RTI Talks Archive

Missed a live talk? We archive all of our talks, simply click on the title of a talk below to read or download the transcript. You can also search past talks by keyword, date, or participating expert.



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Establishing a Multi-Tier System of Supports in Secondary Schools, Part 2

January 29, 2014 • Rebecca Sarlo, Ph.D.

Due to popular demand, Dr. Rebecca Sarlo returned to answer more of your questions about establishing a multi-tier system of supports (MTSS) at the secondary level and provided additional tips for how school teams can work together to introduce and sustain MTSS. Dr. Sarlo also offered examples to illustrate how an MTSS framework can improve the academic skills and postgraduation outcomes of students.

Establishing a Multi-Tier System of Supports in Secondary Schools, Part 1

December 11, 2013 • Rebecca Sarlo, Ph.D.

Dr. Rebecca Sarlo answered your questions about establishing a multi-tier system of supports (MTSS) at the secondary level and provided specific tips for how school teams can work together to introduce and sustain MTSS. Dr. Sarlo also offered examples to illustrate how an MTSS framework can improve the academic skills and postgraduation outcomes of students.

Ensuring the Fidelity of the “I” in RtI

October 28, 2013 • Christina M. Marco-Fies, D.Ed.

A multi-tier system of supports that uses students’ response to intervention to determine progress and to inform instructional decisions requires that the instruction and interventions that are delivered be implemented with high degrees of fidelity to achieve meaningful student outcomes. Fidelity of implementation or “treatment integrity” is a critical element of the RtI process. Dr. Christina Marco-Fies  answered your questions about how to determine the level of treatment integrity to ensure an intervention is implemented as planned, intended, or originally designed.

Differentiating Instruction Within a Multi-Tier System of Supports

October 8, 2013 • Diane Haager, Ph.D.

In this era of the Common Core State Standards, it is even more essential that educators are prepared to differentiate instruction to provide support for students in the general education context, as well for students needing more  intensive support to ensure learning. Dr. Diane Haager, Professor in the Division of Special Education and Counseling Department at California State University, Los Angeles answered your questions about how to analyze assessments to pinpoint students’ skill strengths and needs and identify evidence-based practices that will optimize reading growth.

The Legal Dimension of RTI

April 10, 2013 • Perry A. Zirkel

The legal dimension of response to intervention (RTI) has been the subject of considerable confusion. Perry Zirkel, University Professor of Education and Law at Lehigh University, answered your questions regarding the foundational elements of RTI-related legislation, regulations, and case law.

RTI with English Language Learners

February 12, 2013 • Janette Klingner, Ph.D.

In response to popular demand, the RTI Action Network is offering an RTI Talk on implementing RTI with English Language Learners (ELLs). Dr. Janette Klingner, Professor of Education at the University of Colorado Boulder in the Department of Educational Equity and Cultural Diversity, answered your questions regarding how RTI can help English language learners (ELLs) and provides tips across tiers on how to implement RTI with respect to ELLs.

Building Implementation Capacity for RTI

December 10, 2012 • Linda Wernikoff, M.A., Michelle A. Duda, Ph.D., BCBA-D, Sally Helton, M.S.

Linda Wernikoff, Michelle Duda, and Sally Helton answered your questions about "Building Implementation Capacity for RTI” at the state, district, and local levels. They provided specific strategies that lead to sustainable and high fidelity implementation of effective literacy programs. The presenters also shared their experiences implementing the Active Implementation Frameworks and scaling up successful innovations resulting in positive student outcomes.

Multi-Tier System of Supports in Middle Schools

October 24, 2012 • Jonathan G. Ross

Jonathan Ross explored the application of multi-tier system of supports (MTSS) in middle school settings and answered your questions about key issues. He offered specific tips for how school teams can work together to introduce and sustain MTSS. Mr. Ross also offered examples to illustrate the application of RTI practices that increase student achievement for academics and behavior at the middle school level.

Colorado’s RTI Implementation Rubrics

June 1, 2012 • Adena Miller, M.A., Dan Jorgensen, M.A.

The RtI Implementation Rubrics developed by the Colorado Department of Education serve as an overview of implementation for Response to Intervention (RtI) at the classroom, school, and district levels. The rubrics are designed for use as fidelity tools to improve outcomes for students and to support a scaling up of effective practices. Each rubric describes what RtI looks like at 4 growth stages (i.e., emerging, developing, operationalizing, optimizing) across the following 6 components of RtI: problem solving, curriculum & instruction, assessment, leadership, family & comunity partnering, and positive school climate. The Colorado Department of Education team ansered your questions about developing school improvement plans, tracking fidelity of implementation, and establishing a continuous improvement cycle appropriate for your stage of implementation.

