Dr. Katherine Dougherty Stahl, New York University, Clinical Associate Professor of Literacy | March 2, 4 pm-May 4, 2016 5:15 pm
Response to Intervention and the ELA Common Core Learning Standards (CCLS) have prompted changes in the approach that schools must take in implementing effective literacy instruction. When conducting an assessment audit, teachers, schools, and districts inventory what tests every teacher is currently using. The audit also investigates the effectiveness of the data management system; evaluates the reliability, validity, and usefulness of each assessment, including alignment with CCLS; evaluates the fidelity of test administration and score interpretation; determines the type of professional development training needed to increase the reliability of the tests; eliminates redundant assessments and determines where new assessments are needed to fill voids. This webinar series will walk participants through the audit process, either as an individual, school team member, or district representative. The outcome is a lean and efficient cohesive literacy assessment system that serves as the key component in an effective RTI framework.
Dr. Katherine Dougherty Stahl, New York University, Clinical Associate Professor of Literacy | February 3, 4 pm-May 4, 2016 5:15 pm
Response to Intervention and the ELA Common Core Learning Standards have prompted changes in the approach that schools must take in implementing effective literacy instruction. When conducting an assessment audit, teachers, schools, and districts inventory what tests every teacher is currently using. The audit also investigates the effectiveness of the data management system; evaluates the reliability, validity, and usefulness of each assessment, including alignment with CCSS; evaluates the fidelity of test administration and score interpretation; determines the type of professional development training needed to increase the reliability of the tests; eliminates redundant assessments and determines where new assessments are needed to fill voids. This webinar series will walk participants through the audit process, either as an individual, school team member, or district representative. The outcome is a lean and mean cohesive literacy assessment system that serves as the key component in an effective RTI framework.
Dr. Sharon Palsha | January 14, 3:30 pm-January 28, 2016 4:45 pm
Dialogic reading is an interactive storybook reading technique based on the work of Dr. Grover Whitehurst, Dr. Christopher Lonigan, and the Stony Brook Reading and Language Project. A key assumption of dialogic reading is that children learn most from books when they are actively involved. Dialogic reading makes use of picture book reading strategies designed to increase oral language abilities, and later reading proficiency in young children. It can be used effectively within the context of Tier One or Core Instruction within a Response to Intervention model at the preschool level. Strand #9 provides sufficient information regarding Dialogic Reading for practitioners to begin using it in their classroom. A follow-up webinar session allows teachers or others an opportunity to receive feedback from the presenter regarding their implementation efforts.
Intended Audience: Dialogic Reading as a Tier One Intervention in a PreK RtI Model is intended for teachers, administrators, and support staff who provide instruction and support to young children at the PreK level.
Please Note: The dates and presenter for this webinar strand has recently changed.
Dr. Kristen McMaster | November 30, 4 pm-December 7, 2015 5:15 pm
Peer Assisted Learning Strategies (PALS) is a research-validated, supplemental, Tier 1 reading program designed for students in grades 2-6 who have basic phonic skills but would benefit from additional fluency and comprehension support. Note: PALS 2-6 is not designed to use in place of core reading instruction. It is especially useful as a supplement to core instruction when class-wide data from universal screening indicates that a significant number (30% or more) fail to reach acceptable benchmark levels. It has also been used as a Tier 2 intervention. Strand #10 will provide an overview of PALS 2-6 and its key components to allow teachers to implement PALS 2-6 in their own classrooms. Webinar sessions are offered every other week to allow participants the opportunity to implement a specific PALS strategy and receive feedback from the presenter.
Intended Audience: Intended for general education teachers in Grades 2-6 whose class-wide data suggests the need for additional fluency and comprehension instruction/support for the majority of students in their classroom and interventionists and/or special education teachers who provide supplemental instruction to students considered at-risk of reading failure.
Dr. Alison Boardman | October 15, 4 pm-December 3, 2015 5:15 pm
Collaborative Strategic Reading (CSR) is a research-validated instructional model designed to improve reading comprehension and content learning in general education and intervention settings in grades 4-12. Participants will learn to teach the core components of CSR (before, during, and after reading strategies); facilitate student-led text-based discussions; use CSR to support students with diverse learning needs including English learners in heterogeneous classrooms; and plan for successful integration of CSR into existing structures. Webinar sessions are offered every other week to allow participants the opportunity to implement specific CSR strategies and receive feedback from the presenter. Materials needed to implement CSR are provided.
