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RTI/SLD in Context: Bridging Research to Practice Gaps
School psychologists operate at the intersection of evidence-based principles and frontline realities in schools. Thus, school psychologists can be key actors in reducing tension when philosophies are pitted against evidence and assist schools to adopt and deliver more effective instruction at scale. But school psychologists may not understand how Science of Reading (SoR), Science of Math (SoM), MTSS, and equitable practices are mutually supportive: each attempts to institutionalize the premise that (a) learning is a predictable outcome of highly effective instruction and (b) implementing highly effective instruction in all classrooms is possible with the right resource allocations and commitment to science over philosophy. Yet, we know that we have a long way to go, as current findings reflect that schools struggle to act upon intervention data and assist schools to do the work of sustained, high-quality intervention delivery (Silva et al., 2020).

A case study will illustrate how to apply the above concepts in practice. The use of a problem-solving process at all three tiers highlighting the use of evidence-based and equitable practices in the domains of reading, math, and behavior/SEL will be demonstrated. Systems-level issues relating to MTSS implementation will also be examined through the case study. RTI methodologies will be modeled within the context of movement across tiers of support and multidisciplinary evaluations.
Target Audience
MTSS cross-disciplinary teams who are working toward fidelity of implementation across the tiers and bridging knowledge to practice gaps.
Learner Outcomes

Participants will be able to:

  • describe current evidence on the core ingredients of SoR, SoM, and MTSS: early identification of risk via universal screening, prevention via improved core instruction, rapid and agile delivery of appropriately designed intensive intervention where it is needed, embedded progress monitoring and program evaluation, and implementation science-guided supports.
  • list specific tactics, tools, and actions to refine their practices to better align with science and ways to cultivate buy-in among implementation partners to adjust instruction to better align with science (VanDerHeyden, 2018).
  • explain how to focus on implementation via implementation science and a committed focus to identifying and chipping away at systemic barriers that compete with and prevent the delivery of effective instruction to all learners, especially minoritized learners (Dupart et al., in press).
  • apply the above skills and concepts during a guided case study.

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03/24/2022 8:30 AM-4:00 PM1Webinar 35788 Open 9999

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