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A collaborative project between the Florida Department of Education and the University of South Florida
School Based Leadership TeamYear Two, Day Four
SurveyPerception of RtI Skills
Your project ID is:
• Last 4 digits of SS#
• Last 2 digits of year of birth
Please complete this survey while you are settling in, prior to the beginning of our
session.
Advance Organizer
• Important PS/RtI Concepts for Continual Reinforcement
• Review of Project Data
• Review of PS/RtI Leadership Team Small Group Planning/Problem Solving
• SBLT Review of School Data
• SBLT Goal Setting and Planning for Next Year
Critical Concepts to Emphasize
Importance of a Solid Core
“Provide strong core curriculum, instruction, and assessment” - Florida Statewide RtI Plan (FSRtIP)
Research-based materials integrated into comprehensive core reading programs - K-12 Reading Plan (K12RP)
Use data to determine effectiveness of instructional strategies - School Improvement Plan (SIP)
Basic program results in “continuous and substantial academic improvement for all students” - NCLB
Critical Concepts to Emphasize
Importance of a Solid Core (cont.)
Schoolwide reform strategies that strengthen the core academic program in the school - NCLB
Evaluation of all students to determine whether schools achieved AYP - Florida’s NCLB Implementation
Must be evidence of “appropriate instruction” in reading and math prior to consideration of exceptional education - 6A-6.0331 (Gen. Ed. Intervention Rule)
Lack of academic progress must not be due to lack of appropriate instruction - 6A-6.03018 (SLD Rule)
Critical Concepts to Emphasize
Importance of Fidelity
Must have evidence that interventions are delivered with fidelity and level of implementation is documented- FSRtIP
90 minutes of “dedicated, uninterrupted” reading instruction- K12RP
Schools assembles team to monitor fidelity of RtI implementation - Diff. Acct. Guide (DAG)
“When provided with well-delivered scientific, research-based general education instruction and interventions of reasonable intensity and duration with evidence of implementation fidelity…” 6A-6.03018 (SLD Rule)
Critical Concepts to Emphasize
The Four Problem Solving Steps
Problem-solving method is used to make decisions based upon continuum of student need - FSRtIP
When students do not meet specific levels of performance, the nature of difficulty must be determined along with appropriate instruction/intervention - K12RP, Student Progression Plan
Interventions developed through process using student data to: identify, analyze, select & implement intervention, monitor response to intervention - 6A6.0331 (Gen. Ed. Intervention Rule)
Critical Concepts to Emphasize
The Four Problem Solving Steps (cont.)
Must be discussion with parents of: response to intervention, data used, adjustments to interventions, and anticipated future actions - 6A-6.0331 (Gen Ed Intervention Rule)
Repeated measures of academic progress, graphically represented, reflecting response to intervention provided to parents - 6A-6.03018 (SLD Rule)
Critical Concepts to Emphasize
The Importance of Comprehensive Intervention Planning
Intervention must be evidence-based & defined accurately, target skills identified, fidelity of implementation documented - FSRtIP
Describe how research-based instructional materials are integrated into core, supplemental, and intervention programs - K12RP
Must be discussion with parents of: response to intervention, data used, adjustments to interventions, and anticipated future actions - 6A-6.0331 (Gen Ed Intervention Rule)
Critical Concepts to Emphasize
PS/RtI = ALL STUDENTS
PS/RtI = ALL STUDENTS
PS/RtI = ALL STUDENTS
PS/RtI = ALL STUDENTS
There is no “RtI Process” that is initiated for struggling students. Every student in
every tier is impacted in a PS/RtI system.
in order to meet benchmarks.
=
These students get these tiersof support
+
Critical Concepts to Emphasize
The goal of the tiers is student success, not labeling.
