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
1. Evaluate the impact of PS/RtI on educator, student, and systemic
outcomes in pilot sites implementing the model
2. 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.
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.
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.
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.
Change Model
Consensus
Infrastructure
Implementation
7.
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.
Data Sources
Quantitative
• Implementation Integrity
– SAPSI
– Product Reviews
– Observations
• Skill assessments
• Surveys
– Beliefs
– Perceived Skills
– Coaching Evaluation
Qualitative
• Interviews
–
–
–
–
Regional Coordinators
PS/RtI Coaches
District Liaisons
Principals
• TOTs
• Anecdotal conversations
9.
Difference Between Evaluation &
Research
“Prove”
“Improve”
Research
Evaluation
Higher Certainty
Lower Certainty
Lower Relevance
Higher Relevance
10.
INTEGRITY AND THE SAPSI
11.
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.
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.
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.
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.
Florida PS/RtI Project Pilot Schools
Self-Assessment of Problem Solving Implementation (SAPSI)
Consensus
100%
90%
80%
Not Started
60%
In Progress
50%
Achieved
Maintaining
40%
30%
20%
10%
1. District commitment
2. SBLT support
3. Faculty involvement
4. SBLT present
Y3_EOY
Y3_MOY
Y2_EOY
Y2_MOY
Y1_EOY
Y1_BOY
Y3_EOY
Y3_MOY
Y2_EOY
Y2_MOY
Y1_EOY
Y1_BOY
Y3_EOY
Y3_MOY
Y2_EOY
Y2_MOY
Y1_EOY
Y1_BOY
Y3_EOY
Y3_MOY
Y2_EOY
Y2_MOY
Y1_EOY
Y1_BOY
Y3_EOY
Y3_MOY
Y2_EOY
Y2_MOY
Y1_EOY
0%
Y1_BOY
Percent of Schools
70%
5. Data to assess
commitment
Item
16.
Florida PS/RtI Project Pilot Schools
Self-Assessment of Problem Solving Implementation (SAPSI)
Implementation: Three-Tiered Intervention System
100%
90%
80%
Not Started
60%
In Progress
Achieved
50%
Maintaining
40%
30%
20%
21a. Clearly defined T1 acad
instr
21b. Clearly defined T1 beh
instr
21c. Clearly defined T2 acad
supp instruc
21d. Clearly defined T2 beh
supp instruc
21e. Evidence-based T3 Acad
Strategies
Y3_EOY
Y2_EOY
Y3_MOY
Y1_EOY
Y2_MOY
Y1_BOY
Y3_EOY
Y2_EOY
Y3_MOY
Y1_EOY
Y2_MOY
Y1_BOY
Y3_EOY
Y2_EOY
Y3_MOY
Y1_EOY
Y2_MOY
Y1_BOY
Y3_EOY
Y2_EOY
Y3_MOY
Y2_MOY
Y1_EOY
Y1_BOY
Y3_EOY
Y2_EOY
Y3_MOY
Y2_MOY
Y1_EOY
Y1_BOY
Y3_EOY
Y3_MOY
Y2_EOY
Y2_MOY
0%
Y1_EOY
10%
Y1_BOY
Percent of Schools
70%
21f. Evidence-based T3
Beh Strategies
Item
17.
SAPSI Administration
Procedures
• You should have the following in front of you: “SelfAssessment 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.
Additional Data SourcesIntegrity
• Implementation Integrity
–Product Reviews
–Observations
• Interviews
19.