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Response to Intervention as a Framework

The Response to Intervention (RTI) module is customized in advance to suit the challenges of your particular school. After extensive preparation and based on the best research available, we design programs to meet your school’s specific needs, with consideration for the curriculum you are using, the protocols that are effective in your school, and your desire for improvement. RTI is the new SST (or student case management) process.

By designing your school’s 3 Tiers of Intervention, we can tailor how you provide effective prevention services. We find that it is useful to provide technical assistance to administrators, and also to follow-up with additional modules or workshops.

This module can be modified according to grade levels (elementary, middle, or secondary) or if you already have a RTI system, we can review that system and recommend strategies for adjustments that will lead to further improvement.


Key Points

  • The RTI Framework provides a flexible shell for the programs that will affect your school.

  • Because of the nature of intervention, follow-up sessions become an important way to assess and recalibrate the changes that have been instituted.



3 hrs.




Lisa Stepney, Dr. Christine Mason, and Reem Labib


Christine Y. Mason, Ph.D., is Founder and Executive Director of the of Center for Educational Improvement. She is a nationally recognized expert in the area of educational reform, principal leadership and mentoring, and heart centered learning. She has 17 years’ experience as a yoga and meditation teacher. Mason has authored more than 100 books and articles, and given over 500 national, international, regional and local presentations. Her Ph.D. is from The University of Ohio.




Lisa Stepney, M. Ed., Supervisor serves as a school psychologist in Cleveland, Ohio where she interprets test results and writes Multi-factored Evaluations (MFE) reports. She advises special education staff on operating standards determined by the Ohio Department of Education and facilitates Intervention Assistance Team (IAT) meetings, conducts academic, behavioral, cognitive testing and classroom evaluations (K-12). She provides monthly professional development to teaching staff and provides consultation services to special education staff.




Reem Labib, M. Ed., is an education consultant focused on school improvement and school reform efforts both in the United States and the Middle East. She has participated as a team member in school quality reviews for seven years, evaluating schools serving students in grades PreK-12. Labib holds a bachelor’s in psychology from The George Washington University and a master’s in education specializing in curriculum and instruction with a focus on multicultural education from George Mason University.

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