Response to Intervention:
Practical Information for
the Classroom Teacher
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Instructor Name: |
Dr. Karen Lea |
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Phone: |
509-891-7219 |
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Office Hours: |
8 a.m. to 5 p.m. PST
Monday - Friday |
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Email: |
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Address: |
Virtual Education
Software |
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23403 E Mission Avenue,
Suite 220F |
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Liberty Lake, WA 99019 |
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Technical Support: |
Introduction
Welcome to Response to Intervention: Practical Information for the Classroom
Teacher, a course that introduces the Response to Intervention process for
special education teachers, general classroom teachers, parents, and related
professionals.
This computer-based instruction course
is a self-supporting program that provides instruction, structured practice,
and evaluation all on your home or school computer. Technical support
information can be found in the Help section of your course.
Course Materials (Online)
|
Title: |
Response to Intervention: Practical
Information for the Classroom Teacher |
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Publisher: |
Virtual Education Software, inc. 2017, Revised 2018, Revised
2021 |
|
Instructor: |
Dr. Karen Lea |
Academic Integrity Statement
The structure and format of most
distance-learning courses presume a high level of personal and academic
integrity in completion and submission of coursework. Individuals enrolled in a
distance-learning course are expected to adhere to the following standards of
academic conduct.
Academic Work
Academic work submitted by the
individual (such as papers, assignments, reports, tests) shall be the student’s
own work or appropriately attributed, in part or in whole, to its correct
source. Submission of commercially prepared (or group prepared) materials as if
they are one’s own work is unacceptable.
Aiding Honesty in Others
The individual will encourage honesty in others by
refraining from providing materials or information to another person with
knowledge that these materials or information will be used improperly.
Violations of these academic standards
will result in the assignment of a failing grade and subsequent loss of credit
for the course.
Expected Learning Outcomes
After taking this course,
participants will demonstrate their ability to:
·
Implement a systematic
process, RTI, to ensure that every child learns
·
Review and explain the
history of response to intervention in education
·
List, define and discuss
the Tiers of Response to Intervention
·
List and discuss the
essential elements for each RTI Tier
·
Analyze The various RTI
models that are currently available for educators
·
Discuss how to apply the
RTI process in a classroom setting
·
Identify some of the main
barriers that might prevent the use of RTI
·
Define and explain
universal design as it applies to RTI
·
Compare and contrast
formative/summative assessments
·
List and define types of
High-Quality Instruction
·
Understand and explain
methods of RTI progress monitoring
·
Describe how gifted &
talented students might be fit into an RTI system
·
Discuss some of the
adaptations that must be considered for EEL students in an RTI system
·
Differentiate between the
various methods to collect and analyze program data
Course Description
As educators, you have probably heard
the term RTI, or Response to Intervention. RTI is a process that schools can
and should use to help students who are struggling with academics or behavior.
Even though RTI is primarily linked to special education and the early
identification of learning problems, RTI is not just for students in special
education. RTI is for all students and is based on the premise that a student
might be struggling because of instruction or the curriculum in either a past
or a current classroom. Every teacher will have students who are struggling,
and RTI is a valuable tool for easing that struggle. So welcome to the class on
Response to Intervention, where you will learn what RTI is and how to use it in
your classroom.
Student Expectations
As a student you will be expected to:
·
Complete all four
information sections showing a competent understanding of the material
presented in each section.
·
Complete all four section examinations, showing a competent
understanding of the material presented. You must obtain
an overall score of 70% or higher,
with no individual exam score below
50%, and successfully complete ALL writing assignments to pass this course.
*Please
note: Minimum exam score requirements may vary by college or university;
therefore, you should refer to your course addendum to determine what your
minimum exam score requirements are.
·
Complete a review of any
section on which your examination score was below 50%.
·
Retake any examination,
after completing an information review, to increase that examination score to a
minimum of 50%, making sure to also be achieving an overall exam score of a
minimum 70% (maximum of three attempts). *Please note: Minimum
exam score requirements may vary by college or university; therefore, you
should refer to your course addendum to determine what your minimum exam score
requirements are.
