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Getting It Right at the Building Level

Getting It Right at the Building Level. Introductions Burton Street Elementary NYS TAC Grant Pilot School. Giving Thanks. Our Teachers Our Administrators Our Colleagues Support Staff NYS TAC CNYRIC. Supporting RTI as the Building Principal (Year 1). Focus on Instruction

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Getting It Right at the Building Level

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  1. Getting It Right at the Building Level • Introductions • Burton Street Elementary • NYS TAC Grant Pilot School

  2. Giving Thanks • Our Teachers • Our Administrators • Our Colleagues • Support Staff • NYS TAC • CNYRIC

  3. Supporting RTI as the Building Principal (Year 1) • Focus on Instruction • The birth of the Instructional Support Team • Started Small • Use Data Conversation Process (CLC) • Started recording data within Excel • Meet 3 times a year

  4. Supporting RTI as the Building Principal (Year 2)… • Expanded Professional Development opportunities for all staff with CLC • Triangulating Data • Focused on individual teacher data • Intentional instruction

  5. Supporting RTI as the Building Principal (Year 3)… • Added Literacy Coach • Teachers now expected to progress monitor • Increased the amount of time we were meeting with teachers • Hard conversations about instruction • Literacy Coach provides PD to staff

  6. Supporting RTI as the Building Principal (Year 4)… • By the 3rd week of school, students were receiving services • Triangulating Data • Continue to Redefine RTI Guidance Documents • Next Steps…

  7. Supporting RTI as the Literacy Coach • Universal Screening • Progress Monitoring • Data Meetings • Coaching • Professional Development • RTI Grant

  8. Supporting RTI as the School Psychologist • Instrumental in providing background knowledge and methodology on RTI model to various levels of district staff (administrators, specialists, teachers and paraprofessionals) and community (school board and parents) • If you are a school psychologist and don’t feel well educated enough to be teaching other’s about RTI and be a leader in your district- you need to make it your personal professional goal

  9. Supporting RTI as the School Psychologist continued … • Capable of developing (or researching existing) needs assessment to identify readiness for RTI model, next stage of implementation plan, or gaps (evolutionary process) • Vital in communicating the identified needs to: • Gain administrative support for resource allocation (we need this) and planning (this is the solution) • Formulate - implementation plan (with steps/stages), infrastructure changes/addition (from schedule to staffing), programs, training, & materials

  10. Additional roles of a School Psychologist that can be more specific to your professional skill set or district/building structure • Membership in district and building level committees - literacy, data, RTI planning • Review curriculum, interventions, programs, & assessments • Instructional Support Team involvement: from coordinator or facilitator to invited guest based on referral • Collaboration with individual teachers • Grant writing (research & resources) • Professional development & in-service training, as well as book studies

  11. Supporting RTI as the District Data Coordinator (Year 2) • Formation of the District Data Team • Provided guidance and professional development in the adoption of our data conversation structure • Provided support to SST • Formation of the Building Data Team • Guidance in decision making rules • Looking at RTI Data in other ways

  12. Supporting RTI as theDistrict Data Coordinator (Year 2) • Going Visual with our Data Displays • Getting teachers comfortable with looking at peer RTI data • Supporting the principal and school psychologist • Guiding conversations at our RTI data team meetings

  13. Supporting RTI as theDistrict Data Coordinator (Year 3) • Began working with Literacy Coach • Continued to improve our data collection system • Meeting more frequently with grade levels • Began have conversations about screening tools at the middle school • Introduced other protocols to get to instructional conversations • Continued to get teacher buy-in

  14. Supporting RTI as theDistrict Data Coordinator (Year 3) • Having conversations about effective and ineffective interventions • Correlation study about DIBELS and NYS Grade 3 ELA • Providing Professional Development in Data Analysis Tools • Always thinking about next steps…

  15. Supporting RTI as theDistrict Data Coordinator (Year 4) • Being consistent • Marriage of the District Data Team and the District Level RTI Team • Researching best practices • AIMSWeb implementation at the MS • Continuing to redefine data collection • Examining District Assessment Plan

  16. Contact Information • Mary Ann MacIntosh, Principal mmacintosh@caz.cnyric.org • Christine Tillman, School Psychologist ctillman@caz.cnyric.org • Deb McCullough, Literacy Coach dmccullough@caz.cnyric.org • Terry Ward, District Data Coordinator tward@cnyric.org

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