1. Getting It Right at the Building Level  Introductions  Burton Street Elementary  NYS TAC Grant Pilot School

2. Giving Thanks  Our Teachers  Our Administrators  Our Colleagues  Support Staff  NYS TAC  CNYRIC

3. Supporting RTI as the Building Principal (Year 1)  Focus on Instruction  The birth of the Instructional Support Team  Started Small  Use Data Conversation Process (CLC)  Started recording data within Excel  Meet 3 times a year

4. Supporting RTI as the Building Principal (Year 2)…  Expanded Professional Development opportunities for all staff with CLC  Triangulating Data  Focused on individual teacher data  Intentional instruction

5. Supporting RTI as the Building Principal (Year 3)…  Added Literacy Coach  Teachers now expected to progress monitor  Increased the amount of time we were meeting with teachers  Hard conversations about instruction  Literacy Coach provides PD to staff

6. Supporting RTI as the Building Principal (Year 4)…  By the 3 rd week of school, students were receiving services  Triangulating Data  Continue to Redefine RTI Guidance Documents  Next Steps…

7. Supporting RTI as the Literacy Coach  Universal Screening  Progress Monitoring  Data Meetings  Coaching  Professional Development  RTI Grant

8. Supporting RTI as the School Psychologist  Instrumental in providing background knowledge and methodology on RTI model to various levels of district staff (administrators, specialists, teachers and paraprofessionals) and community (school board and parents)  If you are a school psychologist and don’t feel well educated enough to be teaching other’s about RTI and be a leader in your district- you need to make it your personal professional goal

9. Supporting RTI as the School Psychologist continued …  Capable of developing (or researching existing) needs assessment to identify readiness for RTI model, next stage of implementation plan, or gaps (evolutionary process)  Vital in communicating the identified needs to: Gain administrative support for resource allocation (we need this) and planning (this is the solution) Formulate - implementation plan (with steps/stages), infrastructure changes/addition (from schedule to staffing), programs, training, & materials

10. Additional roles of a School Psychologist that can be more specific to your professional skill set or district/building structure  Membership in district and building level committees - literacy, data, RTI planning Review curriculum, interventions, programs, & assessments  Instructional Support Team involvement: from coordinator or facilitator to invited guest based on referral  Collaboration with individual teachers  Grant writing (research & resources)  Professional development & in-service training, as well as book studies

11. Supporting RTI as the District Data Coordinator (Year 2)  Formation of the District Data Team  Provided guidance and professional development in the adoption of our data conversation structure  Provided support to SST  Formation of the Building Data Team  Guidance in decision making rules  Looking at RTI Data in other ways

12. Supporting RTI as the District Data Coordinator (Year 2)  Going Visual with our Data Displays  Getting teachers comfortable with looking at peer RTI data  Supporting the principal and school psychologist  Guiding conversations at our RTI data team meetings

13. Supporting RTI as the District Data Coordinator (Year 3)  Began working with Literacy Coach  Continued to improve our data collection system  Meeting more frequently with grade levels  Began have conversations about screening tools at the middle school  Introduced other protocols to get to instructional conversations  Continued to get teacher buy-in

14. Supporting RTI as the District Data Coordinator (Year 3)  Having conversations about effective and ineffective interventions  Correlation study about DIBELS and NYS Grade 3 ELA  Providing Professional Development in Data Analysis Tools  Always thinking about next steps…

15. Supporting RTI as the District Data Coordinator (Year 4)  Being consistent  Marriage of the District Data Team and the District Level RTI Team  Researching best practices  AIMSWeb implementation at the MS  Continuing to redefine data collection  Examining District Assessment Plan

16. Contact Information  Mary Ann MacIntosh, Principal mmacintosh@caz.cnyric.org mmacintosh@caz.cnyric.org  Christine Tillman, School Psychologist ctillman@caz.cnyric.org ctillman@caz.cnyric.org  Deb McCullough, Literacy Coach dmccullough@caz.cnyric.org dmccullough@caz.cnyric.org  Terry Ward, District Data Coordinator tward@cnyric.org