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State of the District: Response to Intervention (RtI)
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Implementation of Key Initiatives

 

  • Continually evaluate and refine programmatic needs. As the needs of a small district can quickly change, the Student Services office meets with school staff, administration, and parents to ensure that our programs continue to provide appropriate services to all students.
  • Clarify roles and responsibilities of staff. The district has excellent staff members and we continually work to ensure that staff are able to maximize their time and expertise.
  • Staff development and training. For example:
    • CPI training for staff regarding crisis intervention.
    • Aide Training (on-going training in the areas of behavior management and how to best work with students with disabilities).
    • SEIS – The SELPA is moving towards new online IEP forms.
    • In-service opportunities for general education staff in accommodating and modifying instructional practices for students with different learning needs.
  • Create sustainable systems through development of district policy and procedures manual. For example, procedures regarding when and how to access additional services and alternative placements have been developed.
  • Collaborate with community based organizations (SEED, SPSK, SELPA). The district continues to work with community groups to facilitate collaboration and build community support.
  • Provide parent education – The district has provided parent education to parents of students with disabilities. Sessions included providing parenting strategies with the “Love and Logic” and “Magic-123” parenting programs, using and developing visual schedules for children with autism (Make it/Take it), and becoming aware of children’s sensory needs.
  • Program Improvement for Stanley Middle School:
    • District Site Level Team determined needs in the following areas:
      • Evidenced based curriculum designed for students with learning disabilities and other learning difficulties.
      • Increased levels of support and staff development for general education teachers regarding inclusive strategies.
      • Ensuring students take the appropriate STAR test (CMA versus CST).
    • Strategies to address needs:
      • READ 180 will be provided to students. Read 180 is a multi-modal, state adopted, evidenced based reading intervention program that provides high-interest materials to keep students motivated and engaged.    
      • Increased levels of support to teachers:
        • Hire one I.S.T. position (to be funded equally by parent organization and district) to teach additional sessions of READ 180 and additional time for I.S.T.’s to be in classrooms. 
        • Staff development will be provided to general education teachers through miscellaneous workshop opportunities and in-services.
      • Administration and staff proactively discussing appropriateness of CMA and CST at all IEP meetings.
  • Response to Intervention. The district has been using a Response to Intervention program for a few years. Schools continue to evaluate and monitor its effectiveness in providing a quality education for all students.

How do we measure success?

  • The Student Services Department uses several different criteria to measure student success. 
    • IEP goals and objectives
    • STAR Data including
      • CST
      • CMA
      • CAPA
    • Dibels
    • Progress Monitoring 

What are the challenges?

  1. The needs of a smaller district can fluctuate each year. For example, there could be three students in a special education kindergarten class one year and nine during the following year. It can be difficult to operate program needs change from one year to the next.
     
  2. There is a need for clearly defined policies and procedures to ensure consistency amongst programs. For example, how does the district decide how many aides are assigned to a classroom?
     
  3. Providing time for Instructional Support Teachers to consult with their classroom aides and general education teachers. Teachers at all the school sites have asked for increased guidance with strategies for supporting students with different learning styles in their classrooms. 

What are the next steps?

  1. Ongoing conversations with site administrators, staff, and parents to identify areas of need and plan for offering appropriate district programs.
     
  2. Continued development of policy and procedure manual.
     
  3. Scheduling time to allow for teachers to consult with classroom aides and teachers. Additionally, our aide training program will continue to be refined to ensure aides are receiving the appropriate amount of support and training. Schedules of I.S.T.’s will reflect appropriate amounts of time to consult and work with general education teachers and students. 
     
  4. Continue to review relevant data to inform decision-making.