Document Sample
RTI Powered By Docstoc
					Prioritizing Prevention

With RTI methodology

Schools can reverse the “waiting to fail” outcome with the “ability to succeed” through the use of systematic student progress monitoring and improved core instruction.
Prioritizing Prevention is an interactive professional development series designed to give administrators, general teachers, and special education teachers an RTI framework for both school and student improvement. By Prioritizing Prevention schools can expect to:  Improve instruction and school performance  Strengthen eligibility and evaluations  Maximize use of limited time and resources  Decrease behavioral issue referrals and reduce misidentification This series covers several topics based on current research supporting the Response To Intervention (Rti) methodology embedded in the 2004 reauthorization of IDEA. All sessions are interactive including group-based sessions and on-site coaching. Below is an outline for each day of instruction.

Diagnostic Visit & Evaluation of Achievement Data

RTI does not fix poor instruction. It is important to look at the core instruction and achievement data to determine what is causing low performance. MRSH will implement a needs assessment to help decision-makers review their achievement data to determine where and what interventions will optimize student outcomes. The results from this diagnostic provide direction concerning the next steps for a school or district in implementing RTI.

RTI – what’s it all about?
This day of training will provide administrators and teachers with a better understanding of the implementation and practical application of the RTI process. During this session participants will:  Understand the nuts-and-bolts of RTI  Learn important terms  Discuss and create a plan for data collection  Learn strategies for data-based decision making In addition to the RTI overview, participants be provided with an introduction to Universal Design for Learning strategies that can be implemented in Tier 1 in the mixed-ability classroom. These strategies will: provide different approaches to reach all learners including; ELL and Special Ed.

RTI – Effective Teaming Day 1

This session is dedicated to providing on-site training for the RTI team. During this session participants will design the functions and roles for their team. Teams will also create a customized RTI plan for their school. Through coaching, the RTI team can received additional support.

RTI – Effective Teaming Day 2

During this session team members will receive training regarding Peer-Coaching strategies that will provide measures for assessment and feedback for teachers using RTI. Additional days of coaching can be provided to assist with case management and problem-solving. To schedule, or for more information, contact Agency for Educational Partnerships at: 615-354-7686.

RTI – Tier 1 Strategies and Behavior Interventions
This full day of interactive instruction will provide participants with Universal Design for Learning Strategies that will assist teachers with managing behaviors in a mixed-ability classroom.

Research and resources for the development of this module include:
Bishop P., and G. Allen-Malley. 2004. The Power of Two: Partner Teams in Action. Westerville, OH: National Middle School Association. Cramer, S. 1997. Collaboration: A Success Strategy for Special Educators. Needham Heights, MA: Allyn & Bacon. Friend, M., and L. Cook. 1996. Interactions: Collaboration Skills for School Professionals. White Plains, NY: Longman Publishers. Graham, M. 1998. “On the Same Team.” Virginia Journal of Education, December, pp. 15-17. Mostert, M. 1998. Interprofessional Collaboration in Schools. Needham Heights, MA: Allyn & Bacon. Tomlinson, Carol Ann. 2001. How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: ASCD. Ms. Kathryn Bremner is a former math and science middle school teacher. During her ten years at the middle grades level, Ms. Bremner was a member of a collaborative team working extensively with gifted learning, special needs, and English as a second language students. In addition to her role as a classroom teacher, Ms. Bremner served as a clinical faculty member to James Madison University's middle grades program, co-teaching pre-service education classes. Ms. Bremner continues to work directly with the Virginia Middle School Association, the Virginia Advisory Committee for the Education of the Gifted, and the Virginia Schools to Watch program. Ms. Bremner received a B.S. degree in Sociology from Bridgewater College, an M.Ed. degree in Elementary Education with a concentration in middle grades curriculum and an endorsement in Educational Leadership from James Madison University.

To schedule, or for more information, contact Agency for Educational Partnerships at: 615-354-7686.

Shared By: