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Capacity Building
Capacity Building
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Capacity Building


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  • 1. Capacity Building RtI;; Building Leadership Teams: At the elementary level each elementary building has a literacy leadership team. This team attends ongoing professional development around literacy collaborative. These teams are made up of building administrators, teachers and interventionists across the building. The purpose is to build capacity within the building, keeping the support at the building level. Co-Teaching Cohorts : The Co-teaching cohort was put in place to support teams that are engaged in a co-teaching partnership. This group is led by teachers on special assignment with classroom and co-teaching experience. In order to participate both members of a co-teaching team must be willing and able to attend sessions. Members of the co-teaching cohort receive 2 years of professional development, which allows teams at different stages of implementation to learn from each other and support one another. Partnerships who remain together longer than two years receive ongoing support in the form of planning days, classroom visits, and coaching. Members of the cohort meet 3 times during the first year and 2 times the second year. The first meeting takes place in August. This session is an introduction to collaboration and teams set the foundation for their partnership. In addition, throughout the year teams attend a fall and winter workshop. These meetings in the fall and winter allow time for additional professional development around co-teaching, dedicated conversation between teams around co-taught instruction, and additional time for planning. In addition, each team gets 2 half days of planning time to support their co-taught classroom. Teams are also supported through a classroom visit/coaching session to further support the development of the co-taught model of instruction. ELA Lead Teacher Team: A team of 6-12 English/Language Arts, Special Education, and EL teachers are leading the implementation of a standards driven, inquiry based, integrated curriculum using rich resource libraries. Teaching and Learning Restructuring: The ISD 196 Teaching and Learning Department is being restructured to model a PLC approach to curriculum, instruction, and assessment PreK-12. Literacy/RtI Lead Teachers : District 196 has hired 20 Literacy/RtI lead Teachers. These teachers are are K-6 teachers and also include a teacher from the district’s setting IV programs. The Literacy/RTI lead teachers spend 16 hours a week participating in intense training with a District Literacy Collaborative Trainer. They then spend the other half of their day in the classroom implementing a 2.5 hour literacy block. These individuals, who are highly trained in the Literacy Collaborative model for Research Based RtI, facilitate data driven professional development, data driven action research coaching, and data driven RTI team meetings. ISD 196 is affiliated with Leslie University and collaborates with The Ohio State University. Benchmark Assessment System Training: This is the formative assessment tool that is used to assess literacy needs. This assessment is completed at least 3 times a year sometime more often depending on when the teacher needs more data or information to inform next steps for instruction. Units of Study Training : All K-6 teachers receive 3 days of summer training around genre-led inquiry units of study following the components of word study, reader’s workshop, and writer’s workshop in a model where teachers can provide opportunities for structured inquiry and integration of content standards.
  • 2. Capacity Building RtI;; Leveled Literacy Intervention : The district uses Leveled Literacy Intervention (LLI) to support small groups of students who need intensive support in reading to reach grade level. This intervention focuses on reading, writing, and phonics/word study for comprehension. Both general education and special education teachers are trained to deliver this intervention. Learning Teams: Learning teams are developed based on opportunities for common formative assessment which is allowing for teachers who may not have collaborated in the past (resource, Gen.Ed., ALC, EBD, etc. to come together around learners and learning. Reading Recovery Advocates : Special Education has invested in training staff in Reading Recovery. This is a professional development opportunity with the focus on Research Based practices for early intervention. This training has given special education teachers the knowledge/strategies needed to teach struggling readers/writers. Stakeholder Meetings K-8, buildings are making it a priority to come together to examine data, consider the individual needs of students, and to build a student-centered schedule versus one determined by adult needs or parameters. The premise of the meeting is to consider HOW CAN the student do x, y, or z. Instead of focusing on what the team feels the student CAN NOT do. The goal is CORE for all. Tier 3 Intervention/Lead Teachers These are positions that were recently created to support building the capacity of Tier III interventions in buildings. These positions will have a classroom component as well as a training/coaching component. They will offer support for interventionist to analyze data more critically, support special educators on thinking more “flexibly” about service, and train on Tier III interventions. Behind the Glass Professional Development: Modeled after Reading Recovery where teachers sit “behind the glass” to watch the strategic and reflective actions of a teacher working with a first grade students, many other opportunities for this kind of professional development is being considered and offered in ISD 196. Principals and district leaders sat “behind the glass” and observed stakeholder meetings considering both the learning being observed as well as how to apply this learning to their home schools/teams.