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Building Consensus:
The First Step in Implementing
PS/RtIJ.C. Smith, M.S.
Susan Forde, M.S.Alana Lopez, M.A.University of South
Florida
Foundations of RtI
• Federal Legislation
• Florida’s Response
• Overview of Systems Change
• Thinking about Consensus
• Florida PS/RtI Project Year 1 results
• Where do we go from here?
Federal LegislationNCLB
• Accountability– Adequate Yearly Progress– Disaggregated Data
• (Data based decision making)
• Proven Educational Methods– No Child Left Behind puts special emphasis on determining what
educational programs and practices have been proven effective through rigorous scientific research
– Emphasis on Teacher Quality• (Effective General Education Curriculum and Instruction)
Federal LegislationNCLB
• Proposed changes to NCLB and AYP– Currently, AYP is based on percentage of students making
proficiency in academic areas– Proposed change: States and Schools can get credit for
student progress over time (growth model) to meet AYP
Federal LegislationIDEA 2004
• High expectations • Emphasis on general education curriculum• Whole-school approaches• Scientifically based early reading programs• Positive behavioral interventions and supports• Early intervening services specifically addresses disproportionality
Outcomes: Data based decisionsQuality instruction to ALL studentsFormative assessment (Progress Monitoring)Student with disabilities attain the same benchmarks as typical students
Regulatory Support for RtI in Florida
• New Rule (6A-6.0331)– Evidence-based interventions– Interventions in general education environment– Progress Monitoring Plan (PMP)
• New EBD Rule (6A-6.03016)– Evidence-based interventions– Student’s response to intervention determines EBD
Creating Statewide Infrastructure to Implement RtI in Florida
Florida DOE Statewide Response to Instruction/Intervention (RtI) Implementation Plan
http://www.florida-rti.org/
Foreword• “It is the responsibility of every educator, organization, and parent to actively
engage in collaborative efforts to meet Florida’s goals. In the unified effort,
all schools in Florida should ensure evidence-based practices, instructionally
relevant assessments, systematic problem-solving to meet all students’
needs, data-based decision making, effective professional development,
supportive leadership, and meaningful family involvement. These are the
foundation principles of a Response to Instruction/Intervention (RtI) system
which provides us the framework to elevate the efficacy of our statewide
improvement efforts.”Dr. Eric J. Smith
Commissioner of EducationJune 2008
State Infrastructure• State Management Group
Todd Clark, Bureau Chief, Bureau of Instruction and InnovationShan Goff, Executive Director, Office of Early LearningEvan Lefsky, Executive Director, Just Read, Florida!Bambi Lockman, Bureau Chief, Bureau of Exceptional
Education & Student ServicesJay Pfeiffer, Deputy Commissioner, Accountability Research and
Measurement Hue Reynolds, Director of Communications and Public Affairs,
Office of Communications and Public AffairsMary Jane Tappen, Deputy Chancellor for Curriculum,
Instruction, and Student Services, Office of the ChancellorIris Wilson, Deputy Chancellor for Student Achievement, Office
of the ChancellorRepresentatives from State Transformation Team
State Infrastructure• State Transformation Team
Ginger Alberto, Office of Achievement through Language Acquisition, FLDOE
George Batsche, Mike Curtis, Clark Dorman – Problem Solving/Response to Intervention Project, USF
Liz Crawford, Florida Center for Reading Research, FSUHeather Diamond, Bureau of Exceptional Education & Student
Services, FLDOESandy Dilger, Bureau of School Improvement, FLDOEDon Kincaid, Heather George, Karen Childs – PBS Project, USFMary Little, Response to Intervention’s Teaching Learning
Connections, UCFMartha Murray, Bureau of Exceptional Education and Student
Services, FLDOE Rob Schoen, Office of Mathematics and Science, FLDOEMelinda Webster, Just Read, Florida!, FLDOE
State Infrastructure• State Advisory Group - representatives from:
Regional Implementation Teams (district contacts, coaches, etc.)
Florida Center for Reading Research (FCRR)Florida Center for Research – Science, Technology,
Engineering, Math (FCR-STEM)Early Childhood Association of Florida (ECA) Florida Association of District School Superintendents
(FADSS)Florida Association of School Administrators (FASA) Florida Educators Association (FEA)Council of Administrators of Special Education (CASE) Family Network for Students with Disabilities (FND)Florida Association of Student Services Administrators
(FASSA)
• Statewide Leadership in PS/RtI
• Statewide Technical Assistance in PS/RtI
• Emphasizes the Need for Districts to Develop District-Wide RtI Plan
• Identifies Resources for PS/RtI Implementation
• Statewide Implementation Plan– Funding Statewide Implementation Projects– Partnerships– Technical Assistance– Professional Development
PS/RtI Integrates Efforts
PS / RtI
ConsensusConsensus
InfrastructureInfrastructure
Implementation
Implementation
Change Model
Stages of Implementing Problem-Solving/RtI
• Consensus– Beliefs are shared– Vision is agreed upon– Implementation requirements understood
• Infrastructure Development– Regulations– Training/Technical Assistance– Model (e.g., Standard Protocol)– Tier I and II intervention systems
• E.g., K-3 Academic Support Plan
– Data Management– Technology support– Decision-making criteria established
• Implementation
The Process of Systems Change
• Until, and unless, Consensus (understanding the need and trusting in the support) is reached no support will exist to establish the Infrastructure. Until, and unless, the Infrastructure is in place Implementation will not take place.
