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Edward S. Shapiro

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Planning for the Implementation of RTI: Lessons Learned from Project MP3 Edward S. Shapiro Director, Center for Promoting Research to Practice Lehigh University ... – PowerPoint PPT presentation

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Title: Edward S. Shapiro


1
Planning for the Implementation of RTI Lessons
Learned from Project MP3
  • Edward S. Shapiro
  • Director,
  • Center for Promoting Research to Practice
  • Lehigh University, Bethlehem, PA

2
Initial 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

3
Assessing 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

4
Year Prior to Implementation
5
First Year of Implementation
No Intervention for School 2 and School 3
6
Second 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
7
Professional 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

8
Professional 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

9
Initial 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

10
Meeting 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

11
Staff 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

12
Professional 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

13
Professional 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

14
Additional 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

15
Additional 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?

16
Additional 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

17
Professional 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

18
Assessment 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

19
RTI 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
20
RTI 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
21
RTI 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
22
Disclaimer
  • 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.
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