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The Changing Face of Leadership in RtI

The Changing Face of Leadership in RtI. Cathryn E. Lokey , MS/ Ed.S , NCC. How many balls can one educator keep in the air?.

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The Changing Face of Leadership in RtI

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  1. The Changing Face of Leadership in RtI Cathryn E. Lokey, MS/Ed.S, NCC

  2. How many balls can one educator keep in the air?

  3. “No leader can possibly have all the answers . . . The actual solutions about how to best meet the challenges of the moment have to be made by the people closest to the action . . . The leader has to find a way to empower those frontline people, to challenge them, to provide them with the resources they need, and then hold them accountable. As they struggle with . . . this challenge, the leader becomes their coach, teacher, and facilitator.” ~ Steve Miller

  4. Those who spend the most time with the student are the ones who know best what the student needs.

  5. Before Admin. Specialists TEACHERS

  6. In RtI TEACHERS Specialists Admin.

  7. Broad Steps of School-Wide RtI Implementation • Choose an RtI Coordinator • Form an RtI Team • Schedule regular RtI Team Meetings • Plan for Staff-wide training • Set up data management system • Train, train, train! There is no such thing as too much. Do what works for your organization!

  8. Case Study: The School of Arts and Sciences This is how we did it. The process is not set in stone. Stick to the philosophy!

  9. Choose an RtI Coordinator • Someone with RtI training • Someone who can devote substantial time • People skills • Strong instruction ability • Patience! • Persistence!

  10. Form an RtI Team • Creative minds—develop a think tank • Reasonable number of people (ours has 6) • People who have their “finger on the pulse” • Some possibilities are: RtI Coordinator, Principal, Assistant Principal, SLP, School Counselor, School Psychologist, grade-level team leaders, ESE teachers

  11. Schedule RtI Team Meetings • Weekly to start out. • Find a time that works for everyone (um . . . good luck) • Focus on school structures, not individual students.

  12. Begin Staff-Wide Training • Training should begin before tasks are given. • Assigning reading is not training. • Can be conducted by the RtI Coordinator or other experts. • Short regular sessions are best—lots of repetition. • Begin with the philosophy to insure buy-in. • Initial focus on vocabulary and basic skills. It is unfair to hold teachers accountable for tasks they have not been trained to do, or for which they have inadequate resources and support.

  13. Data Management System • If possible, form a data team. • Develop a consistent way to manage data school-wide. • Commercial products are available (i.e. AIMSweb). • This is a vital resource for those responsible for progress monitoring.

  14. Train, Train, Train! • Don’t worry about doing too much, because you will never be able to come up with time to do enough. • Use staff meetings. • Bring in experts—fresh voices. • Have staff train each other. • Find a way to get everyone invested.

  15. One last step: Keep calm and carry on!

  16. Questions

  17. “ If you want to build a ship, don’t drum up people together to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea.” ~ Antoine de Saint-Exupery

  18. Thank you, and good luck! Cathryn E. Lokey MS/Ed.S, NCC School Counselor/ RtI Coordinator The School of Arts and Sciences simmonsc2@leonschools.net 850.386.6566 For more information and training/workshop availability:

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