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Enhancing RTI Implementation: A Comprehensive Approach at Burton Street Elementary

At Burton Street Elementary, the journey of implementing Response to Intervention (RTI) over four years showcases a multi-faceted approach. Beginning with foundational data conversations and a focus on individualized instruction, the school expanded professional development, empowering teachers with progress monitoring. The establishment of an Instructional Support Team and the integration of a Literacy Coach further solidified efforts to support diverse learners. Through strategic data use and collaboration among educators, the school is committed to continuous improvement in instructional practices and student outcomes.

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Enhancing RTI Implementation: A Comprehensive Approach at Burton Street Elementary

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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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