AND WHO IS IN OUR AUDIENCE? Any folks who are not school psychologists by training? Any folks who primarily play other roles in their districts? Any folks who have completed more than a handful of SLD evals using RtI?
CULTURE EATS PLANNING FOR LUNCH… We will cover some bigger picture RtI issues, answering the question, How do SLD evals work in districts with very different models of RtI? We will also cover some nuts and bolts issues about evaluations: SRBIs Progress monitoring tools and aligning with selected intervention The F word: Fidelity Observation protocols Use of diagnostic assessments and intervention selection
A NOTE ABOUT TECHNOLOGY… We created a public dropbox folder with materials from panelists However, no one can get in… I believe that if you access dropbox you can search for my public folder I will post all materials on the public side of the WSPA Web site under Resources as soon as I can get online. Latest by the weekend.
CURRENT SYSTEM STATUS Please give a very brief overview of where your school/district stands on systematic RtI implementation. What are your screening and progress monitoring tools? What is your elementary reading core curriculum? What are your interventions in elementary reading?
ROLE What is the psychologists role in RtI in your school/district? Has it evolved? How fast?
PARENTS What would the average parent know about RtI if asked? How has parent communication been handled in your district as it pertains to RtI data and how students move through the tiers? What about consent? Have you been asking for consent for intervention?
INTERVENTIONS Are interventions truly supplemental in your school/district, or do all students get intervention? Have you done anything with providing intervention in such an intensive way that students are missing other activities or classes like Art, Music, PE?
EVALUATIONS Have you had any initial SLD evaluations using RtI yet? What went well? What was challenging? Did any students qualify? Do you think these same students would have qualified using discrepancy? Under what part of the criteria did they qualify: gap increasing, gap closing too slowly, gap closing but resources too intensive? Talk about that discussion.
DOCUMENTING APPROPRIATE INSTRUCTION How are you documenting appropriate instruction? What did you define as explicit and systematic instruction in the 5 areas of reading?
EXCLUSIONARY FACTORS Any good ideas for the exclusionary factors: economic or cultural factors, lack of instruction, etc.?
ETHICAL ISSUES What new ethical issues have arisen for you as a result of this new evaluation model?
CONTACT INFORMATION John Humphries WSPA President-Elect (608) 438-6109 firstname.lastname@example.org Panelist Contacts Warm Thank You to Panelists One Fabulous Prize!