Response to Intervention
This course is offered free to Co-op members. Click here to request an access code.
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Response to Intervention (RtI) is a multi-tier approach to early identification and support of students with learning and/or behavior needs.
RtI aligns with federal laws such as the Every Student Succeeds Act (ESSA) and Individuals with Disabilities Education Improvement Act (IDEA) of 2004, which direct schools to focus on helping all children learn by addressing problems before the child is so far behind that a referral to special education services is warranted.
This course is designed for school leaders implementing RtI. The course consists of 4 main modules as well as a customizable RtI Handbook and Data Tracker. Leaders who complete Module one can also access the Co-op's online RtI community of practice. Modules include:
1. Introduction to RtI:
- Why RtI is a critical practice for schools committed to serving every student
- The three Tiers of RtI
- The four core components of effective RtI programs
- Planning considerations for RtI implementation
- Special considerations during the COVID-19 school closures
2. Creating the Systems:
- Creating RtI Teams
- Assessments/Screening
- Criteria for Determining Tier 2 and Tier 3 interventions
- Referral
- Data Cycles
3. Systems and Interventions:
- Intervention Schedules
- Progress Monitoring
- Data Tracking
4. Interventions/Special Populations:
- Resources for RtI implementation
- Academic Intervention
- Behavior Intervention
- Equity issues in Behavior Intervention
- Determining who needs Behavior Intervention
- Behavior Intervention Process and Strategies
- Special Populations
Your Instructor
Jenna Umansky 
Jenna Umansky has worked for more than 22 years in DC area schools and abroad. She began her career as a teacher and behavior support specialist at schools serving students with intellectual disabilities and Autism. Jenna then moved to administration, working with teachers and staff to support neurodiverse learners. Today she works as a consultant, advocate, and tutor to organizations, schools, and families to ensure that students are set up for success.
In her roles as an educator and administrator, Jenna has worked with students ages 3-22 with disabilities ranging from ADHD to Specific Learning Disabilities to Emotional Disorders. Her vast experience has allowed Jenna to become an expert in special education processes and procedures, IEPs (Individual Education Plans), inclusion models, and special education teaching methods. In the course of her career, Jenna has led or attended more than 500 IEP meetings.
Jenna’s work is grounded in the belief that collaboration and support among adults creates growth for all children.
Laura Lorenzen
Laura has spent nearly two decades leading innovative and quality programming for students with special needs. She began her career as a counselor and Student Support Coordinator at a school for students with language-based learning disabilities, ADHD, and autism, before taking the helm as Director of Student Support at a DC Public Charter School. In the 10 years she served in that role, she built the school’s reputation as a local and national leader in quality inclusive special education services. In 2018, under her leadership, the school was recognized as one of only four nationwide “Centers of Excellence” by the National Center for Special Education in Charter Schools.
Laura currently works as a consultant and advocate, partnering with schools and parents to ensure that all students have the tools and resources they need to succeed.