Integrating Academic and Behavior Supports Within an RTI Framework

April 25, 2012 • Hank Bohanon, Ph.D., Steve Goodman, Ph.D.

Increasingly, schools are faced with challenges stemming from the intensity and scope of student needs in their settings. With each scientifically based response to these needs come separate data systems, treatment protocols, teams, and interventions. Because of this, a major consideration for schools is to ensure that teams work smarter, not just harder. Join Hank Bohanon and Steve Goodman for our next RTI Talk as they answer your questions about the components of a well-designed, integrated model of academic and behavior supports (systems, practices, and data) and offer specific tips on establishing a school-wide system of tiered supports that improves student outcomes and helps prevent school failure.

The Leader’s Role in RTI Implementation

March 28, 2012 • Albert DuPont

The leader’s role is key in supporting the development of a school culture that promotes the collaboration and problem solving necessary for any RTI initiative. While passion is an important component, an effective leader must have a range of strategies in order to initiate and sustain change over time. Join Albert DuPont as he answers your questions about building consensus in the face of resistance to change, encouraging active participation, and determining when it is necessary to establish “non-negotiables” that everyone must follow. Dr. DuPont also offers tips and strategies for leading change initiatives based on his experiences implementing RTI in elementary schools.

Using RTI to Improve Preschool Outcomes

December 13, 2011 • Lydia Carlis, Mary Anne Lesiak

AppleTree Institute in Washington DC has been implementing RTI in preschool settings since 2007 to support the development of language, social-emotional, and foundational academic skills of three- and four -year-old children.  Join Mary Anne Lesiak and Lydia Carlis as they explore the application of multi-tiered systems of support in early childhood settings and answer your questions about key issues.

Powerful Parents

October 26, 2011 • John Carruth, Mendy Gomez

Join Mendy Gomez and John Carruth in this special Talk as they respond to your questions and discuss the key role parents play in RTI implementation from parent and educator perspectives.

RTI and Mathematics

October 20, 2011 • Chuck Gameon, David Allsopp

Join David Allsopp and Chuck Gameon as they explore the application of multi-tiered systems of support in mathematics and answer your questions about key issues including effective instructional practices for interventions, strategies for screening and progress monitoring, and criteria to think about when selecting intervention curricula.

Managing a Classroom Using PBIS Strategies

September 29, 2011 • Andrew Krugly

Your school is beginning to implement or has implemented Positive Behavior Interventions and Support (PBIS), the school-wide behavior management plan that emphasizes prevention and positive modeling in order to improve academic performance among all students, yet students are still disruptive in class. What do you try next?

Implementing RTI in High Schools

June 29, 2011 • Hollie Pettersson, Ph.D., Matthew K. Burns, Ph.D., Rebecca Sarlo, Ph.D.

Implementing RtI at the secondary level presents unique challenges and new questions. Join Drs. Matthew Burns, Hollie Pettersson and Rebecca Sarlo as they explore the application of multi-tiered systems of support in high school settings and answer your questions about key issues. They will also offer examples to illustrate the application of RtI practices that increase student achievement for academics and behavior at the high school level.

School Psychologists and RTI

May 26, 2011 • Katie Eklund, MSW, Montina Romero, Ph.D.

Katie Eklund and Montina Romero answered your questions about the various roles of school psychologists within RTI. They also offered tips and examples of strategies to support the effective implementation of RTI based on lessons learned working in local schools.

Speech-Language Pathologists and RTI

May 12, 2011 • Barbara J. Ehren, Ed.D., Maureen Staskowski, Ph.D.

Join Drs. Barbara Ehren and Maureen Staskowski during our next RTI Talk as they answer your questions about the role of SLPs in RTI. They will also offer tips and examples of effective ways to engage in assessment and intervention activities based on lessons learned working with SLPs in local schools.

Using School-based Volunteers in RTI

April 13, 2011 • Audrey Suker, Jason Waite

Learn how school-based volunteers are making a difference in RTI implementation and how you can increase the impact your volunteers are making in your school or district. Join Jason Waite from City Year and Audrey Suker from Minnesota Reading Corps during our next RTI Talk as they answer your questions about how they use school-based volunteers in their work and how volunteers can be valuable assets to RTI implementation.

RTI in Early Childhood

March 30, 2011 • Donna Nylander, Jim Lesko, Ed.D.

Join Donna Nylander and Jim Lesko during our next RTI Talk as they answer your questions about adapting the specific applications of RTI to fit within the early childhood culture and to address the developmental needs of young children. They will also offer tips based on lessons learned working with local schools to guide the development of a Pre-K RTI model, as well as policy recommendations to help build the state and local support needed to implement a successful model.
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