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Valley View Early Childhood Center District 365U

Valley View Early Childhood Center District 365U. RTI “Sails” into Preschool Presented by: Donna Nylander, Principal Lisa Cipriano, Program Coordinator www.vvsd.org/vv. What does RTI mean to us?. Engaged Learning Opportunities. Embedding Instruction. Problem Solving.

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Valley View Early Childhood Center District 365U

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  1. Valley View Early Childhood CenterDistrict 365U RTI “Sails” into Preschool Presented by: Donna Nylander, Principal Lisa Cipriano, Program Coordinator www.vvsd.org/vv

  2. What does RTI mean to us?

  3. Engaged Learning Opportunities

  4. Embedding Instruction

  5. Problem Solving

  6. Variety Teaching Strategies and Groupings

  7. Data Driven Decision Making

  8. What did we learn? • We needed universal data to track progress • We needed to know what the kids were learning • We needed a narrow focus to start

  9. Promoting Social and Emotional Competence & PBIS

  10. VVSD BEHAVIOR ACADEMICS INSTRUCTIONAL DECISION MAKING (IDM) DATA

  11. Where did we start?

  12. We designated a small team of Early Childhood Professionals to attend a series of Flex West/ I-ASPIRE trainings • Problem Solving Team -Speech Pathologist, Early Childhood Teacher, Psychologist, Occupational Therapist, and Principal Fall 2006

  13. Selected an area to target – Literacy Development • Chose our universal assessment tool - IGDIs • (Individual Growth and Development Indicators) • Trained staff on administering the IGDIs • Administered the IGDIs to 4 year olds in the program • Completed a curriculum rubric and compared literacy curriculums Spring 2006

  14. What did we learn? • The IGDI data did not give us direction • Our focus was too narrow • What are we doing for the 80%

  15. Curriculum Committee developed universal standards for equipment, materials, and supplies • Developed planning tools for teachers • Reviewed the Creative Curriculum.net assessment and planning tool • Participated in producing a training video outlining the ECO rating process with families Summer 2007

  16. What did we learn? • We were rating the ECOs in isolation – we wanted a connection • The information we were using to complete the ECO was too subjective

  17. Highlighted universal expectations for literacy development – vocabulary, rhyming, and using literature in the classroom Fall 2007

  18. Highlighted universal expectations for literacy development – vocabulary, rhyming, and using literature in the classroom • Purchased creativecurriculum.net • Divided Creative Curriculum checkpoints into ECO outcome areas using the Crosswalk and highlighted 12 targets for this school year Fall 2007

  19. Classroom teams began writing a combined report that reflected the rich information gathered for the exit ECO ratings Spring 2007

  20. Classroom teams began writing a combined report that reflected the rich information gathered for the exit ECO ratings • We celebrated the practices that were put into place after Tweety Yates from University of Illinois in conjunction with CSEFEL presented Social Emotional Competence and Addressing Challenging Behavior Modules and provided consultation in the classroom Spring 2007

  21. Celebrating Social Emotional Best Practices

  22. Navigating the Future • Analyze IGDI data • Identify Tier 2 kids not making progress • Assess Creative Curriculum “Snap Shot” reports

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