Getting It Right at the Building Level
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Introductions
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Burton Street Elementary
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NYS TAC Grant Pilot School
Giving Thanks
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Our Teachers
Our Administrators
Our Colleagues
Support Staff
NYS TAC
CNYRIC
Supporting RTI as the Building Principal (Year
1)
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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
Supporting RTI as the Building Principal
(Year 2)…
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Expanded Professional Development
opportunities for all staff with CLC
Triangulating Data
Focused on individual teacher data
Intentional instruction
Supporting RTI as the Building Principal
(Year 3)…
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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
Supporting RTI as the Building Principal
(Year 4)…
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By the 3rd week of school, students
were receiving services
Triangulating Data
Continue to Redefine RTI Guidance
Documents
Next Steps…
Supporting RTI as the Literacy Coach
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Universal Screening
Progress Monitoring
Data Meetings
Coaching
Professional Development
RTI Grant
Supporting RTI as the School Psychologist
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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
Supporting RTI as the School Psychologist
continued …
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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:
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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
Additional roles of a School Psychologist that can be
more specific to your professional skill set or
district/building structure
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Membership in district and building level
committees - literacy, data, RTI planning
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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
Supporting RTI as the
District Data Coordinator (Year 2)
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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
Supporting RTI as the
District Data Coordinator (Year 2)
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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
Supporting RTI as the
District Data Coordinator (Year 3)
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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
Supporting RTI as the
District Data Coordinator (Year 3)
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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…
Supporting RTI as the
District Data Coordinator (Year 4)
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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
Contact Information
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Mary Ann MacIntosh, Principal
mmacintosh@caz.cnyric.org
Christine Tillman, School Psychologist
ctillman@caz.cnyric.org
Deb McCullough, Literacy Coach
dmccullough@caz.cnyric.org
Terry Ward, District Data Coordinator
tward@cnyric.org