Florida PS/RtI Project: All Pilot Schools SBLT Fall 2007 to Winter 2008 Comparison
Self-Assessment of Problem Solving Implementation (SAPSI)
0
1
2
3
Clearly defined
Tier 1 acadinstruction
Clearly defined
Tier 1 BehInstruction
Clearly definedTier 2 acad supp
instruction
Clearly definedTier 2 Beh Supp
Instruction
Evidence-based
Tier 3 AcadStrategies
Evidence-based
Tier 3 BehStrategies
21a 21b 21c 21d 21e 21f
Item
Status
3= Maintaining2= Achieved1= In Progress0= Not Started
Florida PS/RtI Project: All Pilot Schools SBLT Fall 2007 to Winter 2009 Comparison
Florida PS/RtI Project: All Pilot Schools SBLT Fall 2007 to Winter 2008 ComparisonSelf-Assessment of Problem Solving Implementation (SAPSI)
Implementation- Problem-Solving Process
0
1
2
3
Define problem as data-based discrepancy
SBLT defines replacement beh
SBLT conducts problem analysis with dataEvidence-based strategies for interventions
Support identified for interventionsIntervention integrity is documentedRtI evaluated through data collection
Intervention changed based on student RtI
Parents involved in interventions
Monitoring plan exists
SBLT meets at least 2x per year
SBLT meets with District Team 2x per year
Plan changed based on data
Feedback of PS/RtI project provided to school
22a 22b 22c 22d 22e 22f 22g 22h 22i 23 24 25 26 27
Fall 07
Spr 08
Win 09
3= Maintaining2= Achieved1= In Progress0= Not Started
Florida PS/RtI Project: All Pilot Schools SBLT Fall 2007 to Winter 2009 Comparison
Florida PS/RtI Project: All Pilots Schools Critical Components Checklist for Tiers 1 and 2
0
1
2
Data to determineeffectiveness of core
(Academic or Behavior)Decisions made to modify
core or develop Tier II
interventions
Universal screening or
other data used to identify
groups in need of
intervention
Team hypotheses toidentify reasons for not
making benchmark
Data used to determinehypotheses for not making
benchmark
Modifications made to core
instruction - Plan
documented
Modifications made to core
instruction - Support
documented
Modifications made to core
instruction -
Implementationdocumented
Supp. instruction
developed or modified-
Plan documentedSupp. instruction
developed or modified-Support documented
Supp. instruction
developed or modified-Implementation doc.
Criteria for positive RtI
were defined
Progress monitoring data
scheduled/collected
Decision regarding student
RtI was documented
Plan for contin, modifying,or terminating interventions
provided
1 2 3 4 5 6a 6b 6c 7a 7b 7c 8 9 10 11
Item
Status
2007-08:BOY
2008-09:BOY
2= Present1= Partially Present0= Absent
Florida PS/RtI Project: All Pilots Schools Critical Components Checklist for Tiers 1 and 2
0
1
2
Data to determineeffectiveness of core
(Academic or Behavior)Decisions made to modify
core or develop Tier II
interventions
Universal screening or otherdata used to identify groups
in need of intervention
Team hypotheses to identify
reasons for not making
benchmark
Data used to determinehypotheses for not making
benchmark
Modifications made to core
instruction - Plan
documented
Modifications made to core
instruction - Support
documented
Modifications made to coreinstruction - Implementation
documented
Supp. instruction developed
or modified- Plan
documented
Supp. instruction developed
or modified- Support
documented
Supp. instruction developedor modified- Implementation
doc.
Criteria for positive RtI were
defined
Progress monitoring data
scheduled/collected
Decision regarding student
RtI was documented
Plan for contin, modifying, or
terminating interventions
provided
1 2 3 4 5 6a 6b 6c 7a 7b 7c 8 9 10 11Item
Status
2007-08: BOY
2008-09: BOY
2= Present1= Partially Present0= Absent
Florida PS/RtI Project: All Pilots Schools Critical Components Checklist for Tiers 1 and 2
0
1
2
Data to determineeffectiveness of core
(Academic or Behavior)Decisions made to modify
core or develop Tier II
interventions
Universal screening or otherdata used to identify groups
in need of intervention
Team hypotheses to identify
reasons for not making
benchmark
Data used to determinehypotheses for not making
benchmark
Modifications made to core
instruction - Plan
documented
Modifications made to core
instruction - Support
documented
Modifications made to coreinstruction - Implementation
documented
Supp. instruction developed
or modified- Plan
documented
Supp. instruction developed
or modified- Support
documented
Supp. instruction developedor modified- Implementation
doc.
Criteria for positive RtI were
defined
Progress monitoring data
scheduled/collected
Decision regarding student
RtI was documented
Plan for contin, modifying, or
terminating interventions
provided
1 2 3 4 5 6a 6b 6c 7a 7b 7c 8 9 10 11Item
Status
2007-08: BOY
2008-09: BOY
Project DataTiers I & II Observation Checklist
Project Level Graph
50%
64%
43%34%
44%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Roles Represented Problem Identification Problem Analysis InterventionDevelopment/Support
ProgramEvaluation/Resonse to
Intervention
Roles Present and Problem-Solving Steps
Percentage of Roles/Components
PercentPresent
Project DataInitial Problem-Solving Team Meeting Checklists
Project Level Graph
61%
77%72%
67%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Roles Represented Problem Identification Problem Analysis InterventionDevelopment/Support
Roles Present and Problem-Solving Steps
Percentage of Roles/Components Present
Percent Present %
Project DataFollow -Up Problem-Solving Team Checklist
Project Level Graph
65% 68%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Roles Represented Program Evaluation/Responseto Intervention
Roles Present and Problem-Solving Steps
Percentage of Roles/Components Present
Percent Present
Small Group Planning & Problem Solving
Small Group Planning and Problem Solving
Priority Selected: Development of School Based PS/RtI Implementation Plans at all Pilot Schools
1. Desired Outcome and How it will be Measured: All pilot schools will have PS/RtI Implementation Plans by December 2009, evidenced by data from the SAPSI item 23.
