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- 1. Changing Roles and Teaming Process Rhode Island RTI Initiative Module #4
- 2. RT I 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 2
- 3. RT I Goals of this Module 1. To develop awareness of the RTI team process and the changing roles and responsibilities for staff under an RTI approach. 2. To consider and discuss with your colleagues your current systemic problem solving team process for effectively implementing RTI. 3. To develop next steps for an RTI team and re- structured roles in your school and district. 3
- 4. RT I Intervention Teams and Roles of Staff I. Purpose A. Differences between teams: TST vs. IT B. Expanding Circle of Support: What does that mean for TST and ET teams? II. Intervention Team Process A. Problem solving steps (review) B. Composition C. Roles and responsibilities D. Sample meeting E. Considerations III. Changing Roles of the Staff IV. Planning Next Steps 4
- 5. RT I 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 5
- 6. RT I RTI vs. Pre-Referral The two differ primarily in purpose and intent. • A RTI Team develops valid • Conversely, Pre-Referral interventions designed to Teams typically move a child resolve a student's academic through one or more or behavioral difficulty in a interventions as a prelude to general education setting if a traditional psycho- possible. The emphasis in educational assessment for problem solving is to meet consideration of special the student's needs first and education placement. produce positive learning • A Pre-Referral Team is often outcomes. used as a mechanism to collect all the necessary referral information in order to get a student evaluated. 6
- 7. RT I Problem Solving Approach 1. Problem Identification 5. Plan Evaluation 2. Problem Analysis Revise Modify Intensify With Expanding Support 4. Plan Implementation 3. Plan Development 7
- 8. RT I TST IT • Work with at risk students in • Work with at risk students in general education identified general education identified by referral by referral or universal screening • Analyze student strengths • Analyze student strengths and needs by reviewing and needs by reviewing existing records and existing records and information information • Identify the challenge • Identify the challenge --pinpoint underlying --pinpoint underlying reasons for academic or reasons for academic or behavioral difficulty behavioral difficulty • Synthesize information • Synthesize information • Develop recommendations • Develop recommendations 8
- 9. RT I Expanding Circle of Support RI’s Model of Teaming New Thing Grade-Level Meeting Special Education Analyze grade-level data Team Meeting Support teachers in PLP process Determine Eligibility Design Core and strategic interventions Develop and Monitor IEP to support teacher and student learning Intervention Evolved Team Meeting TST Consultation with other professionals Supporting Teacher and Student to Improve Student Learning Problem Solving Process to Plan and Evaluate Strategic and Intensive Interventions 9
- 10. RT I Expanding Circle of Support RI’s Model of Teaming Expanded TST to IT Purpose: Problem-solve to support student learning EXAMPLE: Develop interventions and monitor progress Consult with variety of professionals Evaluation Team Purpose: Determine Special Education Eligibility Re-evaluation 10
- 11. RT I Expanding Circle of Support RI’s model of teaming Intervention Team Purpose: Problem-solve to support student learning EXAMPLE: Develop interventions and monitor progress Consult with variety of professionals Evaluation Team Purpose: Determine Special Education Eligibility Re-evaluation 11
- 12. RT I 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 12
- 13. RT I 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? 13
- 14. RT I I don’t want to hear it… 14
- 15. RT I More Money or Staff??? 15
- 16. RT I Uh…..sorry 16
- 17. RT I 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? 17
- 18. RT I 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? 18
- 19. RT I 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 19
- 20. RT I 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. 20
- 21. RT I 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 21
- 22. RT I Team Members & Responsibilities (example) Chairperson Facilitator Taskmaster Recorder Case Mgr Schedules meeting Purpose, intros, Document Gathers ground rules. Timekeeper discussion information Meeting starts on time & Comments are Follow Complete Presents members are prepared elicited, empathy, agenda- no forms info respect, positive tone interruptions Confidential storing of info Everyone participates Discussion Organizes Monitors limited to info/data inter- student ventions Sends notice for time, date, Team reviews status, Open- Plots Commu- and place for follow up develops minded non- progress nicates recommendations judgmental Ensures records are Doesn’t unduly wait Purpose of followed & documented – to refer for 504 or ET the meeting oversees & supervises is met Persons responsible have Assigns follow up 22 done what is expected responsibility
