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Changing Roles and Teaming Process. Rhode Island RTI Initiative Module #4. Building the RI Model. What is it? A problem-solving process A school-wide instruction and intervention system A way to make data-based decisions using screening and progress monitoring data A shared responsibility

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changing roles and teaming process

Changing Roles and Teaming Process

Rhode Island RTI Initiative

Module #4

building the ri model
Building the RI Model

What is it?

  • A problem-solving process
  • A school-wide instruction and intervention system
  • A way to make data-based decisions using screening and progress monitoring data
  • A shared responsibility
  • Part of the special education and personal literacy plan process
goals of this module
Goals of this Module
  • To develop awareness of the RTI team process and the changing roles and responsibilities for staff under an RTI approach.
  • To consider and discuss with your colleagues your current systemic problem solving team process for effectively implementing RTI.
  • To develop next steps for an RTI team and re-structured roles in your school and district.
intervention teams and roles of staff
Intervention Teams and Roles of Staff
  • Purpose
      • Differences between teams: TST vs. IT
      • Expanding Circle of Support: What does that mean for TST and ET teams?
  • Intervention Team Process
      • Problem solving steps (review)
      • Composition
      • Roles and responsibilities
      • Sample meeting
      • Considerations
  • Changing Roles of the Staff
  • Planning Next Steps
ri s expanding circles of support
RI’s Expanding Circles of Support

Special education

Reading specialist Other specialists

Counselor Teacher assistants

Students

Parents

Teachers

Intervention Team

EL Teacher Special Educators

School Psychs-DPT’s

rti vs pre referral the two differ primarily in purpose and intent
A RTI Team develops valid interventions designed to resolve a student's academic or behavioral difficulty in a general education setting if possible. The emphasis in problem solving is to meet the student's needs first and produce positive learning outcomes.

Conversely, Pre-Referral Teams typically move a child through one or more interventions as a prelude to a traditional psycho-educational assessment for consideration of special education placement.

A Pre-Referral Team is often used as a mechanism to collect all the necessary referral information in order to get a student evaluated.

RTI vs. Pre-Referral The two differ primarily in purpose and intent.
problem solving approach
Problem Solving Approach

1. Problem Identification

5. Plan Evaluation

2. Problem Analysis

Revise

Modify

Intensify

With Expanding Support

4. Plan Implementation

3. Plan Development

tst it
Work with at risk students in general education identified by referral

Analyze student strengths and needs by reviewing existing records and information

Identify the challenge --pinpoint underlying reasons for academic or behavioral difficulty

Synthesize information

Develop recommendations

Work with at risk students in general education identified by referral or universal screening

Analyze student strengths and needs by reviewing existing records and information

Identify the challenge --pinpoint underlying reasons for academic or behavioral difficulty

Synthesize information

Develop recommendations

TST IT
expanding circle of support ri s model of teaming1
Expanding Circle of SupportRI’s Model of Teaming

Expanded

TST to IT

Purpose:

Problem-solve to support student learning

Develop interventions and monitor progress

Consult with variety of professionals

EXAMPLE:

Evaluation Team

Purpose:

Determine Special Education Eligibility

Re-evaluation

expanding circle of support ri s model of teaming2
Expanding Circle of SupportRI’s model of teaming

Intervention Team

Purpose:

Problem-solve to support student learning

Develop interventions and monitor progress

Consult with variety of professionals

EXAMPLE:

Evaluation Team

Purpose:

Determine Special Education Eligibility

Re-evaluation

readiness to be an rti team
Readiness to be an RTI team

What does the research say…

  • Team Format
  • Assignment of Staff
  • Professional Development
  • Development of Interventions/ Progress Monitoring
  • Fidelity of Implementation
re structuring roles and the team process
Re-Structuring Roles and the Team Process

Questions being asked~

  • How do we do it? Professional develop-ment to understand rationale behind RTI, embrace the philosophy, understand change process
  • What does it look like? How will current duties and the team process change?
activity 1 reflection
Activity 1: Reflection

Reflect on your personal experience with students performing below standard and the team approach used.

