Response to Intervention:
Practical Information for
the Classroom Teacher
Instructor Name: |
Dr. Karen Lea |
Phone: |
509-891-7219 |
Office Hours: |
8 a.m. to 5 p.m. PST Monday - Friday |
Email: |
|
Address: |
Virtual Education Software |
|
23403 E Mission Avenue, Suite 220F |
|
Liberty Lake, WA 99019 |
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 |
Publisher: |
Virtual Education Software, inc. 2017,
Revised 2018, Revised 2021, Revised 2025 |
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.
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%, 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 a course
evaluation form at the end of the course.
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.
At the end of each chapter, 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. Your final grade for the course
will be determined by calculating an average score of all exams. This score will be printed on your final certificate. 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.
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 an 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.
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practices for tiers 1, 2, and 3: Navigating clearinghouses and databases. https://www.ed.gov/teaching-and-administration/lead-and-manage-my-school/state-support-network/ssn-resources/selecting-evidence-based-practices-for-tiers-1-2-and-3-navigating-clearinghouses-and-databases
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(2010). Essentials of response to
intervention. John Wiley.
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on identification of children for special education. Journal of School
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Wassell,
J. (2024, November 4). Tier 1 interventions to support student success: 16
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Barriers and benefits to response to intervention: Perceptions of special
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(2011). How RTI works in secondary schools: Building a framework for success.
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Zhang, J., Martella, R. C., Kang S., & Yenioglu,
B. Y. (2023). Response to Intervention (RTI)/Multi-Tiered Systems of Support
(MTSS): A nationwide analysis. Journal of Educational Leadership and
Policy Studies, 7(2). https://files.eric.ed.gov/fulltext/EJ1396417.pdf
Course content is updated every three years. Due to this
update timeline, some URL links may no longer be active or may have changed.
Please type the title of the organization into the command line of any Internet
browser search window and you will be able to find whether the URL link is
still active or any new link to the corresponding organization's web home page.
8/20/25 JN