Transcript Building Infrastructure: - University of South Florida

School Based Leadership Team
Year Two, Day One
A collaborative project between the Florida Department of Education and the University of South Florida
FloridaRtI.usf.edu
Welcome Back!
Advance Organizer
1. Quick Review of Year 1 Training
2. Where We’re Headed
3. Review of SAPSI
4. Year 1 Day 5 Skill Assessment
5. Tier 1 Skills
6. Strategies for Consensus
7. Roles for Team Members
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.
Year One
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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
Statewide Plan for
Implementation
http://www.florida-rti.org
Foreword
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“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
State Infrastructure
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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
State Infrastructure
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State Transformation Team
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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
State Infrastructure
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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)
• 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
National PS/RtI Data
• Spectrum K12/CASE RtI Adoption Survey
• www.spectrumk12.com
• April 2010
• Survey of District Administrators
• 1,101 Respondents
National PS/RtI Data
In what stage of implementation is your district?
National PS/RtI Data
Who initiated RtI implementation in your district?
National PS/RtI Data
National PS/RtI Data
National PS/RtI Data
National PS/RtI Data
Survey
Perception of Practices
Your project ID is:
• Last 4 digits of SS#
• Last 2 digits of year of birth
School Personnel Satisfaction
Survey
You tell us…
When would you like to complete this?
Just before lunch or just after lunch?
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
Year Two
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SBLT Training Plan
Day 2
A.
Data & Homework Review
B.
Tier 1 Data Indicating Tier 2 Needs
C.
Tier 2 Defined & Characterized
D.
Standard Treatment Protocol
E.
Strategies for Identifying Tier 2/Standard Protocol Needs
F.
Tier 2 and the K-12 Reading Plan
G.
Decision Making at Tier 2
H.
Tier 2 Exercises - Determining Needs, Grouping Students
I.
Homework
Year Two
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SBLT Training Plan
Day 3
A.
Data & Homework Review
B.
Intervention Evaluation Protocol
C.
Resource Maps
D.
Evaluation Plan
E.
Goal Setting
F.
Resource Mapping Activity
G.
Intervention Integrity
Types
Barriers
Improving
Assessing
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H.
Evaluation Planning Activity
Year Two
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SBLT Training Plan
Day 4
A. Important PS/RtI Concepts for Continual Reinforcement
B. Review of Project Data
C. Review of PS/RtI Leadership Team Small Group
Planning/Problem Solving
D. SBLT Review of School Data
E. SBLT Goal Setting and Planning for Next Year
Year Two
• Expectations
Consensus
Infrastructure
Implementation
Homework and Action
In the beginning
None of
Beliefs,
Skills,
Knowledge
All of
Beliefs,
Skills,
Knowledge
necessary to participate in a Problem Solving/
Response to Intervention Model
Over Time
None of
Beliefs,
Skills,
Knowledge
All of
Beliefs,
Skills,
Knowledge
necessary to participate in a Problem Solving/
Response to Intervention Model
Goal
None of
Beliefs,
Skills,
Knowledge
All of
Beliefs,
Skills,
Knowledge
necessary to participate in a Problem Solving/
Response to Intervention Model
Expect
This
SAPSI Review
1.
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?
2.
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?
3.
To what extent were data used to problem-solve at Tier I? Tier II? Tier
III?
4.
How will you maintain any positive changes that occurred last year?
5.
What are your goals for facilitating implementation of a PS/RtI model this
year? What activities will need to occur to target those goals?
Activity - Day 5 Skill
Assessment Review
1.
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)?
2.
Based on your response to question #1, was the students’ RtI good, questionable, or
poor? Justify your decision.
3.
Were the instructional modifications implemented as intended? Justify your decision.
4.
Based on your responses to the first three questions, what modifications would you make
to the intervention plan?
5.
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?
6.
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).
Tier 1 – A Critical Focus
• A consistent focus on Tier 1:
1.
2.
3.
4.
5.
Prevention value
Efficiency of resources
Alignment among other programs
Improved communication among staff
Opportunity for all to contribute
(empowerment)
6. Reduce #s on Tiers II and III
7. Support effective Tiers II and III
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:
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Replacement Behavior
Current Level of Functioning
Benchmark/Desired Level
GAP Analysis
Example
Data Analysis – Tier 1
2nd Grade Benchmark - ORF
80
70
60
50
40
30
20
10
0
Sept. Benchmark
Jan. Benchmark
LR
40%
24%
MR
5%
55%
HR
31%
45%
Apr. Benchmark
LR
MR
HR
Example
Data Analysis – Tier 1
• Expectation
 80% of all students at or above benchmark
• Current Performance
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 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
Math Practice Exercise
• See Handout
• Work as a group
• Practice calculating Tier 1
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.
Overcoming Resistance
and Building Consensus
Why?
Change initiatives crucial to
organizational success fail
70% of the time.
(Miller, 2002)
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
Question:
What does Sarason’s quote
mean to you?
Does it bring to mind a particular
challenge or success from
Year 1?
Florida Change Model
Consensus
Infrastructure
Implementation
What is Consensus Building?
A process that:
1. Gets people on the same page
2. Shows people precisely what is being
proposed and why
3. Gives people time to explore and ask questions
4. Is open, honest, accurate
5. If done well, results in commitment and buy-in
Tilly, 2007
Strategies for Building Consensus
1. Explain “the why” behind RtI
• What we’ve been doing hasn’t
worked
• New practices are available
• Accountability
2. Facilitate a shift in thinking
3. Provide a clear vision
4. Explain the scope and sequence
Strategies (cont.)