- 23. RT I 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. 23
- 24. RT I 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. 24
- 25. RT I Changing Responsibilities RTI will require changes • Staff must engage in new and expanded roles that incorporate …. prevention and identification of at risk students prior to special education referral. in terms of assessment • Provide direct and indirect services to support struggling approaches students, children with disabilities, school personnel, and families. • Expand their professional “tool …as well as models of kit” to include more intervention and instructionally relevant and contextually based procedures instructional support. for evaluations, especially progress monitoring assessments. 25
- 26. RT I This will likely require a change in roles for everyone! 26
- 27. RT I Key Roles • School personnel 1. Program-System play a number of Design important roles in 2. Collaboration & using RTI to provide Consultation needed instruction, 3. Serving Individual assessment, Students collaboration, and intervention activities for struggling students. 27
- 28. School Personnel Key Roles/Responsibilities (Examples) School Personnel Program Design Collaboration Serving Individual Students Reading Assist to select, design, implement, Create and supervise a long-term staff Observe students in the instructional environment Specialist and interpret whole school development process that supports the in order to help identify barriers to intervention, screening programs that provide development and implementation of a and to collect RTI data. early intervening services for district wide literacy program children to be considered “at risk.” Speech – Plan and conduct professional Assist general education classroom Assist staff in interpreting data as part of the Language/OT development on the language basis teachers with universal screening. decision-making process. of literacy and learning. General Ed. Communicate and consult with Help parents understand the new model Set realistic goals, design appropriate Teachers administration, school board and how it impacts their children, and instructional strategies and progress monitoring members, service providers and encourage parent input in each tier of procedures, and evaluate student progress, all parents. intervention with the help of team members. Special Ed. Translate the results of Leading member of the IT team Individualize instruction in an inclusive, small Teachers assessments into recommendations providing intervention strategy group, or one-to-one setting based upon the to inform instruction, develop assistance. student’s needs and progress. behavioral change programs, and implement learning supports. Psychologist Conduct needs assessment to Collaborate to develop team procedures. Train staff in progress monitoring strategies for identify potential obstacles, These procedures may include: referral, individual students and how to interpret the concerns, and initial training needs. monitoring/evaluation at each tier, resulting data. measurement of RTI, observation and interview protocol, etc. Teaching Active member of problem-solving Administer reading or math curriculum Recording observations of behavior and learning intervention team based measurements (CBMs). Enter and strategies. Assistants communicate results of data. Social Workers Assist in the design of instructional Work collaboratively with private and Consult with professionals and parents regarding assessment models community employed practitioners who early intervention. may be serving an individual child.
- 29. RT I Changing Roles Challenges Opportunities • Me • Me • Fellow colleagues • Fellow colleagues • Profession • Profession 29
- 30. RT I Meeting the challenges… • On-going Professional Development • Reallocation of time • Systemic approach to service delivery – consultation, collaboration and short-term interventions in general education 30
- 31. RT I 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. 31
- 32. RT I Congratulations! 32
Editor's Notes
- This module was developed by Jerry Schimmel, M.Ed. Sally A. Mitchell, Ph.D. 2007
- Five key components have been identified as part of Rhode Island’s RTI model. While these components are not "exactly" the same as other RTI models, they are very similar to other national models (links to many other state models are included at www.interventioncentral.org). The material in this module FOCUSES ON THE SHARED RESPONSIBILITY PIECE – we are keenly aware that RTI can not be a general education thing, it can't be a reading thing, it can't be a special education thing. One of the biggest tasks of implementing RTI successfully is determining how all staff will work together to meet the needs of all kids.
