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PS/RtI Project SAPSI Training

PS/RtI Project SAPSI Training. January 2011. Advanced Organizer. Project background Implementation Integrity Importance Process integrity SAPSI Discuss items Administration procedures. 2 . Florida PS/RtI Project. Two purposes of PS/RtI Project

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PS/RtI Project SAPSI Training

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  1. PS/RtI Project SAPSI Training January 2011

  2. Advanced Organizer • Project background • Implementation Integrity • Importance • Process integrity • SAPSI • Discuss items • Administration procedures 2.

  3. Florida PS/RtI Project Two purposes of PS/RtI Project • Evaluate the impact of PS/RtI on educator, student, and systemic outcomes in pilot sites implementing the model • Statewide training in PS/RtI Personnel • Project Leader and Regional Coordinators • Provided training, technical assistance (TA), and support to pilot schools, districts, and PS/RtI Coaches • Collected data for program evaluation purposes • PS/RtI Coaches • Employees of districts • Provided training, TA, and support to pilot schools and districts • Collected data for program evaluation purposes • Project Evaluators • Provided training, TA, and support to Regional Coordinators and Coaches to facilitate data collection 3.

  4. Participants • 2000+ educators from 7 demonstration districts • 34 pilot schools • 27 comparison schools • Districts and schools vary in terms of • Geographic location • Student demographics • District size: 6,200 – 105,000 students 4.

  5. PS/RtI Training Curriculum & Procedures Overview 13 six-hour sessions delivered over 3 years Provided to School-Based Leadership Teams 5-4-4 day sequence over 3 years Topics included: rationale for implementing PS/RtI, systems change principles, 4 steps of problem solving, multi-tiered model of services 4 stage professional development model employed Days of training staggered for TA and Coaching activities to occur between Training and support provided to PS/RtI Coaches by Project Initial 5-day coach training provided Meetings with Coaches occurred 2 x per year Coaching activities informed by multiple data sources 5.

  6. Tiered Model of School Supports & the Problem-Solving Process ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized, Interventions. Individual or small group intervention. Tier 2: Targeted, Strategic Interventions & Supports. More targeted interventions and supplemental support in addition to the core curriculum and school-wide positive behavior program. Tier 1: Core, Universal Instruction & Supports. General instruction and support provided to all students in all settings. Revised 10.07.09 6.

  7. Change Model Consensus Infrastructure Implementation 7.

  8. Stages of Implementing Problem-Solving/RtI • Consensus • Belief is 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 8.

  9. Data Sources Quantitative • Implementation Integrity • SAPSI • ProductReviews • Observations • Skill assessments • Surveys • Beliefs • Perceived Skills • Coaching Evaluation Qualitative • Interviews • Regional Coordinators • PS/RtI Coaches • District Liaisons • Principals • TOTs • Anecdotal conversations 9.

  10. Research Evaluation Difference Between Evaluation & Research “Prove” “Improve” Lower Certainty Higher Relevance Higher Certainty Lower Relevance 10.

  11. INTEGRITY AND THE SAPSI 11.

  12. What is “Integrity”and why is it important? • Integrity is the degree to which something was done the way it was intended to be done. • When a process or procedure lacks “integrity”, few if any assumptions can be made about the outcome or impact of that process or procedure. 12.

  13. Systems Change Process Integrity • Change model used included 3 stages • Consensus • Infrastructure • Implementation • Activities expected to occur within each stage • Extent to which those activities occurred = integrity of change process 13.

  14. SAPSI • School-Based Leadership Team (SBLT) members report progress on activities • Consensus • Infrastructure • Implementation • Completed as a team • Coach facilitates agreement • 27 items • 4-point scale • Not Started • In Progress • Achieved • Maintained 14.

  15. Item Review • You should have the following in front of you: • Copy of the SAPSI • SAPSI technical assistance document (turn to p. 26) • We will briefly review each item • Please ask questions when something is not clear 15.

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  18. SAPSI Administration Procedures • You should have the following in front of you: “Self-Assessment of Problem Solving Implementation (SAPSI) Administration Summary: 2010-11 School Year” document • We will review administration procedures including: • Who completes the SAPSI • Scale used • When it is due • Procedures for shipping completed SAPSIs to the Project 18.

  19. Additional Data Sources-Integrity • Implementation Integrity • ProductReviews • Observations • Interviews 19.

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