RTI Leadership Forum


Panel #4: Capacity for fidelity of implementation - What is needed to realize RTI’s potential?

Support Provided By

Additional funding for the RTI Leadership Forum is provided by

Scantron / Spectrum K-12
Clinical Assessment group of
Renaissance Learning
Wilson Language Training
Cambium Learning Group
 Winsor Learning
The 95 Percent Group, Inc.

Lead Presenter

Edward Shapiro, Ph.D. – Lehigh University (PA)
Capacity for fidelity of implementation - What is needed to realize RTI’s potential? PowerPoint Handouts   Transcript


Claudia Rinaldi, Ph.D. – Boston Public Schools (MA)
PowerPoint Handouts   Transcript   


David Prasse, Ph.D. – Loyola University Chicago (IL)


Markay Winston, Ph.D. – Cincinnati Public Schools (OH)


Sandra Tolliver – Parent (OH)

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Read what others had to say...

  1. Dear Ed, Thank you so much for your critical presentation on capacity building and sustainability of RTI. In working with districts this is a major issue that incorporates careful planning, focus, commitment and coordination from all district offices. How can professional development be planned around the tiered model to support that coherence? Can RTI professional development include all relevant areas of PD and how can that be done best? What would a 5 year plan look like?
  2. Via remarks emailed to NCLD post-Forum: I think we need to talk more about the follow topic areas in order to round out the Forum discussion. These topic areas could be starting points for future NCLD/RTI Network resources or Forums: Structural Intergrity Informed Instruction Capacity to Teach Standard treatment protocols or problem solving models Concern for student psychodynamic development Deficit versus disability Professional Roles Clinical Judgment.
  3. Professional development needs to recognize that the process must be on-going, focused, and contain continual feedback/monitoring. Professional development without opportunities for school staff to practice their learning, is not very effective. The use of coaching, building capacity for sustaining practices, and the selection of targeted topics can often lead to real change in educational practice. Schools need a long-term plan that builds the sustainability structure into their professional development. Often the hardest part is to decide what NOT to do, as well as what to do.
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