Inquiries and ANSWERS: Implementing RTI in your School OR in your District Nuts and Bolts from Colleagues who are usin .


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QUESTIONS and ANSWERS: Implementing RTI in your School OR in your District “Nuts and Bolts” from Colleagues who are using RTI. Giancarlo Anselmo School Psychologist/RTI Coordinator Cleveland County Schools. Nuts and Bolts. Training What RtI looks like in our schools
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Inquiries and ANSWERS: Implementing RTI in your School OR in your District "Stray pieces" from Colleagues who are utilizing RTI Giancarlo Anselmo School Psychologist/RTI Coordinator Cleveland County Schools

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Nuts and Bolts Training What RtI looks like in our schools Things we have done to pick up bolster Typical day Special conditions

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Cleveland County Schools Roughly 17,000 understudies 4 secondary schools, 4 center schools, 2 middle of the road schools, 16 primary schools 13% of populace is EC

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Questions what number individuals have experienced state preparing? What amount of preparing did you get in how to actualize Tier I and Tier II?

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Level IV IEP Consideration Level III Consultation with the Problem Solving Team Level II Consultation With Other Resources Level I Consultation Between Teachers-Parents Amount of Resources Needed to Solve Problem Intensity of Problem

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Initial Training Team School Psychologist Curriculum Coordinator School Counselor Kindergarten Teacher Educational Diagnostician Principals of two introductory schools

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Local Norm Project Hybrid amongst DIBELs and Skill Builder Probes Local standard specimen comprised of 576 understudies crosswise over 1 st - 5 th grades More than 100 understudies for each review DIBELS information was from roughly 400 understudies for each review K-2

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Sample From 1 st and 2 nd Grade

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Overall Implementation and Expansion 2006/2007 school year RTI methodology were steered in two primary schools One extensive school (700 understudies) Springmore One little school (400 understudies) Casar 2007/2008 usage has ventured into two all the more substantial primary schools Fallston Elementary (600 understudies) Union Elementary (600 understudies) 2008/2009 we plan to venture into 2 to 4 new schools

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Training Our District Initial group prepared every school Separate trainings have been done on: Overview of process Tier I systems Tier II/III techniques Interventions School Psychologist did a different preparing with school-based critical thinking groups to show Tier III strategies

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Teacher Supports Teachers have been prepared on all levels of process CBM preparing Teachers each got intercession scratch pad Intervention preparing Teachers are doled out case associates from the Problem Solving Team to help with strategies, printed material, or mediations beginning at Tier I

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Case Colleagues Every review has a case partner Case partners help instructors with printed material, intercessions, moral support, and booking of gatherings Case associates meet with educators on a week after week premise

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Roles of Case Colleague Case partner will meet with instructor toward the start of Tier I/Tier II to help with printed material, mediations, and answer some other inquiries that emerge Case partners additionally meet with instructors each other week to monitor advance Case partners will likewise meet with instructors toward the end of Tier II Case associates will be responsible for setting up PST Team meeting if moving to Tier III

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PST Team Makeup People who may be on your group Principal School Psychologist EC delegate Regular Education Teacher Interventionists Teacher of understudy Parents Others as required

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Last Year Principal School Psychologist EC instructor Diagnostician Teacher of understudy Regular ed instructor Title 1 perusing pro Counselor Social specialist Parent This Year Principal School Psychologist Case Colleague Title 1/Interventionist Parent Teacher of understudy Diagnostician Others utilized as required How PST Team Changed MISTAKES

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First Year Training Consisted of preparing groups utilizing PowerPoints from state preparing Trained groups from two schools on the double Second Year Training Trainings comprised of taking a seat with every PST group and going over contextual analyses Cases from their own particular schools were utilized to help them experience the procedure What is the Best Way to Train a Problem Solving Team MISTAKES

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Teachers Teaching Teachers Intervention preparing done amidst the year 90% of preparing was finished by educators who had indicated extraordinary capacity to run intercessions in their classrooms and separate direction Training went exceptionally well and most educators were extremely open to thoughts from different instructors

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First Year K-2 Students entered Tier I in perusing in light of DIBELS information All other branches of knowledge and grades 3-5 where in view of educator tact Second Year All Children K-5 experienced benchmarking process at RtI schools Students Entering Tier 1 MISTAKES