·
Complete all course journal article and essay writing
assignments with the minimum word count shown for each writing assignment.
·
Complete a course evaluation form at the end of the course.
Course Overview
Chapter 1: RTI Tiers
In this first section of the course, we
will look at the history of RTI or Response to Intervention so that you’ll
understand the significance of this process. We will also look at what RTI is,
the three tiers of a typical RTI, the essential elements of RTI, two basic
models, how to talk with families about RTI, and the benefits of RTI. Your
goal, or objective, for this section is to be able to explain what a Response
to Intervention is and why it is used.
Chapter 2: RTI Tier 1
Response to Intervention (RTI) is a
valuable tool for all teachers, at all levels, to ensure that students are
receiving the instruction they need to be successful in the classroom. In the
RTI approach, struggling students’ skills and behavior are monitored to
determine whether they show adequate growth—referred to as responsiveness—following the implementation of high-quality
instruction. Students who do not respond adequately to research-validated
instruction in the general education classroom are provided with increasingly
intensive interventions. Students’ progress in skill areas of concern is
monitored frequently (e.g., weekly), and the data collected inform subsequent
decisions about whether a student is either appropriately responsive or needs
still more intensive instruction. Although RTI is used primarily to enhance
academics, which will be the primary focus of this course, RTI is also used for
behavior. Response to Intervention starts with universal screening and is
typically implemented in three tiers. Tier 1 is the focus of this section of
the course. Tier 1 relies heavily on the classroom teacher, and the goal is to
ensure that the needs of at least 80% of the students are met before
implementing Tier 2.
Chapter 3: RTI Tier 2
Greulich et al. (2014) found that the
need for flexibility when using RTI starts in Tier 1; they advocate for rapidly
moving students who are persistently inadequate responders in Tier 1 to Tier 2,
where they will receive more intensive interventions. Tier 2 is the focus of
this section of the course, which also describes using the RTI process with
Gifted and Talented students and in grade levels above elementary school.
Understanding how the process works with Gifted and Talented and in the middle
and high school levels is critical for a complete understanding of RTI.
Chapter 4: RTI Tier 3
All Tiers include high-quality
instruction, frequent progress monitoring, and data-based decision making.
Together, these elements create a strong instructional foundation for all
students: Struggling students receive the additional instructional support they
need to catch up with their peers and to succeed in the general education
classroom, and students with specific learning disabilities can be identified
in the early grades. If it’s to be successful, the RTI approach must be
implemented in a context of shared responsibility and increased accountability
for student learning. These goals can be achieved through greater collaboration
among school leaders, teachers, and parents. In particular, the success of RTI
depends on the ability of general educators and special educators to work
closely together. Tier 3 is considered a level of tertiary or intensive
individualized intervention. Students whose progress is still insufficient in
Tier 2 receive even more intensive and individualized instruction. Such instruction
is provided through special education services. Tier 3 is the focus of this
section of the course.
Examinations
At the end of each course section, you
will be expected to complete an examination designed to assess your knowledge.
You may take these exams a total of three times. Your last score will save, not
the highest score. After your third attempt, each examination will lock and not
allow further access. The average from your exam scores will be printed on your
certificate. However, this is not your final grade since your required writing
assignments have not been reviewed. Exceptionally written or poorly written
required writing assignments, or violation of the academic integrity policy in
the course syllabus, will affect your grade. As this is a self-paced
computerized instruction program, you may review course information as often as
necessary. You will not be able to exit any examinations until you have
answered all questions. If you try to exit the exam before you complete all
questions, your information will be lost. You are expected to complete the
entire exam in one sitting.
Writing Assignments
All assignments are reviewed and may impact your final
grade. Exceptionally or poorly written
assignments, or violation of the Academic Integrity Policy (see course syllabus
for policy), will affect your grade. Fifty percent of your grade is determined
by your writing assignments, and your overall exam score determines the other
fifty percent. Refer to the Essay Grading
Guidelines which were sent as an attachment with your original course link.