• A fatal error is to attempt Implementation without Consensus and Infrastructure
• Leadership must come from all levels
Change Across Levels
• Consensus, Infrastructure, Implementation applies to EVERY level at which change occurs:– State– District– School
• Consensus building is similar across levels
• Infrastructure and Implementation processes are different across levels
In the beginning
necessary to participate in a Problem Solving/Response to Intervention Model
None of Beliefs, Skills,
Knowledge
All of Beliefs, Skills,
Knowledge
Over Time
necessary to participate in a Problem Solving/Response to Intervention Model
None of Beliefs, Skills,
Knowledge
All of Beliefs, Skills,
Knowledge
Goal
None of Beliefs, Skills,
Knowledge
All of Beliefs, Skills,
Knowledge
necessary to participate in a Problem Solving/Response to Intervention Model
What changes need to occur?
• Building Consensus– Beliefs are shared
– Stakeholders have knowledge to implement change
– Stakeholders have skills to implement change
Consensus Development: Beliefs
• Level of commitment from school personnel regarding a reform initiative is likely to influence the degree to which implementation occurs– Curtis and Stollar suggest that a commitment from
the majority (80% is often suggested) of stakeholders in a building should be obtained before proceeding with implementation of an innovation
Consensus Development: Beliefs
• “Making the shift to a new paradigm, like PS/RtI, does not simply involve accepting a new set of skills. It also involves giving up certain beliefs in favor of others. “(Ken Howell)
• PS/RtI requires systemic change in the way we educate all students
Foundation Beliefs for PS/RtI
• Every student is everybody’s responsibility
• PSM/RtI is a General Education Initiative-Not Special Education
• Improving the effectiveness of core instruction is basic to this process
• NO Child Left Behind Really Means “NO”
• Assessment (data) should both inform and evaluate the impact of instruction
• Policies must be consistent with beliefs
• Beliefs must be supported by research
• Focus on alterable variables
27
Foundation Beliefs- cont’d
• Maximum benefits to students occur if:• Data are used to guide instructional decisions• Professional development and follow-up
modeling and coaching are provided to ensure effective instruction at all levels
• Leadership is vital All students and their families are part of one proactive and seamless system
Three-Tiered Model of School Supports & the Problem-Solving ProcessACADEMIC SYSTEMS
Tier 3: Comprehensive & Intensive Students who need individualized interventions.
Tier 2: Strategic Interventions Students who
need more support in addition to the core
curriculum.
Tier 1: Core Curriculum All students, including students
who require curricular enhancements for
acceleration.
BEHAVIOR SYSTEMS
Tier 3: Intensive Interventions Students who
need individualized intervention.
Tier 2: Targeted Group Interventions Students who
need more support in addition to school-wide
positive behavior program.
Tier 1: Universal Interventions All students in
all settings.
Changing Beliefs
• Training– Research shows that training is effective for
changing beliefs– http://www.rtinetwork.org
• Resource for Consensus building strategies– NASDSE Book (Research to Practice)
Consensus Building
• Educators will embrace new ideas when two conditions exist:– They understand the NEED for the idea– They perceive that they either have the SKILLS to
implement the idea OR they have the SUPPORT to develop the skills
Consensus Development:Data
• Are you happy with your data?
• Building/Grade Level Student Outcomes– Disaggregated– AYP
Real Elementary: Reading AYP
0
10
20
30
40
50
60
70
80
90
100
02/03 03/04 04/05 05/06 06/07
School Year
Perc
en
t S
co
rin
g A
t o
r A
bo
ve G
rad
e L
evel
White
Economically Disadvantaged
Students with Disabilities
Expected
Real Elementary: Math AYP
0
10
20
30
40
50
60
70
80
90
100
02/03 03/04 04/05 05/06 06/07
School Year
Perc
en
t S
co
rin
g A
t o
r A
bo
ve G
rad
e L
evel
White
Economically Disadvantaged
Students with Disabilities
Expected
Consensus Development:Knowledge & Skills
• Knowledge– Impact on students– Reduces disproportionality– Equity in education
• Sources of Knowledge– NASDSE Book (Research to Practice)
• www.nasdse.org– Current research (evidence-based practices) that
supports use of RtI
Consensus Development:Skills
• www.nasdse.org– Building and District Implementation Blueprints
• www.rtinetwork.org– Blueprints to support implementation– Monthly RtI Talks– Virtual visits to schools implementing RtI– Webinars– Progress Monitoring Tools to Assess Level of Implementation
• www.floridarti.usf.edu– Online training module (e.g., using data to make decisions)
• http://www.florida-rti.org/– Florida Response to Intervention, Florida Department of Education
Group Discussion
• Where do you think consensus on RtI is in your:
– District?
