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Critical Feature
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Description |
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District leadership team provides coordination around implementation efforts
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- Team is developed with representation from appropriate range of stakeholders (special education, regular education, families, mental health). To help with ownership (buy-in)
- An individual(s) is needed to provide coordination for logistics of action plan implementation. At minimum, the coordinator should have fluency with knowledge and implementation of (a) practices and systems; (b) organizational change strategies; (c) assessment-based action planning approach; (d) coordination, coaching/facilitation, and training; and (e) regular program evaluation strategies.
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| Secure adequate funding |
- Establishing accurate and durable implementation of systems level change efforts can require as much as three to five years. Stable funding should be secured to support a coordinator and the activities specified in the annual action plan.
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| Develop visibility |
- Dissemination strategies are identified and implemented to ensure that stakeholders are kept aware of activities and accomplishments. (e.g., website, newsletter, conferences, TV).
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| Develop political support |
- Without political support, the quality and sustainability of coordination, funding, coaching, training, and evaluation activities are all affected.
- Political support can be accomplished by (a) integrating initiatives that have similar goals, activities, and outcomes; (b) demonstrating a link to important and desired system level goals, priorities, and needs; (c) providing clear evidence of the effectiveness, efficiency, and relevance of activities and their outcomes; and (d) advocating for the need and importance of an agenda of prevention and Response to Intervention.
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| Create policy to guide implementation |
- Policy helps to regulate, direct and guide actions and conduct.
- Policy helps to communicate priority of practices and contributes to visibility.
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| Develop local training capacity |
- To decrease reliance on outside training expertise, the leadership team should invest in building the capacity to provide training within its own district, region, or state.
- Prepares personnel and settings for accurate, durable and scalable implementation.
- Emphasis is placed on the logic, planning, curriculum, and overall implementation process.
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| Develop local coaching capacity |
- To support school team implementation of RtI a link is needed between training experiences and actual use the RtI systems and practices. Coaching, or facilitation, capacity refers to the system’s ability to organize personnel and resources for facilitating, assisting, maintaining, and adapting local school training implementation efforts.
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| Develop local content expertise (in behavior support practices and/or reading support practices) |
- Content expertise help to ensure that effective practices are based in research.
- Content expertise provides for access to technical assistance in specific content area.
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| Develop and support local demonstrations of practices implemented with fidelity |
- Initial implementation in a small number of schools to (a) maximize early success, (b) identify enhancements that would increase the effectiveness and efficiency of future implementations, and (c) establish demonstrations or examples of implementation.
- These demonstrations serve as training resources and models for future teams.
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| Conduct and utilize evaluation information |
- Assessment information is used to examine the extent to which teams are accurately selecting and implementing the RtI systems and practices.
- Assessment information allows teams to determine the extent to which targeted student outcomes are being and/or likely to be achieved.
- Assessments are conducted to determine if teams are accurately and consistently implementing activities and practices specified in their individualized action plan.
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