RtI (Response to Intervention) for the Classroom Teacher Emphasis
The RtI (Response to Intervention) for the Classroom Teacher emphasis
area in the Curriculum and Instruction master’s degree program offers K-
12 teachers an opportunity to broaden their understanding of the RtI
initiative and develop teaching strategies that will empower their
students to achieve their greatest learning potential.
In this emphasis you will learn to:
Implement the essential components of RtI thoroughly and with integrity.
Lessen the chance of academic failure through early intervention.
Ensure students receive rich instruction matched to their individual needs.
Design ongoing measurement of student progress.
This emphasis area will be increasingly valuable for classroom teachers who will have increased levels of diversity in the classroom due to budget-related issues.
Click on the brochure for information about content area application of RtI and required core courses.
For additional information or academic advising, please contact the Curriculum and Instruction Department to schedule an appointment with the Graduate Program Coordinator.
Please note that RtI courses can only be offered if there is a cohort containing adequate numbers of students to enroll in the courses (courses must have a minimum of 12 students in order to be offered).
Or, click here to apply now.
Update for Master's Level students
Program changes that impact the MSE in C&I core course offerings are being discussed. Instead of offering “one size fits all” courses, topic specific and certificate-based programs are being explored.
Currently, the proposed MSE-C&I Math Intervention master's program may substitute topic specific courses for the following core courses: Elem Ed 705 Curriculum Planning and Differentiating for Instruction and Elem Ed 716 Issues in PK-12 Education.
“I think the RtI emphasis area is a win-win situation for a teacher’s career and most importantly student learning.
It will help teachers break down the RtI core principles and give them a better understanding of the problem-solving approach to make decisions within a multi-tier model. Teachers will become better users of data to make decision about a child’s learning and learn how to monitor a child’s progress to inform instruction.”
Jo Collar, Principal
Parkview Elementary School
New London, Wis.