2. What to Expect During Your First Year of Implementation Giancarlo Anselmo School Psychologist/RTI Coordinator Cleveland County Schools Carolinas Innovations Conference 2008 Wrightsville Beach

3. 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

4. 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

5. Cleveland County Schools –Roughly 17,000 students –4 high schools, 4 middle schools, 2 intermediate schools, 16 elementary schools –13% of population is EC

6. 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

7. 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

8. Cleveland County Schools EOG/CBM data 2007

9. 1 st Year Implementation

10. 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

11. 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

12. 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

13. How PST Team Changed Last 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

14. 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

15. 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

16. Screening All RTI Schools K-5 th 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

18. 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

19. 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

20. Fidelity and Integrity checks Case Colleague meeting form Interventions are observed before a child moves to a new tier –Intervention observation form is used

23. Questions? mail.clevelandcountyschools.org/~ganselmo