Canceled - RtI School-Wide Implementation Review and Planning
Registration Closed.
Last Date to Register: 12/1/2012 12:01 AM
Last Date to Cancel: 12/6/2012 12:01 AM
|
|
This ONE-DAY, TEAM-BASED session is designed for schools that have
started on the path towards implementing Wisconsin’s vision for RtI.
Who Should Attend
School-level leadership teams of three or more, to include:
Principal (essential)
General education and special education teachers
Specialists in the content area (either mathematics or reading) addressed by the school during this workshop. Examples include reading specialist, Title One mathematics instructors, pupil services, gifted and talented coordinator, etc...
Outcomes
Teams will leave with:
A further developed rationale to embrace and implement the Wisconsin (W-RtI) Framework
Take away activities to support staff buy-in, understanding, and implementation of the W-RtI Framework
Completed baseline assessment of your school’s RtI implementation using the School-wide Implementation Review (SIR)
Facilitated time to analyze your school’s SIR results to identify strengths and gaps
Alignment of your school’s SIR results with current priorities for action planning for RtI centered around existing school improvement goals
What to Bring
Due to the interactive nature of this training, school leadership teams should bring:
A laptop with wireless connectivity
A data projector
The school’s improvement goals and plans
Student achievement goals and/or school-level trend data for either reading or mathematics (e.g. aggregated and disaggregated WKCE or benchmark assessment results).
Cost
$50 per team member. Includes continental breakfast, lunch, and a snack
Training Schedule (4 dates to choose from)
8:30 a.m.– 3:30 p.m., October 23, 2012, November 20, 2012, December 13, 2012, or February 26, 2013 at the CESA 8 Office.
Registration
All registration can be completed by through our online system which can be found at www.myquickreg.com, or go to the CESA 8 webpage and click on the red link at the bottom of the page.