Intended Audience: Intended for general education teachers in Grades 4-12 in language arts, social studies and science who teach in heterogeneous classrooms that include students with a range of learning and language needs and specialists who teach reading comprehension and language development.
Dr. Sylvia Linan-Thompson | October 7, 4 pm-October 28, 2015 5:30 pm
The purpose of this webinar strand is to discuss the learning and assessment context for English Language Learners relative to a cultural and linguistic prevention model commonly known as Response to Intervention or RtI. The potential benefits of RtI for ELLs will be presented along with the social, linguistic, and cultural factors all educators need to consider when creating a culturally responsive RtI framework. The webinar will provide information regarding the characteristics of effective core instruction and supplemental interventions for students who are learning English as a second language as well as assessment considerations for this population of learners.
Intended Audience: Intended for general education teachers, interventionists, support staff, administrators, and special educators who provide core instruction or supplemental intervention within the context of a Response to Intervention Model to ELLs.
Dr. Jeanne Wanzek | May 4, 4 pm-May 18, 2015 5:15 pm
Differentiating Core Instruction Within an RtI Framework is a 3-part webinar series that focuses on differentiated instruction within an RtI framework. It begins with a discussion of differentiated instruction as a teaching and learning process designed to address the diverse abilities of students in the same classroom. Succeeding sessions will discuss how classroom teachers can differentiate core instruction to accommodate the instructional needs of all students.
Intended Audience: Differentiating Core Instruction Within an RtI Framework is intended for teachers, support staff, principals, and anyone interested in learning more about differentiated instruction as it relates to core instruction in an RtI model.
Dr. Edward S. Shapiro, Ph.D., currently is Professor of School Psychology and Director, Center for Promoting Research to Practice in the College of Education at Lehigh University, Bethlehem, Pennsylvania. | December 1, 2014, 4 pm-January 12, 2015 5:30 pm
Data-based decision making is central to a highly functional RtI process and occurs at every level of tiered instruction and intervention. Data based decision making involves the use of student performance data from universal screening and progress monitoring measures to: (1) identify students who may be at-risk for academic failure and, (2) to determine individual student response to supplemental intervention. This webinar strand will highlight data team meeting protocol and logistical considerations that support effective and efficient RtI data team meetings. It will also provide a discussion and examples involving the use of RtI data to determine at-risk status and a student’s response to supplemental intervention.
Intended Audience: Data based Decision Making in an RtI Process is intended for members of an RtI data team who are responsible for analyzing universal screening and progress monitoring data for the purposes of identifying students who may need supplemental intervention and for determining individual student response to additional instruction.
Dr. Russell Gersten, Ph.D., is Executive Director of Instructional Research Group, Los Alamitos, California, and Professor Emeritus in the College of Education at the University of Oregon. He served on the National Mathematics Advisory Panel, a President | November 18, 4 pm-December 9, 2014 5:15 pm
Understanding RtI in Mathematics is a 4-part webinar series that begins with an overview of research pertaining to RtI and mathematics and elements of an effective core program in math. Succeeding sessions examine the role of screening and progress monitoring in RtI math and instructional practices for intervention.
Intended Audience:Understanding RtI in Mathematics is intended for school personnel who are directly responsible for implementing and/or supporting core math instruction and supplementary intervention within an RtI model.
Dr. Evelyn Johnson, Professor, Department of Special Education and Early Childhood Studies at Boise State University and Director of Lee Pesky Learning Center | October 8, 4 pm-November 5, 2014 5:15 pm
Response to Intervention can be defined as a school-wide prevention framework that integrates assessment and intervention to improve student outcomes. While much of RtI research and attention has focused on elementary prevention models, RtI implementation at the middle school level is gaining momentum and increased attention. RtI Implementation in Middle School is a five-part webinar series designed to provide RtI middle school teams with information and resources needed to effectively implement a multi-level prevention model in their school. Attention will be devoted to examining various RtI models at the middle school level with respect to scheduling for supplemental intervention, screening, and progress monitoring.
Intended Audience:RtI Implementation in Middle Schoolis intended for middle school personnel who are involved with implementing an RtI model in their respective schools.