WEBVTT

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My name is Bobbie Lamond,
and I am the principal

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of Tri-Community Elementary.

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I have been here for the past
three years, and RtI [Response

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to Intervention] implementation
was underway when I got here.

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It has been underway
for six years.

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In being the third
principal in three years,

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the staff was very apprehensive
to have a new leader

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because they were
starting to see results.

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Eight teams had been
developed to maintain data

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and facilitate the
implementation process.

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Through the years as we
have developed capacity

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within our teaching staff; those
eight teams have been whittled

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down quite a bit to a much
more manageable number.

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We have one reading
team in the building,

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and we have a math
team in the building,

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and we have a behavior team.

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We currently have
grade-level teams at each grade

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that manage their own data,

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versus a schoolwide
RtI data team.

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The grade-level teams
in their team meetings,

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they have one team meeting
per month that they look

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at individual student
data, develop plans

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for their students,
and we have supports

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and different interventions for
each of those three areas here.

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And then they have one meeting a
month they would be looking more

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at general trends
through the grade level,

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such as skill blocks and
benchmarks assessments that need

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to be maybe stressed
more in their teaching.

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When a school moves to an RtI
structure, the first thing

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that they need to think
about is that the roles

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and responsibilities of
many people will change

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from what's typically been done.

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Where that has been most
clearly demonstrated is

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with our special
education staff.

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All of our learning support
teachers are coteaching

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in the classroom with
regular education teachers.

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We were the lowest-performing
elementary school

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in our district, which
would be the lowest

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out of 13 elementary schools.

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Over the past six years, change
has made a drastic difference

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in our performance, and we
are now making AYP (Adequate

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Yearly Progress).

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And our school has become
a model school and one

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which other schools
in our district

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and around the state use to
learn from, in how to create

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that change and move to an
RtI structure that works.

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Our fifth-grade students
are currently our class

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that has had RtI in place since
they were in kindergarten.

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When this class came
to Tri-Community

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as kindergarteners, there
were about 25 percent of them

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who would be considered
proficient according

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to our state standards.

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As fifth graders, they are now
entering their fifth-grade year

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with 75 percent proficiency.

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I can think of a
story of a student

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who is in third grade now.

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I can recall as a
kindergartener,

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we really struggled in that
he was very low academically

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and we felt that it may warrant
a referral to special education

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for even a drastic placement
like a life skills class.

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As a third grader, he is
now receiving instruction

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in a strategic level in
both reading and math.

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I think the most important
thing that I do is being there

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as a support system for the
teachers, for the students.

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My visibility in
the classroom daily,

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building those relationship
with staff, with students,

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with parents, so that I can
be seen as the type of leader

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that you can go to with a
question or with a problem

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or with a concern and know that
there will be follow-through.

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The trust level that the
parents have in the staff,

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in the teachers, in
myself, that we are looking

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out for their students,

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their children-that's the
structure RtI gives to a school.

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It's the mindset that if this
intervention doesn't work,

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we will find a new one

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and we will make it
happen for your child.