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A collaborative project between the Florida Department of Education and the University of South Florida

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

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Title: A collaborative project between the Florida Department of Education and the University of South Florida


1
School Based Leadership TeamYear Two, Day Four
A collaborative project between the Florida
Department of Education and the University of
South Florida
2
SurveyPerception 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

3
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

4
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

5
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 - Floridas 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)

6
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-6.03018 (SLD Rule)

7
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)

8
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)

9
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-6.0331 (Gen Ed Intervention Rule)

10
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.

11
Critical Concepts to Emphasize
The goal of the tiers is student success, not
labeling.
12
Beliefs Survey
  • Your project ID is
  • Last 4 digits of SS
  • Last 2 digits of year of birth

13
Project Data
  • SAPSI
  • Critical Components Checklist
  • Observation of PS Meetings

14
Florida PS/RtI Project All Pilot Schools SBLT
Fall 2007 to Winter 2009 Comparison
3 Maintaining 2 Achieved 1 In Progress 0 Not
Started
15
Florida PS/RtI Project All Pilot Schools SBLT
Fall 2007 to Winter 2009 Comparison
3 Maintaining 2 Achieved 1 In Progress 0 Not
Started
16
2 Present 1 Partially Present 0 Absent
17
2 Present 1 Partially Present 0 Absent
18
(No Transcript)
19
Project Data
20
Project Data
21
Project Data
22
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.

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
24
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

25
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

26
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)

27
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, Floridas
    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

28
Small Group Planning Problem Solving
  • 2 Who Beth, Kelly, Brian
  • What action Regional Coordinators will deliver
    Y2D4
  • When
  • 4/7/09 Walton
  • 4/9/09 Polk
  • 4/13/09 Pasco East
  • 4/14/09 Pinellas A
  • 4/16/09 Monroe South
  • 4/17/09 Monroe North
  • 4/21/09 Pinellas B
  • 4/22/09 Clay
  • 4/23/09 Pasco West
  • 5/4/09 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.

29
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.

30
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

31
Training Evaluation
  • No project ID necessary
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