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Evaluating District-Wide Professional Learning to Build Capacity for RTI. Michelle Avila Bolling, Ed.S. Lisa Sirian Stear, Ph.D. Sharon Rinks, Psy.D. Danny Hicks, Ed.S. Cindy Jenik, Ph.D. Goals for Today’s Session. Establish the context Project conception System support

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evaluating district wide professional learning to build capacity for rti

Evaluating District-Wide Professional Learning to Build Capacity for RTI

Michelle Avila Bolling, Ed.S.

Lisa Sirian Stear, Ph.D.

Sharon Rinks, Psy.D.

Danny Hicks, Ed.S.

Cindy Jenik, Ph.D.

goals for today s session
Goals for Today’s Session

Establish the context

Project conception

System support

Format for training

Enabling and disabling factors

Outcome data

Future plans

Questions

Explore the CD of materials

carroll county
Carroll County

West central GA

On GA/AL state line

50 miles from

Atlanta

503 square miles

Population 109,965

(2006 census)

Cost of living

93% of U.S avg.

district enrollment
District Enrollment
  • 23rd largest school system in Georgia
  • 14,800 students in 2008-2009
  • Pre-K through 12th grade
  • Ethnicity:
    • 68% White
    • 18% African-American
    • 7% Other
personnel
Personnel
  • 2,225 total staff members
    • 1,261 certified
    • 964 classified
  • 99.25% “Highly Qualified” teachers
  • 62% of certified staff members hold masters degree or higher
  • Psychological Services
    • 4 doctoral, 4 educational specialist
    • 3 licensed, 5 certified
    • APPIC training program
schools
Schools

• 11 elementary schools

• 6 middle schools

• 6 high schools

• 3 ninth grade academies

• 1 alternative school

• 1 technical education center

2 psychoeducational centers

project timeline
Project Timeline

Spring 2007

Georgia mandated RTI to begin Fall 2007

Summer 2007

District RTI Manual introduced to principals

Every school provided a copy

Spring/Summer 2008

Conceptualized the RTI Institute

Created training materials

Fall 2008

Conducted training

Spring 2009

School teams redelivered

Fall 2009/Spring 2010

Evaluated progress

the problem
The Problem

Frustration from implementation or lack thereof

Need for training others

Lack of district resources and funds

Lack of state-level guidance

Confusion regarding the 4-tier pyramid

the problem referral data
The Problem: Referral Data

Manual Released

Training Occurred

project conception
Project Conception

Seeking System Support

Met with our supervisor

Met with the district PD coordinator

Mapped out a blueprint for training

Arranged for leadership module

project conception1
Project Conception

District Enabling Support

Extra work days over the summer to develop modules

Time commitment

Extra support from graduate student interns and practicum students

Provided materials, meeting space, and snacks

Paid for substitutes for teacher participants

leadership module
Leadership Module

Leadership and administrative support

Important for any innovation and essential if you want it to work

Administrators control resources

Time

Personnel

Materials/resources

Administrators outline duties and expectations for personnel

Endorsement in the face of possible resistance to change

unless commitment is made there are only promises and hopes but no plans peter drucker
Unless commitment is made, there are only promises and hopes... but no plans.

- Peter Drucker

the professional learning model
The Professional Learning Model

Voluntary participation

Distributed learning over time

Meaningful choices

Opportunities for practice

Authentic cases

Learning communities/teaming

Responsive to participants’ needs

Tailored feedback

selecting team members
Selecting Team Members

Voluntary participation

Administrative representation

3-4 other individuals

Curriculum specialists

Grade-level teacher leaders

Counselors

Psychologists

Graduation coaches

Special education teachers

All team members had to commit to completion of the entire training.

slide18
I start with the premise that the function of leadership is to produce more leaders, not more followers.