- Information contained in this module is a collation of the literature and tips on best practices and considered guidelines. This module serves as an introduction to help personnel think about ways to use their existing teams (we know you probably already have at least one team or more). It is intended to help re-structure your team toward a progress monitoring model that connects with the school’s existing work and links initiatives.
- Before you begin discussing this slide, ask participants to take out their handout “RTI Roles and Components” – review the questions and suggest that participants use the page to make notes as you go through the presentation and that they’ll use them in a few minutes for an activity. Objectives of this module: What’s the purpose of a team? What are the differences between the teams TST (Teacher Support Team), pre-referral team, and ET (Evaluation Team)? Understand problem solving steps…. What are the differences between individual student plans (IEP, 504, ILP, PLP, FBA/BIP) and how do they connect? Who’s on an IT? What do they do? What happens in a meeting? What should we anticipate as problems? E.g., fidelity of intervention implementation and finding the time III. Changing Roles of the Staff… what does RTI mean to my job?? IV. What is your/our next step and how do you/we get there? Identify PD needed for your school.
- RI’s literacy and LD guidelines discuss the need for Expanding Circles of Support so that the needs of all students are met in a timely manner. It is this expanding circle of support that facilitates the intervention and progress monitoring involved in a problem solving process by including specialists in the process The process helps to align current intervention & assessment efforts with the expanding circles of support ~ ILP’s (Individualized Learning Plans (secondary)), PLP’s (Personal Literacy Plans), and 504’s are integrated in the process Mapping out these initiatives, standardizing their content, and tying them to the appropriate level of the expanding circles of support intervention framework can help schools to better coordinate intervention programming while avoiding duplication of services.
- SPEAKER: Have participants read this slide. Point out why the shift in thinking to distinguish RTI Teams from what are frequently termed Pre-Referral Teams is important. The goals of the Problem-Solving Team are to: help children in the general education setting---and often they succeed . eliminate unnecessary and inappropriate referrals due to misidentification of problems or of a student’s culture, language, situation, or other needs work in a cooperative, peer problem-solving group to foster a sense of collegiality and mutual support among educators that assists students, families, and teachers in seeking positive solutions for concerns about students help referring teachers design feasible strategies, promoting the use of evidence-based interventions and progress monitoring, for struggling students using resources available within the school and community to help students be successful in general ed support and assist busy teachers in carrying out intervention plans , but not replace or relieve the teacher’s responsibility for educating the student
- In an RTI model, a problem solving approach is used – a teacher, group of teachers, or intervention team meet and problem solve to determine the best plan to meet a students' needs. The problem is defined based on the data, a plan is developed based on the teacher/teams knowledge of student, evidence practices and school resources – plan is implemented and then evaluated. Each need is considered individually. RTI is a model that first solves student difficulties within general education classrooms. There are numerous variations of such models in schools. Generally all have three basic components: describing and analyzing a student concern, identifying potential strategies to address the concern, and testing the selected alternative strategies by implementing them and evaluating their effectiveness. The focus is on: modifying the environment to assist students using functional assessments that can be performed by teachers (9-18 weeks recommended to determine a positive response from the intervention) identifying and collaborating to design and implement academic or behavioral interventions monitoring the plan’s effectiveness by following through with data collection and documentation reviewed at the team making decisions about next steps increasing the intensity of intervention when insufficient progress is made or determining special ed eligibility (Marston, 2002; Reschly & Tilly, 1999)
- History of teams: 1985 LD Ad-hoc committee established Classroom Alternative Strategies Team (CAST) 1991 Required in Special Ed law 1999 RI Education Reform Legislations (Article 31)~Student intervention teams required, changed name to Teacher Support Teams (TST’s), general ed initiative Current RI Legislation: The district Strategic Plan shall: ….(7) include establishment of student intervention teams to address the instructional needs of diverse learners, include high standards of student behavior designed to create an orderly educational environment with due regard for the rights of students….” RI General Laws Section 16-7.1-2 Historically, Pre-Referral Teams have been perceived as procedural hurdles en-route to special education services rather than as vehicles for implementing evidence-based interventions to solve student problems. So… in summary there are many similarities between teams…..(collaborative approach, designed to offer support, etc.) Differences between TSTs and ITs: Progress monitoring of data that is collected from implemented research-based interventions Students are identified by universal screening – literacy, math, behavior Circles of support include specialists’ skills without being identified under special education
