director of assessment in RTI in Washington state's White River School district, discuss how the Center's implementation 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.

The High School Tiered Interventions Initiative: Progress Monitoring

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. 

RTI & Family Engagement: A Construct for Intentionality

In this webinar, Dr. Darren Woodruff and Debra Jennings, co-director of the Region 1 Parent Technical Assistance Center in New Jersey, discuss research related to parent involvement in the RTI process. They provide a general overview of research related to family engagement, a construct for developing strategies for intentional family engagement when implementing RTI, and discuss the importance of collaborating with OSEP-funded Parent Centers in addressing family engagement.


RTI and Mathematics

This webinar, led by Dr. Russell Gersten, provided an overview of the research related to RTI and mathematics and described specific guidelines for implementation for grades K-7. The topics discussed included effective instructional practices for interventions, strategies for screening and progress monitoring, and criteria to think about when selecting intervention curricula. The webinar also offered a candid appraisal of the quality and quantity of research on these topics.


Response to Intervention and School-wide Positive Behavior Support

This webinar, led by Dr. Rob Horner, described school-wide systems of early literacy and behavior support, which have been successfully used in over 10,000 elementary and middle schools. Data was presented on the impact of investing in preventive behavior support on both social and literacy outcomes. The topics discussed included the core features of tiered behavioral intervention systems as well as examples of strategies and implementation in elementary and middle schools.


RTI for English Language Learners: Appropriate Screening, Progress Monitoring, and Instructional Planning

This webinar, led by Dr. Julie Esparza Brown, Dr. Amanda Sanford, and Erin Lolich focused on improving educational outcomes for ELLs through culturally and linguistically responsive implementation of an RTI framework in the area of elementary reading. Specifically, it discussed critical considerations to appropriately utilize screening and progress monitoring data with ELL students to improve reading outcomes by addressing the factors that influence ELL students' academic success.

RTI Essential Component: 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 assessment, evaluate the effectiveness of the core curriculum, allocate resources, evaluate the effectiveness of instruction and interventions for specific populations, and identify students for special education evaluation.