  • What roles and components of the RTI process does your team already incorporate?
  • What RTI roles and components are NOT part of your team’s work?
  • What steps could your team take to incorporate these roles and components?
re structuring roles and the team process1
Re-Structuring Roles and the Team Process
  • How do we do it? Professional develop-ment to understand rationale behind RTI, embrace the philosophy, understand change process
  • What does it look like? How will current duties and the team process change?
what skills and training are needed to implement problem solving teams
What Skills and Training Are Needed to Implement Problem-Solving Teams?
  • Training
  • Good listening and collaboration skills
  • Interventions and measurement
  • Start slowly
  • All school personnel will need to be familiar with the process
example of team composition
Example of Team Composition
  • Core group
    • Standing Members: administrator, instructional specialist, psychologist
    • Case-specific Members: parent(s), teacher(s), student (if appropriate)
  • Members as appropriate/needed
    • ESL, speech/language, reading, TA, social worker, nurse, special education teacher, guidance counselor, etc.
intervention team duties
Intervention Team Duties
  • Establish meeting day, time, & place
  • Establish a close ended time period for intervention to work
  • Assign responsibilities to team members for materials or training on interventions, contacting outside resources, and for monitoring and documenting progress
activity 2 mock meeting
Activity 2: Mock Meeting

Ms. Jones is concerned about the lack of third grader Johnny Smith’s reading progress. She was not concerned in the fall but he didn’t meet benchmarks in January.

  • Having tried everything she can think of to help this student, including working with Johnny in a small group, Ms. Jones goes to the IT for assistance late in January. Cumulative records indicate reading skills have always lagged behind classmates’. Spelling and written language skills are also lagging. Math skills are average. Social studies and science grades are suffering because of the greater emphasis on reading. Ms. Jones brings work samples of a social studies project with nice artwork and creativity.
  • Absences in K and gr. 1 were <10 each year, 15 in gr. 2, and 18 in gr. 3
  • Ms. Jones has had contact with Ms. Smith who explained Johnny moved from Rocksville, RI to Rhodesville, RI when she and Mr. Smith divorced in gr. 2.
  • The Guidance Counselor has observed Johnny & concurs w/Ms. Jones that Johnny is well liked by his peers and although eager to please the teacher, tends to be very social.
school personnel roles
School Personnel Roles
  • As a school-wide prevention approach, RTI includes changing instruction for struggling students to help them improve academic skills and behaviors.
  • RTI calls for early identification of learning and behavioral needs, close collaboration among teachers, special education personnel, parents, and related service providers to ensure students make progress in the general education classroom.
  • To meet the needs of all students we must utilize our collective resources to intervene early and provide appropriate interventions and supports to address learning and behavioral problems.
changing responsibilities
RTI will require changes ….

in terms of assessment approaches

…as well as models of intervention and instructional support.

Staff must engage in new and expanded roles that incorporate prevention and identification of at risk students prior to special education referral.

Provide direct and indirect services to support struggling students, children with disabilities, school personnel, and families.

Expand their professional “tool kit” to include more instructionally relevant and contextually based procedures for evaluations, especially progress monitoring assessments.

Changing Responsibilities
slide26

This will likely require a

change in roles for everyone!

key roles
School personnel play a number of important roles in using RTI to provide needed instruction, assessment, collaboration, and intervention activities for struggling students.Key Roles
  • Program-System Design
  • Collaboration & Consultation
  • Serving Individual Students
changing roles
Challenges

Me

Fellow colleagues

Profession

Opportunities

Me

Fellow colleagues

Profession

Changing Roles
meeting the challenges
Meeting the challenges…
  • On-going Professional Development
  • Reallocation of time
  • Systemic approach to service delivery – consultation, collaboration and short-term interventions in general education
next step
Next step…

What can your school reasonably begin to focus on?

  • Examine status regarding effectiveness and efficiency of teaming process for staff and parents
  • Examine the effectiveness of the staff to meet all students' needs in reading, writing, math, or emotional/behavioral skills.