A collaborative project between the Florida Department of Education and the University of South Florida School Based Leadership Team Year Two, Day Four

Survey Perception of RtI Skills Your project ID is: Last 4 digits of SS# Last 2 digits of year of birth Please complete this survey while you are settling in, prior to the beginning of our session.

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 (Gen. Ed. Intervention Rule) Lack of academic progress must not be due to lack of appropriate instruction - 6A (SLD Rule)

Critical Concepts to Emphasize Importance of Fidelity Must have evidence that interventions are delivered with fidelity and level of implementation is documented- FSRtIP 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, research- based general education instruction and interventions of reasonable intensity and duration with evidence of implementation fidelity…” 6A (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 - 6A (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 (Gen Ed Intervention Rule) Repeated measures of academic progress, graphically represented, reflecting response to intervention provided to parents - 6A (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 - 6A (Gen Ed Intervention Rule)

Critical Concepts to Emphasize 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.

in order to meet benchmarks. = These students get these tiers of support + Critical Concepts to Emphasize 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

3= Maintaining 2= Achieved 1= In Progress 0= Not Started Florida PS/RtI Project: All Pilot Schools SBLT Fall 2007 to Winter 2009 Comparison

3= Maintaining 2= Achieved 1= In Progress 0= Not Started Florida PS/RtI Project: All Pilot Schools SBLT Fall 2007 to Winter 2009 Comparison

2= Present 1= Partially Present 0= Absent

2= Present 1= Partially Present 0= Absent

Project Data

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 (+)Obstacles (-) 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 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: 4/7/09Walton 4/9/09Polk 4/13/09Pasco East 4/14/09Pinellas A 4/16/09Monroe South 4/17/09Monroe North 4/21/09Pinellas B 4/22/09Clay 4/23/09Pasco West 5/4/09St. Johns Plan for Follow-Up: Clark will 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