1. Lisa Bates and Jenice Pizzuto
Building a Strong Foundation Leadership, Teaming and Standards of Practice
Lisa Bates and Jenice Pizzuto

2. Culture ORTIi 9 Essential Components Leadership SLD Decision Making
Clear Vision of Learning for ALL
BIT Meets Regularly
Principal Attends RTI Meetings
Core Review
Interventio n Placement
Interventio n Review
Decision Rules
Initial and Ongoing PD
Ongoing Coaching
Observe & Actionable Feedback
Progress Monitoring
Interventions
Universal Screening
Core Materials and Instruction
Culture: High expectations for all student populations, belief that all student populations can learn, belief that the measurement of how well I teach is how well they learn
Leadership:
Teaming/DBDM: Disaggregate data,
Professional Learning & Support: SIOP
Core: Sheltered instruction, implicit, opportunities to respond,
Leadership
Teaming
& DBDM
Professional Learning
Culture of Collaboration to
Improve Outcomes
Culture
Growth Mindset &
High Expectations For ALL Students

3. Building Your RTI Infrastructure
Jenice’s house

4. Leadership is the key!
“The chance of any reform improving student learning is remote unless district and school leaders agree with its purposes and appreciate what is required to make it work.”
Learning from Leadership Project: Review of research How leadership influences student learning
Set the vision and commitment
Shared responsibility
Development and support

5. Brooke- DDSD Initiatives Focus on MTSS

6. GAPS Five Pillars for a becoming a great public school system
Schools that produce good citizens
All students graduate and go on to successful post high school outcomes
Equity Lens
Continuous improvement principles are used system wide
Efficient Operations
Using these five principles, we are committed to making sure that kids in our school system always learn and grow. We believe we are here to serve our community and, through our actions, we can make Albany a great place for our children. Jim Golden
Pillar One: Mentally and physically healthy kids.
People who give back to their communities through service.
Creating an inclusive community where all people are valued.
Pillar 2: All students graduate and go on to successful post high school outcomes
Employability skills; good attendance, work habits, and social skills.
Lifelong learners (high school is not enough!)
Degrees, certificates and personal improvement through more education.
Pillar 3:  Equity Lens
Schools are places that overcome individual circumstances purposefully.
Resources are allocated in a manner that helps overcome issues of poverty and race.  Outcomes from all groups are similar.
Continual reflection on operations. No shame, no blame, no excuses. Pillar 4:  Continuous improvement principles are used system wide
The organization embraces a “Growth Mindset.”
The organization utilizes continuous improvement principles and has a culture that has the technical training and believes in system thinking and improvement.
Decisions are made using data and a culture of continuous improvement permeates the entire school system. Pillar 5: Efficient Operations Schools are system oriented and seek to continuously improve operations.
Transparent operations with explicit measurements .Public and private partnerships are sought out in order to leverage more resources to improve student outcomes.

7. What is your district’s vision?

8. Leadership Actions
School leadership is the process of enlisting and guiding the talents and energies of teachers, pupils, and parents toward achieving common educational aims.
Set expectations (standards of practice)
Professional Learning and support
Monitoring
Leaders set the vision and commitment and develop shared responsibility
School improvement plans
TTSD example

9. How do you get the work done?
Develop Teaming Structures
District Leadership Team (DLT)
District Implementation Team (DIT)
Building Implementation Team (BIT)

10. RTI Team Structures Teams Who Purpose Actions DLT
Staff who have decision making authority (Typically district office administrators
Lead and guide RTI implementation by prioritizing and funding the work
Set vision and expectations
Determine priorities
Make decisions around resource allocation
Remove barriers
Guide DIT
DIT
Staff who are key stakeholders (C & I, principals, and teachers)
Builds consensus, plans, supports, and monitors implementation
Develop Implementation Plan
Plan and conduct training and coaching
Provide on going support of implementation
Develop RTI Handbook
BIT
Principals, teacher leaders, and specialists
Develop knowledge and skills to support RTI implementation in their school
Communicate RTI expectations to staff
Conduct training for staff members on RTI processes at their school

11. Skim and Scan
Do you have these teams?
Which team do you fit on?

12. 3 Key Tasks for Teams Set expectations (Standards of Practice)
Professional Learning and Support
Monitoring
If you focus on these three tasks then you could help minimize the implementation dip

13. 3 Key Tasks for Teams Set expectations (Standards of Practice)
Professional Learning and Support
Monitoring
If you focus on these three tasks then you could help minimize the implementation dip

14. Definition of Standards of Practice
A set of expectations/standards that you set to ensure quality performance/care

15. Set Expectations “Standards of Practice”

16. Example Standards of Practice for Core Instruction

17. Example of Standards of Practice for Core Instruction

18. 3 Key Tasks for Teams Set expectations (Standards of Practice)
Professional Learning and Support
Monitoring
If you focus on these three tasks then you could help minimize the implementation dip

19. The largest struggle for teachers is not learning new approaches to teaching but implementing them.
Traditional pd is not effective because it doesn’t support teachers during the stage with the steepest learning curve: implementation
We often ask questions about how students learn, but not often about how teachers learn.

20. Professional Learning & Support
% of Learners who will…
Components of Training
…know how to do it
…be able to do it
…do it consistently in daily practice
Presentation/Lecture (theory)
+Presenter Modeling
+Participant Practice & Feedback
+Ongoing Coaching & Admin Support
10% 5% 0%
30%
20% 0%
60%
60% 5%
95%
95%
95%

21. Example Professional Learning Schedule

22. Planning for Success! Goal tied to vision Competing initiatives
Support
Location
Materials
Funding
Skilled presenters
Give them treats
Timing

23. Install, Implement, Refine
Year 1
Year 2
Year 3
Why & How
Culture
Leadership, DBDM, PL
TIER 1
Core Program
Univ. Screen
Core Rev Mtg
TIER 2/3
Interventions X
Int. Place Mtg
Prog. Mon.
Int. Rev. Mtg.
SPED
IPS/SLD

24. 3 Key Tasks for Teams Set expectations (Standards of Practice)
Professional Learning and Support
Monitoring
If you focus on these three tasks then you could help minimize the implementation dip

25. Monitoring

26. What RTI components get monitored?
Assessments
Core
Interventions
Meetings

27. Monitoring Systems Implementation Data Outcome Data
Capacity to implement and sustain
DIET DB
Implementing RTI components
DIET SB
Staff survey
Product evidence
Interview
Universal Screening
SBAC
Agreed upon core assessments

28. What is your current monitoring system?
Talk Time
What is your current monitoring system?

29. Monitoring Tools Assessment fidelity tool Core monitoring tools
DIBELS Next
Core monitoring tools
Core agreements tool
Core walkthroughs
Intervention fidelity tools
Meeting monitoring tools

30. Example of Monitoring Core Agreements
Day of week- time etc.

31. Another example?

32. Resource

33. Team Time: Leadership

34. Team Time: Professional Learning