Title: Edward S. Shapiro
1Planning for the Implementation of RTI Lessons
Learned from Project MP3
- Edward S. Shapiro
- Director,
- Center for Promoting Research to Practice
- Lehigh University, Bethlehem, PA
2Initial Planning Stage
- Implementation would require change
- Rethink how instructional decisions made
- Change is difficult!
- Comprehensive planning was critical to success of
project - Selection of Schools
- Roll out of Model
- Professional development and training
- Sustainability
- Preparation began several months prior to
implementation
3Assessing Readiness for Change
- Prior to planning, evaluated districts level of
readiness - Creative Tension (Green Ethridge, 2001)
evident - District administration recognized importance of
RTI - Internal evaluation- current practices not
sufficient - RTI implemented in only 1 of 13 schools
- DIBELS data collected but not used
4Year Prior to Implementation
5First Year of Implementation
No Intervention for School 2 and School 3
6Second Year of Implementation
Professional Development Session with All Schools
Schools 2 3
PD Sessions
Core Team Training
Consultation and Support
Core Team Teaching
Consultation and Support
Coaching
Coaching
7Professional Development- School 1
- School year prior to implementation
- 4- 45 minute sessions with entire staff
- Summer prior to implementation
- 5 days with data team
- 2 days with entire staff prior to start of school
- During first implementation year
- 7- 45 minute sessions throughout school year
- 2- 2 hour in-services
- 1- full day training
8Professional Development- Schools 2 3
- School year prior to implementation
- 1- 2 hour in-service with entire staff
- 2- 45 minute sessions with staff
- 1-full day training
- Summer prior to implementation
- 5 days with data team
- 2 days with entire staff prior to start of school
- During first implementation year
- 2- 2 hour in-services
- Training conducted by district staff at
additional professional development sessions
9Initial Planning Meeting
- Held 8 months prior to implementation in schools
- All stakeholders involved
- Key administrators from district
- PaTTAN
- Project Staff
- Discussed topics related to planning
- Overview of model
- Proposed timeline
- Identified participating schools
- School level needs
- Readiness for change
- Building leadership
- Presentation of Model to schools
10Meeting with Principals
- Met with principals from three participating
schools - Provided overview of model
- Question and Answer
- Discussed Professional Development Needs
- Discussed how to present to staff
11Staff Meetings
- Met with teachers at each building
- Provided overview of project
- Question and Answer
- Teachers completed staff development survey
- Results used to plan future professional
developments
12Professional Development
- Ongoing throughout the course of project
- Attempted to provide as much training prior to
implementation as possible - Started with four 45 minute sessions held in
Spring of year prior to implementation - Session 1Overview and Question and Answer
- Session 2-4 Developed based on results of needs
assessment
13Professional Development
- Results of PD surveys indicated that teachers
wanted additional training in use of data to make
instructional decisions - PD sessions focused on
- Rationale for data-based decision making
- Methods for using data to guide instruction
- Opportunities to practice
14Additional Professional Development
- Week long training in summer for data team
- Data team members to serve as facilitators
- Principal, Reading Specialist, Instructional
Support Teacher, School Psychologist, Key
Teachers 1 per grade, 1 Special Ed teacher - Training topics
- Progress Monitoring
- AIMSweb
- Data Analysis and Interpretation
- Data-based decision making
15Additional Professional Development
- Two day training for all staff at start of school
year - Progress monitoring
- 5 Big Ideas of reading instruction
- Interventions Tiered interventions
- Provided multiple opportunities for discussion
and practice - Met with some resistance
- Teacher concerns
- Cant make decisions off of numbers.
- How can we fit this in a day of school?
- How much time will we waste moving kids around
the school? - Extra work placed on classroom teacher, like
progress monitoring?
16Additional Professional Development
- Additional sessions held throughout the school
year - Contracted 2 meetings per month prior to school-
One was grade level meeting, One was professional
development - Differentiated Instruction
- Vocabulary Instruction
- AIMSweb
- Advanced data analysis
- Interventions
- Sessions conducted by school staff to promote
sustainability - Worked with Reading Specialist, IST with our help
and support so they could continue after we left
17Professional Development Sessions
- Skills built upon those presented in the past
- reviewed info from past sessions
- provided practice with learned skills
- introduced new information
- In vivo training and support provided throughout
the course of the project - Always followed didactic with in-classroom
mentoring, coaching, modeling - Not always Lehigh staff, could also be district
personnel with our support - Needs assessed and support faded when possible to
facilitate sustainability
18Assessment of Readiness
- Use the RTI Readiness and Implementation
Self-Assessment - Staff at school rate the components
- We also rated each school
- Ratings represent collective viewpoints of
primary stakeholders
19RTI Self Assessment Tool- School 1 Implemented
2 years
- SA PSS
- Standards Aligned Curriculum 2.8 2.5
- Universal Screening 3.0 3.0
- Shared Ownership 3.0 3.0
- Data-based Decision making 3.0 2.4
- Tiered Interventions 3.0 3.0
- Parent Engagement 2.3 2.5
- Behavior 1.0 1.0
- Eligibility Determination 2.5 2.5
- Leadership 3.0 2.7
- Professional Development 3.0 3.0
SA Self Assessment PSS Project Staff Assessment
20RTI Self Assessment Tool- School 2 Implemented
1 year
- SA PSS
- Standards Aligned Curriculum 2.3 2.3
- Universal Screening 3.0 2.7
- Shared Ownership 2.5 1.0
- Data-based Decision making 2.8 2.0
- Tiered Interventions 3.0 2.2
- Parent Engagement 1.8 2.3
- Behavior 2.0 1.2
- Eligibility Determination 3.0 2.0
- Leadership 3.0 2.3
- Professional Development 3.0 2.2
SA Self Assessment PSS Project Staff Assessment
21RTI Self Assessment Tool- School 3 Implemented
1 year
- SA PSS
- Standards Aligned Curriculum 2.8 2.8
- Universal Screening 3.0 2.7
- Shared Ownership 2.5 3.0
- Data-based Decision making 2.8 3.0
- Tiered Interventions 2.8 2.8
- Parent Engagement 2.3 1.3
- Behavior 1.6 1.4
- Eligibility Determination 2.5 2.5
- Leadership 3.0 2.7
- Professional Development 2.6 2.2
SA Self Assessment PSS Project Staff Assessment
22Disclaimer
- This webinar was made possible by the support of
the U.S. Department of Education Office of
Special Education Programs. - Opinions expressed herein are those of the
authors and do not necessarily represent the
position of the U.S. Department of Education.