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Group 1: Amanda, Corindy, Sherry P, Tara

Group 2: Whitney, Michelle, Dee
Group 3: Mark, Haley, Sherry R.
Group 4: Todd, Sara, Kris

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Read and respond to your colleague's reflections over Chapter 6.

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D-G and LPC: Taking Action a Handbook for RTI at Work

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With your group, discuss Chapter 6 and brainstorm Essential Action Steps. Give each action its own sticky note under the appropriate column heading.

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D-G and LPC: RTI at Work: Essential Action Steps

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more communication on scheduling the times so that so many staff members (gen ed teacher, spec ed teacher, paras) are not all doing things at the same time

more staggered times

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Use SEL competencies and make sure all staff understands them. (Training for staff). 

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Use SEL competencies and make sure all staff understands them. (Training for staff). 

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stagger these times as well to help with staff availability

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Have a school buy-in for interventions and make sure everyone is on same page regarding interventions being "untouchable". They must occur several times a week. This time must be meaningful.

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Have a school buy-in for interventions and make sure everyone is on same page regarding interventions being "untouchable". They must occur several times a week. This time must be meaningful.

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Each building could create a master schedule that includes when each grade is having WIN time.  One associate would be assigned to each teacher for that time.  Ideally we would also be able to include the Res. teacher, guid counselor, possible TAG teacher at that time.

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Each building could create a master schedule that includes when each grade is having WIN time.  One associate would be assigned to each teacher for that time.  Ideally we would also be able to include the Res. teacher, guid counselor, possible TAG teacher at that time.

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Have a starting point (whether that is a bank or simply a list of ideas) to try and use with students. Teachers need to be willing to ask and share.

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Have a starting point (whether that is a bank or simply a list of ideas) to try and use with students. Teachers need to be willing to ask and share.

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Scheduling WIn time by grade levels and building into building schedules may help

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Scheduling WIn time by grade levels and building into building schedules may help

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--start as small groups with gen ed and spec ed to brainstorm a rough draft of potential schedules
--then bring these small group discussions to whole staff to work out barriers when all grade levels are considered

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Communication between ALL teachers and staff regarding will vs. skill. All staff (bus drivers, cooks, office staff, custodians, etc.) need to be trained on how to talk to students regarding concerns. ALL moments could be teachable.

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Communication between ALL teachers and staff regarding will vs. skill. All staff (bus drivers, cooks, office staff, custodians, etc.) need to be trained on how to talk to students regarding concerns. ALL moments could be teachable.

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More training on how to use SAEBERS effectively for intervention identification

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More training on how to use SAEBERS effectively for intervention identification

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Continue staff observations in the classrooms, on the playground, in the  lunchroom, and hallway settings. Also continue SAEBRS data

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educate all staff and understand the purpose of these skills

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Should the LST team be a starting point or resource

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Should the LST team be a starting point or resource

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Spend PD time looking for and sharing ideas so teachers can build their teacher toolboxes.

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Spend PD time looking for and sharing ideas so teachers can build their teacher toolboxes.

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Teachers need to reach out to others and try some low level strategies/accommodations for students prior to LST to begin gathering data as soon as possible

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School wide, can we utilize counselors, nurses, principals to help

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School wide, can we utilize counselors, nurses, principals to help

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everyone needs to be on the same page and understand the student's needs