Training Modules

Using CBM to Determine Response to Intervention

Through this module you will learn the difference between RTI and traditional assessment for learning disabilities; the basics of RTI using a three-tier model; and instructional interventions within each tier. While this module can be used alone, it is a part of a series of modules teaching how to use CBM data in a Response to Intervention framework. Before covering this module, participants should have covered at least the Introduction to CBM, one of the content area modules (reading, math, or written expression and spelling), and Other Ways to Use CBM Data.

IRIS Center for Training Enhancement: Response to Intervention Online Modules- RTI (Part 1): An Overview

This module provides a history of the IQ-achievement discrepancy model as well as an overview of RTI. It discusses the problem-solving model and standard treatment protocol, the three tiers of instruction, and provides an example of how RTI may be implemented within a school. The module also includes videos, readings, and questions for further discussion, and was developed by the IRIS Center for Training Enhancement.

Response to Intervention and SLD Identification

This2007 presentation provides an overview of RTI and how it can be used for the determination of Specific Learning Disabilities (SLD).  Thisresource includes information on the features, goals, and process ofRTI, describes implementation, tiered instruction and introduces thestandard treatment protocol and problem-solving models. It was prepared by Lou Danielson, Daryl Mellard, and Doug Fuchs and was released by the IDEA Partnership. Also included is a guide for presenters who would like to use the presentation. The guide provides information on timing the presentation, more detailed information for each slide, ideas for sharing information with the audience, and accompanying handouts.

IRIS Center for Training Enhancement: Response to Intervention Online Modules –RTI (Part 5): A Closer Look at Tier 3

This module presents the third tier of intervention by examining its key characteristics and issues to consider regarding its implementation, including screening, instruction, and progress monitoring. It also discusses the role of parents and cultural diversity, and includes videos, readings, and questions for further exploration. The module was developed by the IRIS Center for Training Enhancement.

IRIS Center for Training Enhancement: Response to Intervention Online Modules – RTI: Considerations for School Leaders

This module serves as a guide for implementing an RTI model within a school. It provides an overview of RTI and its advantages, discusses effective leadership, and outlines factors to consider prior to adopting and while implementing such a system. It also reviews methods of student progress monitoring and program evaluation, and includes videos, readings, and questions for further exploration. The module would be most appropriate for principals and other administrators, and was developed by the IRIS Center for Training Enhancement.

IRIS Center for Training Enhancement: Response to Intervention Online Modules – RTI (Part 4): Putting It All Together

This module summarizes the first three parts of the RTI-specific IRIS modules, discussing implementation planning, screening, tiered instruction, and evaluation among other topics, in order to help school staff integrate an effective and efficient RTI curriculum. It includes videos, readings, and questions for further exploration, and would be most appropriate for teachers. The module was developed by the IRIS Center for Training Enhancement.

IRIS Center for Training Enhancement: Response to Intervention Online Modules – Classroom Assessment (Part 2): Evaluating Reading Progress

This module thoroughly discusses curriculum-based measurement (CBM) as a means of assessing student progress and constructing appropriate interventions. It presents CBM as a six-step process: (1) choosing a probe, (2) conducting and measuring probes, (3) goal-setting, (4) graphing data, (5) modifying instruction, and (6) communicating with stakeholders. The module also includes videos, readings, and questions for further discussion, and was developed by the IRIS Center for Training Enhancement.

Culturally Responsive Response to Intervention

This series of professional learning modules, released by the National Center for Culturally Responsive Educational Systems (NCCRESt), presents Response to Intervention (RTI) as a culturally responsive framework for ensuring evidence-based, high-quality opportunities to learn in inclusive settings for all students, including those who are culturally and linguistically diverse.  Together, the modules are designed to help participants become familiar with the basic structures and features of culturally responsive RTI, expand upon traditional views of what counts as evidence in research and practice, and design interventions that take into account the role of culture in teaching and learning.

Dialogue Guide: Two Approaches to Response Intervention

This 2007 brief and tool were developed to guidestakeholders through dialogue on two approaches to implementing RTI,the problem solving method and the standard treatment protocolapproach. A brief, developed by the IRIS Center, explains the twoapproaches, including the common features and differences between thetwo RTI models. Six sets of questions for stakeholders, developed bythe IDEA partnership, ask stakeholders to consider the benefits anddrawbacks of the two models for their school and students.