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North Washington ISSP Grant - RtI

North Washington ISSP Grant - RtI. May 12, 2009. Cadre members:. Robin Cochran - principal and program coordinator Jackie Russell – 4/5 math teacher Delanna Hardin – 4/5 reading teacher Miranda Yonts – 4/5 social studies teacher Glenn Goatley – special education teacher

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North Washington ISSP Grant - RtI

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  1. North WashingtonISSP Grant - RtI May 12, 2009

  2. Cadre members: • Robin Cochran - principal and program coordinator • Jackie Russell – 4/5 math teacher • Delanna Hardin – 4/5 reading teacher • Miranda Yonts – 4/5 social studies teacher • Glenn Goatley – special education teacher • Allena Hamilton – special education teacher

  3. Successful Practices • Introduction of KSI and development of school wide awareness • Implementation of school wide weekly PLC meetings • Instructional decisions made based on graphable data • Purchasing and training on Discovery/ThinkLink and the RtI component/probes/monitoring • Awareness of good instruction vs. research-based instruction and learning to “take things off the plate” • Sharing of strategies and research based supplemental materials (developed an awareness to help with decision of implementation and needs)

  4. Challenges • Buy-in from ALL teachers on the need for implementation (as the pilot school in the district) • Support from district limited due to transitions • Early – no universal screener that had sensitive data to determine tier level changes • Lack of policies/procedures/forms to implement RtI process • Need for identification of a school wide coordinator • Lack of school psychologist • Need for specific plan on PD and implementation (tough considering North has ten grade levels) • TIME, TIME, and MORE TIME!!!!

  5. Critical Attributes in Developing a Tiered Approach • Systemic procedures for implementation and a shared understanding that RtI means “best practices” and reaching ALL children • Support from district • Provide opportunity for trainings/discussions and shared decision making • Universal screener and data analysis/tier levels • Funding • Curriculum changes within tier I (understanding the difference between congruent and correlated content/assessments/activities) • Patience and willingness to revise, revise, REVISE!

  6. Sustainability Plan • Setting goals, directions, & vision (motivation) • Established the need for policies/procedures/universal screener/tier levels • Awareness move toward implementation of the KSI document • Awareness  move toward implementation of research-based supplemental materials for tier levels • Climate changes within the PLCs to accept constructive feedback from colleagues and support from various grade levels/content areas • Redesigning the organization • Determined a need to change schedules and teaming needs • Learning curve for all stakeholders / modeling the change process was evident • Completed surveys from stakeholders on needs/changes

  7. Sustainability continued • Developing people & individualized support •  Facilitators developed leadership skills to lead PLCs • Shared leadership embedded in the process – no more “keeper of the knowledge” and shared decision making is now natural and allows for sustainability within our organization • Development of a resource binder and sharing of documents through Share Point has been effect and efficient for stakeholders • Developed a sense of urgency and accountability within the school • Building a collaborative processes • PLCs developed and monitored (systematic and accountable) • Common goals developed and implemented • Student centered focus – results/data driven • Facilitators assume responsibility and model process

  8. Sustainability continued • Monitoring organizational performance • Monitoring is consistent and objective (decisions are not personal /subjective – academic and behavioral) • Identification of strengths and weaknesses throughout the building and a plan of action to address the areas of need • Consistent use of Discover/ThinkLink and the RtI component to allow for the information/record keeping to be fluent across the building and from grade to grade • Strengthening organizational culture through sharing, problem solving, modeling, etc. • Change is difficult for some – respecting this but pushing forward because it is ethical and demonstrated integrity • Shared belief that it is what is “best for students” and not what is “easiest for adults” • Feelings of aloneness are dissipating because of the collegial supports that are now in place • Understanding that this is a “works in progress” adventure and that we are moving in the right direction 

  9. U of L – ISSP Members - Thank you for all of your help!

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