Carolyn A. Denton, Ph.D., Children’s Learning Institute, Department of Pediatrics at the University of Texas Health Science Center at Houston | November 2, 2012, 8:30 am-3 pm
A key component of RTI models in reading is the provision of high-quality evidence-based reading instruction and interventions. Dr. Denton will describe the current evidence from RTI reading research concerning the characteristics of effective Tier 2 and Tier 3 interventions. She will also describe research that addresses questions such as: (a) Where should reading interventions be provided? (b) Who can provide reading intervention? (c) How long should intervention be provided in each tier? And (d) How should we measure intervention response? The primary emphasis will be on early intervention for the prevention of reading difficulties, but Dr. Denton will also describe the research base on interventions for students in the intermediate and secondary grades.
Sylvia Linan-Thompson, Ph.D, University of Texas at Austin | October 18, 8:30 am-October 19, 2012 3 pm
Ensuring a comprehensive and coherent instructional program is essential for student success. RtI provides a framework for ensuring that students receive the level and type of instruction they need for academic success. However, to ensure that English language learners will benefit from instruction in an RtI framework assessment and instruction practices must respond to both their academic and language needs. This session will present effective instruction strategies for ELLs in Tiers 1, 2 and 3 and factors to consider when interpreting assessments. Lecture, case studies, and interactive activities will be used.
Dr. Rollanda E. O'Connor, University of California at Riverside | June 28, 2012, 8:30 am-3 pm
When screening and/or progress monitoring data indicate below grade level reading performance, supplemental or tiered intervention is provided. Tiered interventions constitute the heart of an RtI framework, and to be effective, require instruction that is highly focused and aligned to core or primary reading instruction and to the needs of the student. This presentation will focus on the nature of tiered interventions in grades K-4 in terms of early foundational skills essential to proficient reading: alphabetic principle, decoding, sight words, fluency, vocabulary, and comprehension. A discussion involving ELLs with respect to Tiers 2 and 3 intervention will center on the importance of vocabulary and spoken language.
Dr. Jeanne Wanzek, Florida Center for Reading Research | November 3, 8 am-November 4, 2011 3:30 pm
Within the RtI framework, Tier 1 is considered a critical component of a multi-tiered prevention system designed to accommodate the diverse needs of all students. It is generally thought of as the core literacy instruction students receive in the general education classroom. This workshop is designed to help individual schools evaluate the effectiveness of their core literacy program based on the following indicators: 1. How well it is meeting the needs of all students
2. How well it addresses the essential components of an effective reading program
3. How well it incorporates scientific research-based instruction that includes explicit and systematic instruction in phonemic awareness, phonics, vocabulary, reading fluency and reading comprehension strategies.
Dr. Daryl Mellard, University of Kansas & Dr. Theresa M. Janczak, NYS RtI TAC | October 12, 2011, 8 am-3:30 pm
This professional development opportunity will begin with a brief overview of RtI and the legislative components which take effect July of 2012. The results of a qualitative study that examined RtI implementation practices of middles schools from 28 states will also presented. A discussion involving the essential features of RtI at the middle school level will elaborate on the following topics:
Data-based decision making Multi-level instruction Secondary and tertiary intervention practices Scheduling challenges
The workshop concludes with examples of RtI models at several middle schools who were involved in the study. Opportunities for Question and Answers will be provided.
Dr. Donna Scanlon, University at Albany | June 28, 2011, 8:30 am-3 pm
The learning of complex processes occurs incrementally and gradually. The learning builds on a foundation of pre-existing knowledge. In a typical primary grade classroom, children are likely to be at widely disparate places in terms of literacy abilities. They are not really to learn the same things. Instruction needs to take account of this reality. In this keynote, presented at the NYS RtI Summer Institute, Dr. Scanlon discusses ways to differentiate classroom literacy instruction in both whole class a small group contexts.
Dr. Donna Scanlon, University at Albany | June 27, 2011, 8:30 am-3 pm
Classroom instruction plays a powerful role in literacy development and can be a determining factor in whether a child does, or does not experience literacy difficulties. To optimize outcome for all literacy learners, classroom literacy instruction needs to comprehensively address the multiple knowledge sources and problem solving strategies that effective reader and writers draw upon. In this presentation, Dr. Scanlon will discuss these knowledge sources and strategies and consider how they can be addressed in various components of language arts instruction.
Dr. Julie Esparza Brown, Portland State University | June 27, 2011, 8:30 am-3 pm
While RtI holds great promise for preventing substandard academic achievement through universal screening, providing appropriate instruction and support in general education prior to academic failure, and monitoring progress, schools will need to consider additional socio-cultural, linguistic, and assessment factors when applying this model to English language learners (ELLs). This workshop provides a case study illustration of how these factors guide instruction and intervention within the multi-tiered RtI process. Although the case study is based on an elementary ELL student from a Spanish-speaking home, the same framework and factors may be applied with all ELLs.
Dr. Michael McKenna, University of Virginia | June 29, 2010, 8:30 am-3 pm
This presentation will explain an approach to diagnostic assessment based on the Cognitive Model of Reading Assessment. This approach involves the use of informal measures useful in planning instruction at Tiers 2 and 3. The session will not address the use of formal diagnostic assessments typically used in special education. The principal focus will be fluency, decoding, sight words, and phonological awareness. Problems with diagnostic assessment in the areas of vocabulary and comprehension will be briefly examined.
Dr. John Hintze, UMass at Amherst | June 28, 2010, 8 am-3:30 pm
RtI involves systematic and regular use of data to make decisions about a student's relative risk status and response to instruction or intervention. In this keynote address, Dr. Hintze will discuss the purpose of universal screening and progress monitoring within an RtI model and their significance within a multi-tiered intervention model.