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1/1/1900
“Response to Intervention†(RtI) is a term many educators have been hearing frequently over the past several years as the assessment and intervention process has gained momentum in schools and among education professionals.
Many trainings, articles and products are currently offered under the umbrella of “Response to Intervention†that range in quality and relevance.
Two leading Response to Intervention experts will appear in Westborough, Massachusetts on May 2nd, presenting a comprehensive overview of the Response to Intervention process. The seminar is co-sponsored by the Massachusetts Speech Language Hearing Association and National CEU, LLC.
Dr. Amanda VanDerHeyden is a private consultant and researcher who has previously held faculty positions at the Early Intervention Institute at Louisiana State University Health Sciences Center and in the School Psychology Program at University of California at Santa Barbara. She has also worked as a researcher and consultant in a number of school districts. In Vail Unified School District, Dr. VanDerHeyden led a district effort to implement the STEEP RTI model from 2002 to 2005. In this district, identification of children as having specific learning disabilities was reduced by half within 2 years, test scores increased, and the district was nationally recognized as a success story related to No Child Left Behind by the US Department of Education.
Amber Roderick-Landward, M.Ed serves as an educational specialist for the Utah Personnel Development Center, a state education agency that provides professional development to educators in all 40 Utah school districts and charter schools. In addition to providing high quality professional development and consultation in the areas of Response to Intervention (RtI) and reading instruction, Ms. Landward co-directs a state RtI initiative that integrates academics, behavior, and coaching. She is a certified teacher, reading specialist, and administrator. Her experience and expertise in reading, assessment, intervention, and systems change have been integral in the development of Utah’s 3 Tier Model of Reading Instruction, and other state policy guidelines. Ms. Landward is also actively involved in national Response to Intervention forums.
Additional information and registration for this seminar is provided at http://www.nationalceu.com/Product.aspx?ProductID=34
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