Monday, July 17- AM: - Response to Intervention – TIER 1
• Introducing the concept of RTI ; • How to recognize challenged students; • Introduction to Tier I Strategies; • How to enhance academic activities in the classroom; • Parental cooperation. PM: Psychosocial Considerations: • Psychological factors to be considered when identifying a child who is struggling academically; • The interaction between emotional functioning and academic difficulties; • Questions teachers may want to ask parents; • Questions parents may want to ask teachers.

Tuesday, July 18- AM: Response to Intervention – TIER 2 (K-4)
• Grouping Practices (Instructional practices in small groups); • Research-validated Intervention Strategies; • The evaluation and referral process and criteria for placement in Tier 3, if necessary; • How to monitor progress and respond to individual instructional needs. PM: Response to Intervention – TIER 2 (5-12): • Grouping Practices (Instructional practices in small groups); • Research-validated Intervention Strategies; • The evaluation and referral process and criteria for placement in Tier 3, if necessary; • How to monitor progress and respond to individual instructional needs.

Wednesday, July 19- AM: Discussion of the Evaluation Processes - Part I • An examination of the entire framework of formal and informal test instruments, data gathering procedures, and interpretation; A discussion of evaluation from different professional perspectives and its implications for instructional interventions - comparisons and controversies, e.g., The utility of neuropsychological, language, and psychoeducational testing in establishing instructional objectives and determining curriculum programs; • Issues of test validity and other psychometric concerns; - PM: A Discussion of the Evaluation Processes  - Part II • Interpretation of evaluations and its impact on intervention decisions, instructional strategies and psychosocial practices; • Specific recommendations as the result of progress monitoring, including reassessment and regrouping; • TIER 3 Strategies and Activities; • RTI Progress Evaluation and its correlation with state-wide achievement tests (K-12); • Parental role in the evaluation process.

Thursday, July 20- AM: Case Studies • Illustrations of case studies from different professional disciplines; • A multidisciplinary approach to integrating diagnostic testing and differential instruction - moving from an evaluation to individual intervention; • How teachers and parents interpret evaluation reports; • Formulating questions for follow-up meetings with the evaluators; • Progress monitoring - PM: Panel Discussion and Question and Answer.

INSTRUCTORS:

Michèle M. Bartnett, Ph.D., Psychologist; Adjunct Assistant Professor, Department of Counseling and Clinical Psychology, Teachers College, Columbia University, New York, NY

Jennifer Bartolino, M.A., New York City Department of Education, Special Education Teacher; 
Hunter College Adjunct Faculty, New York, NY

Judith R. Birsh, Ed.D., Immediate Past President, IDA-NY; Editor of “Multisensory Teaching
Of Basic Language Skills”, 2nd Edition and Activity Book

Margie Gillis, Ph.D., Program Director of Early Reading Success and Co-Principal Investigator of Mastering Reading Instruction, Haskins Laboratories, New Haven, CT 

Emily Levy, M.A., Director, EBL Coaching, New York, NY 

Lydia Soifer, Ph.D., Language and Speech Pathologist; Director, The Soifer Center for Learning and Child Development, White Plains, NY

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