1. Creating Our Care Team & ToolKit Implementation

2. Brief History History at OLMC
Goal- Reading Specialist & a plan to serve all students
1st year- evidence gathering- talking to teachers, speaking with schools, NCEA
Determined what I wanted this to look like- budget- change things up (Title I)

3. Hiring Strategic Hiring: -experience with limited budget
-ability to meet specific needs
-use of a variety of techniques
-familiarity with public school system
-familiarity with DIBELS

4. Meetings with Katherine
Goal setting
SSP
Criteria to see the Reading Specialist
Referral System
DIBELS- who would receive this testing, who qualifies, when to meet with student, & what information we would share beyond the teachers
Older students-what to use
We met weekly- progress, issues, communication log
Met with CARE TEAM monthly
Cares about both the individual and the system
Assesses by gathering information, discussing & planning
Responds by following through with interventions
Evaluates the effectiveness of interventions & determines the need to reassess*
*CARE team approach was cited from Margaret Fitzgibbons, Michael Mahon & Amy Maus, (2008). The care team approach: A problem-solving process for effective school change. Washington, DC: The National Catholic Education Association.

5. Faculty Buy In Incredibly Important!!
Explanation of the process- including DIBELS, RTI and acceptance into the program
Who we would accept- criteria
Variety techniques to
service the students
Response from teachers-
-ecstatic about reading specialist
-questions and fears

6. Rollout of the Toolkits
ACSDF- grant to purchase toolkits
1st faculty meeting (15 min.) who, what, where of the toolkits, short introduction of LiveBinder
2nd faculty meeting (20 min.) LiveBinder
3rd faculty meeting- (25 min.) with assistance of Nurse- discussed 22Q
-powerpoint, handout, kit
4th faculty meeting (20 min.) Autism
And so on…..

7. Success Stories James- 3rd grade Brendan- 5th grade- ADHD
-student with autism, fire drill & lunch
Brendan- 5th grade- ADHD
-short attention span, distracting others, cannot sit in chair without falling out
-fidget tool, seat, rubber band
-communication with parent- testing and diagnosis
Desi- 5th grade-HI, SLD
-DIBELS testing identified areas where she had gaps
- hearing test at school
- public school testing
-getting hearing aides, voice amplifier, moved from tier 3 to tier 1
Deion- 5th grade- VI
-use of the slant board- limited headaches, less straining of eye muscles, better writing
Brianna- 1st grade-
-HI and ELL could did not know letter sounds. Used RtI to evaluate and monitor her speech and within 3 months could make all the speech sounds in English and is reading at grade level
All names are fictional as to maintain the anonymity of the student

8. Faculty Success
The implementation of the toolkits changed our faculty -Refocus on our mission -Confidence -Attitudes -Mindset- abilities/disabilities -Communication

9. Overall Benefits of the Toolkit
Ability to give simple tools to help students be successful!
Turn around in the staff- on board, and unafraid to ask
Use of a variety of tools, inviting others in to observe, better parent communication
Future:
-set goals!
-My goals- Special Education teacher, Math Specialist, part time Speech Therapist & part time Counselor