- We need a team approach with general and special educators and at whole school, grade, and/or individual levels - This requires figuring out how to operationalize the expanding circle of support so teaming for interventions and special education is efficient and effective. The process schools use must take into consideration if problem-solving interventions are not successful in general education classrooms, the cycle of selecting intervention strategies and collecting data is repeated with the help of a building-level or grade-level intervention assistance or problem-solving team. An EXAMPLE OF how to EFFECTIVELY IMPLEMENT the EXPANDING CIRCLE/INTERVENTION TEAM PROCESS is to – Add grade-level meetings on a monthly basis to review data and support teachers in writing and implementing PLP/Intervention plans -- Add an Intervention Team meeting – a re-structured TST with training in problem-solving and data-based decisions and the addition of other professionals as needed.
- In this example, the TST was expanded to become the IT – now additional staff are involved –not just general educators, reading specialist, and principal – but now a special educator is regularly at the meeting along with other specialists as necessary. The specialists are often invited on a case by case basis. For example: A Grade 2 Teacher used CBM to look at Reading progress Each week, every student reads aloud from a second-grade passage for 1 minute Each week’s passage is the same difficulty As student reads, teacher marks errors Counts number of words read correctly Graph scores A Reading Specialist would be invited to the meeting to recommend next steps for instructional strategies. He or she may visit the classroom to model the strategy or teach a Teaching Assistant.
- In this example, a school developed an Intervention team (IT) – this team serves the purpose of both an intervention team and evaluation team – a 1 1/2 -2 hour block is set aside each week and it is the particular case that determines what the purpose of the meeting is – sometimes the team functions as an ET, but more often it functions as an intervention team. The members of the team remain the same – although some specialists (for example the PT or Social Worker) may not be involved in every meeting. Parents are invited for all special education discussions – referral, eligibility, re-eval, IEP – and often included in IT meetings as well. This is only one example that works for this particular school. What might be a challenge with this approach?
- What does the research say… Factors that need to be considered when shifting from a pre-referral or TST model to an RTI/Intervention team – What is the format of the team – who is involved? And what are their roles? Who assigns the staff to the team? Building Leader, by job role, volunteer, union? What professional development is needed? Working as a team/roles? Interventions? Analysis of progress monitoring data? Team members must develop expertise in interventions and progress monitoring and recognize the expertise of other members of the team – such expertise isn't always determined by job title as roles are changing in RTI. How are we implementing? Fidelity of the team process – that the team meets, that they follow a problem-solving protocol, that everyone knows the team process and how to access it, documentation of the process. (See Burns, Vanderwood, and Ruby, 2005 for more information). . Team process considerations… There are models out there that can be reviewed and selected based on your district or school’s needs…. Think about how the team can have quick and easy access to files and other information during a team meeting How will you be able to use technology? Will you have access to a computer at the table? What about using an overhead to show everyone (including parents) charts? Who assumes clerical responsibilities for the team? Where are records and student information stored? Confidential info, who has access/process? How do records follow students from school to school? Who covers classrooms so teachers can attend team meetings? Is there administrative support, hall monitors, etc. What mechanisms are in place to teach teachers about process? e.g., faculty meetings, emails, PD Who does this? (The team, principal, chair, all)
- Other educators are experiencing similar concerns…..we acknowledge that the magnitude of this level of change is a huge endeavor.
- Easy to become frustrated Been there, done that Don’t like change and all the work involved ….but we’re all going thru it
- How are we going to do this? Is there more money or staff? We can’t possibly do this without ________________.
