Hinsdale Township High School District 86 Process & Structures of Implementation April 15, 2011 Presented by: Deanne Doherty, Ed.S., N.C.S.P. & Daniel Singer, Ed.S., N.C.S.P.
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Process & Structures of Implementation April 15, 2011 Presented by: Deanne Doherty, Ed.S., N.C.S.P. & Daniel Singer, Ed.S., N.C.S.P.
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Slide 1
Process & Structures of Implementation April 15, 2011
Presented by: Deanne Doherty, Ed.S., N.C.S.P. & Daniel Singer,
Ed.S., N.C.S.P.
Slide 2
Historical Context Committee Structures District and Building
Challenges and Solutions Next Steps
Slide 3
How RTI began in Dist. 86: Approximately 2005 Demographic
changes Curriculum changes HSHS 2005-07 HSHS begins initiatives to
help struggling students meet AYP goals HCHS 2007- HCHS formal
steering committees formed to discuss existing data as part of ISBE
RTI Self-Assessment
Slide 4
Created programs in both buildings- English/Math Blocks Fall
2008-Established District Steering Committee to assist in writing
District RTI Plan Used Souths previous AYP plan as guideline 2009-
State required district plan for RtI Historical Timeline
Slide 5
Reading Academic Reading Classes Intervention programs Excel
Math Math Blocks, Common Assessments In Progress Behavior PBIS/
Character Counts Discipline tracking Current School Year
2010-2011
Slide 6
District Steering Committee/Work Group Special Education
Central Steering Committee Reading Math Behavior South Steering
Committee Reading Math Behavior
Slide 7
Purpose: Oversee district implementation of RTI initiative
Support & encourage development of new programs Monitor legal
compliance at building level Composition: Asst. Sup., District
Director of Student Services, AP Central & South, SPED Dept.
Chairs, School Psychs, Subcommittee chairs Meeting Schedule:
Quarterly
Slide 8
Purpose: Manage implementation and communication of RTI at
building Composition: Principal, AP, DCs, Subcommittee Chairs,
School Psych, School Support Personnel Meeting Schedule:
Bi-Annually
Slide 9
Purpose: To implement response to intervention at
building-level within reading, math and behavior Composition:
Teacher representatives from most academic departments,
administrators, support personnel Meeting Schedule: Every 4-6
weeks
Slide 10
Compliance with IL mandate creates shift in procedures and
service delivery Renewed effort to focus on skills instruction
Organized effort to collect progress monitoring data Introduction
of new reading curricula, math and writing interventions
Slide 11
District Challenges: Balancing Autonomy v. Alignment
Sustainability Compliance at state and federal level
Slide 12
AutonomyAlignment LOW HIGH LOW HIGH
Slide 13
LOW HIGH LOW HIGH
Slide 14
Autonomy LOW HIGH Alignment HIGH LOW
Slide 15
Solution: Identify the key elements of process Agree to the
same outcomes Example: District Work Group Specific Learning
Disability Eligibility process AutonomyAlignment LOW HIGHLOW
HIGH
Slide 16
PositionYear Hired Superintendent2005 Assistant
Superintendent2006, 2008, 2010 District Director of Student
Services 2007, 2008, 2009 Building Principal Central2009, 2010
Assistant Principals Central2010, 2011 Building Principal South2008
Assistant Principals South2006, 2009
Slide 17
Submitted District RTI plan to state January 2009 Special
Education Eligibility Decisions using RTI New Territory Legal
implications? Lack of case law Demonstration site/districts?
Professional Development (LADSE) Existing process and structures?
Resulted in comprehensive needs assessment and review of ongoing
efforts, as well as professional development for staff. Expansion
of Tier II programming within General Education Seven Feeder
Districts Lack of Consistency across feeder schools in process and
practice
Slide 18
Professional Development Scheduling Resource Allocation Data
Collection Demographics
Slide 19
RTI Stakeholders attended trainings to increase knowledge and
skills on issues related to implementation Targeted teachers
receive professional development and trainings on specific
intervention programs of RTI School Psychologists provide
professional development on legislative changes specific to special
education, progress monitoring, problem solving method, data
analysis, use of software programs.
Slide 20
Created additional block class for At-Risk students in math and
reading Students involved in some RTI programs can receive elective
credit Special Education provides tutorial time afterschool
2x/week
Slide 21
Ongoing discussion of roles and responsibilities for data
collection Continued assessment of needs within building FTE
Distribution Decisions Investment in interventions with
demonstrated effectiveness Example: Use of Excel Program
Slide 22
Tier II General Education programs for English and Math
administer progress monitoring probes Office Discipline Referral
data are captured and analyzed monthly SPED students benchmarked in
reading and math
Slide 23
Screening (Problem Identification) Diagnostic (Problem
Analysis) Progress Monitoring (Plan Development and Implementation)
Outcome/Accountability EXPLORE EXPLORE Teacher Recs. Teacher Recs.
Existing CBM data Existing CBM data MAP MAP ODR ODR Nelson-Denny
(Vocab./Comp) Nelson-Denny (Vocab./Comp) Gates-McGinitie
Gates-McGinitie Class-Based Asses. Class-Based Asses. Normed,
Stndzd. Asses. (WIAT III, Key Math, etc.) Normed, Stndzd. Asses.
(WIAT III, Key Math, etc.) CBMs (math, reading, writing) CBMs
(math, reading, writing) Student Information Data (attendance, ODR,
grade book) Student Information Data (attendance, ODR, grade book)
Common Assessments Common
AssessmentsPSAEPLANPSATCBMGradesODRsAYP
Slide 24
Use of Universal Screeners to assist with placement decisions
Transfer students enrolled in orientation program, assigned a
student ambassador, and some are given adult mentors Off-Campus
Excel program At-Risk program for attendance, emotional
difficulties, medical needs
Slide 25
Continue Professional Development Continue Identification of
Needs Explore new interventions System for fidelity/integrity
monitoring Communication between School and Home Data collection
accessibility
Slide 26
Continue RTI Work Group collaboration Alignment with State
Common Core Standards Social/Emotional Learning initiative