Committee Facilitators:

Dawn Miller, Ph.D

This strand will explore the application of data-based decision making at the district level for educators in districts 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 District 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 district-level RtI practices that increase student achievement,
2. Learn strategies for establishing the district leadership team, determining a process for decision making, planning for sustainability, building consensus, and creating a communication plan.
3. Experience using multiple, national examples of data based decision making processes and tools,
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 leadership team that meets regularly

Questions To Determine If You Should Attend Strand 3:

1. Do you have a district 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. Has your district made decisions about what is tight and what is loose around RtI practices across buildings? For example:
   • Type and frequency of data collection for specific purposes
   • Intervention protocol
   • Planning for staff development
   • Link to School Improvement Process
   • Involvement of personnel from special education, Title, ELL

If you answered NO to 2/4 of these questions, this is the right strand for you.