Webinar PowerPoint Slides - Center on Response to Intervention
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Transcript Webinar PowerPoint Slides - Center on Response to Intervention
Planning for the Implementation of RTI:
Lessons Learned from Project MP3
Edward S. Shapiro
Director,
Center for Promoting Research to Practice
Lehigh University, Bethlehem, PA
Initial Planning Stage
Implementation would require change
Rethink how instructional decisions made
Change is difficult!
Comprehensive planning was critical to success of project
Selection of Schools
Roll out of Model
Professional development and training
Sustainability
Preparation began several months prior to implementation
Assessing Readiness for Change
Prior to planning, evaluated district’s level of readiness
“Creative Tension” (Green & Ethridge, 2001) evident
District administration recognized importance of RTI
Internal evaluation- current practices not sufficient
RTI implemented in only 1 of 13 schools
DIBELS data collected but not used
Year Prior to Implementation
Develop Model
Meet with District
Administration
Meet with Building
Administration
Meet with School 1
Staff
Meet with School 2
Staff
Meet with School 3
Staff
First Year of Implementation
Professional Development
For School 1
Training with
Core Team
Coaching
No Intervention for School 2 and School 3
Consultation and
Support
Second Year of Implementation
Professional Development Session with All Schools
Schools 2 & 3
PD Sessions
Core Team
Training
Coaching
Consultation
and Support
Core Team
Teaching
Coaching
Consultation
and Support
Professional DevelopmentSchool 1
• School year prior to implementation
– 4- 45 minute sessions with entire staff
• Summer prior to implementation
– 5 days with data team
– 2 days with entire staff prior to start of school
• During first implementation year
– 7- 45 minute sessions throughout school year
– 2- 2 hour in-services
– 1- full day training
Professional DevelopmentSchools 2 & 3
• School year prior to implementation
– 1- 2 hour in-service with entire staff
– 2- 45 minute sessions with staff
– 1-full day training
• Summer prior to implementation
– 5 days with data team
– 2 days with entire staff prior to start of school
• During first implementation year
– 2- 2 hour in-services
– Training conducted by district staff at additional professional
development sessions
Initial Planning Meeting
Held 8 months prior to implementation in schools
All stakeholders involved
Key administrators from district
PaTTAN
Project Staff
Discussed topics related to planning
Overview of model
Proposed timeline
Identified participating schools
School level needs
Readiness for change
Building leadership
Presentation of Model to schools
Meeting with Principals
Met with principals from three participating schools
Provided overview of model
Question and Answer
Discussed Professional Development Needs
Discussed how to present to staff
Staff Meetings
Met with teachers at each building
Provided overview of project
Question and Answer
Teachers completed staff development survey
Results used to plan future professional developments
Professional Development
Ongoing throughout the course of project
Attempted to provide as much training prior to
implementation as possible
Started with four 45 minute sessions held in Spring of
year prior to implementation
Session 1:Overview and Question and Answer
Session 2-4: Developed based on results of needs assessment
Professional Development
Results of PD surveys indicated that teachers wanted
additional training in use of data to make instructional
decisions
PD sessions focused on
Rationale for data-based decision making
Methods for using data to guide instruction
Opportunities to practice
Additional Professional Development
Week long training in summer for data team
Data team members to serve as facilitators
Principal, Reading Specialist, Instructional Support Teacher, School
Psychologist, Key Teachers 1 per grade, 1 Special Ed teacher
Training topics
Progress Monitoring
AIMSweb
Data Analysis and Interpretation
Data-based decision making
Additional Professional Development
Two day training for all staff at start of school year
Progress monitoring
5 Big Ideas of reading instruction
Interventions: Tiered interventions
Provided multiple opportunities for discussion and practice
Met with some resistance
Teacher concerns –
“Can’t make decisions off of numbers.”
“How can we fit this in a day of school?”
“How much time will we waste moving kids around the school?”
“Extra work placed on classroom teacher, like progress monitoring?”
Additional Professional Development
Additional sessions held throughout the school year
Contracted 2 meetings per month prior to school- One was
grade level meeting, One was professional development
Differentiated Instruction
Vocabulary Instruction
AIMSweb
Advanced data analysis
Interventions
Sessions conducted by school staff to promote sustainability
Worked with Reading Specialist, IST with our help and support so
they could continue after we left
Professional Development Sessions
Skills built upon those presented in the past
reviewed info from past sessions
provided practice with learned skills
introduced new information
In vivo training and support provided throughout the course of
the project
Always followed didactic with in-classroom mentoring, coaching,
modeling
Not always Lehigh staff, could also be district personnel with our support
Needs assessed and support faded when possible to facilitate
sustainability
Assessment of Readiness
Use the RTI Readiness and Implementation Self-Assessment
Staff at school rate the components
We also rated each school
Ratings represent collective viewpoints of primary
stakeholders
RTI Self Assessment ToolSchool 1 – Implemented 2 years
Standards Aligned Curriculum
Universal Screening
Shared Ownership
Data-based Decision making
Tiered Interventions
Parent Engagement
Behavior
Eligibility Determination
Leadership
Professional Development
SA
2.8
3.0
3.0
3.0
3.0
2.3
1.0
2.5
3.0
3.0
SA= Self Assessment; PSS= Project Staff Assessment
PSS
2.5
3.0
3.0
2.4
3.0
2.5
1.0
2.5
2.7
3.0
RTI Self Assessment ToolSchool 2 – Implemented 1 year
Standards Aligned Curriculum
Universal Screening
Shared Ownership
Data-based Decision making
Tiered Interventions
Parent Engagement
Behavior
Eligibility Determination
Leadership
Professional Development
SA
2.3
3.0
2.5
2.8
3.0
1.8
2.0
3.0
3.0
3.0
SA= Self Assessment; PSS= Project Staff Assessment
PSS
2.3
2.7
1.0
2.0
2.2
2.3
1.2
2.0
2.3
2.2
RTI Self Assessment ToolSchool 3 – Implemented 1 year
Standards Aligned Curriculum
Universal Screening
Shared Ownership
Data-based Decision making
Tiered Interventions
Parent Engagement
Behavior
Eligibility Determination
Leadership
Professional Development
SA
2.8
3.0
2.5
2.8
2.8
2.3
1.6
2.5
3.0
2.6
SA= Self Assessment; PSS= Project Staff Assessment
PSS
2.8
2.7
3.0
3.0
2.8
1.3
1.4
2.5
2.7
2.2
Disclaimer
This webinar was made possible by the support of the U.S.
Department of Education Office of Special
Education Programs.
Opinions expressed herein are those of the authors and do not
necessarily represent the position of the U.S. Department of
Education.