Committee Facilitators:
Amber Roderick-Landward & Stephanie Stollar, Ph.D.

Description:
This strand will explore the application of data-based decision making at the building level for educators in schools that are just beginning to implement RtI, or are at a plateau of implementation and need a boost to jump start their success. The NASDSE School Level Blueprints for Implementation will provide the framework for skill building, practice activities, and the sharing of ideas and tools from multiple settings around the country on consensus building, infrastructure development, and implementation. Examples will illustrate the application of RtI practices to social and academic behaviors.

Note: This is not a beginner level session. The presenters will assume basic knowledge of RtI viewpoints and practices, including basic knowledge of using data in a problem-solving model.

Learning Objectives:
At the conclusion of training, participants will:

1. Understand building-level RtI practices that increase student achievement;
2. Experience using multiple, national examples of data based decision making processes and tools;
3. Have practiced useful skills for building consensus, infrastructure development, and implementation of RtI practices;
4. Gain fresh ideas and a renewed sense of determination.

Pre-requisites:

• Have an understanding of what RtI is and is not
• Have received an initial overview of RtI
• Have a good understanding of the underlying practices and beliefs of RtI
• Do not yet have a district or building leadership team that meets regularly

Questions To Determine If You Should Attend Strand 1:

1. Do you have a building leadership team that meets regularly around RtI issues?
2. Do you have a comprehensive assessment system that includes:
• Universal screening tools (i.e., a data system that identifies students who may need additional academic or behavioral instructional support?)
• Diagnostic assessments for pinpointing specific need areas?
• Progress monitoring assessments for ongoing evaluation of instructional effectiveness?
• Outcome measures tied to school improvement for evaluating overall proficiency with standards?
3. Do you have a process for ongoing consensus on implementing RtI and on the underlying beliefs of RtI?
4. Do you have an infrastructure for problem solving teams (student level, grade level, building level)? For example:
• a building master calendar that allows for regular data reviews and
• a building schedule that allows for grade level team meetings, and appropriate time for core and supplemental instruction
5. Do you have flexible resources so that student needs can be matched to services?

If you answered NO to 3/5 of these questions, this is the right strand for you at the Building Level.