​"RTI for Elementary and Secondary Schools"

ONE VIRTUAL WORKSHOP OVER 3 MEETING DATES:

Tuesday March 28, 2023: 5:00 PM - 7:30 PM

Wednesday March 29, 2023: 5:00 PM - 7:30 PM

Thursday March 30, 2023: 5:00 PM - 7:30 PM

$22 for Support Staff

$42 for NASA Members

$62 for Non-NASA Members

ALL are welcome, including anyone in a non-administrative position!

EARN .5 LICENSE RENEWAL CREDIT (THAT'S 7.5 HOURS) TOWARD LICENSE RENEWAL,

2.5 CUs in CCSD, & SALARY ADVANCEMENT IN CLARK, WASHOE AND MOST NV COUNTIES!

ALL are welcome, including anyone in a non-administrative position!

NASA IS NOT A UNION. NASA is Nevada's PreK-12 Professional Development Organization for ALL Nevada Educators!

EARN .5 CREDIT (THAT'S 7.5 HOURS TOWARD LICENSE RENEWAL

In CCSD, those in non-administrative licensed positions may count this workshop for license renewal AND ALSO 2.5 CUs - THOSE IN NON-ADMINISTRATIVE POSITIONS EARN BOTH!

(unlimited CUs in this category for those in non-administrative positions)

In CCSD, administrators and professional-technical administrators may count this workshop for license renewal OR 2.5 hours toward step-advancement - not both for administrators.

(maximum of 30 hours per advancement cycle for administrators in this category)!

Washoe County participants will be required to also register for this course in "MyPGS" in order to receive in-service credit toward salary advancement.

DETAILS BELOW

Gary Bugash

Principal

Cram Middle School

Clark County School District

As a principal, I have had fantastic opportunities to turn good schools into great schools using the RTI2process to identify and work with students. I have been an administrator in the Clark County School District for the last 18 years. I have worked at both the elementary and secondary levels. When I came to Cram Middle School as Principal, I immediately began by using student data to determine areas of weakness. Like many schools, Cram was under performing in math, science, and English Language Arts. One of my first major projects was to bring Response to Instruction and Intervention (RTI2) structures to the school, which has allowed my team to identify and provide support to our bottom 25th percent of students. There was pushback from the staff, at first, having not had to go that deeply into data sources before, but soon, as teachers began to see the benefits, RTI2 became one of the core schools’ programs. It now informs many of our decisions relating to student achievement.

Workshop Summary:

This workshop will explore the response to instruction and intervention at the elementary and secondary levels. Participants will understand the value of using data to be able to start a response to instruction and intervention programs at an elementary or secondary school. This on-line workshop integrates cooperative learning strategies and videos to meet the stated objectives.

Objectives

1. Input and interpret behavioral and academic data to make educational decisions to ensure student success.
2. Provide instructional support for educators on how to differentiate interventions to help struggling students improve.
3. Schedule interventions for students by leveraging your master schedule. Specifically, you are allowing the time students need
4. Utilize team building strategies to create a strong RTI2 process.
5. Review the procedures for running an effective RTI2 meeting.

Rationale

In support of implementing MTSS practices for supporting and identifying struggling students through staff recommendations and data. This PD will provide school sites with the tools they need to implement a strong RTI2 process at the secondary level.

Goal

Understand the value in using data to be able to start a response to instruction and intervention program at an elementary or secondary school.

NEPF Standards

Instructional Standards 3: Students engage in meaning-making through discourse and other strategies.

Instructional Standards 4: Students engage in meta-cognitive activity to increase understanding of responsibility for their own learning.

Professional Responsibilities 2: Reflection on professional growth and practice

Nevada Professional Development Standards

Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.

Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.

Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of students, educator, and system data to plan, assess, and evaluate professional learning.

Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.

Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long-term change.

Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.

Equity: Professional learning that increases educator effectiveness and results for all students focuses on equitable access, opportunities, and outcomes with an emphasis on achievement and opportunity disparities between student groups.

Cultural Competency: Professional learning that increases educator effectiveness and results for all students facilitates educator's self-examination of their awareness knowledge, skills, and actions that pertain to culture and how they can develop culturally responsive strategies to enrich educational experiences for all students.

Additional Information

Response to Instruction and Intervention: A way to identify and monitor Tier II and Tier III students to provide behavioral and academic supports by utilizing all staff to work together as team to improve student achievement.