Course Name: Introduction to Response to Intervention (RTI) and the 3-Tiered
Approach that Accelerates Learning
Instructors: Concetta Russo and Joyce Whitby
Length: 15 hours
Dates: Rolling admissions
Prerequisites: Bachelor Degree
Number of credits: 1
Course Description: Why wait for students to fail before applying solutions that will
help them succeed? Response to Intervention (RTI) is an approach designed to identify
students with academic or behavioral needs that have had a detrimental effect on their
achievement in the classroom. This course illustrates proven practices that provide at-risk
students with interventions at increasing levels of intensity in a tiered approach calculated
to accelerate learning. Beginning with a universal screening of all children in the general
education classroom, RTI methodology and subsequent learning strategies are woven into
all subject areas including reading, math, spelling, language, technology, and writing for
students in elementary and secondary school environments. RTI also addresses students’
behavior within these academic contexts.
The course identifies the role of school administrators, including how they implement the
tiered approach in both elementary and secondary schools. After successful
implementation, the three-tiered approach is used to increase academic competencies in
reading, writing, spelling, and math. The tiered approach is also used to address behavior
disorders that can have a detrimental effect on students’ academic success. This RTI
course will impact student learning by improving how educators teach and handle at-risk
students within the educational process. In this scenario, schools quickly isolate and
directly address students’ academic needs so that students no longer “wait to fail.” Course
participants will learn how to implement this effective three-tier RTI model and thereby
change the way educators teach children, using proven strategies in explicit and
systematic ways.
Topics (8)
RTI Implications and Strategies for School
Administrators
Speaker
Concetta Russo
RTI and Behavior Management
Concetta Russo
RTI and Math Strategies, Part 1
Concetta Russo
RTI and Math Strategies, Part 2
Concetta Russo
RTI and Reading Strategies
Concetta Russo
RTI and Spelling and Writing Strategies
Concetta Russo
RTI and Technology
Joyce Whitby
RTI and Assessment and Progress
Monitoring
Concetta Russo
Instructional Goal(s):
By the end of the course, participants will know:
 The six major components of an RTI model
 Tier 1, tier 2, and tier 3 protocols
 The importance of universal screening and progress monitoring
 The role of the classroom teacher, special education teacher, speech therapist,
reading specialist, math specialist, technology specialist, psychologist, social
worker and guidance counselor in the RTI process as key interventionists within
the 3-tier model in behavior management
 The leadership role that the principal must take in order to implement the RTI
process
 The role of the classroom teacher, special education teacher and math specialist in
the RTI process as key interventionists within the 3 tier model within math
 How to apply math skills strategies within the areas of visual processing, and the
components of math and written language for math within the tier 1, tier 2, and
tier 3 levels
 How to apply the components of spelling and written language in the tier 1, tier 2,
and tier 3 levels
 How to apply technology strategies in the form of computer programs taught
within the tier 1, tier 2, and tier 3 levels
 How to properly assess and monitor the progress of children
After completing this session, participants will be able to apply the following skills and
strategies:
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Apply different strategies and programs in all the areas of behavior management
to be used on the tier 1, tier 2, and tier 3 levels
Teach math concepts in the classroom using a multisensory approach including
visual, auditory, tactile, and kinesthetic techniques. Strategies include using
examples on tests or modifying the number of problems, using graph paper or
folding paper in columns, using flash cards and frequent repetition, using symbols
and manipulatives, using problem solving sequence charts, verbalizing problem
solving steps, color coding key operations symbols, and using computation aids.
Teach reading concepts in the classroom using a multisensory approach including
visual, auditory, tactile, and kinesthetic
Teach phonemic awareness, phonics, vocabulary, fluency, comprehension
including letter recognition, sound identification, word identification, oral reading
fluency, comprehension, vocabulary development, and written expression.
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Apply spelling strategies to develop letter-sound correspondences, visual sound
presentation, visual word presentation, the six types of syllables, and spelling
generalizations
Write the reports needed to submit to the RTI team committee in order to
transition a child from or to the different tier 1, tier 2, and tier 3 levels
Write up an implementation plan based on real data obtained from the progress
monitoring instrument
Compare and contrast different progress monitoring instruments in order to
choose an appropriate instrument for their district
Contribute as a productive member of the RTI Team
Instructor(s) Overview:
Concetta (Connie) Russo
After 18 years as Special Education Director of Massapequa UFSD, NY, Dr. Russo
retired to become president of Crossroads for Educational Services and a specialized
reading consultant. Dr. Russo is certified in regular education, special education, reading,
and school district administration. Dr. Russo’s dissertation on the effects of Fast ForWord
and Recipe for Reading on central auditory processing and phonological processing
deficits among learning and language disabled elementary students informs her current
private practice, teaching dyslexic children to read. Dr. Russo has been contracted by
public and private schools nationwide to implement alternative reading programs.
Joyce Whitby
Whitby began as a NYC elementary school teacher working with English language
learners. She then spent over ten years teaching educational technology at Long Island
University, focusing on the emerging field of instructional technology. She developed
key initiatives targeting at-risk learners in urban environments for several organizations
including WICAT Systems, Jostens Learning, Scientific Learning, and the Education
Division of Apple Computer. She is currently the Director of NYC Metro Strategic
Initiatives for Headsprout Early Learning.
Methods of Instruction:
Methods of instruction will include
 Individual sections (8)
 Video lectures (8) (15 hours)
 PowerPoint presentations (8) (60 to100 pages)
 Transcripts and handouts (100 pages)
 Interactive study guide sessions (8)
 Graded post assessments (8)
 Final exam or project
Texts (included in program)
 Transcripts, handouts, and PowerPoint presentations (200 pages)
Assignments
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Interactive study guide Q&A sessions (8)
Post assessment Q&A sessions (8)
Final exam or project (1)
All steps listed under each topic must be completed to receive credit for the course.
No partial credit will be given. Students must earn a minimum of 70% to pass the
course.
Percentage of Course Credit
 Graded post assessments
 Final Project
70%
30%
Grading criteria/system and evaluation activities:
A course administrator will be reviewing students’ answers and providing feedback.
Students will be evaluated on their creativity and ability to incorporate techniques from
the lectures into examples, lesson plans, and the final project.
Due dates of major assignments, projects, and examinations:
Online, self-running programs can be started and completed at participants’ own leisure
within two months from the day they begin the course.