Transcript: Diane Bryant, PhD
Diane Bryant discusses a number of the issues that schools should consider (time: 1:45).
The main advice that I would offer is, beginning of spring, think about allocating time for your intervention. And you really have to designate time for the intervention to be conducted. I think the second idea would be that you need to identify who is going to be conducting the intervention. I think support for classroom teachers, especially teachers who may not have as much math ed background, is critical. I think that PD and then coaching are really critical pieces. And modeling for teachers, helping them to learn the intervention. I think that it’s important for schools to have identified their measures and to ensure that teachers are comfortable administering these measures. If teachers are going to be responsible for scoring the measures then that has to be a piece that’s considered in terms of how that’s going to actually happen. Whether it’s groups of teachers do the scoring or there is another person designated for doing the scoring, that’s a really important piece that has to be thought of ahead of time. What do you do with all the data? That’s a piece that needs to be factored in to your plan, and then what do the data mean? How do you use the data? How are you going to make decisions about grouping students? I think that the fidelity piece is crucial, and certainly important would be the instructional leadership. Principals need to have a real good understanding of what RTI is about and how to support their staff in accomplishing the process that’s in their school and that’s been adopted by their school district.