RTI: Considerations for School Leaders
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
- Name and describe the five stages of implementing school-wide change.
- Explain why it is important to begin with a small representative group of individuals when building support for RTI. Detail at least three factors a school leader should consider when selecting individuals for this small group?
- Name at least three areas that school personnel need to assess before implementing RTI at a school? What information would these assessments provide that might prove valuable during the implementation of RIT?
- Imagine you are the principal at Hillwood Elementary School. Ms. Doran, a third-grade teacher, is overwhelmed by all the components of RTI, and seeks you out for assistance. After discussing her concerns and observing her in class, you determine that she has difficulty 1) administering progress monitoring probes correctly and 2) organizing materials and using time efficiently. What would you do to help Ms. Doran with each of these issues?
- Imagine you are a principal at Bass Elementary School, which is beginning to implement RTI. As a fidelity check, you perform a classroom observation for Mrs. Dismuke during reading instruction and review her daily lesson plan. Your data indicate that Mrs. Dismuke is spending 60 minutes of the 90-minute instructional period conducting whole-group instruction. The RTI guidelines at your school limit the amount of whole-group instruction to 20 minutes. Using the table below to formulate a plan, describe how you will improve Mrs. Dismuke’s fidelity of implementation.