- Most districts will not have additional resources. Start thinking about how to re-structure roles and re-allocate resources
- Activity 1: Reflection The purpose of this activity is to help participants examine the current functioning of their school’s team (how their existing teams work) and identify process and role components in need of re-structuring for implementing an RTI problem-solving model and to begin building a shared philosophy. The purpose is for participants to learn that there often isn’t follow up after the initial meeting to monitor the student’s progress, which introduces the concept of progress monitoring using data collection of interventions. This activity can be used in a large group by sharing with person sitting next to you or in a small group discussion. What questions did your group or your partner raise? Instructions: Have participants think about their experiences with an intervention team, and review the notes they’ve taken on the handout. Participants will share their experiences with partners/small groups. The questions on slide 17 will guide the discussion. Wrap up the activity and transition the workshop using the next slide (repeats questions from slide 13). Double click the timer file to begin.
- Other educators are experiencing similar concerns…..we acknowledge that the magnitude of this level of change is a huge endeavor.
- Educators and parents are not necessarily comfortable and skillful as team members without training and practice. Teaming requires good listening and collaboration skills , a good foundation in the design of academic and behavioral interventions and in the measurement of student skills and progress. Schools seeking to implement a Problem-Solving Team process are urged to start slowly , and to start with training in team processes and intervention strategies. Although the team itself will mostly likely be a core group of regular and special educators, all school personnel will need to be familiar with the process to be used by their team, including how to make a referral, how to collect baseline data, and how to help collect information to evaluate intervention outcomes.
- The team composition may be similar to other teams you already have in your building The team composition is flexible and varies from student to student
- The structure of a team meeting facilitates a commitment to time and effort, and builds shared beliefs Some training will need to focus on purpose, process and operations, social services, academic and behavioral interventions
- This chart gives you a flavor of what the structured team process involves…..The slide lists the key team members and primary responsibilities for effective problem solving teams. The configuration of duties and designated roles can be mixed in any way to best match your building ‘s team and personnel strengths, etc. Take a moment to review the chart while we distribute a more detailed handout (Team Members and Responsibilities). We are going to use this chart as a guide during our next activity, a mock meeting.
- Activity 2 We are going to use the information about Johnny to run a sample meeting (see handouts for instructions and to read case, use suggested sample forms. Speaker: Review the case from the slide. Break into small groups (see instructions). In small group format the team designates members’ roles and the meeting is run with the information provided. Mid-activity ask: ANALYZE THE INFO YOU HAVE – WHAT INFORMATION do you have and what information IS MISSING – WHOSE RESPONSIBILITY IS THAT, WHAT PROCESS DO WE HAVE TO CLARIFY THIS, ETC… Instructions: Have the audience break into mock intervention teams. Within each group, everyone will be assigned the role of a team member. Each intervention team will facilitate a mock meeting by reading the case study provided and extracting information to complete the sample forms. Encourage participants to focus more on who does what and on completing the sample forms than actually devising interventions. Following the activity, have participants share aspects of the exercise that went smoothly as well as any challenges they encountered. 5. 15 minute timer available in file How quickly do we meet again? “ Team Process” questions to consider: What problems do you anticipate encountering with your school’s team? If the student is not eligible for other programs or services, refer back to the IT –the student should not be left without support --------------------------------------------------------------TAKE A BREAK------------------------------------------------------------ Next we’ll review the changing roles for personnel when implementing the RTI problem solving model
- IN OTHER WORDS – RTI INVOLVES A SHARED RESPONSIBILITY – AS WE DISCUSSED IN THE TEAMING --- BUT ALSO AS WE CONSIDER how OUR ROLES are changing IN THE SCHOOL with regard to supporting staff and students .
- Will require fundamental changes in the way general education and special education engage in assessment and intervention activities . 2. In other words, decrease time spent on traditional evaluations of models of intervention and more time on consultation, classroom-based intervention and progress monitoring assessment .
