Building Consensus: The First Step in Implementing PS/RtI

1. Building Consensus:The First Step in Implementing PS/RtI J.C. Smith, M.S. Susan Forde, M.S. Alana Lopez, M.A. University of South Florida

2. Foundations of RtI Federal Legislation Florida’s Response Overview of Systems Change Thinking about Consensus Florida PS/RtI Project Year 1 results Where do we go from here?

3. Federal LegislationNCLB • Accountability • Adequate Yearly Progress • Disaggregated Data • (Data based decision making) • Proven Educational Methods • No Child Left Behind puts special emphasis on determining what educational programs and practices have been proven effective through rigorous scientific research • Emphasis on Teacher Quality • (Effective General Education Curriculum and Instruction)

4. Federal LegislationNCLB • Proposed changes to NCLB and AYP • Currently, AYP is based on percentage of students making proficiency in academic areas • Proposed change: States and Schools can get credit for student progress over time (growth model) to meet AYP

5. Federal LegislationIDEA 2004 • High expectations • Emphasis on general education curriculum • Whole-school approaches • Scientifically based early reading programs • Positive behavioral interventions and supports • Early intervening services specifically addresses disproportionality Outcomes: • Data based decisions • Quality instruction to ALL students • Formative assessment (Progress Monitoring) • Student with disabilities attain the same benchmarks as typical students

6. Regulatory Support for RtI in Florida • New Rule (6A-6.0331) • Evidence-based interventions • Interventions in general education environment • Progress Monitoring Plan (PMP) • New EBD Rule (6A-6.03016) • Evidence-based interventions • Student’s response to intervention determines EBD

7. Creating Statewide Infrastructure to Implement RtI in Florida

8. Florida DOE Statewide Response to Instruction/Intervention (RtI) Implementation Plan http://www.florida-rti.org/

9. Foreword “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

10. State Infrastructure State Management Group Todd Clark, Bureau Chief, Bureau of Instruction and Innovation Shan Goff, Executive Director, Office of Early Learning Evan Lefsky, Executive Director, Just Read, Florida! Bambi Lockman, Bureau Chief, Bureau of Exceptional Education & Student Services Jay Pfeiffer, Deputy Commissioner, Accountability Research and Measurement Hue Reynolds, Director of Communications and Public Affairs, Office of Communications and Public Affairs Mary Jane Tappen, Deputy Chancellor for Curriculum, Instruction, and Student Services, Office of the Chancellor Iris Wilson, Deputy Chancellor for Student Achievement, Office of the Chancellor Representatives from State Transformation Team

11. State Infrastructure State Transformation Team Ginger Alberto, Office of Achievement through Language Acquisition, FLDOE George Batsche, Mike Curtis, Clark Dorman – Problem Solving/Response to Intervention Project, USF Liz Crawford, Florida Center for Reading Research, FSU Heather Diamond, Bureau of Exceptional Education & Student Services, FLDOE Sandy Dilger, Bureau of School Improvement, FLDOE Don Kincaid, Heather George, Karen Childs – PBS Project, USF Mary Little, Response to Intervention’s Teaching Learning Connections, UCF Martha Murray, Bureau of Exceptional Education and Student Services, FLDOE Rob Schoen, Office of Mathematics and Science, FLDOE Melinda Webster, Just Read, Florida!, FLDOE

12. State Infrastructure 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)

13. 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

14. Statewide Implementation Plan • Funding Statewide Implementation Projects • Partnerships • Technical Assistance • Professional Development

15. PS/RtI Integrates Efforts PS / RtI

16. Infrastructure Change Model Consensus Implementation

17. Stages of Implementing Problem-Solving/RtI • Consensus • Beliefs are 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

18. The Process of Systems Change • Until, and unless, Consensus (understanding the need and trusting in the support) is reached no support will exist to establish the Infrastructure. Until, and unless, the Infrastructure is in place Implementation will not take place. • A fatal error is to attempt Implementation without Consensus and Infrastructure • Leadership must come from all levels

19. Change Across Levels • Consensus, Infrastructure, Implementation applies to EVERY level at which change occurs: • State • District • School • Consensus building is similar across levels • Infrastructure and Implementation processes are different across levels

20. In the beginning None of Beliefs, Skills, Knowledge All of Beliefs, Skills, Knowledge necessary to participate in a Problem Solving/ Response to Intervention Model

21. Over Time None of Beliefs, Skills, Knowledge All of Beliefs, Skills, Knowledge necessary to participate in a Problem Solving/ Response to Intervention Model

22. Goal None of Beliefs, Skills, Knowledge All of Beliefs, Skills, Knowledge necessary to participate in a Problem Solving/ Response to Intervention Model

