What to Expect During Your First Year of Implementation Giancarlo Anselmo School Psychologist/RTI Coordinator Cleveland County Schools Carolinas Innovations Conference 2008 Wrightsville Beach
Mar 27, 2015
What to Expect During Your First Year of Implementation
Giancarlo AnselmoSchool Psychologist/RTI Coordinator
Cleveland County Schools
Carolinas Innovations Conference 2008
Wrightsville Beach
Two Major Things You Can Expect
• Number 1– Starting a process that tries to match the
correct level of instruction with the level of need for every child in your school
• Number 2
My Goal
• Show you some areas that we made mistakes
• Show you some remedies
• Discuss other examples of what you might expect during early years of implementation
Cleveland County Schools
– Roughly 17,000 students– 4 high schools, 4 middle schools, 2
intermediate schools, 16 elementary schools– 13% of population is EC
Overall Implementation and Expansion
• 2006/2007 school year RTI procedures were piloted in two elementary schools– One large school (700 students) Springmore– One small school (400 students) Casar
• 2007/2008 implementation expanded into two more large elementary schools– Fallston Elementary (600 students)– Union Elementary (600 students)
• 2008/2009 two more small elementary schools started implementation
• 2009/2010 first middle school with an additional two to four elementary schools
School Wide Support For Process
• Showing how the Discrepancy model was probably not the best model in order to catch students early
• Studies done at local level showing legitimacy of Curriculum Based Data
3rd Grade EOG Comparison to ORF
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0 50 100 150 200 250
Words Read Per Minute On DIBELs ORF
EO
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Cleveland County Schools EOG/CBM data 2007
1st Year Implementation
Teacher Supports
• Teachers have been trained on all tiers of process
• CBM training• Teachers each received intervention
notebooks • Intervention training• Teachers are assigned case colleagues from
the Problem Solving Team to help with procedures, paperwork, or interventions starting at Tier I
Case Colleagues
• Every grade has a case colleague
• Case colleagues help teachers with paperwork, interventions, moral support, and scheduling of meetings
• Case colleagues meet with teachers on a weekly basis
Roles of Case Colleague• Case colleague will meet with teacher at
the beginning of Tier I/Tier II to help with paperwork, interventions, and answer any other questions that arise
• Case colleagues also meet with teachers every other week to check in on progress
• Case colleagues will also meet with teachers at the end of Tier II
• Case colleagues will be in charge of setting up PST Team meeting if moving to Tier III
How PST Team ChangedLast Year
• Parent• Principal• School Psychologist• EC teacher• Diagnostician• Teacher of student• Regular ed teacher• Title 1 reading specialist• Counselor • Social worker
This Year• Parent• Principal• School Psychologist• Case Colleague• Title 1/Interventionist• Teacher of student• Others used as needed
MISTAKES
What is the Best Way to Train a Problem Solving Team
First Year Training
• Consisted of training teams using PowerPoints from state training
• Trained teams from two schools at once
Second Year Training
• Trainings consisted of sitting down with each PST team and going over case studies
• Cases from their own schools were used to help them go through the process
MISTAKES
Students Entering Tier 1
First Year
• K-2 Students entered Tier I in reading based on DIBELS data
• All other subject areas and grades 3-5 where based on teacher discretion
Second Year
• All Children K-5 went through screening process at RtI schools
MISTAKES
Screening All RTI Schools K-5th Grade
• All students are screened three times a year using either DIBELS, Skill Builder probes, or Aims Web Maze Fluency probes
• Teachers have been shown data and given recommendations on who needs to enter Tier 1
• Teachers have been shown what skill to teach and what to use to progress monitor each child
Timelines
• Beginning of the year benchmark assessment• Targeted students enter Tier I based on
information from class and assessments• Plan is written with help of parent and
sometimes the Case Colleague• Teachers intervene in specific area for 4-6
weeks or longer• Dialogue continues with Case Colleague• Process will repeat with Tier II except more
people are generally involved
Ways to Handle Interventions
• Each grade level has an intervention period built into the daily schedule
• Fluid time when any student in that grade level can go anywhere in the school to receive intervention
• Students not on intervention plan receive challenge enrichment activities – gifted teacher can consult with staff about activities
• Can be hard to schedule but has great results and great teacher feedback
Fidelity and Integrity checks
• Case Colleague meeting form
• Interventions are observed before a child moves to a new tier– Intervention observation form is used
Questions?
mail.clevelandcountyschools.org/~ganselmo