This PowerPoint presentation is intended for use by those wishing to conduct a Training of Trainers (TOT) for the Response to Intervention Implementer Series (IS) developed by the National Center on Response to Intervention (NCRTI). TOT facilitators should have extensive knowledge of the training module materials (e.g., PowerPoints, training manuals, handouts), Facilitator’s Guide, and related readings found on the NCRTI website (www.rti4success.org), such as the Essential Components of RTI—A Cl
Closer Look at Response to Intervention. L k tR
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For content‐related questions, please contact the National Center on Response to Intervention at www.rti4success.org.
Please see the Facilitator’s Guide for an explanation of the format for the speaker notes used in this PowerPoint.
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Welcome! NCRTI has developed three training modules for implementers in the beginning stages (e.g., initial planning to beginning implementation) of Response to Intervention (RTI). These modules are intended to provide foundational knowledge about the essential components of RTI, or a common framework, and to build an understanding of their importance in RTI implementation. Although presenters may alter the sequence, the modules are designed to be delivered in the following sequence: Screening, Progress Monitoring, and Multi‐level Prevention System. Review information on the slides. To achieve today’s objectives, you will receive an overview of the training materials and resources. The training content and delivery will be also be modeled.
These TOT PowerPoint slides align with the organization of the IS Facilitator’s Guide. You may follow along using the Facilitator’s Guide or TOT PowerPoint slides. We will discuss the remaining materials throughout the training. It is suggested that the TOT facilitator assemble a binder of materials for each participant. Each binder should contain all of the materials used during the training (a recommended list is provided above). TOT facilitators should modify the list of materials based on participants’ needs. Slides and speaker notes are only needed for modules on which the TOT participants are being trained. Participants should receive electronic copies of the training materials, either through links to posted materials or a CD that includes the necessary materials (if links are not available). Orient participants to their materials and give them a few minutes to look through them. 3
Review information on slides.
Please note these are basic requirements. States, districts, and others planning to use the training materials may consider additional IS facilitator requirements. Think about including additional requirements to be an IS trainer to this slide.
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What is the purpose of the Implementer Series? The IS is part of a larger and ongoing professional development effort to improve educational outcomes. Technical assistance providers, state departments of education, and local districts and schools can use this professional development to… Review slide. General IS objectives are referenced on page 3 of the Facilitator’s Guide. Remember, these are the objectives of the IS modules, not the TOT objectives
Objectives for each module are listed in the beginning of each presentation. 5
Review information on slide. As the facilitator, you will need to become very familiar with the information in these documents and tools. All of these are available at www.rti4success.org. Hyperlinks:
Essential Components of RTI–A Closer Look at Response to Intervention ‐‐
http://www rti4success org/pdf/rtiessentialcomponents 042710 pdf
http://www.rti4success.org/pdf/rtiessentialcomponents_042710.pdf
NCRTI Tools Charts and User’s Guides ‐‐ http://www.rti4success.org/node/699
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Review information on slide. There is one Facilitator’s Guide for all NCRTI training modules, and it is included with the training module materials. Remind TOT participants that the TOT PowerPoint slides align with recommendations in the Facilitator’s Guide. It is important to clarify that the resources provided are sample resources provided by NCRTI. Check with the state or district to see if they have other required forms (e.g., trainer evaluations, training evaluation forms) that facilitators should use. Consider listing these on the slide above and including them in the TOT participants’ binder of training materials. 7
Each module in the implementer series includes the following training materials. We will discuss these in more detail. The Facilitator’s Guide also includes information about each type of material. 8
Review information on slide.
The delivery time for each module may vary, depending on the time devoted to activities and the purpose of the training. This will be discussed more later in the TOT training. What is the rationale behind this sequence? Screening is recommended as an essential first step in RTI implementation It provides information about which students need additional
step in RTI implementation. It provides information about which students need additional assessment (e.g., progress monitoring) and instruction (e.g., multi‐level prevention system); information about the effectiveness of core instruction and curriculum; and data indicating school‐wide and small‐group instructional needs. Progress monitoring provides additional data to confirm or disconfirm screening data and identify students in need of supplemental instruction. A strong progress monitoring system is essential to developing and sustaining an effective multi‐level prevention system. Ongoing data are needed prior to and during supplemental instruction to determine student responsiveness and program effectiveness.
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Think‐Pair‐Share activities are embedded throughout the slides. It is a strategy designed to enable participants to relate to a topic and formulate individual ideas by allowing them to share their ideas with other participants. Rather than using a basic recitation method in which a trainer poses a question and one participant offers a response, Think‐Pair‐Share encourages a high degree of participant response and can help keep participants on task. Using a timer may help keep this activity brief and maintain structure.
Refer TOT participants to page 8 of the Facilitator’s Guide for a list of reasons why Think‐
Pair‐Share activities are useful. Have participants read silently or as a group. Consider using the following Think‐Pair‐Share activity to demonstrate. THINK about an example of when a previous experience with an interactive professional development activity increased your understanding of presented content. Pause for 15–20 seconds.
