RtI by yaoyufang

VIEWS: 24 PAGES: 82

									    Problem Solving/Response to
            Intervention
 Lessons Learned from Pilot Districts




                                                                                           AMM 2008
                                                                                            Sept. 18

A collaborative project between the Florida Department of Education and the University of South Florida
                                             FloridaRtI.usf.edu
                       Advance Organizer
   Presenters-
   Amelia Van Name Larson
      Supervisor of Student Services, Pasco County

   Susan Hudson
      RtI Coach, Walton County

   Clark Dorman
      Project Leader, Florida’s PS/RtI Pilot Project, USF


• Overview of Project
• Lessons from Walton
• Lessons from Pasco
                               Project Staff
• Co-Directors
   George Batsche - Batsche@tempest.coedu.usf.edu
   Mike Curtis - Curtis@tempest.coedu.usf.edu

• Project Leader
   Clark Dorman - Dorman@coedu.usf.edu

• Regional Coordinators /Trainers
   Beth Hardcastle - North - Hardcast@coedu.usf.edu
   Brian Gaunt - Central – Gaunt@coedu.usf.edu
   Kelly Justice - South - Justice@coedu.usf.edu

• Project Evaluators
   Jose Castillo - Castillo@coedu.usf.edu
   Connie Hines - Hines@tempest.coedu.usf.edu
                      Project Staff (cont’d)
• Business Manager
  Teri Hunter – Hunter@coedu.usf.edu

• Communications Coordinator
  Judi Hyde - Jhyde@tempest.coedu.usf.edu

• Program Assistant
  Stevi Schermond - Schermon@coedu.usf.edu

• Technology Coordinator
  Emiliano Cardona – Cardona@coedu.usf.edu
                        Project Staff (cont’d)
• Graduate Research Assistants (7)
      Amand March, Coordinator
      Kristelle Malval
      Devon Minch
      Josh Nadeau
      Leeza Rooks
      JC Smith
      Kevin Stockslager
             Florida 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
                 Statewide Training
                     Overview
• 3 year training curriculum
   Problem Solving Process
   3-Tiered RtI Model
   Systems Change

• Limited technical assistance and support

• Limited data collection
Statewide Training Sites
                   Statewide Training

• Offered to building and district leadership
  teams from all 67 Florida school districts

• Participation:
     50 school districts
     50 district leadership teams
     117 school leadership teams
     1,420 individuals trained
                   Statewide Training

•3-day training sequence in Year 1 (3
days in most settings)

•26 training days across 16 locations

•15 technical assistance sessions

•Data collection
                      Statewide Training


•Statewide dissemination of 3 issues of
 Florida RtI Update

•Web-based interactive professional development module
completed and available addressing basic content
relating to PS/RtI

•Project website: http://floridarti.usf.edu/
            Demonstration District/ Pilot
             School Project Overview
• 3 year training curriculum
    Problem Solving Process
    3-Tiered RtI Model
    Systems Change

• School, District and Project personnel work collaboratively
  to implement PS/RtI model
• Training, technical assistance, and support provided to
  schools
• Purpose = program evaluation
                 Selected Pilot Sites
• 8 Demonstration School Districts
   40 pilot PS/RtI schools
   32 matched comparison schools


• Districts and schools vary in terms of
   Geographic location
   Student demographics
   Districts: 6,200 – 360,000 students
Demonstration Districts
                          Year One

•   Day 1 - Big Ideas
•   Day 2 - Problem Identification
•   Day 3 - Problem Analysis
•   Day 4 - Intervention Design/Implementation
•   Day 5 - Response to Intervention


    Primary Focus - Consensus, Tier I
             Demonstration District/ Pilot
              School Project – Year 1

• 65 training sessions for school-based leadership teams
  from pilot schools, delivered in 13 locations involving 290
  individuals

• 244 training sessions conducted in demonstration
  districts by coaches

• 9 data collection training sessions conducted by project
  evaluation personnel
            Demonstration District/ Pilot
             School Project – Year 1

• 8 data collection technical assistance sessions
  conducted by project evaluation personnel

