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On-site Training
Training Content
A typical training plan would include on-site training following
e-learning.
The purpose of training is to quickly build capacity in RTI
Implementation by assisting the district to learn, implement and
retrain others in the core RTI principles within their district.
The training would include:
1. CBM Screening and Assessment for Reading and Math.
2. Three-tiered Instructional Model.
3. Progress Monitoring.
4. Intervention Planning and Implementation
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a. Whole class interventions
b. Determining whether student problem is a skill or motivation deficit.
c. Selecting and Implementing an individual intervention.
d. Monitoring Progress Data and Making Decisions
e. SBR interventions
f. Measurement of integrity of the implementation of the process
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Training Participants
On-site training usually focuses on a core group within the
district. Ideally, a district will commit to training a “Lead
Team” of 15-30 participants. The Lead Team will in turn train others
within the district. The district Lead Team, together with others
trained in the district, will comprise the “District Team”
and will afford the district a core group of professionals to implement
RTI and to train and support others in the district as RTI expands.
Training Plan
Below is a typical training plan.
1. E-learning
E-learning (i.e., web-based training) will be provided to the members
of the district lead team prior to attending the on-site training
session. E-learning will consist of completion of the seven courses
listed below.
Each course can typically be completed within one-hour. Participants
learn to conduct screening, intervention and progress monitoring by
viewing videos, listening to simulations and practicing scoring and
interpretation. Feedback is provided. The courses consist of:
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a. Course 1: Overview of RTI: What it is and How it Helps
b. Course 2: Conducting the Reading Screening
c. Course 3: Conducting the Math Screening
d. Course 4: Instructional Planning for Reading Interventions
e. Course 5: Instructional Planning for Math Interventions
f. Course 6: Progress Monitoring
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2. Site
Based Training. Site based training will be conducted by
iSTEEP consultants. The training will be conducted at a host school
and will involve demonstration and practice of each step of the RTI
process. That is, students at the school will be screened by participants.
Following that, some students will be identified for intervention
and participants will progress through the STEEP Six Step intervention
planning process to determine which specific intervention is needed
for students and to set up progress monitoring. The intensive two-day
training is designed to accomplish several outcomes. Following training,
participants will be capable of conducting the three elements of RTI:
Assessment, Intervention, and Progress Monitoring. They will also
be capable of assisting other district professionals to learn and
to use the procedures. In addition to the training the professionals,
some important RTI tasks will be accomplished at the host school.
Hence, much of the groundwork to enable a quick start-up at that school
will have been accomplished. Specifically, in the area of assessment,
conducting the assessment with many students at the school not only
allows participants to receive supervised practice in assessing many
students, it also accomplishes the goal of completing some of the
planned assessment activities. After completing the school wide assessments,
a STEEP consultant will assist professionals to produce graphs for
each classroom assessed and to return that information to teachers
and administrators as quickly as possible so that it may be used for
instructional planning and decision-making. In the intervention area,
interventions will be set up during the training with 5-10 students.
Training will end with interventions ready for implementation and
with progress monitoring procedures in place. Because participants
will be going into classrooms and working with students, group size
must be kept small.
3. Training
by district team. The district “Lead Team” will
return to the district and will train others on the district team.
This training could begin with e-learning and will be followed by
job integrated training in the form of replication of the process
used at the site-based training whereby a target school hosts screening
and intervention and participants learn and receive feedback from
the Lead Team as they begin RTI at the school.
Management Plan
Training would be coordinated by STEEP consultants, the district lead team, and a a district lead person. A district lead implementer will be responsible for pre-planning and preparation for the school wide assessment, interpretation of the results, and follow-up with teachers and the school-based team. STEEP consultants will work to support the process via suggested activities and timelines.
Implementation will be conducted by the District Lead Team. This is a team of individuals who have been through the RTI training who will work to bring about RTI implementation and, in the process, train others to conduct and interpret the assessment. To be explicit, the team would be instrumental in training others and supporting implementation in the district.
The key to making this plan work effectively is careful planning and implementation by a District Lead Person and the District Lead Team (i.e., a team within a district that can provide leadership and assist the district in building capacity). In particular, working closely together to plan, implement, and interpret the assessment is a major focal point. Ongoing communication, collaboration, and input from teachers and administrators will play a key role in how the process evolves. The goal will be to work carefully with teachers to improve achievement for all students. Successful intervention activities will reduce the need for special education.
Budget Considerations
The following four areas comprise the primary areas that
relate to cost for training nd implementation.
1. Materials for Training Participants
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a. Training Materials (e.g., Assessment Training Workbook
b. Materials for Implementation (e.g., Reading Intervention Manual)
c. E-learning
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2. Materials for Students
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a. Assessment forms
b. Progress monitoring forms
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3. Materials/Services for the Schools
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a. Web Based Data Management (for managing screening and progress monitoring data)
b. School wide assessment organizer
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4. Services
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a. On site training provided by consultants
b. Web Seminars
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