23. What changes need to occur? Building Consensus Beliefs are shared Stakeholders have knowledge to implement change Stakeholders have skills to implement change

24. Consensus Development: Beliefs • Level of commitment from school personnel regarding a reform initiative is likely to influence the degree to which implementation occurs • Curtis and Stollar suggest that a commitment from the majority (80% is often suggested) of stakeholders in a building should be obtained before proceeding with implementation of an innovation

25. Consensus Development: Beliefs “Making the shift to a new paradigm, like PS/RtI, does not simply involve accepting a new set of skills. It also involves giving up certain beliefs in favor of others. “(Ken Howell) PS/RtI requires systemic change in the way we educate all students

26. Foundation Beliefs for PS/RtI • Every student is everybody’s responsibility • PSM/RtI is a General Education Initiative-Not Special Education • Improving the effectiveness of core instruction is basic to this process • NO Child Left Behind Really Means “NO” • Assessment (data) should both inform and evaluate the impact of instruction • Policies must be consistent with beliefs • Beliefs must be supported by research • Focus on alterable variables

27. Foundation Beliefs- cont’d • Maximum benefits to students occur if: • Data are used to guide instructional decisions • Professional development and follow-up modeling and coaching are provided to ensure effective instruction at all levels • Leadership is vital All students and their families are part of one proactive and seamless system 27

28. Three-Tiered Model of School Supports & the Problem-Solving Process ACADEMIC SYSTEMS Tier 3: Comprehensive & IntensiveStudents who need individualized interventions. Tier 2: Strategic InterventionsStudents who need more support in addition to the core curriculum. Tier 1: Core CurriculumAll students, including students who require curricular enhancements for acceleration. BEHAVIOR SYSTEMS Tier 3: Intensive InterventionsStudents who need individualized intervention. Tier 2: Targeted Group InterventionsStudents who need more support in addition to school-wide positive behavior program. Tier 1: Universal Interventions All students in all settings.

29. Changing Beliefs • Training • Research shows that training is effective for changing beliefs • http://www.rtinetwork.org • Resource for Consensus building strategies • NASDSE Book (Research to Practice)

30. Consensus Building • Educators will embrace new ideas when two conditions exist: • They understand the NEED for the idea • They perceive that they either have the SKILLS to implement the idea OR they have the SUPPORT to develop the skills

31. Consensus Development:Data • Are you happy with your data? • Building/Grade Level Student Outcomes • Disaggregated • AYP

34. Consensus Development:Knowledge & Skills • Knowledge • Impact on students • Reduces disproportionality • Equity in education • Sources of Knowledge • NASDSE Book (Research to Practice) • www.nasdse.org • Current research (evidence-based practices) that supports use of RtI

35. Consensus Development:Skills www.nasdse.org Building and District Implementation Blueprints www.rtinetwork.org Blueprints to support implementation Monthly RtI Talks Virtual visits to schools implementing RtI Webinars Progress Monitoring Tools to Assess Level of Implementation www.floridarti.usf.edu Online training module (e.g., using data to make decisions) http://www.florida-rti.org/ Florida Response to Intervention, Florida Department of Education

36. Group Discussion • Where do you think consensus on RtI is in your: • District? • Schools?

37. Sample Description:FL PS/RtI Project • Two purposes of PS/RtI Project: • Statewide training in PS/RtI • Evaluate the impact of PS/RtI on educator, student, and systemic outcomes in pilot sites implementing the model

38. Scope of the Project • PreK-12 (Current focus = K-5) • Tiers 1-3 • Reading • Math • Behavior

40. Training Schedule • 3 year training curriculum • Problem Solving Process • 3-Tiered RtI Model • Systems Change • Provided by 3 Regional Coordinators/Trainers • 5 days per year (2 days, 1, 1, 1 schedule) • Technical assistance and support • Data collection

41. Data Collection and Preliminary Analysis • Development of Beliefs Survey • Administration to School Based Leadership Teams • Pilot Project Schools only • Administration to All Instructional Staff • Statewide • Project • Comparison

42. Survey Items Matching Core Beliefs

43. Survey Items Matching Core Beliefs

44. Survey Items Matching Core Beliefs

45. Question • Think about 1 building you work in and keep that building in mind. • What beliefs are currently present in your building that you would consider: • Strengths/Facilitators to implementation of PS/RtI • Barriers to implementation of PS/RtI

47. Changed Beliefs- All SBLTs in Project Districts • Most core beliefs present prior to training. • Beliefs about students with disabilities attaining grade-level benchmarks not as widely held and less change • Not as much agreement about the prioritizing resources to students not reaching benchmarks

50. “All” Instructional Staff at Pilot Schools • Closely Mirrors SBLT Data.