- Ralph Nader

overview module agenda
Overview Module Agenda

Overview of training

Establish a common language

Self-Assessment of readiness

Discuss goals and action planning

Gather questions and confusions

reading module agenda
Reading Module Agenda

Process the Application Activity

Evidence-based RTI practices in reading

Practice progress monitoring administration

Oral Reading Fluency

Maze

Progress monitoring & data entry

Practice data entry

Review decision making for each case

Case studies

Discuss Application Activity

interventions
Interventions

Five areas

Phonemic Awareness

Phonics

Vocabulary

Fluency

Comprehension

writing module agenda
Writing Module Agenda

RTI implementation status reports

Process the Application Activity

Activating prior knowledge – RTI Bingo

Evidence-based RTI practices in writing

Universal screening

Intervention

Progress monitoring

Practice progress monitoring scoring

Case studies

Discuss Application Activity

interventions1
Interventions

Six Areas

Beginning Writing

Handwriting

Spelling

Editing

Planning

Fluency

Comprehensive Strategies

math module agenda
Math Module Agenda

Round robin problem solving for RTI

Evidence-based RTI practices in math

Universal screening

Intervention

Intervention fidelity

Progress monitoring

Establishing goals challenge activity

Math case studies

Discuss Application Activity

interventions2
Interventions

Whole Group Strategies for Tiers I & II

Six Areas

Number sense

Arithmetic

Fluency

Problem Solving

Reasoning

Mnemonic Strategies

behavior module agenda
Behavior Module Agenda

School-wide Positive Behavior Supports (Tier I)

Evidence-based RTI practices in behavior management

Universal screening

Intervention

Functional behavioral assessment

Behavior intervention planning

Progress monitoring

Discuss application activity

interventions3
Interventions

Class or School Interventions for Tiers I & II

Four Areas

Antecedent Modifications

Replacement Behaviors

Consequence Modifications

Self-Monitoring

wrap up agenda
Wrap-Up Agenda

SARTII

Case Presentations

Forms and Documents

Planning

Discussion

researching the program

Researching the Program

Participant Perceptions

Researcher Perceptions

School Readiness Ratings

Rubric Evaluation of Permanent Products

Team Interview Data

course participants
Course Participants

Total Number of Participants Who Completed Course N=58

Elementary Participants N=36

Middle & High Participants N=22

outcome data self report ratings
Outcome Data – Self-Report Ratings
  • Prior to training, only 20.6% of participants reported at least a competent level of understanding of RTI.
  • Post-training, 89.7% reported a competent level of understanding.
  • Significantly higher rates of understanding found (t=-15.625, p<.001)
outcome data self report ratings1
Outcome Data – Self-Report Ratings
  • Prior to training, only 15.5% of participants felt competent to implement RTI.
  • After the training, 82.8% of participants felt competent.
  • Significantly higher rates of skills reported (t=-18.188, p<.001)
outcome data self report ratings2
Outcome Data – Self-Report Ratings
  • Prior to training, only 13.8% of participants felt competent to act as a resource to others.
  • After the training, 81% felt competent.
  • Significantly higher rates reported (t=-15.975, p<.001)
outcome data self report ratings5
Outcome Data – Self-Report Ratings
  • Participants reported significantly higher agreement that the RTI model will help children in their school be more successful (t=-8.045, p=.016).
outcome data redelivery 2 2009
Outcome Data – Redelivery (2/2009)
  • 87% of schools (13/15) did some form of redelivery
  • One additional school had 100% participation
researcher perceptions enabling factors
Researcher PerceptionsEnabling Factors

District & principal support

Group discussion opportunities

Application activities

Case studies – saw improvement

Consistent team membership

Thoughtful selection of team membership

Collaborative nature of the team

Technology support

Voluntary participants

Flexibility of implementation

researcher perceptions disabling factors
Researcher PerceptionsDisabling Factors

Participants were “voluntold”

Teams had limited administrative support

Resistance to change/inflexible structures

Too much content, too little time

Competing district initiatives

Location of training

Lack of resources and information for high school students (only 1 of 5 high schools completed training)

