Facilitated/Presented by: I-RtI Network Making SAPSI Data Mearningful October, 2012 Facilitated/Presented by: Insert name(s) here The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of Education. All funding (100%) is from federal sources. The contents of this presentation were developed under a grant from the U.S. Department of Education, #H325A100005-12. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. (OSEP Project Officer: Grace Zamora Durán)

SAPSI-D Application Assignment How did the assignment go? What questions do you have? Concerns? Comments? CM: Discussion/networking ideas Have any of you completed any other RTI self-assessment instruments? What were they? How did you use them? How did it go? How do you think the SAPSI-D might be used to assist you with some of the issues going on in your districts that you said you would like to discuss today? SAPSI-D Application Assignment

Administration SAPSI-D DUE OCTOBER 31, 2012 What other administration concerns do you have? Other reminders to all: Administer with a district leadership team. To mark a “yes” the item must be in place for 6 or more months. Sources of documentation need to be identified for each “yes” response. Administration length varies depending upon the level of discussion associated with each item. Expect at least 1 hour for administration. Coaching tips: Prior to the administration, explain that this is baseline data, and we expect very few items to be marked “yes.” The purpose of this assessment is to define current status and develop an action plan for next steps. Question from CM – would it also be helpful to have additional tips? Such as, How will the I-RTI Network support me the first time I do this? How often would you recommend we administer the SAPSI-D to monitor our progress? What if I can’t get the team to do the SAPSI-D when I’m on my own? My team won’t spend over an hour on this, how can I speed up the process? Everyone can participate in responding to questions like these, doesn’t have to just be the AWIL/Lead Coach answering. At the end of the administration, consider asking the team if there were major items that they believe ought to be addressed this year. Explain that at your next meeting, you will be presenting graphs of their data and developing an action plan. However, it is nice to get a list of key items now when the items have been recently discussed. This will may action planning more efficient next time. Administration SAPSI-D DUE OCTOBER 31, 2012

SAPSI-D Webinar SAPSI-D Webinar is a hyperlink to the webinar. To introduce the webinar, state “why” it is important for the external coaches to understand the SAPSI graphs: - We will be modeling the administration of the SAPSI-D this fall, but - External coaches will be administering and interpreting the SAPSI –D independently with the next administration (next fall). External coaches may be expected to independently interpret the SAPSI-D graphs and create district action plans. External coaches may be administering and interpreting the SAPSI-S independently this winter. SAPSI-D Webinar

Making Sense of the SAPSI-D With a large amount of data it is necessary to “funnel” it down. Identify areas of strength and areas of weakness. Observe patterns and trends in the data. Focus on prioritizing areas of need.

Funnel the Data What are the district’s strengths and weaknesses across domains? Across areas? In the areas of weakness, what specific items need to be addressed? If there are many items, how can they be prioritized? While we discuss how to “funnel” the data, participants can be looking at the sample data found in the dropbox folder. They can analyze this data and first determine what domains there are weaknesses: consensus, infrastructure, or implementation. Then they can look at any weak areas: reading, math, or behavior. Then they can start to look closer at item-level analyses: as they look at the items (which are in a logical order of what would need to come first, then next, etc.), which ones do not have a “yes” answer (are left blank)? The first item without a “yes” should be the point at which districts start to make goals. If there are needs in all domains and all areas, you may want to prioritize so that you are not working on 12 goals at once. Consensus would be the most likely place to start, followed by infrastructure, then implementation. Reading usually comes before math. Behavior may take priority IF it is a great concern for that particular district. Coaching tip: Identify if "consensus" domain needs to be addressed (approx <80% of items). If so, start with the first item, and find which items are w/out a "yes." Of those items, prioritize the items to focus on for the year based on the level of importance defined by the team. Consider starting with writing 2-3 annual goals. CM: Discussion/networking ideas - what are some of the consensus issues that you see in your district currently? How are you/might you deal with them? Anyone have any ideas for _______’s issue?

Action planning Identify the top 2 or 3 priorities for the district Write these priorities as measurable goals Identify tasks that work toward the goal Specify logistics of each task Introduce the action planning template in the Yr1 Mtg2 SAPSI-D folder. Tell participants that this form could be used to keep track of goals and tasks.

SMART Goals: specific, measurable, attainable, relevant, time-bound Examples: Within the district we will raise our 5th grade ISAT scores so that 84% of our students meet or exceed standards on the math portion of the assessment in the spring of 2013. At the K-2 building we will strive to have 70% parent participation at Curriculum Night on September 24, 2012. Non-examples: As a district we will do a better job of making our students college and career ready. As a district we will involve the community and parents more.

Activity: Turn these items into goals, then write tasks to support the goal. Items from the SAPSI-D: A plan (i.e. tools, personnel, frequency) for measuring fidelity of curricula, instruction, interventions, and assessment has been developed. Systematic efforts for communication with parents to facilitate and reinforce an understanding of MTSS. Goals should be written in an observable, measurable format. The RtI Network Action Plan Template can be used for this! Example: The district will form a written plan for measuring fidelity of (1) reading and math core curricula, (2) instructional practices, (3) intervention materials, and (4) assessments. The plan will be written by a sub-committee of the District Leadership Team and will be finalized by May 30, 2013. Tasks: Sub-committee members will investigate whether there is a fidelity checklist produced by the publisher(s) of the math and reading core curricula. Sub-committee members will create an intervention documentation worksheet for all interventionists to complete during Tier 3 intervention time. These tasks will be completed by October 31, 2012. Information will be shared with staff at staff meetings during November and December staff meetings. Etc…. The above example could be used as a “WE DO” example. Have participants work together on the second item (“YOU DO TOGETHER”). Participants should spend time coming up with a SMART goal, then example tasks to support the goal. CM: Discussion/networking ideas - the “you do together” goal could be a goal that relates to their own districts so that they might end up using it once they analyze their own SAPSI-D data

Questions?