PAIR with your neighbor. SHARE your experience with your neighbor. Debrief to reinforce components of the Think‐Pair‐Share activity.
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Review information on slide. This is referenced on page 4 of the Facilitator’s Guide.
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Orient facilitators to the meaning of the different types of text treatment (e.g., boldface, red font, green font) embedded throughout the speaker notes. It may be useful to let TOT participants flip through the module speaker notes and look for areas where different text treatments are used. The PowerPoint speaker notes are referenced on page 4 of the Facilitator’s Guide.
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IS Training Manuals are intended to serve as reference guides for IS participants. They provide key information during the training. The facilitator should emphasize the information in the Training Manuals during the presentation. It is recommended that copies of the Training Manuals be provided to all participants instead of printed copies of the PowerPoint slides, as they are written in full sentences and can be more easily understood after the training. It may be useful to let TOT participants flip through the Training Manuals to 1) compare how presentation content in presented in the slides and manuals, and 2) see how participants can access the glossary and handouts.
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Review information on slides. Activity handouts are referenced on page 5 of the Facilitator’s Guide. Refer TOT participants to relevant handouts found in the Training Manual. Facilitators should be mindful of participants’ level of implementation. Some may have already completed certain steps and may need to review and evaluate the choices they made; others may be just beginning to make plans for implementation. Depending on the time, participants may not be able to finish all of the activity handouts. Facilitators can recommend that teams reconvene after the training to continue this work. Facilitators may also recommend that teams assign roles, such as timekeeper, note taker, and discussion leader, in order to facilitate the completion of these activities. Refer TOT participants to the Module Overviews in the appendixes of the training manual for each module. Point out where it indicates if an activity is optional in the “Handouts’” section or if certain slides are associated with the activity handout.
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Review information on slides. Videos and demonstrations are referenced on page 5 of the Facilitator’s Guide. Skipping the videos is not recommended as they are valuable for the participants to hear a practitioner’s point of view on the subject matter. If Internet is not available, provide a summary of the video, if possible. Each module PowerPoint uses screenshots to demonstrate how to use NCRTI Tools Charts and other websites. More experienced facilitators may consider providing a live demonstration of these tools and websites. This allows the facilitator to show the most up‐
to‐date features (these tools sometimes change) and engage the audience in further discussion around specific tools or features (especially useful in cases where a site is using a particular tool). A live demonstration is only recommended when there is a strong Internet connection and the facilitator is very familiar with the tools or websites. 15
Review the slide. Information about the audience is found on pages 6–7 of the Facilitator’s Guide. We will talk more about how to adapt and customize after the presentation of the module. 16
Review information on slide and orient TOT participants to page 7 of the Faciltator’s Guide. After
the presentation of the module, TOT participants will have an opportunity to review suggestions for
customizing for different audiences and schedules.
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Orient participants to Appendixes A‐D of the Facilitator’s Guide and briefly review the contents. Give participants a few minutes to look through the appendixes, if desired.
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Orient participants to Appendix B of the Facilitator’s Guide and briefly review the contents of the slide.
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Orient participants to Appendix C of the Facilitator’s Guide and briefly review the contents of the slide. Although not recommended because of the length of the modules, it is possible to provide your participants with a copy of the PowerPoint slides. If participants prefer a paper copy, it is recommended that you send them the electronic copy prior to the training and ask them to print it. Prior experience suggests that only 50 percent of participants or less will actually print and use the slides. The remaining participants will use the Training Manual. 20
Orient facilitators to pages 9–13 of the Facilitator’s Guide. Review the content on the slide. OPTIONAL ACTIVITY : Divide TOT participants into five groups. Have each group read one of the above sections (2–3 minutes) in the Facilitator’s Guide, discuss it with their small group, and share their findings with the larger group. 21
It is recommended that the TOT facilitator take TOT participants through each section of the IS Module. To do so, switch from this TOT PowerPoint to the full IS Training
from
this TOT PowerPoint to the full IS Training Module
Module PowerPoint.
PowerPoint.
As you present, make sure that TOT participants are clear on the content being discussed (e.g., research findings, instructional recommendations); understand how to navigate through the speaker notes and present the material; and are comfortable facilitating the activity handouts, think‐pair‐shares, and team activities. Providing participants with a solid foundation of the research base for the recommended strategies and modeling the content presentation for them will be very important. Participants may also practice using the activities, handouts, think‐pair‐shares, and team activities
with a partner or small group.
