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Beginning the RtI Journey: Implementation Lessons Learned

Beginning the RtI Journey: Implementation Lessons Learned. Presented by: Dr. Don Phipps September 29, 2010. Let Quality, Effectiveness and Efficiency be the Goal. Who Is Responsible f or RtI ?. There must be a system-level person coordinating and managing RtI .

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Beginning the RtI Journey: Implementation Lessons Learned

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  1. Beginning the RtI Journey:Implementation Lessons Learned Presented by: Dr. Don Phipps September 29, 2010

  2. Let Quality, Effectiveness and Efficiency be the Goal

  3. Who Is Responsible for RtI? • There must be a system-level person coordinating and managing RtI. • There must be a school-level person coordinating and managing RtI. • Who will field calls, respond to concerns, and assist schools in the RtI journey?

  4. The Role of EC and Regular Ed. • If RtI is a problem solving model, then its application fits best in regular ed. • If RtI is seen as an EC initiative, acceptance by non-EC classroom teachers and school personnel will be a hard sell.

  5. What Does RtIMean? • This is a basic question that teachers will ask. • Another acronym in a sea of terms and acronyms. • How you define it will have great impact in how it is initially perceived. • Example….

  6. Management • Because RtI requires a system of data that must be managed, there must be a data management system. • What does that look like? • Where does it come from? • Who manages the data? • How is the data managed?

  7. Consider the Time… • RtI is not a quick fix, or an easy sell. • There are no easy placements, identifications, or entitlements. • You have to be committed to the process and all of the phases of implementation.

  8. Consider the Process… • It may be a new approach to addressing student needs, used to handing it off to the professional to “fix” them. • Too much paperwork will be a death sentence. • Too much technical material will slow down the process. • Too much “touchy-feely” may cause some to lose respect for the process.

  9. Understanding Tiers and Interventions • Define them. • Explain them. • Provide examples. • Provide guides (number of students, targeted group, times per week, etc). • Incorporate the district’s common language into the process so that the tiers are not thought of as a process that occurs in isolation.

  10. Understanding Interventions • Define them. • Explain them. • Provide examples. • Point to things that are in place. • For interventions, we found that it was helpful to explain what an intervention was not while explaining what it was. • Keep it as simple as possible.

  11. What Happens When a Job is Rushed…

  12. Or, this Can Happen….

  13. Lessons Learned:What We Would Do Differently • RtI Manual/Notebook • Too Many Pages • Too Many Forms • Too Much of a Formal Process • Too Cumbersome • Paperwork sent back to teachers for lack of appropriate interventions (lead to frustration). • Student movement through the system stopped. • Defined tiers and interventions more clearly. • Don’t point to a lower referral rate in EC as the sole sign of effectiveness.

  14. Lessons Learned:Things that Worked Well • Teachers and administrators were a part of the planning. • Sought stakeholder buy-in (teachers, admin, student services, school psych). • Re-Coined the term “RtI”. • Addressed RtI components in light of what was already in place. • Talked about what was not in place, but needed.

  15. Lessons Learned:Things that Worked Well • Provided a management system (PEPTrak). • Embedded the PEP process into the tiered intervention model. • Provided technical support (interventions, assessments, progress monitoring) in an embedded professional development model. • A lot of hand holding. • Praised teachers for their efforts.

  16. Benefits of a Management Tool • In the Cumberland County Schools, we felt that our management tool would save teachers 10-12 hours per at-risk student. In CCS alone that would account for over 70,000 hours of teacher time that could be saved! That equates to more than 9,000 school days (7.5 hours) and 7.2 school years. • Eliminates redundant work, utilizes data that is in place.

  17. Suggestions…. • Talk to other districts. • Clearly define terms, in simple terms. • Provide a roadmap of the model, not too technical. • Provide concrete resources for assessments, interventions, and progress monitoring. • Tie into effective initiatives that are already in place.

  18. Suggestions…. • Don’t expect a change over night. • Provide a list of websites that provide information (ex: interventioncentral.org). • Tie into effective practices already in place, formative assessment. • Look at reading series resources for tools. • Encourage teachers. • Encourage teachers.

  19. Remember • There is no single way to carry out all that you have to do. • Implementation and models may vary from school to school, system to system and state to state. • Keep the students at the center of what you are focusing on and the job will be much easier.

  20. Contact Me Don Phipps Superintendent Beaufort County Schools 321 Smaw Road Washington , NC 27889 252-946-6593 dphipps@beaufort.k12.nc.us

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