Flexibility of implementation – looking for district-wide guidance

outcome data sartii
Outcome Data - SARTII

Self-Assessment of RTI Implementation (SARTII)*

Status Ratings:

Not Started (The activity occurs 0% of the time)

Just Started (The activity occurs 1 to 24% of the time)

In Progress (The activity occurs 25 to 74% of the time)

Achieved (The activity occurs 75 to 100% of the time)

Maintaining (continues to occur 75 to 100% of the time)

*Adapted from the IL-ASPIRE SAPSI v. 1.6

Center for School Evaluation, Intervention and Training (CSEIT) Loyola University Chicago, Florida Problem Solving/Response to Intervention Project (SAPSI Fall, 2007),

& North Carolina Comprehensive Assessment of Need (NCCAN)

outcome data sartii consensus
Outcome Data – SARTIIConsensus

Maintaining

Achieved

In Progress

Just Started

Not Started

outcome data sartii infrastructure
Outcome Data – SARTIIInfrastructure

Maintaining

Achieved

In Progress

Just Started

Not Started

outcome data sartii infrastructure1
Outcome Data – SARTIIInfrastructure

Maintaining

Achieved

In Progress

Just Started

Not Started

outcome data sartii infrastructure2
Outcome Data – SARTIIInfrastructure

Maintaining

Achieved

In Progress

Just Started

Not Started

outcome data sartii infrastructure3
Outcome Data – SARTIIInfrastructure

Maintaining

Achieved

In Progress

Just Started

Not Started

outcome data sartii infrastructure4
Outcome Data – SARTIIInfrastructure

Maintaining

Achieved

In Progress

Just Started

Not Started

outcome data sartii implementation
Outcome Data – SARTIIImplementation

Maintaining

Achieved

In Progress

Just Started

Not Started

outcome data sartii implementation1
Outcome Data – SARTIIImplementation

Maintaining

Achieved

In Progress

Just Started

Not Started

outcome data sartii implementation2
Outcome Data – SARTIIImplementation

Maintaining

Achieved

In Progress

Just Started

Not Started

outcome data sartii1
Outcome Data – SARTII
  • Growth over time in all areas, except…
    • Perception of district level support initially increased, but has since decreased
        • Change in personnel
        • Funding
  • Less growth in involving parents
  • Schools reported collecting data on consensus
      • Unsure of the means of data collection – survey?
referral data
Referral Data

Manual Released

Training Occurred

rubric ratings over time
Rubric Ratings Over Time
  • Though the participant schools began at a higher level of competency, their rate of growth significantly exceeded that of nonparticipating schools, F(1,23)=14.81 , p<.005.
rubric analysis
Rubric Analysis

Strengths

Universal screening

Tier III intervention plans

Form is present

The target is identified

Baseline is appropriate

Clearly identified appropriate interventions

Interventionist identified

Results reported

Weaknesses

Tier II intervention plans

Form

Baseline data

Progress monitoring plan

Goal Setting (Tiers II & III)

Sticking to review dates

Fidelity review

Documentation of referral for evaluation

Intervention Review Team

Rubric range 0-56

interview data team members
Interview Data: Team Members

Assistant Principal

Counselor

School Psychologist

Special Education Teacher(s)

Regular Education Teacher(s)

EIP Teacher(s)

interview data how did everyone in your school become knowledgeable about the rti process
Interview Data How did everyone in your school become knowledgeable about the RTI process?

RTI Institute

Redelivered training

To the entire faculty and staff

In smaller groups

“On-the-job training… learn while you work the process!”

School-based RTI teams (composed of reps from each grade)

Monthly grade-level meetings

Information provided through emails and online

interview data how on board with rti would you consider your faculty and staff
Interview DataHow on board with RTI would you consider your faculty and staff?