– Schools?
Sample Description:FL PS/RtI Project
• Two purposes of PS/RtI Project:
– Statewide training in PS/RtI
– Evaluate the impact of PS/RtI on educator, student, and systemic outcomes in pilot sites implementing the model
Scope of the Project
• PreK-12 (Current focus = K-5)• Tiers 1-3 • Reading• Math• Behavior
Training Schedule
• 3 year training curriculum – Problem Solving Process– 3-Tiered RtI Model– Systems Change
• Provided by 3 Regional Coordinators/Trainers
• 5 days per year (2 days, 1, 1, 1 schedule)
• Technical assistance and support
• Data collection
Data Collection and Preliminary Analysis
• Development of Beliefs Survey
• Administration to School Based Leadership Teams– Pilot Project Schools only
• Administration to All Instructional Staff– Statewide– Project– Comparison
Survey Items Matching Core Beliefs
Survey Items Matching Core Beliefs
Survey Items Matching Core Beliefs
Question
Think about 1 building you work in and keep that building in mind. What beliefs are currently present in your building
that you would consider: Strengths/Facilitators to implementation of PS/RtI Barriers to implementation of PS/RtI
Beliefs Comparison (Day 1 vs. Day5)SBLT Pilot Data- All Project Districts
1.0
2.0
3.0
4.0
5.0
7a 7b 8a 8b 11a
11b 12 13 14 15 16 17 20 22 23
Survey Item
Mea
n
Day 1
Day 5
Changed Beliefs- All SBLTs in Project Districts
• Most core beliefs present prior to training.
• Beliefs about students with disabilities attaining grade-level benchmarks not as widely held and less change
• Not as much agreement about the prioritizing resources to students not reaching benchmarks
Beliefs Comparison (Day 1 vs. Day5)SBLT Pilot Data- School A
1.0
2.0
3.0
4.0
5.07a 7b 8a 8b 11a
11b 12 13 14 15 16 17 20 22 23
Item
Mea
n
Day 1
Day 5
Beliefs Comparison (Day 1 vs. Day5)All Instructional Staff Pilot Data- All Project Schools
4.29 4.284.1
4.02
3.61
3.86
4.514.59
4.35
3.853.75
3.633.75
3.26
3.95
4.49 4.5 4.42 4.4
3.77 3.79
4.53 4.56 4.55 4.55
4.16 4.1
4.38
3.6
4.42
1
2
3
4
5
7a 7b 8a 8b 11a
11b 12 13 14 15 16 17 20 22 23
Survey Item
Mea
n
Day 1
Day 5
“All” Instructional Staff at Pilot Schools
• Closely Mirrors SBLT Data.
Beliefs Comparison (Day 1 vs. Day5)All Instructional Staff Pilot Data- School A
1
2
3
4
5
7a 7b 8a 8b 11a
11b 12 13 14 15 16 17 20 22 23
Survey Item
Mea
n
Day 1
Day 5
• Interpretation of previous graph
Does Beliefs Align with Practices?
• Beliefs Survey examines:• Academics• Behavior
• The School is practicing service delivery right now
• Is there agreement between beliefs/changed beliefs and current practices?
Perceptions of Practices Survey
Perceptions of Practices All Instructional Staff- Project School
Elementary School A
1
2
3
4
5
2a 2b 3a 3b 4a 4b 5a 5b 8a 8b 14a 14b 16a 16b 18a 18bItem
Me
an
Sc
ore
How the Data Have Been Used?
• Guiding Questions for Examining Beliefs Survey Data – Did your beliefs change?– How consistent are the overall beliefs of your
building with your building’s perceptions of the practices occurring?
– To what extent do you believe that your building possesses the skills to use school-based data to evaluate Tier 1 and Tier 2 instruction?
Responses to Guided Question Activity (Paraphrased)
• A lot of what we do isn’t consistent with our beliefs
• What information do we need to share with staff to start changing practices?
• What skills do our staff members need?
Florida Resources to Support PS/RtI Implementation
• Just Read, Florida! http://www.justreadflorida.com/• Florida Center for Reading Research http://www.fcrr.org/• Florida’s Positive Behavior Support Project
http://flpbs.fmhi.usf.edu/index.asp• RtI: Teaching Learning Connections http://rtitlc.ucf.edu/• Office of Early Learning, Florida Department of Education
http://www.fldoe.org/earlylearning/• Bureau of School Improvement, Florida Department of Education
http://www.flbsi.org/• Bureau of Exceptional Education and Student Services, Florida
Department of Education
http://www.fldoe.org/ese/