FloridaRtIf

1. School Based Leadership TeamYear Two, Day One A collaborative project between the Florida Department of Education and the University of South Florida FloridaRtI.usf.edu

2. Welcome Back!

3. Advance Organizer • Quick Review of Year 1 Training • Where We’re Headed • Review of SAPSI • Year 1 Day 5 Skill Assessment • Tier 1 Skills • Strategies for Consensus • Roles for Team Members

4. Quick Activity • Consult with your team members • List the four steps to problem solving and the central question for each. • For you, identify the most important step and tell why.

5. Year One • Day 1 - Big Ideas • Day 2 - Problem Identification • Day 3 - Problem Analysis • Day 4 - Intervention Design/Implementation • Day 5 - Response to Intervention Primary Focus - Consensus, Tier I

6. Statewide Plan for Implementation http://www.florida-rti.org

7. 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 Education June 2008

8. State Infrastructure State Management Group Todd Clark, Bureau Chief, Bureau of Curriculum and Instruction Shan Goff, Executive Director, Office of Early Learning Kathy Hebda, Deputy Chancellor of Educator Quality Barbara Elzie, Executive Director, Just Read, Florida! Bambi Lockman, Bureau Chief, Bureau of Exceptional Education and Student Services Jeff Sellers, Deputy Commissioner, Accountability Research and Measurement Hue Reynolds, Deputy Director, Office of Communications and Public Affairs Mary Jane Tappen, Deputy Chancellor for Curriculum, Instruction, and Student Services, Office of the Chancellor Nikolai Vitti, Deputy Chancellor, Office of School Improvement and Student Achievement, FLDOE Representatives from State Transformation Team

9. State Infrastructure State Transformation Team Lori Rodriguez, Bureau of Student Achievement through Language Acquisition, FLDOE Lena Anderson, Office of School Improvement, FLDOE George Batsche, Michael Curtis, Clark Dorman – Problem-Solving/Response to Intervention Project, USF Melinda Webster, Office of Early Learning, FLDOE Lezlie Cline, Florida Center for Interactive Media, FLDOE Denise Bishop, Florida Center for Reading Research, FSU Heather Diamond, Bureau of Exceptional Education and Student Services, FLDOE Sandy Dilger, GEAR UP, FLDOE Heather George, Don Kincaid, Karen Childs, PBS Project, USF Joyce Hobson, Bureau of Family and Community Outreach, FLDOE Mary Little, Shelby Robertson, Gina Zugelder Response to Intervention-Teaching Learning Connections, UCF Adam Miller, Office of Independent Education and Parental Choice, FLDOE Martha Murray, Bureau of Exceptional Education and Student Services, FLDOE Rob Schoen, Florida Center for Research - Science, Technology, Engineering and Math, FSU Donnajo Smith, Bureau of Curriculum and Instruction, FLDOE Teresa Sweet, Office of Math and Science, FLDOE Laurie Lee, Just Read, Florida!, FLDOE Sandy Dilger, Facilitator

10. 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)

11. 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

12. National PS/RtI Data • Spectrum K12/CASE RtI Adoption Survey • www.spectrumk12.com • April 2010 • Survey of District Administrators • 1,101 Respondents

13. National PS/RtI Data In what stage of implementation is your district?

14. National PS/RtI Data Who initiated RtI implementation in your district?

15. National PS/RtI Data

16. National PS/RtI Data

17. National PS/RtI Data

18. National PS/RtI Data

19. SurveyPerception of Practices Your project ID is: • Last 4 digits of SS# • Last 2 digits of year of birth

20. School Personnel Satisfaction Survey You tell us… When would you like to complete this? Just before lunch or just after lunch?

21. Year Two • SBLT Training Plan Day 1 A. Refresher/regrouping B. SAPSI C. Reinforce Tier I focus D. Roles for Teams/Members – facilitator, etc. E. Strategies for Consensus F. Support and sharing

22. Year Two • SBLT Training Plan Day 2 • Data & Homework Review • Tier 1 Data Indicating Tier 2 Needs • Tier 2 Defined & Characterized • Standard Treatment Protocol • Strategies for Identifying Tier 2/Standard Protocol Needs • Tier 2 and the K-12 Reading Plan • Decision Making at Tier 2 • Tier 2 Exercises - Determining Needs, Grouping Students • Homework

23. Year Two • SBLT Training Plan Day 3 • Data & Homework Review • Intervention Evaluation Protocol • Resource Maps • Evaluation Plan • Goal Setting • Resource Mapping Activity • Intervention Integrity • Types • Barriers • Improving • Assessing • Evaluation Planning Activity

24. Year Two • SBLT Training Plan Day 4 • 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

25. Year Two • Expectations Consensus Infrastructure Implementation Homework and Action

26. In the beginning None of Beliefs, Skills, Knowledge All of Beliefs, Skills, Knowledge necessary to participate in a Problem Solving/ Response to Intervention Model