“I’m not sure that they like it, but they’re doing it”(1st grade teacher)

More on board with certain tiers than others

Consensus is increasing

As they see the process work

By finding ways to make the whole process more “doable” and, thus, acceptable

By requiring staff members to present students who were in need of help to the RTI committee (e.g., their “two lowest in the class”)

Ways consensus could be improved

If there were explicit rules from the county about what to do

If there was more accountability; administration could help with this

interview data are the right personnel involved with rti
Interview Data Are the right personnel involved with RTI?

Yes

Every grade-level/subject area is represented

Every “area” (e.g., counselors, EIP teachers, psychologists)

Diverse membership helps in the problem-solving process

Previous years’ teachers provide history and context

Decisions can be made because the right people are at the meeting

No

Not all schools have a regular education teacher from each grade-level involved with RTI

interview data describe any changes you ve seen in how your school looks at tier i data
Interview DataDescribe Any Changes You’ve Seen in How Your School Looks at Tier I Data.

Data are accessible to teachers

Data are available in a timely manner

“We now look at data from more than one program, including benchmarks, STAR, GRASP, and DIBELS, at regular intervals and move students up to Tier II when needed.” (5th grade teacher)

“Progress monitoring data is used to direct and reform instruction.” (Assistant Principal)

interview data describe any changes you ve seen in how your school looks at tier ii iii data
Interview DataDescribe Any Changes You’ve Seen in How Your School Looks at Tier II/III Data.

Don’t just go by teacher opinion anymore

Meetings occur at regular intervals

Data are analyzed at each meeting

Modifications to goals are made as needed

Interventions are modified/changed if they are not working

“We have more tools to use as interventions so that we have better data” (4th grade teacher)

slide68
Interview DataWhat Noticeable Changes in Classroom Practices Have There Been Since RTI Was Implemented?

Frequent progress monitoring

More interventions to address specific deficits

More creative use of time- finding time during the day for intervention

Altered schedules to create an extra class period

Teachers provide intervention in their areas of strength

Increased awareness of behavioral difficulties

collecting behavioral data

figuring out the reasons behind behavior

more aware of and involved in creating BIP’s

interview data what keeps the rti process from functioning optimally at your school
Interview DataWhat keeps the RTI process from functioning optimally at your school?

Not enough…

Time (also, time management issues)

Money

Manpower

Resources or identified strategies

People who have knowledge and/or experience with the RTI process

Staff development time/day

Accountability

interview data what keeps the rti process from functioning optimally at your school1
Interview DataWhat Keeps the RTI Process from Functioning Optimally at Your School?

Student absences/transiency

Group management issues

individuals in each group progress at different rates which often results in the need for changes in groups and creation of new groups

The time it takes to get a student into tier III or IV,

especially for students who have significant issues

Lack of increased/intensive intervention once the student moves into Tier III

interview data what would help your school do rti better
Interview Data What Would Help Your School Do RTI Better?

More…

Time for the 3 P’s: planning, providing interventions, and progress monitoring!

Money: to purchase resources/interventions and to fund interventionists

Manpower: people to provide and monitor interventions

Experience in actually implementing the process

Intervention resources/updated intervention bank

Staff development: days and trainings

Psychologist involvement: time to observe, test, and offer suggestions, support, and interventions

interview data what would help your school do rti better1
Interview DataWhat Would Help Your School Do RTI Better?

Better support system overall

A person at each school whose sole responsibility is RTI

A person at each grade level who has the time to be primarily responsible for RTI at that grade level

Better communication

about available resources

with other schools in the county

with school systems who are doing RTI well

Expanded use of certain programs (e.g., Orton-Gillingham for groups in all grade-levels)

Explicit guidance from the county office

moving forward
Moving Forward

Plans

Continue to support school efforts

Share our assessment results with the District

Establish a collaborative relationship with new district personnel

Obstacles

Balancing individual teacher needs with collective goals of the school/district

Nonparticipating teams are at a disadvantage

Consensus in some schools has been hard to establish

New district personnel assigned to RTI

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