School Based Leadership Team
Year Two, Day Four
A collaborative project between the Florida Department of Education and the University of South Florida
Survey
Perception of RtI Skills
Please complete this survey while you are
settling in, prior to the beginning of our
session.
Your project ID is:
• Last 4 digits of SS#
• Last 2 digits of year of birth
Advance Organizer
• 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
Critical Concepts to
Emphasize
Importance of a Solid Core
“Provide strong core curriculum, instruction, and
assessment” - Florida Statewide RtI Plan (FSRtIP)
Research-based materials integrated into comprehensive
core reading programs - K-12 Reading Plan (K12RP)
Use data to determine effectiveness of instructional
strategies - School Improvement Plan (SIP)
Basic program results in “continuous and substantial
academic improvement for all students” - NCLB
Critical Concepts to
Emphasize
Importance of a Solid Core (cont.)
Schoolwide reform strategies that strengthen the core
academic program in the school - NCLB
Evaluation of all students to determine whether schools
achieved AYP - Florida’s NCLB Implementation
Must be evidence of “appropriate instruction” in reading
and math prior to consideration of exceptional education
- 6A-6.0331 (Gen. Ed. Intervention Rule)
Lack of academic progress must not be due to lack of
appropriate instruction - 6A-6.03018 (SLD Rule)
Critical Concepts to
Emphasize
Importance of Fidelity
Must have evidence that interventions are delivered with
fidelity and level of implementation is documentedFSRtIP
90 minutes of “dedicated, uninterrupted” reading
instruction- K12RP
Schools assembles team to monitor fidelity of RtI
implementation - Diff. Acct. Guide (DAG)
“When provided with well-delivered scientific, researchbased general education instruction and interventions of
reasonable intensity and duration with evidence of
implementation fidelity…” 6A-6.03018 (SLD Rule)
Critical Concepts to
Emphasize
The Four Problem Solving Steps
Problem-solving method is used to make decisions based
upon continuum of student need - FSRtIP
When students do not meet specific levels of performance,
the nature of difficulty must be determined along with
appropriate instruction/intervention - K12RP, Student
Progression Plan
Interventions developed through process using student
data to: identify, analyze, select & implement
intervention, monitor response to intervention - 6A6.0331
(Gen. Ed. Intervention Rule)
Critical Concepts to
Emphasize
The Four Problem Solving Steps (cont.)
Must be discussion with parents of: response to
intervention, data used, adjustments to interventions,
and anticipated future actions - 6A-6.0331 (Gen Ed
Intervention Rule)
Repeated measures of academic progress, graphically
represented, reflecting response to intervention provided
to parents - 6A-6.03018 (SLD Rule)
Critical Concepts to
Emphasize
The Importance of Comprehensive Intervention
Planning
Intervention must be evidence-based & defined accurately, target skills
identified, fidelity of implementation documented - FSRtIP
Describe how research-based instructional materials are integrated into
core, supplemental, and intervention programs - K12RP
Must be discussion with parents of: response to intervention, data used,
adjustments to interventions, and anticipated future actions - 6A6.0331 (Gen Ed Intervention Rule)
Critical Concepts to
Emphasize
PS/RtI = ALL STUDENTS
PS/RtI = ALL STUDENTS
PS/RtI = ALL STUDENTS
PS/RtI = ALL STUDENTS
There is no “RtI Process” that is initiated for
struggling students. Every student in
every tier is impacted in a PS/RtI system.
Critical Concepts to
Emphasize
get these tiers
of support
These students
+
in order to meet
benchmarks.
=
The goal of the tiers is student success, not labeling.
Beliefs Survey
Your project ID is:
• Last 4 digits of SS#
• Last 2 digits of year of birth
Project Data
SAPSI
Critical Components Checklist
Observation of PS Meetings
Florida PS/RtI Project: All Pilot Schools SBLT Fall 2007 to Winter
Florida PS/RtI Project: All Pilot 2008
Schools
Fall 2007 to Winter 2009 Comparison
ComSBLT
parison
Self-Assessm e nt of Problem Solving Im plem entation (SAPSI)
Status
3
2
3= Maintaining
2= Achieved
1= In Progress
0= Not Started
Clearly defined
Tier 1 Beh
Instruction
Clearly defined
Tier 2 acad supp
instruction
Clearly defined
Tier 2 Beh Supp
Instruction
Evidence-based
Tier 3 Acad
Strategies
Evidence-based
Tier 3 Beh
Strategies
0
Clearly defined
Tier 1 acad
instruction
1
21a
21b
21c
21d
21e
21f
Item
SBLT defines replacement beh
SBLT conducts problem analysis with data
Evidence-based strategies for interventions
Support identified for interventions
Intervention integrity is documented
RtI evaluated through data collection
Intervention changed based on student RtI
Parents involved in interventions
Monitoring plan exists
SBLT meets at least 2x per year
SBLT meets with District Team 2x per year
Plan changed based on data
Feedback of PS/RtI project provided to school
0
Define problem as data-based discrepancy
FloridaPS/RtI
PS/RtIProject:
Project:All
AllPilot
Pilot Schools
Schools SBLT
Fall
2007
toto
Winter
2008
Comparison
Florida
SBLT
Fall
2007
Winter
2009
Comparison
3
Self-Assessment of Problem Solving Implementation (SAPSI)
Implementation- Problem-Solving Process
3= Maintaining
2= Achieved
1= In Progress
0= Not Started
2
1
Fall 07
Spr 08
22a
22b
22c
22d
22e
22f
22g
22h
22i
23
24
25
26
27
Win 09
Decisions made to modify
core or develop Tier II
interventions
Universal screening or
other data used to identify
groups in need of
intervention
Team hypotheses to
identify reasons for not
making benchmark
Data used to determine
hypotheses for not making
benchmark
Modifications made to core
instruction - Plan
documented
Modifications made to core
instruction - Support
documented
Modifications made to core
instruction Implementation
documented
Supp. instruction
developed or modifiedPlan documented
Supp. instruction
developed or modifiedSupport documented
Supp. instruction
developed or modifiedImplementation doc.