27. Over Time None of Beliefs, Skills, Knowledge All of Beliefs, Skills, Knowledge necessary to participate in a Problem Solving/ Response to Intervention Model

28. Goal None of Beliefs, Skills, Knowledge All of Beliefs, Skills, Knowledge necessary to participate in a Problem Solving/ Response to Intervention Model

29. Expect This

30. SAPSI Review • In which domains (i.e., building consensus, building infrastructure, implementation) did your school make progress last year? In which domains did you not see as much progress? • What types of activities occurred that facilitated progress in building consensus, developing infrastructure, and/or implementation at your school? What barriers may have existed when progress did not occur? • To what extent were data used to problem-solve at Tier I? Tier II? Tier III? • How will you maintain any positive changes that occurred last year? • What are your goals for facilitating implementation of a PS/RtI model this year? What activities will need to occur to target those goals?

31. Activity - Day 5 Skill Assessment Review • Was the goal set for the students’ response appropriate given the data? Yes or No? If no, what goal would you suggest (be sure to provide a justification for any suggested changes)? • Based on your response to question #1, was the students’ RtI good, questionable, or poor? Justify your decision. • Were the instructional modifications implemented as intended? Justify your decision. • Based on your responses to the first three questions, what modifications would you make to the intervention plan? • Of the remaining skill sets assessed by the DIBELS in first grade (i.e., decoding and reading connected text) shown on page 7, what skill(s) do you think the team should target next and why? • Based upon which skill(s) you picked for question #5, provide each of the required data elements for problem identification from the graph provided (page 7).

32. Tier 1 – A Critical Focus • A consistent focus on Tier 1: • Prevention value • Efficiency of resources • Alignment among other programs • Improved communication among staff • Opportunity for all to contribute (empowerment) • Reduce #s on Tiers II and III • Support effective Tiers II and III

33. Tier I Analysis • Tier 1 is more than, “What is the problem.” • Tier 1 is the “calculation” of the degree to which the problem exists. • We need the following to calculate Tier 1 effectiveness: • Replacement Behavior • Current Level of Functioning • Benchmark/Desired Level • GAP Analysis

34. ExampleData Analysis – Tier 1

35. ExampleData Analysis – Tier 1 • Expectation • 80% of all students at or above benchmark • Current Performance • Sept. : 40% of Students at or above benchmark • Jan.: 24% of Students at or above benchmark • Replacement Behavior: 80% of all Second Grade students will read at or above 50 correct words per minute on the ORF assessment. • Gap Analysis: • Sept.: 80/40 = 2.0X = Significant Gap • Jan.: 80/24 = 3.33X = Significant Gap

36. Math Practice Exercise See Handout Work as a group Practice calculating Tier 1

37. Tier 1 Skills Assessment No ID required Use your own data from your school Work as a team – only 1 form needs to be completed. Turn in an extra copy of your school’s data set with group assessment form.

38. Overcoming Resistance and Building Consensus

39. Why? Change initiatives crucial to organizational success fail 70% of the time. (Miller, 2002)

40. The Importance of Consensus The way in which a change process is conceptualized is far more fateful for success or failure than the content one seeks to implement. You can have the most creative, compelling, valid, productive idea in the world, but whether it can become embedded and sustained in a socially complex setting will be primarily a function of how you conceptualize the implementation-change process. Sarason, 1996

41. Question: What does Sarason’s quote mean to you? Does it bring to mind a particular challenge or success from Year 1?

42. Florida Change Model Infrastructure Implementation Consensus

43. What is Consensus Building? A process that: • Gets people on the same page • Shows people precisely what is being proposed and why • Gives people time to explore and ask questions • Is open, honest, accurate • If done well, results in commitment and buy-in Tilly, 2007

44. Strategies for Building Consensus • Explain “the why” behind RtI • What we’ve been doing hasn’t worked • New practices are available • Accountability • Facilitate a shift in thinking • Provide a clear vision • Explain the scope and sequence

45. Strategies (cont.) • Provide a voice for all stakeholders • Find success stories • Look at school data • Provide professional development • Anticipate resistance & get it out in the open

46. Ch-ch-ch-changes • Ebbs and Flows • Plateaus • Bumps and Dips • Walls

47. Now What?? • Celebrate success! • Re-group and re-design • Evolution vs. Revolution

48. Forces that maintain the Status Quo I want to stay where I am because… I don’t want to change because… I’m not going to change because…

49. You can lead the horse to water… • Innovators/adopters: welcome change • Susceptibles: resent current practices; feelings of dissonance • Nonsusceptibles: do not believe change is needed • Resisters: sabotage change efforts (Powell, 1988)

50. Over Time None of Beliefs, Skills, Knowledge All of Beliefs, Skills, Knowledge necessary to participate in a Problem Solving/ Response to Intervention Model