• 36 technical assistance sessions by Regional
  Coord’s

• 933 technical assistance sessions by coaches
             Demonstration District/ Pilot
              School Project – Year 1
• Data Collection:
   9515 surveys completed addressing beliefs,
    satisfaction, practices, skills, evaluation of training,
    and evaluation of coaching

   93 self-assessments of problem solving
    implementation

   2702 integrity measures completed by coaches

   2153 direct skill assessments completed
                      In the beginning




 None of                                                       All of
 Beliefs,                                                     Beliefs,
  Skills,                                                      Skills,
Knowledge                                                    Knowledge



            necessary to participate in a Problem Solving/
                  Response to Intervention Model
                            Over Time




 None of                                                       All of
 Beliefs,                                                     Beliefs,
  Skills,                                                      Skills,
Knowledge                                                    Knowledge



            necessary to participate in a Problem Solving/
                  Response to Intervention Model
                                   Goal




 None of                                                       All of
 Beliefs,                                                     Beliefs,
  Skills,                                                      Skills,
Knowledge                                                    Knowledge



            necessary to participate in a Problem Solving/
                  Response to Intervention Model
Avoid
 This
“The ELEPHANT in the Room”
Problem-Solving/Response to Intervention

            Administrators’ Management Meeting
                           September 18, 2008

                    The Walton County Project

          University of South Florida/Department of Education
         Problem-Solving/Response to Intervention Pilot District

            Rosemary Ragle, Exceptional Student Education Coordinator
                             District PS/RtI Liaison

                         Susan M. Hudson, M.S., L.S.P.
                Problem-Solving/Response to Intervention Coach
                         Licensed School Psychologist
The
ELEPHANT
in the Room



Randy Pausche
    When there’s an elephant in the
         room, introduce it!!
   That is what it is

   We can’t change it

   We have to decide how we’ll respond

   We cannot change the cards we are dealt, just
    how we play the hand
                                          Randy Pausche
             How we began to tackle
           the ELEPHANT in Our room?


   Establish District Leadership Team (School Improvement,
    Curriculum, etc.) meets three times per year
   Celebrate Successes & Develop Action Plans for Concerns
   Establish School-Based Intervention Teams
   Consensus Building at all levels
   Needs Assessments at Pilot Schools
   SLP Consensus Building Exercise “Stairways to Student
    Success” (SLP’s provide support in Kindergarten classes for
    reading components)
   Extinguish the “I can’t do one more thing!” idea (Support)
   Exceptional Education Teachers as Intervention
    Specialists
             Building Consensus

   “Hot Potato” – “after all, isn’t RtI ESE?”
   A general education/special education
    collaboration
   What does General Education have to gain?
   What does Special Education have to gain?
         Building Infrastructure:
   District Leadership Focus (3X’s per Year):
             Consensus, Infrastructure and Implementation Issues
             Needs Assessment
             Core Effectiveness

   School (Tier I Core Focus/3 X’s per Year):
             School-wide/Class-wide
             Data Days (review recent data)
             Allow current data to drive core changes


   School-Based Intervention Teams:
             Weekly problem-solving (1-2 hours per week)
             Facilitate grade level meetings
             Serve as positive role models for PS/RtI
             Plan and Provide Professional Development for Staff
             Problem-solving for students in need of Tier II and Tier
             III services
ALL for (tier) One and (tier) One for ALL!!

  First things first (Tier I Decision-Making):
         Collect core data from assessments that are administered in small increments
          over short periods of time (DIBELS; Supplemental Materials from reading, math,
          and behavior; PBS/SWIS; district writing assessments).

  •     Schedule grade level meetings to discuss short-cycle assessment data three
        times per year

        Examine the data as a grade level to determine core effectiveness for all
        students/subgroups: gender, ethnicity, ELL, and SWD’s -- around 80% -- if
        not, problem-solve at the Tier I Level (Schoolwide/Classwide):

                      *   Identify any problems that exist
                      *   Analyze why the problem exists
                      *   Develop interventions that are based on the “why”
                      *   Monitor the response to interventions


  Examples of Tier I Problem Solving:        Attendance/Tardy/Reading Issue
  Tier I Problem Identification:
            What is the problem?

Core Instruction is effective for 59.1% of Low Socio-
  Economic Status students.