You should also refer to the Course
Syllabus Addendum which was sent as an attachment with your original course
link, to determine if you have any writing assignments in addition to the
Critical Thinking Questions (CTQ) and Journal Article Summations (JAS). If you
do, the Essay Grading Guidelines will
also apply.
Your writing assignments must meet the
minimum word count and are not to include the question or your final citations
as part of your word count. In other words, the question and citations are not
to be used as a means to meet the minimum word count.
Critical Thinking Questions
There are four CTQs that
you are required to complete. You will need to write a minimum of 500 words
(maximum 1,000) per essay. You should explain how the information that you
gained from the course will be applied and clearly convey a strong understanding
of the course content as it relates to each CTQ. To view the questions, click
on REQUIRED ESSAY and choose the CTQ that you are ready to complete; this will
bring up a screen where you may enter your essay. Prior to course submission,
you may go back at any point to edit your essay, but you must be certain to
click SAVE once you are done with your edits.
You must click SAVE before you write
another essay or move on to another part of the course.
Journal Article Summations
You are required to
write, in your own words, a summary on a total of three peer-reviewed or
scholarly journal articles (one article per JAS), written by an author with a
Ph.D., Ed.D. or similar, on the topic outlined within each JAS section in the
“Required Essays” portion of the course (blogs, abstracts, news articles or
similar are not acceptable). Your article choice must relate specifically to
the discussion topic listed in each individual JAS. You will choose a total of
three relevant articles (one article per JAS) and write a thorough summary of
the information presented in each article (you must write a minimum of 200
words with a 400 word maximum per JAS). Be sure to
provide the URL or the journal name, volume, date, and any other critical
information to allow the facilitator to access and review each article.
To write your summary,
click on REQUIRED ESSAYS and choose the JAS that you would like to complete. A
writing program will automatically launch where you can write your summary.
When you are ready to stop, click SAVE.
Prior to course submission you may go back at any point to edit your summaries but you must be certain to click SAVE once you are
done with your edits. For more information on the features of this assignment,
please consult the HELP menu.
You must click SAVE before you write
another summary or move on to another part of the course.
Instructor Description
Karen Lea holds a PhD in education. Dr.
Lea has 15 years’ experience teaching at the K–12 level and another 14 years’
experience teaching education courses at the undergraduate and post-graduate
levels. Currently she is a Team Lead/Assessment Developer/Instructional
Designer at Western Governor’s University. Dr. Lea has been professionally
published over 15 times and has served on more than a dozen panels and boards,
including serving on the NCATE (CAEP) Board of Examiners.
Contacting the Instructor
You may contact the instructor by
emailing Karen Lea at karen_lea@virtualeduc.com
or by calling (509) 891-7219 Monday through Friday, 8:00 a.m. – 5:00 p.m. PST.
Phone messages will be answered within 24 hours. Phone conferences will be
limited to ten minutes per student, per day, given that this is a self-paced
instructional program. Please do not contact the instructor about technical
problems, course glitches, or other issues that involve the operation of the
course.
Technical Questions
If you have questions or problems
related to the operation of this course, please try everything twice. If the
problem persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help
section of your course.
If you need personal assistance
then email support@virtualeduc.com or call (509) 891-7219. When contacting technical support,
please know your course version number (it is located at the bottom left side
of the Welcome Screen) and your operating system, and
be seated in front of the computer at the time of your call.
Minimum Computer Requirements
Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you
have further questions about the compatibility of your operating system.
Refer to the addendum
regarding Grading Criteria, Course Completion Information, Items to be
Submitted and how to submit your completed information. The addendum will also
note any additional course assignments that you may be required to complete
that are not listed in this syllabus.
Bibliography (Suggested Readings)
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N. H., Hagan-Burke, S., Luo, W., Caerda, C., Blakely,
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K. H. (2017). Teacher perceptions of Response to Intervention and its core
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