Webinars

Webinars are web-based seminars, or presentations, that are transmitted over the web. Watch these archived webinars at your convenience from the web.

Center Resources

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This webinar highlights recent changes to the eligibility criteria and identification process for identifying Colorado students as having specific learning disabilities (SLD). Candy Myers of the Colorado Department of Education gives an overview of the state’s revised SLD eligibility criteria and the timeline for implementation, focusing specifically on areas that have been affected by the shift in Colorado’s criteria. See Part II for more information.

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This webinar highlights recent changes to the eligibility criteria and identification process for identifying Colorado students as having specific learning disabilities (SLD). Candy Myers of the Colorado Department of Education gives an overview of the state’s revised SLD eligibility criteria and the timeline for implementation, focusing specifically on areas that have been affected by the shift in Colorado’s criteria. See Part I for the first portion of this webinar.

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In this webinar, Dr. Amy Elledge discusses the RTI Essential Components Integrity Rubric and Worksheet. She describes how they can be used to monitor school-level fidelity of RTI and as a self-appraisal evaluation to identify areas to target professional development and resources. The webinar also gives examples from schools and districts who have utilized the tools to measure their fidelity to RTI.

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In this webinar staff from the Idaho State Department of Education and Boise State University discuss Idaho’s specific learning disability (SLD) criteria. The webinar illustrates the deliberate and continued collaboration among various programs within the state in the design, development, and implementation of Idaho’s SLD eligibility process.

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This webinar, led by Dr. Erica Lembke, discusses primary (Tier I), secondary (Tier II), and tertiary (Tier III) interventions within a RTI framework. Examples from the webinar include interventions related to the five components of reading at the elementary and secondary levels and intervention strategies for mathematics at the elementary and secondary levels.

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In this webinar, Dr. John Hosp, Associate Professor in the Department of Teaching and Learning at the University of Iowa and member of the Center's technical review committee for screening tools, shares rubrics for evaluating screening and progress tools and describes the process used by the Iowa Department of Education to apply these rubrics.

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This webinar, presented by Dr. Lynn Fuchs, discusses data-based decision making within an RTI framework. Specifically, the webinar focuses on how to determine responsiveness to secondary or Tier II prevention.

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This webinar, led by Dr. Daryl Mellard, provides background knowledge about fidelity and how it plays an integral role within the entire RTI framework at the school and classroom levels. The webinar includes examples of how to assess fidelity, and discusses resources and tools that can be used for this purpose.

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This webinar provides examples of what planning is required before successfully implementing RTI, as well as the initial steps that should be taken when implementing RTI within schools. Examples illustrate how elementary schools have used RTI to address the needs of culturally and linguistically diverse student populations. In addition, the webinar shares how elementary schools have resolved challenges such as revising schedules and reallocating personnel to provide interventions.

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In this webinar, Dr. Edward Shapiro provides a description of the process the Monitoring the Progress of Pennsylvania's Pupils (MP3) project used to diagnose schools' readiness to implement RTI and assess their professional development needs. In addition, this webinar discusses the professional development provided by MP3 to the schools and describes the project's initial findings.

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In this webinar, Dr. Rob Horner describes the implementation of school-wide systems of early literacy and behavior support, which have been successfully used in over 10,000 elementary and middle schools. He presents data on the impact of investing in preventive behavior support on both social and literacy outcomes. The webinar also discusses core features of tiered behavioral intervention systems as well as examples of strategies and implementation in elementary and middle schools.

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In this webinar, Dr. Darren Woodruff, former co-director for the National Center on Response to Intervention, and Debra Jennings, co-director of the Region 1 Parent Technical Assistance Center in New Jersey, discuss research related to parent involvement in the RTI process. They provide a general overview of research related to family engagement, a construct for developing strategies for intentional family engagement when implementing RTI, and discuss the importance of collaborating with OSEP-funded Parent Centers in addressing family engagement.

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In this 15 minute webinar, Dr. Lou Danielson addresses the regulatory requirements related to comprehensive evaluations and learning disability identification. For more information, view Part II of this webinar.

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In this webinar, Dr. Lou Danielson discusses questions submitted to the U.S. Department of Education, Office of Special Education Programs, regarding the use of RTI in comprehensive evaluation and identification of learning disabilities. 

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In this webinar, Dr. Russell Gersten provides an overview of the research related to RTI and mathematics and describes specific guidelines for implementation for grades K-7. The webinar includes discussions of effective instructional practices for interventions, strategies for screening and progress monitoring, and criteria to think about when selecting intervention curricula. The webinar also offers a candid appraisal of the quality and quantity of research on these topics.

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This webinar, presented by Dr. Heistad, discusses universal screening measures, their use, and how to establish district benchmarks. Real-life examples and resources from schools using universal screening measures were also presented.

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In this webinar, Dr. Julie Esparza Brown, Dr. Amanda Sanford, and Erin Lolich focus on improving educational outcomes for English Language Learners (ELLs) through culturally and linguistically responsive implementation of an RTI framework in the area of elementary reading. Specifically, it discusses critical considerations to appropriately utilize screening and progress monitoring data with ELL students to improve reading outcomes by addressing the factors that influence ELL students' academic success. The webinar includes recommendations for the appropriate selection and use of screening and progress monitoring data based on students' unique backgrounds and needs and uses a case study to illustrate these recommendations with a first grade ELL student.

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In this webinar, Dr. Alexandra Hilt-Panahon and Dr. Karen Gischlar offer recommendations for efficient, effective, and sustainable schedules. It also addressed issues related to the development of effective schedules for the implementation of RTI at the elementary level, including the scheduling of core instruction, intervention time, team meetings, and planning. 

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In this webinar, Dr. Daryl Mellard and Sara Prewett provide an overview of current RTI practices in middle schools across the nation. The webinar also includes information about how selected schools are implementing RTI in the middle grades. The webinar shares information about the implementation and the planning process, common practices in screening, progress monitoring, and tiered instruction, staff preparation, data-based decision making, challenges, and next steps for RTI implementation in secondary settings.

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In this webinar, RTI Scheduling Processes for Middle Schools, Ms. Sara Prewett addresses frequently asked questions (FAQs) about creating a workable schedule for faculty, staff, and students when establishing RTI and provides examples of how some middle schools have modified their existing school schedules. While the webinar may be helpful for elementary schools, it is targeted at secondary schools and was developed through discussions with middle schools representing 28 states across the nation.