  (69% of Second Grade students are low SES)
          Analysis of the Problem
                  (Why is it occurring?)
Low SES do not meet ORF              If low SES students are exposed
  benchmark because they need        to picture vocabulary cards,
  oral language vocabulary skills.   synonyms and word association
                                     context clues activities, then they will
Low SES students do not meet         increase their performance on ORF.
  ORF benchmark because their
  parents don’t get them to          CAN’T DO ANYTHING ABOUT THIS!!
  school on time.
                                     If the second grade reading block
Low SES students do not meet         is moved from 8:00 – 9:30 to
  ORF benchmark because they         10:00 – 11:30, then students’
  lack access to effective           performance on ORF will
  instruction.                       increase.
                                     Supporting Data: excessive tardies in
                                      07-08 first grade and PMRN data
        Intervention Design
      (What are we going to do about it?




Intervention : The reading block for second
  grade students (07-08 first grade) will be
  moved to 10:00 for 90 minutes.
       Tier I & II:
Core Focus Worksheet
   For a copy of worksheet, email:
     hudsonsu@walton.k12.fl.us
       Tier I Column Chart


100%
                             2nd Grade Oral Reading Fluency
                             Low SES
90%


80%


70%


60%

                                                              LR
50%                                                           MR
                                                              HR

40%


30%


20%


10%


 0%
One of our Bright and Shining Stars

             Jack
           Tier III:
Problem-Solving Worksheet

   For a copy of worksheet, email:
     hudsonsu@walton.k12.fl.us
                                                                                       Jack's Nonsense Word Fluency
                                                                                                                                                      Tier I: Faded interventions to Tier
                            60               Tier II: Paired Reading with a volunteer (Bury,                                                          1!!!
                                             volunteer) 2 days per week for 30 minutes



                            50




                                                                                                                                        Peers
Words Correct per Minuter




                            40
                                                                                                                                     Benchmark (40)
                                                           Peers




                            30
                                  Peers




                            20                            Benchmark (27)




                            10
                             Benchmark (8)


                             0
                                 Week Week Week Week Week Week Week Week Week Week Week Week Week Week Week Week Week Week Week Week
                                  4    18   19   20   21   22   23   24   25   26   27   28   29   30   31   32   33   34   35   36

                                                                                               St. Baseline   Stud. Intervention 1
            THE CHALLENGE:

            What will you do with the
           “ELEPHANT in YOUR room?”
    *************************************

   Accept what you don’t know

   Be perfectly willing to admit it

   Be willing to stay with it until you
    understand it
         floridarti.usf.edu
www.nasponline.org/advocacy/rtifact
            sheets.aspx
           www.fcrr.org
     interventioncentral.com
    www.studentprogress.org
     www.whatworks.ed.gov
           www.pbis.org
    www.modelprogram.com
       reading.uoregon.edu
        dibels.uoregon.edu
Skill Up Before Scaling Up
     District School Board of Pasco County
                     AMM
               September 18, 2008
Pasco County
            Organizational Chart for Communication, Reporting & Training
                         PS/RtI District Taskforce Team



   Assistant                       District Project                        FL DOE/USF
 Superintendent                        Liaison                          Project Coordinator


      PS/RtI Technical Assistance Team                PS/RtI Coaches



                                                          Principal


                                                                          Literacy Team &
                        School-Based PS/RtI Team                       Discipline Committees


                                                          Teachers
Selected Pilot Sites
• 2007-08 Pilot Schools in Pasco:
   – Project: AES, FHES, GTES, MLES, NRES, SAES, SOES
   – Internal: GSES, LES, *MPLES, NWES, OES, SES
   – Kindergarten and *School-wide Behavior
• 2008-09- Project                   Internal
   – AES: Jackie Jackson Dean        – GSES: Jackie Jackson Dean
   – FHES: Kelly Henson              – LES: Kelly Henson
   – *GTES: Jose Castillo            – *MPLES: Tara Davis
   – MLES: Jeremy Blair              – NWES: Angela Sheble
   – NRES: Cat Raulerson             – OES: Cat Raulerson
   – SAES: Larry Porter              – SES: Molly Blair
   – SOES: Cat Raulerson
                                     – WZES: Dave Armstrong

