Susan Robertson ssrobe03@louisville State Support Liaison

1. Susan Robertson ssrobe03@louisville.edu State Support Liaison Project ABRI (Academic and Behavior Response to Intervention) University of Louisville

2. Polling Question #1 What is your level of knowledge regarding RtI? (please select one) • Distinguished (very knowledgeable, have implemented RtI at a school or district level and trained others about the process, you are a resource for RtI) • Proficient (knowledgeable and have implemented the RtI process, you have more answers than questions) • Apprentice (have a basic understanding but still have questions, you are beginning to implement RtI) • Novice (have heard the term but you have lots of questions)

3. Why • RtI is a paradigm shift for faculty and staff • RtI requires educators to get out of their comfort zone • RtI is data driven • RtI looks different in each school and schools are at different levels of implementation • Teacher are at different levels of understanding of RtI • RtI should allow teachers to self-discover • RtI benefits ALL students

4. RtI Building Blocks

5. Polling Question #2 • In which of the RtI Building Blocks do you feel your school or district needs a better understanding? (please choose all that apply) • Teaming and buy-in • Screening and prediction • Secondary Systems • Support

6. Teaming and Buy-in Self Assessment:TEAMING • Teams (Implementation/Leadership/RtI Team) are the core to successfully implementing RtI • Teams are continually discussing the data and driving the implementation of RtI at the school level. Teams need to be: *Made up of diverse members of the staff *Have regularly set meeting days and times. *Have a way to communicate information to staff TEAMS focus on school improvement, they are not judgmental!

7. Teaming and Buy-in Self Assessment:Staff Buy IN • Staff should understand RtI and their role in implementing RtI (What do I have to do?) • Staff should understand the basic screening tools and how to interpret the data • Staff should understand how to read the data and what the data is saying

8. Teaming and Buy-in Self Assessment:Staff Buy IN • Staff should understand what research based interventions are available and how they will be used such as • Corrective Reading • Great Leaps Math • Staff should understand that decisions are based on student outcome data and not judgmental • Implementation team should allow the staff to have some of the decision making process (self discovery of how to improve)

9. Self Assessment:Screenings • Leadership team must identify and agree upon criteria for identifying non-responders. • How will you determine if a student is not responding to appropriate instruction or research based interventions • Core areas to assess • Behavior • Reading • Math • Determine how school-wide performance data will be shared REGULARLY with staff • Screening and Prediction

10. Self Assessment:Screenings • Decisions on how data will be collected for academic and behavior for all students What instruments are being used and what do the instruments tell us? Academic (examples: PAS, MAP, AIMSWEB, common assessments) Discipline (referrals, Infinite Campus, SWIS) • Screening and Prediction

11. Self Assessment: Secondary Systems • What resources or options are available or can be accessed for students who are identified as needing Tier II supports. This may include: • Reading Specialist or Spec. Ed. Teacher running small intervention groups. • School Psychologist directing behavior management program. • Extra class period/block available for specialized tutoring at H.S. level. • Others?? • Secondary Systems

12. Polling Question • What resources are available in your school or district? (choose all that apply) • Title One/Grants/Other Funding • Specialist/Coaches/Interventionist • Reading/Math Recovery • Support Staff (e.g., counselor, FYSRC, social worker) • Other

13. Self Assessment: Support • To implement RTI a wide variety of supports and collaborative partnerships will be necessary. Analyze and reflect on what is available within and outside your district to address your needs in the core areas of • Reading • Math • Behavior • Possible partners might include • Regional Cooperatives • State Organizations (KDE, Regional Training Centers, etc.) • University Faculty • Consultants and online training resources • Support

14. How to Begin the Self Assessment? • Administration should reflect on where a school is in relation to RtI • Develop an Implementation/Leadership/RtI Team • Team should complete self assessment (see “ABRI Readiness Self-Assessment and Action Plan” document or use one that your district has developed). This should be reflective and help the Team gain an understanding of next steps • Team should develop plan of action for the year. • Team should continually revisit plan to stay on track

15. Self Assessment Checklist

16. Self Assessment Checklist

17. Self Assessment Checklist

18. Self Assessment Checklist

19. Questions/Comments ????? Contact Information: Susan Robertson State Support Liaison Office: 502-852-1462 E-mail: ssrobe03@louisville.edu