Small Group Planning & Problem Solving
2. Brainstorm all available resources/positive factors that might facilitate achievement of desired outcome and all obstacles that might prevent achieving the desired outcome:
Resources (+) Obstacles (-)
PD infrastructure is establishedCoaches are available for follow-upNASDSE School Level Blueprint is available as a resource (not a checklist or flowchart)Project Data are availableSchool access to Regional CoordinatorsTitle II FundsPS/RtI is being integrated into existing plans (SIP, K-12 Reading, Student Progression)Creative Scheduling
Time for planning, coachingSBLT meeting to review student data, but not implementation dataSBLT may not know that implementation data are availableLimited communication between DLT and SBLTSBLT may perceive that District PS/RtI Plan must be complete prior to development of school planSupport and expectation to develop School Based PS/RtI plans has not been explicit from projectDistrict policies/procedures may conflict with PS/RtISchool administrators unclear as to District directionsThere is a need for District plans to evaluate extent to which schools are implementing PS/RtI
Small Group Planning & Problem Solving
3. Select one (1) obstacle from #2 to address first and identify it in behaviorally descriptive terms – ensure everyone understands it.
Support and expectation to develop School Based PS/RtI plans has not been explicit from project
Small Group Planning & Problem Solving
4. Brainstorm strategies to reduce or eliminate only the obstacle identified in #3 and record them below. These are only ideas. Do not consider feasibility or implementation at this stage.
Use Y2D4 Training to provide structure and support for goal setting.
Provide time for planning during Y2D4 training
Consult with principals, coaches, and project liaisons to learn the barriers faced and support needed to develop a School Based PS/RtI Implementation Plan
Build support into Year 3 PD plan
Provide examples of plans
Small Group Planning & Problem Solving
5. Using the list generated in #4 as a stimulus, but not as a limit to ideas, develop multiple action plans to reduce or eliminate only the obstacle identified in #3. Specify who will do what (descriptively) and by when. DETAIL IS A MUST!!!!!
6. Specify a plan for follow-up for each action plan. (How will completion be verified and outcome evaluated)
Small Group Planning & Problem Solving
#1 Who: Beth, Kelly, Brian, Jose, Clark
What action: Team will design Day 4 training to focus on implementation data review and goal setting.Jose – Produce: Perceptions of RtI Skills, Beliefs Survey, School Data Handouts, Small Group Planning Handouts, Training Evaluation
Beth, Kelly – Research NCLB, Florida’s operationalization of NCLB, for bullets contributing to Important Concepts slides
Brian – Research State RtI Plan, K-12 Reading, Pupil Progression, DA for bullets contributing to Important Concepts slides, develop guiding questions for School Data review
Clark – create slides for Important Concepts, PS/RtI = all students, students + triangle = all green, Timeline, Review GenEd/SLD rules for bullets contributing to Important Concept slides
Clark will compile input from team members by 3/26/09.
When: 3/18/09
Plan for Follow-Up: Clark will arrange for conference call 3/20/09Clark will make check-in calls to team members 3/25/09
Small Group Planning & Problem Solving
#2 Who: Beth, Kelly, Brian
What action: Regional Coordinators will deliver Y2D4
When:4/7/09 Walton4/9/09 Polk4/13/09 Pasco East4/14/09 Pinellas A4/16/09 Monroe South4/17/09 Monroe North4/21/09 Pinellas B4/22/09 Clay4/23/09 Pasco West5/4/09 St. Johns
Plan for Follow-Up: Clark will email Beth, Kelly, Brian two days prior to each training meeting to assure that each has materials and support necessary for meeting.
Small Group Planning & Problem Solving
7. Plan for evaluation of reduction or elimination of obstacle identified in #3:
Review permanent products:
Y2D4 ppt
Training evaluations
Action plans created during Y2D4 Small Group Planning time
8. Plan for evaluating progress toward achievement of desired outcome specified in #1
Review SAPSI Item 23 from administration EOY 08/09 and MOY 09/10
Receive coach input ongoing and at beginning of 09/10 coach meeting
Review school progress toward development of School Based PS/RtI Plan at beginning of 09/10 coach meeting.
Goal Setting & Planning
1. Review of School Data• School Data• Guiding Questions
2. Small Group Planning & Problem Solving• Small Group Planning Handout
3. Collect Plans• If plans not complete by end of day, Coaches will send
completed plans to RCs