How the actual module materials are presented will depend on the TOT facilitator’s comfort level with the materials and various presentation strategies as well as the needs and knowledge of the audience. For example, TOT facilitators may i
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choose to model some or all sections (depending on the needs and knowledge of the TOT participants) and provide time for discussion after each. Modeling is important for ensuring TOT participants understand how the information should be delivered with fidelity as well as modeling effective presentation skills. This format is also useful for TOT participants who are less familiar with some of the content. Although this format may increase the fidelity of delivery, it may not be engaging for some participants. If TOT participants have more advanced knowledge of the content, TOT facilitators may consider conducting activities that provide less demonstration and instruction on how to deliver the content of the slides and more exposure to the material itself (i.e., through jigsaw or similar activities). Although more engaging, this format can lead to issues of misinterpretation of the content or a lack of focus on important information For example if something is unclear to the
misinterpretation of the content or a lack of focus on important information. For example, if something is unclear to the TOT participants, they are more likely to brush over it unless they are being directed to pay particular attention to it. TOT trainers may also consider a combination of both approaches. For example, the TOT trainer may use a modeling approach for unfamiliar or more difficult content sections and more exposure‐type approaches for familiar or straightforward content. Remember, no one strategy will work for all group sizes, knowledge levels, or desired outcomes. In order to make decisions about the most appropriate format, the TOT trainer should gather information about the prior knowledge and experience of the facilitators (before, if possible, or at the beginning of the training) and the number of participants. After going through all of the sections, switch back to this TOT PowerPoint and discuss ways in which the module can be customized for different schedules and audiences (see Slides 23–29 of this presentation). 22
As we discussed earlier, the training modules are intended for district or school teams, but
may be adapted for different audiences.
When planning to present the modules, think about the audience (their priorities and needs) and the schedule. The focus of the presentation may be modified by spending more time on certain sections or slides, or by removing slides that are not relevant to the audience. Since facilitators will know their audiences best, final decisions on customizing the training are left to their discretion. However, when removing content, be careful to ensure that participants have all of the information necessary to understand the content in the remaining slides or modules. 23
Read the information on the slide. Consider providing time for TOT participants to brainstorm other recommendations for the specific module being presented. 24
Read the information on the slide. Consider providing time for TOT participants to brainstorm other recommendations.
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This repeated slide serves as an introduction to the next two slides.
As discussed earlier, the training modules are designed as a 6-hour training. However, they can be
lengthened or shortened depending on the audience’s needs and desired outcomes.
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The modules may be lengthened to provide participants completely new to RTI more time to digest the information (e.g., more think time and exposure) or allow teams more on‐site time for team discussion. The latter may be useful when teams are expected to produce something by the end of the training, such as a summary of current implementation or an action plan for future implementation. Review the information on the slide. Consider providing time for TOT participants to brainstorm other recommendations.
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Not all schools, districts, or states have the luxury of an all‐day training, nor is it always the most appropriate format. Each training module is divided into smaller sections that can be grouped for half days or single, shorter sessions. It is important to ensure that sections removed are not critical for the understanding of selected sections. For example, it would not be wise to remove “What is RTI?” from a half‐day screening module for participants new to RTI as the participants need to understand how it fits into a broader framework. Another option is to present the module over a longer period of time by conducting smaller sections of the module Again it is important that participants have sufficient prior
sections of the module. Again, it is important that participants have sufficient prior knowledge and exposure to benefit from the selected sections. Read the information on the slide. Consider providing time for TOT participants to brainstorm other recommendations.
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The facilitator may also want to change terms and examples within the presentation to ensure that they align with local terminology and technology. For example, if a state refers to RTI as Response to Instruction instead of Response to Intervention, the facilitator may decide to change the language in the presentation to reflect the state’s terminology. In addition, if a school, district, or state uses a particular data system, the facilitator may want to draw examples from that system.
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Remember, this training should be part of your ongoing professional development. You should continue to…
Review slide contents. 30
External observation and feedback are important for an ongoing improvement process. Here is a sample IS Trainer Evaluation Form…
Review content of slide. Consider providing time for participants to look more closely at the Trainer Evaluation and encouraging discussion about the contents.
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The purpose of this training is to introduce participants to the training materials and content. Although content knowledge is
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facilitator. Take a moment to complete the IS TOT Self‐Assessment of Trainer Attributes.
Effective facilitators build on their training strengths and work to enhance areas needing improvement. It is important to be as honest as possible when completing the self‐
assessment. Once you have rated yourself and identified potential areas of improvement, brainstorm possible improvement strategies. Seek additional training as necessary. Depending on the group, the brainstorming part of this activity may be completed by the whole group, with partners, or with teams. Remind TOT participants that they might consider reviewing these attributes while preparing for upcoming trainings. Although not part of the NCRTI TOT training, TOT facilitators may consider incorporating training and discussion around these training attributes. After conducting each training, it is recommended that facilitators use the Posttraining Self‐
After
conducting each training it is recommended that facilitators use the Posttraining Self
Assessment Tool to reflect on the successes and challenges of the training, and identify ways in which the training can be improved. It is important to be as honest as possible when completing the self‐assessment. Consider having participants review (not complete) the Posttraining Self‐Assessment. 32
Consider discussing next steps for TOT participants, if any. Insert your contact information.
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