Criteria for positive RtI
were defined
Progress monitoring data
scheduled/collected
Decision regarding student
RtI was documented
Plan for contin, modifying,
or terminating interventions
provided
0
Data to determine
effectiveness of core
(Academic or Behavior)
Status
Florida PS/RtI Proje ct: All Pilots Schools Critical Com pone nts Che ck lis t for Tie rs 1 and
2
2
2007-08:BOY
2008-09:BOY
1
2= Present
1= Partially Present
0= Absent
1
2
3
4
5
6a
6b
6c
7a
7b
7c
8
9
10
11
Item
Universal screening or other
data used to identify groups
in need of intervention
Team hypotheses to identify
reasons for not making
benchmark
Data used to determine
hypotheses for not making
benchmark
Modifications made to core
instruction - Plan
documented
Modifications made to core
instruction - Support
documented
1
2
3
4
5
6a
6b
Item
Supp. instruction developed
or modified- Support
documented
Supp. instruction developed
or modified- Implementation
doc.
Criteria for positive RtI were
defined
Progress monitoring data
scheduled/collected
Decision regarding student
RtI was documented
Plan for contin, modifying, or
terminating interventions
provided
6c
Supp. instruction developed
or modified- Plan
documented
Modifications made to core
instruction - Implementation
documented
Decisions made to modify
core or develop Tier II
interventions
0
Data to determine
effectiveness of core
(Academic or Behavior)
Status
Florida PS/RtI Proje ct: All Pilots Schools Critical Com pone nts Che ck lis t for Tie rs 1 and
2
2
2007-08: BOY
2008-09: BOY
1
2= Present
1= Partially Present
0= Absent
7a
7b
7c
8
9
10
11
Universal screening or other
data used to identify groups
in need of intervention
Team hypotheses to identify
reasons for not making
benchmark
Data used to determine
hypotheses for not making
benchmark
Modifications made to core
instruction - Plan
documented
Modifications made to core
instruction - Support
documented
1
2
3
4
5
6a
6b
Supp. instruction developed
or modified- Implementation
doc.
Criteria for positive RtI were
defined
Progress monitoring data
scheduled/collected
Decision regarding student
RtI was documented
Plan for contin, modifying, or
terminating interventions
provided
6c
Supp. instruction developed
or modified- Support
documented
Item
Supp. instruction developed
or modified- Plan
documented
Modifications made to core
instruction - Implementation
documented
Decisions made to modify
core or develop Tier II
interventions
0
Data to determine
effectiveness of core
(Academic or Behavior)
Status
Florida PS/RtI Proje ct: All Pilots Schools Critical Com pone nts Che ck lis t for Tie rs 1 and
2
2
2007-08: BOY
2008-09: BOY
1
7a
7b
7c
8
9
10
11
Project Data
Tiers I & II Observation Checklist
Project Level Graph
100%
Percentage of Roles/Components
90%
80%
70%
60%
Pe rce nt
Pre s e nt
50%
40%
64%
30%
50%
44%
43%
20%
34%
10%
0%
Roles Represented Problem Identification
Problem Analysis
Interv ention
Program
Dev elopment/SupportEv aluation/Resonse to
Interv ention
Roles Present and Problem-Solving Steps
Project Data
Initial Problem-Solving Team Meeting Checklists
Project Level Graph
100%
Percentage of Roles/Components Present
90%
Pe rce nt Pre s e nt %
80%
70%
60%
50%
40%
30%
77%
72%
61%
67%
20%
10%
0%
Role s Re pre s e nte d
Proble m Ide ntification
Proble m Analys is
Role s Pre s e nt and Proble m -Solving Ste ps
Inte rve ntion
De ve lopm e nt/Support
Project Data
Follow -Up Problem-Solving Team Checklist
Project Level Graph
Pe rce nt Pre s e nt
Percentage of Roles/Components Present
100%
90%
80%
70%
60%
50%
40%
30%
68%
65%
20%
10%
0%
Role s Re pre s e nte d
Program Evaluation/Re s pons e
to Inte rve ntion
Role s Pre s e nt and Proble m -Solving Ste ps
Small Group Planning &
Problem Solving
Small Group Planning and Problem Solving
Priority Selected:
Development of School Based PS/RtI Implementation
Plans at all Pilot Schools
1. Desired Outcome and How it will be Measured: All
pilot schools will have PS/RtI Implementation Plans by
December 2009, evidenced by data from the SAPSI
item 23.