• Kindergarten, First and *School-wide Behavior
Services Provided by
Project
I.       Services Provided to Demonstration Sites by Project and
         District Staff

     –     Funding for up to two Coaches
     –     Training, T/A for Coaches & Building Administrators
     –     Training, T/A for School-Based Leadership Teams
     –     T/A in use of Technology and Data

     PASCO:
       •  Training for District Technical Assistance Team
       •  Facilitation of PS/RtI District Taskforce Meetings
Expectations for Pilot
Sites
II. Expectations of Demonstration Districts and Pilot Sites -
   – Collaboration between General Ed, Special Ed, and other projects
   – People with expertise - district and school level teams
   – Funds/Resources - evidenced-based instruction and intervention
   – Professional Development - support and attendance
   – Policies and Procedures
   – Technology/Data Systems
   – Making changes when the data indicate
Outcomes
(What We Hope to Impact)
 Educators
   – Consensus regarding PS/RtI
     • Beliefs
     • Satisfaction
   – PS/RtI Skills
   – PS/RtI Practices
 • System
   – PS/RtI Infrastructure
   – PS/RtI Implementation
Outcomes cont.
• Students
  – Academic achievement
  – Behavioral outcomes
• Systemic
  –   Discipline referrals
  –   Referrals for problem solving
  –   Referrals for SPED evaluations
  –   SPED placements
Year 1 Focus
Training Curriculum
• Year 1 training focus for schools
   – Day 1 = Historical and legislative pushes toward
     implementing the PSM/RtI
   – Day 2 = Problem Identification
   – Day 3 = Problem Analysis
   – Day 4 = Intervention Development & Implementation
   – Day 5 = Program Evaluation/RtI
• Considerable attention during Year 1 trainings is focused on
  improving Tier I instruction
Core Cycle
• Core cycle is designed to provide the
  instructional diet that should be sufficient to
  ensure good outcomes for the majority of the
  students. The core cycle diet will benefit all,
  but will not be sufficient for some students.
The Water…


       I

             C
Water Domains
               Standards-Driven Learning Units, High-Quality Lesson Plans
               (Acquisition, Extending/Refining, Acceleration, Differentiation,
     I         Review); Research-Based Instructional Practices (i.e., previewing,
Instruction    explicit instructional skill/strategy, modeling, scaffolding, graphic
               organizers, summarizing), Student Movement (Grouping strategies,
               levels of support (instructional time, content, level, intensity)…
               Standards-Based (Benchmarks), Scientifically validated programs,
    C
               Prioritized Maps, Alignment, Relevance, Rigor,
Curriculum     Connections/Integration, Resources/Materials…
               Resource Rich Environments (i.e., materials, word walls, student
     E         work displayed); Peers (Expectations, Reinforcement, Values,
Environment    Support); Classroom (Rules, Distractions, Seating, Schedule,
               Physical Plant), Home/Family Support, Culture, Climate
     L         Skills, Strategies, Motivation, Health, Family, Social/Emotional,
  Learner      Development, Engagement, Executive Functioning, Efficacy…

               Resource Allocation, Scheduling, Systems, Structure, Management,
    O
               Planning, Job Embedded Professional Development, Continuum of
Organization   Services, Movement of Students, Instructional Time, Procedures…
When curriculum, instruction, and
assessments are working
together…

                Benchmark 1   Benchmark 2   Benchmark 3


Curriculum
     &
Instruction

                                                    GOAL:
                                                Meet Standards




              Time
Developing
Assumed Causes
                             Grade-wide
                                                               GOAL 1: THINK ICEL
                                                               Interaction for Causes
                               Class-wide

