building an implementation plan for early childhood rti€¦ · (3 classrooms) • cherry park...

Building an implementation plan for Early Childhood RTI

Kristi Byfield, Asst. Administrator, David Douglas School District

Marc Thielman, Superintendent, Alsea School District

Where to start? •  What is currently happening around the state?

•  Who needs to be at the table?

•  Baseline: where are we now?

Participants in quarterly Statewide Discussions •  Alsea School District •  Childcare Resource & Referral (CCR&R) of

Multnomah County •  David Douglas School District •  Forest Grove School District •  Ne-ah-kah-nie School District •  Roseburg School District •  ORTIi: Oregon Response to Intervention &

Instruction •  ODE/ELD representation

Alsea School District Marc Thielman

David Douglas •  Earl Boyles Preschool Classrooms

(3 classrooms) •  Cherry Park Preschool Classroom •  Multnomah Early Childhood

Program (MECP)

●  Went to Salt Lake City RTI Conference ●  Consulted with ORTIi and Dynamic

Measurement ●  Took baseline of where we were ●  Started with Earl Boyles as a learning lab for

establishing a seamless pathway PreK to K RTI

●  Focus on Tier 1 Core Instruction for all, Universal Screening and 100% meetings as our first steps

2014-2015 information

ESTABLISHING A

BASELINE

EI/ECSE&Program:""The Oregon Department of Education contracts with local agencies to provide a statewide system of free services for young children with developmental delays and disabilities and their families, including:

• Early Intervention (EI)--Individually designed services for children birth to three and support for parents to enhance children's physical, cognitive, communication, social or emotional and/or adaptive development;

• Early Childhood Special Education (ECSE)--Specially designed instruction for children ages 3 to the age of public school eligibility including physical, speech/language, mobility, social or emotional, and others.

"

2,092"children"on"IFSP’s"as"of"02/24/14"

ECSE: Speech Clinics

ECSE:"Special"Education"Class:"Class"where"more"

than"50%"of"students"receive"ECSE"services..

EI:"Home:"Child's"or"careHgiver's"principal"residence.

Private School (Tucker Maxon/School of Autism

Residential Day Treatment (Morrison

Center)

MOST RESTRICTIVE "

MOST INCLUSIVE (LRE) "

491"

196"

"

6"

"

Hospital""(Inpatient)"

EI: 608 total (100%) in Natural Environments&"

ECSE:&1,484&total&(1,457&+&27&&outside&placements)&&Typical&Settings:&1,112&(76%)&&Special&Class:&&335&(23%)&

Outside Placements 27 (1.29%)

Outside Placements (ECSE):

3"

"

17"

"

139"

"

Columbia"Regional"Program:"

Deaf/HOH"Classrooms"

1"

"

EI:"Childcare,"Community"Preschool,"or"Early"Headstart

62"

EI:"Homeless;"VOA;"CRN"

9"

ECSE:"Homeless

22"

"

ECSE: Headstart 426"

"

1,090"

"

ECSE:"Home:"Child's"or"careHgiver's"

principal"residence.

336"

"ECSE:"Private"Daycare

21"

"ECSE:"Community"Preschools

307"

"

ESTABLISHING A

BASELINE

PELI:

•  Alphabet Knowledge •  Vocabulary/Oral

Language •  Comprehension

•  Phonological Awareness

Roseburg Public Schools Preschool 2014-2015 information

Overview §  History

§  Began as home based in 1996 (8 – 10 families) §  Moved to school based in 2013 – Winchester (16 students) §  Added additional classroom in 2014 at Green (32 to 35 students)

§  Preschool program Information §  Two certified teachers and two HQ instructional assistants §  Interested Title IA students are screened and most needy identified** §  Program is four days a week/two hours per day, October - May §  Transportation provided

In district pre-assessment used for all students. (First 34) highest need students are accepted. PELI administered after school starts.

Additional Key Components §  Program and curriculum for preschool aligned with the district

focus

§  RTI §  Research based core curriculum(Imagine It Pre-k) §  Use of Data: Screening and Progress monitoring (PELI) §  Tiered instruction: Identify students who need more instruction

§  Parental involvement – Monthly and Ready for K!

PELI Composite Score

Beginning of the Year End of the Year

Next Steps for Roseburg §  Increased Professional Learning around RTI in preschool, use of data, targeted

interventions

§  Fully integrate preschool in MTI process at Winchester and Green Elementary.

§  South-Central Early Learning Hub §  Strengthen early learning and K – 12 (Embedded building staff to conduct needs

assessment, provide PD for staff and families)

§  Engage families as key partners (Ready for K for families of 3 year olds) §  Increase readiness for K as measured by OKA

Who to contact in Roseburg for more

info: Kris Kelso – Administrative Coordinator of Teaching and Learning

kkelso@roseburg.k12.or.us 541-440-4005