Amy Piper, Ed.S., NCSP | January 12, 2017, 4-5:15 pm
In October 2010, NYSED set a regulatory policy framework for the implementation of RtI for grades K – 4 in the area of reading. Response to Intervention (RtI) is a framework that combines data-driven problem solving with a focus on research-based practice, implemented with fidelity, to maximize the achievement of ALL students.
Leadership plays a very critical part in the RtI process. The administrator is the leader, coach, data consumer, and the person that works to align all that goes on at the school site to support RtI.
Participants will learn the following: • the important role administrators play, especially in developing a schedule conducive to RtI implementation; • reviewing data teams, with a focus on research-based best practices for the school and in the classrooms; • practical suggestions with research-based practices in improving student achievement; • developing an RtI framework that is realistic and age-appropriate for students at their building level.
The Common Core Learning Standards (CCLS) emphasize the need for content area teachers to address the literacy needs of ALL students and provide instruction that supports student engagement and discussion of complex text and understanding of academic vocabulary. This 2-day + one webinar session PD event is designed to provide intermediate, middle, and secondary teachers an opportunity to learn and infuse specific reading strategies within core instruction in the content areas. Day One presents a comprehensive overview of Collaborative Strategic Reading (CSR), a research-validated instructional model designed to improve reading comprehension and content learning in general education and intervention settings in grades 4-12. On Day 2, participants learn how to fine tune strategy use, to incorporate cooperative learning into text-based discussions, and to lesson plan using CSR strategies and discipline-specific content and materials. A one hour, follow-up webinar is designed to further support successful implementation of CSR in content-area instruction. CSR can be used to differentiate core instruction in content area classrooms or as an intervention at Tier 2 or 3 of an RtI model. Participants will be given access to materials needed to implement CSR.
Dr. George Batsche | September 27, 2016, 4-5:15 pm
Multi-Tiered System of Supports (MTSS) is a school-wide model that uses data-based problem-solving to maximize the positive impact of academic and behavioral instruction and intervention for ALL students through the delivery of instruction in varying intensities. This five part webinar strand will address the connection between RtI and MTSS and how school can use this prevention process to address the academic and learning needs of ALL students.
This webinar series is intended for school based RtI/MTS/or problem-solving teams. Team members may include the follow- ing school personnel: general and special educa on teachers, RtI/MTSS core team members, interven on specialists, school support sta (e.g., social workers, counselors, speech/language pathologists), school psychologists, principals and central o ce administrators.
Session 1 will discuss the relationship between RtI and MTSS and outline the key components of a MTSS framework. (75 minutes)
Data-based decision making is a critical component of an RtI process that occurs across all tiers or levels within an RtI model. Data-based decision making involves using RTI data to address essential questions at a district, school, grade, class and individual student level. Prioritizing essential questions at each level, identifying measures to address them and creating an infrastructure so that data is actionable are key components to an effective, sustainable RTI process. This webinar strand will address data-based decision making at a district, school, grade and individual level including special education decision-making.
Dr. Katherine Dougherty Stahl, New York University, Clinical Associate Professor of Literacy | March 2, 4 pm-May 4, 2016 5:15 pm
Response to Intervention and the ELA Common Core Learning Standards (CCLS) have prompted changes in the approach that schools must take in implementing effective literacy instruction. When conducting an assessment audit, teachers, schools, and districts inventory what tests every teacher is currently using. The audit also investigates the effectiveness of the data management system; evaluates the reliability, validity, and usefulness of each assessment, including alignment with CCLS; evaluates the fidelity of test administration and score interpretation; determines the type of professional development training needed to increase the reliability of the tests; eliminates redundant assessments and determines where new assessments are needed to fill voids. This webinar series will walk participants through the audit process, either as an individual, school team member, or district representative. The outcome is a lean and efficient cohesive literacy assessment system that serves as the key component in an effective RTI framework.