- Distribute Handout: RTI- Related Activities . The following functions, roles, and responsibilities are a few examples of the many ways that school personnel can make unique contributions to the development and implementation of the RTI Model. Conduct comprehensive evaluations that include standardized assessment measures. Informal assessments and behavioral observations as well as translate the data into meaningful educational recommendations. Explain test results to help parents and teachers understand the student’s needs and the recommendations generated during the assessment process. Provide direct skill instruction in reading, writing, spelling, math, listening and learning strategies. Recommend modifications/accommodations needed for students with learning difficulties to be successful in the general curriculum. Monitor student progress continuously. Maintain data-based documentation on each student. Document parent notification and involvement. Provide effective instructional approaches and methodologies for students who struggle to learn. Students who are not identified as having specific learning disabilities, but who are not achieving, would receive services implemented by other professionals and related service providers. Provide behavior or emotional support strategies (FBAs and behavior plans development).
- Resource Document: RTI “Roles” Papers – Titled-New Roles in Response to Intervention: Creating Success for Schools and Children . This was a collaborative project with numerous professional organizations intended to describe how professionals could take active roles to contribute their unique knowledge and perspective in new ways for each child. It is intended to provide some suggestions and information for those involved in the RTI process. Each staff member who works with struggling students has a role to play. *This is not a consensus document and organizations have not endorsed the job roles written. Program-System Design Collaboration & Consultation Serving Individual Students Link:http://www.nasponline.org
- Distribute Handout: School Personnel Key Roles/Responsibilities (Examples ) w/Slide Graphic Organizer with examples for individual staff members broken down into the 3 main areas of RTI support. More detailed information is available in handouts.
- Group: Discussion/Reflection, Activity 3 What kinds of challenges will impact me, my colleagues, and my profession in the implementation of RTI? Common planning time Knowledge of assessment Communication with regular education teachers Professional development Interventions? My role? What kinds of opportunities/benefits do I see for me, my colleagues, and my profession as we implement RTI? Learn more about literacy or how to teach reading Better utilization of my teacher assistants Learn how to chart behavior or academic progress Increase working in a regular classroom Reduction in evaluations and reporting writing: Re-allocation of resources Instructions: Ask participants to read the one page handout, “Changing Roles/Responsibilities and Challenges and Opportunities.” After they have done so, direct the audience’s attention to slide 29 of the PowerPoint. First ask participants to think about the kinds of challenges they see for themselves, for their colleagues, and for their profession as RTI is implemented in their school. What are some opportunities that arise from the same situation? Distribute the worksheet. In groups, have participants share their experiences and create one general list that includes challenges and opportunities. In doing so, participants should consider the three specific areas specified above. As a whole group, have teams share some key points from their lists.
- “ The Chameleon Approach” Staff will need to change , adapt, and become more flexible…………… These changing responsibilities will need to be addressed with: A plan for on-going professional development in the district or building level. Reallocation of time to better address prevention and early intervention Adapting to a more systemic approach to servicing schools, including a workload that reflects less traditional service delivery and more consultation and collaboration in general education classrooms and short-term interventions .
- Suggestion: Have participants consider these two focuses – what do they mean to you? What might be involved? prioritize which they think is important as the next step…e.g, is it a one hr. meeting to discuss this? Or does it mean a task force to examine this over 2 yrs.? You probably feel this information has created more questions than answers. We are including three follow-up activities to use at home if you wish. Take a look at them and see if you can modify further to use in your trainings. They focus on: Roles and responsibilities. To help each specialist reflect on how his or her role may be re-structured to support the RTI model. What have you learned? This activity will help you as the trainer assess where staff are in their understanding of RTI and readiness to change. Action Planning. This activity is to be used with your teams back at the ranch to get into the nitty gritty planning details of what will be started, when, and by whom.
- Keep going…..this process will require on-going assessment and improvement (a problem-solving process itself) ~ it’s a marathon, not a sprint. Good luck!