Embedded Files
Approach
Approach
I developed a repository based on a needs analysis conducted with my former employer, Wicklow Elementary Magnet School for Global Pathways.
Employees within Seminole County Public Schools (SCPS) could access this website for clarity and direction on curriculum and procedures pertaining to the Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS) processes.
Deliverables
Deliverables
Wicklow Response to Intervention (RTI) Hub
The theme of Wicklow Elementary School as of 2022-2023 was High Velocity Learning, relating to racing in Central Florida's highly charged NASCAR community. With the school logo "We've Got a Need for Speed!" the theme, implied that faculty and students could work quickly while having fun, to increase proficiency, and overall school grade.
Using the link provided, anyone within SCPS could access purchased and licensed resources. For those outside of the district, restricted content would be present due to curriculum copyright parameters.
The site included laymen's information for specific ELA and Math resources.
Process
Process
The development process followed was the ADDIE Instructional Design Model. Though the project was a repository rather than a course, the model was perfect. A summary of the process is detailed below:
Analysis
Analysis
What were the needs? The school hae a need to bolster student performance for all tiers of learning K-5 in all core subjects, specifically in English Language Arts (ELA) and Mathematics.
What were the objectives? An RTI repository would provide teachers with clarification on how to use resources and implement student interventions, leading to confident instruction consistent with curriculum expectations.
What was in place? Teachers attend an RTI/MTSS Professional Development in the early weeks of the school year to receive information. Often, teachers were not present, misinterpreted or misunderstood the information, were too busy to follow up or even hesitate to ask for support.
Teachers often continued using the resource that was easiest or most familiar to them, rather than what would be best for the student.
Design
Design
What kind of engaging methodology did I select? The school had adopted a race car theme, the design would include elements related to racing and speed. Ironically, the school theme also aligns with the new statewide standardized F.A.S.T Assessment.
What would the end-to-end learner experience look like? From start to finish, the teacher could choose the resource they wished to learn more about. They would gain clarity on the intervention process for the resource chosen for Tier 1, 2, or 3 instruction without attending a PD or additional meeting. The structure of the repository was simplistic and information could be easily found.
Develop
Develop
What feedback did stakeholders have on draft materials? The feedback I received pertained to accessibility, reminding me of Alt-text best practices. I received feedback in regards to color scheme, being advise to avoiding particular colors.
I researched what the intended RTI instruction should look like with posted curricular resources and relayed "how-to" information in layman's terms for educator convenience.
Implement
Implement
How could I support facilitators to deliver information? Needing no true facilitator for the repository, instructional coaches and grade level leaders need to be informed of the site, it's navigation, and provided with a brief explanation of data collection hyperlinks.
How would leaders be engaged? The RTI Hub provided leaders with an up-to-date and district approved information system which explained the basics of implementing interventions and streamlined practices for recording and sharing RTI/MTSS data..
Leaders had a resource they could share with new teachers or simply those unclear of the school's procedures .
Evaluate
Evaluate
How did learners shift in skills, knowledge, and behavior? Learners gained knowledge through self-paced learning. This site allowed teachers to develop required skills and allowed them confidence in providing instruction.
In turn, students benefited from instruction targeted to their needs with the use of quality curriculum.
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