Change your mindset, change your practice: Making RTI work

Format

Individual Presentation

First Presenter's Institution

Bibb County School District

First Presenter’s Email Address

sarahmayberry519@gmail.com

First Presenter's Brief Biography

Dr. Sarah Mayberry has been an educator for 19 years. For the past three years, she has served as an assistant principal and RTI site lead. Prior to that she was a school library media specialist and classroom teacher. She is passionate about student learning and creating a culture of leadership for all. Dr. Mayberry has an Educational Doctorate from Georgia Southern University, an Education Specialist from Georgia College and State University, a Masters of Instructional Technology from Georgia Southern University and Bachelor of Science in Early Childhood Education from Georgia Southern University.

Second Presenter's Institution

Bibb County School District

Second Presenter’s Email Address

laren.carlton@bcsdk12.net

Second Presenter's Brief Biography

Ms. Carlton has been in education for over 17 years. She has served in a variety of capacities including classroom teacher, special education teacher, behavior specialist, behavior interventionist and district RTI coordinator. Ms. Carlton is passionate about engaging teachers and school leaders to help them focus on doing the right work in the right way. She has a specialist degree in educational leadership from Valdosta State University.

Location

Session Four Breakouts

Strand #1

Head: Academic Achievement & Leadership

Strand #2

Heart: Social & Emotional Skills

Relevance

The proposal specifically relates to the Head strand by sharing ideas, strategies and resources that help elementary teachers as well as school and district officials identify new ways of viewing the RTI process by providing targeted, specific academic interventions, instruction and progress monitoring.

The proposal specifically relates to the Heart strand by identifying resources related to helping teachers and school personnel address and monitor the social and emotional learning and behaviors of students.

Brief Program Description

Many educators associate RTI with paperwork, checking off boxes and pushing students along. Over the past three years, the Bibb County School District has worked to reimagine the RTI process to help teachers change their mindsets and practices to provide targeted remediation while ensuring a guaranteed viable curriculum.

Summary

The presentation will focus on the work that one school district engaged in to promote growth among all learners, equip teachers and schools with strategies and resources to target specific learning needs for struggling learners, and collect and document data to ensure that the RTI process is successful. Participants will hear how district level personnel leveraged a variety of resources to help elementary teachers and school leaders deepen their content knowledge of struggling readers and provide them with specific lessons to target clearly identified goals. Participants will hear how school level personnel supported the learning of teachers and implementation of interventions by ensuring that scheduling allowed time for intervention while continuing to provide a guaranteed viable curriculum.

Participants will be provided with resources that were used to help align teaching across the district as well as how they can start to build a true MTSS that aims at meeting the specific learning needs of struggling learners rather than creating a system that promotes an environment that promotes blanket goals for all students. We will share real world examples of data notebooks that are used to help empower teachers and learners. We will also provide a variety of screening resources and data that participants can use to help them better identify the specific learning needs of students. The main objective is to help participants gain a glimpse of how schools can implement the RTI process to be specific and targeted in order to help fill in gaps related to fundamental learning for struggling students while continuing to provide a guaranteed viable curriculum for all learners.

Evidence

Within the district, two schools have been named National ESEA Distinguished schools within the past three years. The district has made up of over 33 schools, which are all identified as Title I. Much of the success is attributed to creating a learning environment that provides teachers with the knowledge and tools to identify specific learning needs of students through various diagnostic screeners. By providing specific resources, lessons, and probes related to information gleaned from the screening data, teachers can provide high quality, targeted interventions. The work that has been done is deeply rooted in research from Buffum, Malone and Mattos and the guiding principals of simplifying response to intervention. At a time when students are trying to combat the impact of the recent pandemic, it is vital that school and district leaders find a way to impact the specific learning needs of students while supporting a system that also offers all learners access to grade level standards, instruction and learning.

Learning Objective 1

identify why the RTI process needs to be targeted and specific.

Learning Objective 2

use a variety of resources to help screen students and write specific learning goals.

Learning Objective 3

identify key practices that they can take away in order to begin changing their mindsets and practices to make RTI work in their school or district.

Keyword Descriptors

Elementary, School Leaders, RTI, MTSS, Interventions

Presentation Year

2022

Start Date

3-8-2022 8:30 AM

End Date

3-8-2022 9:45 AM

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Mar 8th, 8:30 AM Mar 8th, 9:45 AM

Change your mindset, change your practice: Making RTI work

Session Four Breakouts

Many educators associate RTI with paperwork, checking off boxes and pushing students along. Over the past three years, the Bibb County School District has worked to reimagine the RTI process to help teachers change their mindsets and practices to provide targeted remediation while ensuring a guaranteed viable curriculum.