Building RTI Systems at Local Levels Brandi Meade Dalton Elementary School Dalton Gardens, Idaho Coeur d’Alene School District #271

Dalton’s Demographics Located in northern Idaho. About two hours south of Canada. About 415 students enrolled, one of the smaller schools in the district. High SES, about 10% free and reduced lunch. No Title 1 funding. Part time school psychologist and counselor. About 80% of families volunteer regularly in the school.

Background Information How It All Started… Small group wrote a grant and received it in Core group training began in the fall of Principal changes, staff turnover, how did we continue on? Where We Are Now… Still working with new principal and staff. Provide opportunities for area schools to come visit, watch, and question practices. Added coordinator position. Still training staff, new and old.

RTI: Implications for Teachers Problem solving model provides support for teachers. It is a shift from the referral process teachers are used to. There seems to be more work! Don’t worry…it’ll pass. Progress Monitoring…no more “Cardiac Method!”

RTI: Training RTI training got off to a rocky start! The state hired a RTI trainer, trainings improved and were scheduled regularly. The trainer left for another state and has not been replaced…that was two years ago! Training needs to be ongoing and meaningful.

RTI: Working with Parents IQ Discrepancy Model Parents were only involved in the process when testing was necessary. Parents often felt afraid about the implications of the test results. Parents were confused and worried about who attended the meetings about their child. Response to Intervention Parents are part of the team from the first problem solving meeting. Parents are informed about their child’s progress early and often. Parents are typically not surprised by the content of meetings and what happens next.