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Hinsdale Township High School District 86. Process & Structures of Implementation April 15, 2011 Presented by: Deanne Doherty, Ed.S ., N.C.S.P. & Daniel Singer, Ed.S ., N.C.S.P. Overview. Historical Context Committee Structures District and Building Challenges and Solutions Next Steps.

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Hinsdale township high school district 86

Hinsdale Township High School District 86

Process & Structures of Implementation

April 15, 2011

Presented by:

Deanne Doherty, Ed.S., N.C.S.P.

& Daniel Singer, Ed.S., N.C.S.P.


Overview
Overview

Historical Context

Committee Structures

District and Building Challenges and Solutions

Next Steps


Historical timeline
Historical Timeline

  • How RTI began in Dist. 86:

    • Approximately 2005

      • Demographic changes

      • Curriculum changes

    • 2005-07 HSHSbegins initiatives to help struggling students meet AYP goals

    • 2007- HCHS formal steering committees formed to discuss existing data as part of ISBE RTI Self-Assessment


Historical Timeline

  • Created programs in both buildings- English/Math Blocks

  • Fall 2008-Established District Steering Committee to assist in writing District RTI Plan

    • Used South’s previous AYP plan as guideline

  • 2009- State required district plan for RtI


Current School Year 2010-2011

Reading

Academic Reading Classes

Intervention programs

“Excel”

Math

Math Blocks, Common Assessments

“In Progress”

Behavior

PBIS/ Character Counts

Discipline tracking



District work group
District Work Group

  • Purpose:

    • Oversee district implementation of RTI initiative

    • Support & encourage development of new programs

    • Monitor legal compliance at building level

  • Composition:

    • Asst. Sup., District Director of Student Services, AP Central & South, SPED Dept. Chairs, School Psychs, Subcommittee chairs

  • Meeting Schedule:

    • Quarterly


Building steering committees
Building Steering Committees

Purpose: Manage implementation and communication of RTI at building

Composition: Principal, AP, DC’s, Subcommittee Chairs, School Psych, School Support Personnel

Meeting Schedule: Bi-Annually


Building subcommittees
Building Subcommittees

  • Purpose:

    • To implement response to intervention at building-level within reading, math and behavior

  • Composition:

    • Teacher representatives from most academic departments, administrators, support personnel

  • Meeting Schedule: Every 4-6 weeks


Special education
Special Education

  • Compliance with IL mandate creates shift in procedures and service delivery

    • Renewed effort to focus on skills instruction

    • Organized effort to collect progress monitoring data

    • Introduction of new reading curricula, math and writing interventions


District level rti
District level RTI

  • District Challenges:

    • Balancing Autonomy v. Alignment

    • Sustainability

    • Compliance at state and federal level



The goal
The Goal

HIGH

LOW

LOW

HIGH


Common reality with rti
Common Reality with RTI

HIGH

LOW

LOW

LOW

HIGH


Autonomy vs alignment
Autonomy Vs. Alignment

  • Solution:

  • Identify the key elements of process

  • Agree to the same outcomes

  • Example:

  • District Work Group

  • Specific Learning Disability Eligibility process

HIGH

LOW

LOW

HIGH



Compliance with the law
Compliance with the law

  • Submitted District RTI plan to state January 2009

  • Special Education Eligibility Decisions using RTI

    • New Territory

    • Legal implications?

      • Lack of case law

      • Demonstration site/districts?

      • Professional Development (LADSE)

    • Existing process and structures?

      • Resulted in comprehensive needs assessment and review of ongoing efforts, as well as professional development for staff.

  • Expansion of Tier II programming within General Education

  • Seven Feeder Districts

    • Lack of Consistency across feeder schools in process and practice


Building level challenges
Building Level Challenges

Professional Development

Scheduling

Resource Allocation

Data Collection

Demographics


Professional development
Professional Development

RTI Stakeholders attended trainings to increase knowledge and skills on issues related to implementation

Targeted teachers receive professional development and trainings on specific intervention programs of RTI

School Psychologists provide professional development on legislative changes specific to special education, progress monitoring, problem solving method, data analysis, use of software programs.


Scheduling
Scheduling

Created additional block class for At-Risk students in math and reading

Students involved in some RTI programs can receive elective credit

Special Education provides tutorial time afterschool 2x/week


Resource allocation
Resource Allocation

Ongoing discussion of roles and responsibilities for data collection

Continued assessment of needs within building

FTE Distribution Decisions

Investment in interventions with demonstrated effectiveness

Example: Use of Excel Program


Data collection
Data Collection

Tier II General Education programs for English and Math administer progress monitoring probes

Office Discipline Referral data are captured and analyzed monthly

SPED students benchmarked in reading and math



Demographics
Demographics

Use of Universal Screeners to assist with placement decisions

Transfer students enrolled in orientation program, assigned a student ambassador, and some are given adult mentors

Off-Campus Excel program

At-Risk program for attendance, emotional difficulties, medical needs


Next steps building level
NEXT STEPSBuilding Level

Continue Professional Development

Continue Identification of Needs

Explore new interventions

System for fidelity/integrity monitoring

Communication between School and Home

Data collection accessibility


Next steps district level
NEXT STEPSDistrict Level

Continue RTI Work Group collaboration

Alignment with State Common Core Standards

Social/Emotional Learning initiative



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