Small Group Planning &
Problem Solving
2. Brainstorm all available resources/positive factors that might
facilitate achievement of desired outcome and all obstacles
that might prevent achieving the desired outcome:
Resources (+)
PD infrastructure is established
Coaches are available for follow-up
NASDSE School Level Blueprint is available as a
resource (not a checklist or flowchart)
Project Data are available
School access to Regional Coordinators
Title II Funds
PS/RtI is being integrated into existing plans (SIP,
K-12 Reading, Student Progression)
Creative Scheduling
Obstacles (-)
Time for planning, coaching
SBLT meeting to review student data, but not
implementation data
SBLT may not know that implementation data are available
Limited communication between DLT and SBLT
SBLT may perceive that District PS/RtI Plan must be
complete prior to development of school plan
Support and expectation to develop School Based PS/RtI
plans has not been explicit from project
District policies/procedures may conflict with PS/RtI
School administrators unclear as to District directions
There is a need for District plans to evaluate extent to which
schools are implementing PS/RtI
Small Group Planning &
Problem Solving
3. Select one (1) obstacle from #2 to address first and
identify it in behaviorally descriptive terms – ensure
everyone understands it.
Support and expectation to develop School Based PS/RtI plans
has not been explicit from project
Small Group Planning &
Problem Solving
4. Brainstorm strategies to reduce or eliminate only the obstacle
identified in #3 and record them below. These are only ideas. Do
not consider feasibility or implementation at this stage.
Use Y2D4 Training to provide structure and support for goal setting.
Provide time for planning during Y2D4 training
Consult with principals, coaches, and project liaisons to learn the
barriers faced and support needed to develop a School Based PS/RtI
Implementation Plan
Build support into Year 3 PD plan
Provide examples of plans
Small Group Planning &
Problem Solving
5. Using the list generated in #4 as a stimulus, but not as
a limit to ideas, develop multiple action plans to
reduce or eliminate only the obstacle identified in #3.
Specify who will do what (descriptively) and by
when. DETAIL IS A MUST!!!!!
6. Specify a plan for follow-up for each action plan.
(How will completion be verified and outcome
evaluated)
Small Group Planning &
Problem Solving
#1 Who: Beth, Kelly, Brian, Jose, Clark
What action: Team will design Day 4 training to focus on implementation data review and goal setting.
Jose – Produce: Perceptions of RtI Skills, Beliefs Survey, School Data Handouts, Small Group Planning Handouts,
Training Evaluation
Beth, Kelly – Research NCLB, Florida’s operationalization of NCLB, for bullets contributing to Important Concepts
slides
Brian – Research State RtI Plan, K-12 Reading, Pupil Progression, DA for bullets contributing to Important Concepts
slides, develop guiding questions for School Data review
Clark – create slides for Important Concepts, PS/RtI = all students, students + triangle = all green, Timeline, Review
GenEd/SLD rules for bullets contributing to Important Concept slides
Clark will compile input from team members by 3/26/09.
When: 3/18/09
Plan for Follow-Up:
Clark will arrange for conference call 3/20/09
Clark will make check-in calls to team members 3/25/09
Small Group Planning &
Problem Solving
#2 Who: Beth, Kelly, Brian
What action: Regional Coordinators will deliver Y2D4
When:
4/7/09
4/9/09
4/13/09
4/14/09
4/16/09
4/17/09
4/21/09
4/22/09
4/23/09
5/4/09
Walton
Polk
Pasco East
Pinellas A
Monroe South
Monroe North
Pinellas B
Clay
Pasco West
St. Johns
Plan for Follow-Up: Clark will email Beth, Kelly, Brian two days prior to each training
meeting to assure that each has materials and support necessary for meeting.
Small Group Planning &
Problem Solving
7. Plan for evaluation of reduction or elimination of obstacle identified in #3:
Review permanent products:
Y2D4 ppt
Training evaluations
Action plans created during Y2D4 Small Group Planning time
8. Plan for evaluating progress toward achievement of desired outcome specified in #1
Review SAPSI Item 23 from administration EOY 08/09 and MOY 09/10
Receive coach input ongoing and at beginning of 09/10 coach meeting
Review school progress toward development of School Based PS/RtI Plan at beginning of
09/10 coach meeting.
Goal Setting & Planning
1. Review of School Data
•
•
School Data
Guiding Questions
2. Small Group Planning & Problem Solving
•
Small Group Planning Handout
3. Collect Plans
•
If plans not complete by end of day, Coaches will send
completed plans to RCs
Training Evaluation
No project ID necessary