Round #3 Breakout Sessions
1. Planning for the Implementation of Response to Intervention
Room: Roosevelt/Lincoln
Frances Wallace, University of South Florida
This session will be useful to states just beginning to plan for RTI with a discussion of the stages of implementation that describe implementation preparation strategies and activities, the development and role of an implementation/oversight team, and alignment of activities at multiple levels (local, state, etc) to initiate and manage change.
2. Implementing RTI in Title I Schools: Key Issues for Decision Makers
Room: Arlington
Susan Wilhelm, Kay Rigling, and Sheila Sjolseth, Office of Elementary and Secondary Education
As States, local educational agencies and schools consider implementing RTI strategies to improve student achievement in Title I schools, questions are being raised about how federal, State, and local funds may be used to support this instructional strategy. This interactive session will review key principles of Title I that have major implications for how RTI is implemented in schools operating Title I targeted assistance programs. Participants will be provided the opportunity to identify issues and provide input into areas where additional guidance is needed.
3. How Should Families Be Involved in RTI?
Room: Potomac 1 (back side)
Connie Hawkins, Exceptional Children’s Assistance Center and Larry Fuller, Parents Reaching Out
The involvement of families is an important factor in the successful implementation of RTI practices. This session will describe what parents need to know about RTI, provide questions for families and information and communication strategies for parents and school personnel. This interactive session will include opportunities for dialogue and discussion.
4. Title I: A Critical Partner in RTI Implementation
Room: Potomac 2
Richard Long and Colleagues, National Association of State Title I Directors (NASTID)
In almost every model for RTI implementation, Title I plays a prominent role. Yet, much remains to be articulated about the conceptual and programmatic linkages that seem to be so aligned. In an effort to ground the dialogue, the National Association of Title I Directors (NASTID) conducted a survey of their members. NASTID wanted to identify the ways Title I is currently participating in RTI efforts at the state and local levels. As well, they wanted to understand the forces that are driving and/or restraining the full participation of Title I in implementing RTI. In this session, these findings will be reported and participants will be invited to share their insights and recommendations for future action.
5. State Presentation: New York
Room: Potomac 3 (back side)
Pat Geary and Colleagues, New York State Education Department
New York State (NYS) is promoting the implementation of Response-to-Intervention programs statewide in its school districts through (1) a comprehensive regulatory/policy framework, (2) building the foundation of strong instructional programs in literacy and behavior in its schools, and (3) providing grants and technical assistance for implementation. The work is guided by a work group of stakeholders and experts in the areas of literacy and RTI. While there are many schools in NYS initiating and implementing RTI programs through their own initiatives, the State Education Department will be providing program development grants to approximately 10-15 school districts and establishing a State RTI technical assistance center (TAC). The role of the State RTI TAC will include coordination with the National Center for RTI, assisting schools in program development, and evaluation of the effectiveness of the RTI programs implemented by grant-funded schools.
6. State Presentation: Michigan
Room: Potomac 4
Beth Steenwyk and Jacquelyn Thompson, Michigan Department of Education
Michigan 's Integrated Behavior and Learning Support Initiative (MiBLSi) is a systems approach to reading and discipline that emphasizes prevention, instruction, and data-based decision-making to reduce problem behavior and improve academic performance. MiBLSi assists school leadership teams to create a culture of success for all by designing school-wide intervention systems. Specific student/building data are the basis for all planning decisions, and a three-tiered intervention process is used to reach all students at their individual level of need. The program is research-based, data-driven, and combines the best of scientifically-based practices in literacy and behavior interventions. The success of this initiative is predicated upon fidelity of the implementation of research-based intervention strategies in both areas. The evidence of success is notable with data showing significant improvements in student outcomes and tremendous growth in over 250 schools in the four years the project has been implemented, with a scale-up goal to be in over 900 schools in five years.
7. RTI and Secondary Education: What are the Implications?
Room: Potomac 5 (back side)
Donald Deshler, University of Kansas, and Joseph Kovaleski, Indiana University of Pennsylvania
Although most RTI initiatives to date have been focused at the elementary level, surely the approach will have an impact on the secondary system as students move through the grades. In this session, participants will share their insights in a facilitated dialogue. Together, they will pursue key features and critical issues that will shape the development of RTI at the secondary level.
8. Bridging Problem Solving and Standard Treatment Protocol Approaches to RTI: A Dialogue with the Field
Room: Potomac 6
Ed Shapiro, Lehigh University
As the RTI approach gains support, implementers often talk about adopting either a problem solving or a standard treatment protocol approach. Is there a bridge between the two? This session is designed as a facilitated interaction among experienced practitioners to articulate the connections. Topics include:
- Definitions and terminology
- Comprehensive vs. focused approaches to standard protocols
- Group vs. individualized problem solving models
- Varied approaches in tiers 2 and 3
- Resource allocation
9. Response to Intervention (RTI): Beyond the Basics
Room: Washington A
George Batsche, University of South Florida
This session expands on the topics covered in the ‘overview’ session with a discussion of the “what, who, and how” of RTI implementation. Using both presentation and interaction, this session will focus on:
- Interventions delivered in a tiered model, with a focus on the tiers
- Instructional strategies in the tiers
- Decision-making including problem-solving
- Scaling up
- Basic concepts in examining data
10. Comprehensive Coordinated Early Intervening Services: Making it work for you
Room: Washington B
Pat Hozella, Pennsylvania Department of Education, Sara Menlove, Ruth Ryder, and Perry Williams, Office of Special Education Programs
This session will provide an overview on the requirements of the Individuals with Disabilities Education Act of 2004 (IDEA) for comprehensive coordinated early intervening services (CCEIS). IDEA allows for a school district to use up to 15% of its Federal special education funding to provide comprehensive coordinated early intervening services to students who are not currently receiving special education, but who need additional academic and behavioral supports to succeed in a general education environment. These funds can be used, with some limitations, to support the implementation of a school-wide initiative such as RTI. In addition, a State must require any LEA identified as having significant disproportionality to reserve the maximum 15% to implement CCEIS. In this session, we will discuss these requirements and the implications they may have for implementing RTI in a State. |