1. Provide a voice for all stakeholders
2. Find success stories
3. Look at school data
4. Provide professional development
5. Anticipate resistance & get it out in
the open
Ch-ch-ch-changes
1.
2.
3.
4.
Ebbs and Flows
Plateaus
Bumps and Dips
Walls
Now What??
1. Celebrate success!
2. Re-group and re-design
3. Evolution vs. Revolution
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…
You can lead the horse to
water…
1. Innovators/adopters: welcome change
2. Susceptibles: resent current practices;
feelings of dissonance
3. Nonsusceptibles: do not believe
change is needed
4. Resisters: sabotage change efforts
(Powell, 1988)
Over Time
None of
Beliefs,
Skills,
Knowledge
All of
Beliefs,
Skills,
Knowledge
necessary to participate in a Problem Solving/
Response to Intervention Model
What’s at the root of
resistance?
1. Lack of understanding
2. Job security
3. Isolation
4. Identity implications
Turn and talk
What strategies have you found to
be effective when dealing with
resistant groups or individuals?
Engagement
1. More participation than
presentation
2. Encourage difficult exchanges
3. Put choices on the table
4. Change the conversations
5. Pay attention to “place”
LISTEN
Change occurs when we really open
ourselves to the views of others to see
things differently, to engage in real
conversations, and to listen deeply to
those who do not see the world in the way
that we do.
Peter Senge
Make it real-ational
1. Establish connections
2. Find out what’s important
3. Find out what they need
Identify Strengths
1. Healthy behaviors
2. INNOVATORS
3. What do you want to create?
Promote new behavior
1. Define what people should do
2. Describe rewards and benefits
3. Factor in “culture”
4. Encourage problem-solving
5. Identify resources and access to support
Recognize
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LISTEN
Make time
Know them
Develop talents
THANK them
When you do a good job, how do YOU like to
be recognized?
Problem Solving –
STEP Zero (0)
• “Step 0” in problem-solving model = building
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foundation for collaboration.
Steps:
 Establish and maintain rapport among members.
 Formulate sense of trust and respect (How?)
 Clarify expectations for participation including roles
and responsibilities, shared accountability, legal and
ethical guidelines, preferred communication lines
and so forth.
 Establish understanding for problem-solving process.
Have you ever been part of
this team?
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No agenda is prepared
Member sabotage with own agenda
Meeting starts late
No time schedule has been set for the meeting
No one is prepared
No facilitator is identified
No one agrees on anything
No action plan is developed
Everyone is off task
Negative tone throughout the meeting
Unclear who is responsible for what
Administration
Common barriers:
1. Lack of support from
building-based principals
2. Regular meeting time
not honored
3. Trying to fast track
4. Lack of knowledge and
understanding
Successes:
Administration
Common barriers:
1. Lack of support from
building-based principal
2. Regular meeting time
not honored
3. Trying to fast track
4. Lack of knowledge and
understanding
Successes:
1. Administrator sets a
positive, supportive tone
for meetings
2. Administrator attends
meetings and actively
participates
3. Administrator maintains
the focus of the
meetings
Time
Common barriers:
1. Regular meeting time
not established
2. Meetings do not start or
end on time
3. Members claim they
“don’t have time”
Successes:
Time
Common barriers:
1. Regular meeting time
not established
2. Meetings do not start or
end on time
3. Members claim they
“don’t have time”
Successes:
1. Administrator makes
meeting time “sacred”
2. Meetings are scheduled
well in advance
3. Agenda is focused and
is provided ahead of
time
4. Facilitator and
timekeeper are identified
and increase efficiency
Team Structure
Common barriers:
1. Lack of cohesiveness
2. Lack of member
accountability
3. Lack of consensus
among team members
4. Absent members
5. Negativity
6. ONE PERSON DOES
ALL THE WORK
Successes
Team Structure
Common barriers:
1. Lack of cohesiveness
2. Lack of member
3.
4.
5.
6.
accountability
Lack of consensus
among team members
Absent members
Negativity
ONE PERSON DOES
ALL THE WORK
Successes
1. Roles clearly defined
and filled
2. Facilitator is a schoolbased employee
3. Responsibilities are
shared
4. Membership changes?
The Problem Solving Process
Common barriers:
1. Lack of structure
2. Lack of Problem Solving
3. Lack of fidelity
Successes:
The Problem Solving Process
Common barriers:
1. Lack of structure
2. Lack of Problem Solving
3. Lack of fidelity
Successes:
1. Structured format
2. To-do lists/report back
3. Projecting the PS steps
4. Posting common data
5. Action plans edited and
distributed at meeting
(names highlighted)
Successes: (cont.)
6. Mock meetings held to practice the PS
process
7. Use of Small Group Planning Process
8. Using data (“Full data day”, e.g.)
Words of experience
Brian McElhone, Pilot School Principal
St. Johns School District
South Woods Elementary School
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600 students pre-k through 5th
71 % economically disadvantaged
35 % minority
30 % SWD (not including Speech and Lang.)
Words of experience
Team Talk
What kind of team do
you want to be?
Homework:
Defining roles
Work with your team to develop a job
description for each of these PS team roles
and assign a school-based person to each.
• Facilitator
• Timekeeper
• Recorder
Bring this with you to the next session.
“It’s evolution, baby!”
“ A living system is a learning system.”
Fritjof Capra