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Benchmarking All RTI Schools K-5 th Grade All understudies are screened three times each year utilizing either DIBELS, Skill Builder tests, or Aims Web Maze Fluency tests Teachers have been demonstrated information and given proposals on who needs to enter Tier 1 Teachers have been demonstrated what expertise to instruct and what to use to advance screen every kid

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Curriculum Based Measurements Teachers are being instructed to utilize CBM\'s for advance checking Training was finished by school analysts amid arranging times separated more than a few weeks Nearly all guideline is followed utilizing CBM information Data is not diagramed or outlined until youngster enters Tier III Teachers are given direction on setting fitting objectives

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Avg Classroom Academic Performance Level Target Student Discrepancy 1: Skill Gap (Current Performance Level) Discrepancy 2: Gap in Rate of Learning (\'Slope of Improvement\') Jim Wright 2005

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Timelines Beginning of the year benchmark appraisal Targeted understudies enter Tier I in view of data from class and evaluations Plan is composed with help of parent and normally Case Colleague Teachers intercede in particular zone for 6 weeks or longer Dialog proceeds with Case Colleague Process will rehash with Tier II aside from more individuals are by and large included

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Tier III Structure Different individuals at all schools taking care of intercessions: School 1-Person employed with Title 1 cash doing all intercessions School 2-3 Title one instructors doing most mediations School 3-EC educators are principle interventionists School 4-Combination of Title 1 and EC

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School Wide Support For Process Showing how the Discrepancy model was presumably not the best model keeping in mind the end goal to catch understudies early Studies done at nearby level demonstrating authenticity of Curriculum Based Data

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Cleveland County Schools EOG/CBM information 2007

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Correlation Studies taking a gander at EOG and CBM Assessments EOG and ORF connection coefficients 3 rd grade: .69 4 th grade: .59 5 th grade: .53 EOG and Maze Fluency relationship coefficients 3 rd grade: .61 4 th grade: .63 5 th grade: .63

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Correlation Studies taking a gander at District Performance on EOG and CBM Assessments EOG and Skill Builder Word Problem tests relationship coefficients 3 rd grade: .64 4 th grade: .49 5 th grade: .60

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School Approach to Interventions Each review level has a mediation period incorporated with the day by day plan Fluid time when any understudy in that review level can go anyplace in the school to get intercession Students not on mediation arrange get challenge enhancement exercises – talented instructor can counsel with staff about exercises Can be difficult to plan yet has incredible results and awesome instructor input

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Psychologist\'s Roles at RtI Schools Help with execution and scoring of Benchmark information Crunch information from benchmark and put into consumable frame for educators and organization Help instructors with scholastic and behavioral mediations How to actualize? Where to discover? Give direction on whether advance is sufficiently adequate to warrant climbing or down in the levels

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Psychologist\'s Roles at RtI Schools Help with the observing of understudy practices for administration arranges Give direction on fitting objectives Teach how to regulate and score CBM\'s Sit on Problem Solving Team Progress screen understudies in Tier III a few times each week Keep ace database of where every tyke is situated in process

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Special Circumstances Child moving inside area from RTI school to non RTI Child moving inside region from non RTI school to RTI school Parent ask for testing

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Parent Request for Testing Child still experiences the RTI procedure Traditional testing is finished All information is then used to settle on a choice about position

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Fidelity and Integrity checks Case Colleague meeting structure Interventions are seen before a tyke moves to another level Intervention perception shape is utilized Before position is viewed as, outsider is investigating Tier III procedure to ensure everything has been done legitimately

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Behavior Students Tier I straightforward conduct plan and adjustments are implimented and observed Teacher meets with PST group toward the begin of Tier II Part of this procedure will by and large join a FBA/BIP

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Child Moving inside District from Non RTI School to RTI School If youngster was in SSMT handle, kid naturally enters Tier II If kid was amidst an assessment, then the tyke begins accepting mediations in Tier III

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Child Moving inside District from RTI School to Non RTI School If tyke is in Tier I, new school is told to watch out for understudy\'s advance If tyke is in Tier II or Tier III, it is recommended that they utilize their SSMT procedure and choose whether an assessment is proper

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Questions?

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mail.clevelandcountyschools.org/~ganselmo RTI/Intervention Resources: Cleveland County Schools

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