1. Welcome Oregon Scaling-up EBISS Beliefs and Skills for Effective RTI Implementation Oregon

2. Kathleen Ryan Jackson, D. Ed. kmj@uoregon.edu Erin A. Chaparro, Ph.D. echaparr@uoregon.edu Oregon Scaling-Up EBISS Blog http://blogs.uoregon.edu/oregonscalingupebissblog/ Please contact Erin Chaparro if you encounter problems accessing the Blog

3. Thank You Florida PS/RtI Statewide Project http://www.floridarti.usf.edu/ State Implementation and Scaling-up of Evidence Based Practices (SISEP) http://sisep.fpg.unc.edu/

4. Knowledge Check Can you name the Organization Drivers? Can you identify the components of the PDSA Problem Solving Model?

5. Beliefs and Skills for RTI Learning Objectives Understand how the beliefs of your organization can affect student performance Realize that the skills of staff will impact how RTI is implemented with fidelity Outcome Walk away with 2 measures to assess the Beliefs and Skills of your staff that are required to implement RTI with a high level of fidelity

7. Willingness To Implement New Practices The beliefs leaders possess and communicate to stakeholders play a crucial role in creating the climate for successful implementation of new practices to benefit All Students. (Fixsen et al., 2013; Fullan, 2010)

8. Belief in Student’s Abilities Schools tend to disproportionately punish students who have the greatest academic, social, and economic needs. (Pedro Noguera,2008) Our beliefs are shaped by our experiences, these beliefs can place contingencies on what we believe students can do –these beliefs place a stereotype threat in the minds of students. (Claude Steele, 2009)

9. Beliefs on RTI Scale A self-report measure to assess beliefs about RTI http://www.floridarti.usf.edu

10. Activity: Beliefs Survey Individually, complete the “Beliefs on RtI Scale”

11. 11 Beliefs and RTI Reflect: What are your beliefs? Do you know the beliefs of your organization? Turn and Talk: Share your reflection with your Implementation team. Next Steps: Could this information give you information that will allow you to intervene in systems and break down barriers to effective implementation of RtI? Reflection

12. NEEDS ASSESSMENT Perceptions of RTI Skills Survey http://www.floridarti.usf.edu

13. Needs and Managing Change 13 Adapted from Knoster, T., Villa, R., & Thousand, J. (2000). A framework for thinking about systems change. In R. Villa & J. Thousands. (Eds.). Restructuring for caring and effective education: Piecing the puzzle together. (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co.

15. Perceptions of RTI Skills Survey A Self-report Measure http://www.floridarti.usf.edu

16. Activity: Needs Assessment Individually, complete RTI Skills Survey attached to this Webinar. The survey’s are in Google Docs! Contact Erin or Kathleen for a copy. You can save them as your district’s unique survey to ensure district anonymity.

17. 17 Skills and RTI Survey Reflect: In which skills do you show proficiency? What skills do you need to strengthen? Turn and Talk: Share your reflection with your implementation team Next Steps: Ask, do you know the skills of all staff? Does staff need drive your professional development plan? Reflection

18. Identify Staff Need Organization Drivers 1.Decision Support Data Systems 2.Systems Interventions 3.Facilitative Administration Objectively document barriers and make constructive recommendations

19. “Doing this (implementing any practice) well implies changes in everyone’s practice in the central office, not in just what teachers or principals do” - EdWeek Update: Job Roles Shifting for Districts' Central Offices, July 17, 2012

20. Knowledge Check The Organization driver consists of: Systems Interventions Decision Support Data Systems Facilitative Administration What are the components of the PDSA Problem Solving Model? Plan, Do, Study, Act

21. References & Resources Education Week. Job Roles Shifting for Districts' Central Offices. July 17, 2010. Fixsen, D., Blase, K., Metz, A., & Van Dyke, M. (2013). Statewide implementation of evidence-based programs. Exceptional Children, 79(2), 213-230. Fullan, M. (2010). Motion Leadership: The skinny on becoming change savvy. Corwin: Thousand Oaks, Ca. Knoster, T., Villa, R., & Thousand, J. (2000). A framework for thinking about systems change. In R. Villa & J. Thousands. (Eds.). Restructuring for caring and effective education: Piecing the puzzle together. (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co Noguera, P. (2008). What Discipline is For: Connecting students to the benefits of learning. Retrieved from http://cdna.tolerance.org/tdsi/sites/tolerance.org.tdsi/files/assets/general/TDSi_Nog uera.pdf http://cdna.tolerance.org/tdsi/sites/tolerance.org.tdsi/files/assets/general/TDSi_Nog uera.pdf Steele, C. (2010). Defining Stereotype Threat. Retrieved from http://www.youtube.com/watch?v=PY9ESojSw7Y http://www.youtube.com/watch?v=PY9ESojSw7Y University of South Florida (2012). Beliefs on an RtI Scale. Retrieved from http://www.floridarti.usf.edu http://www.floridarti.usf.edu University of South Florida (2012). Perceptions of RtI Skills Survey Revised. Retrieved from http://www.floridarti.usf.edu http://www.floridarti.usf.edu

22. Thank You Kathleen Ryan Jackson kmj@uoregon.edu Erin A. Chaparro, Ph.D. echaparr@uoregon.edu