                                Subgroups

                        Individual Students
GOAL 2: FOCUS ON ALTERABLE DOMAINS
X problem is occurring because of Y. Therefore, if we target Y the problem
(identified discrepancy) will be reduced.
                             do
     Sources of evidence: what our readers know?
               What are they able to do?
     The student                 The student               The student
    demonstrates                demonstrates              demonstrates
   knowledge of the              phonological          phonemic awareness.
 concept of print and             awareness.
how it is organized and
                                                        •Phonological Awareness
          read.                                         T est
•Concepts of print test     •Phonological Awareness
                            T est                       •Guided reading/Observation
•Shared reading
                            •Guided reading/Observation •ISF
•Guided reading/Observation
                            •Early Literacy Behaviors •PSF
•Early Literacy Behaviors                               •Early Literacy Behaviors
                            Checklist(ScottForesman
                                                  )
Checklist(ScottForesman
                      )
                                                        Checklist(ScottForesman
                                                                              )
                              do
      Sources of evidence: what our readers know?
                What are they able to do?
          The student                The student uses           The student uses a
         demonstrates              multiple strategies to variety of strategies to
      knowledge of the                 develop grade         comprehend grade level
 alphabetic principle and               appropriate                     text.
    applies grade level                  vocabulary.         •Shared reading with
   phonics skills to read                                    distributed practice
               text.                                         •Guided reading/Observation
•Running records w/miscue
                                 •Shared reading with
analysis                         distributed practice        •Conferences
•Guided reading/Observation      •Guided reading/Observation •Retelling
•Literacy centers                •Conferences                •Graphic organizers
•NWF
                                 •Literacy centers           •Early Literacy Behaviors
•Writing samples
                                 •Writing samples
•Early Literacy Behaviors Checklist
                                                             Checklist(ScottForesman)
(Scott Foresm an
               )                 •Reading Strategy           •Reading Strategy
•Reading Strategy Assessment                                 Assessment (Scott Foresman
                                                                                      )
               )
(Scott Foresm an
                                 Assessment (Scott Foresman
                                                          )
                         K TIER 1 Instructional Level


                                                     0%
           6%                    3%
                                                     8%



                               31%


         46%




                                                               High Risk
                                                 92%           Moderate Risk
                                                               Low Risk

                             67%

        49%




Sep (Assessment 1)   Jan (Assessment 2)   Apr (Assessment 3)
                        Assessment
Organizing Framework
for Change




 **Consensus Building
 Throughout the Phases
Change: New research; new
behavior (practices); new beliefs
(understanding)

                           Reflection on individual
                            assumptions




 Knowledge of
 current research       Inquiry and
                        dialogue with
                        colleagues
Rowing, Sculling
Core Principles of
RtI
1.   ALL students are part of ONE proactive and responsive
     educational system:
2.   Scientifically validated programs, evidence-based
     instruction/interventions
3.   Comprehensive Assessment System
4.   Use data to guide decisions:
5.   Problem-solving framework to make decisions based on a
     continuum of needs
6.   Quality professional development supports effective instruction for
     all staff/students
7.   Leadership is vital
BELIEFS AND
PRACTICES
Reflect: Important Questions
1.   Do we really believe that the purpose of the system is student
     achievement?
2.   Do we really believe that all children can learn?
3.   Do we really believe that decisions are best made with data?
4.   Do we believe that our first focus should be on improving CORE
     instruction ? Do our practices reflect this?
5.   Do we monitor the efficacy of our core program/instructional
     routine?
6.   Are we focused on LEARNING? Priorities!!
MORE Important
Questions:
1.         What is the reality in our building today? Is the core
           sufficient? Why? Why Not?
2.         Exactly what is it we want all students to learn?
           Teachers to do? Is it happening?
3.         How will we know when students have acquired the
           essential skills                  and knowledge?
           Teachers? Subgroups?
4.         What happens in our school                      when a
           student does not learn?         Teacher? Class?
           Subgroups?
Based on Whatever It Takes: Dufour, Dufour,Eaker, and Karhanek
Essential Components…

1. Multi-Tiered Levels of Support
   • C-I-A Cycle

2. Problem Solving Framework
   a) Small Group Problem Solving
   b) Individual Problem Solving
Leading Change By:
Thinking Systematically
                            Context
              Culture
              (Vision, Mission,
                               Conditions
              Values, Goals)
                                    (Beliefs &
               Your                        Your
                               RtI Attitudes)
                                         Conditions
              Culture


      National                                    School, District
      And State         Competencies              Community
                    (Knowledge & Skills)       Your
                              Your            Context
                           Competencies
            Response to Intervention
                 IS NOT                                          IS
An instructional program                    A problem solving framework to structure
                                            up our thinking and decision making
Intended to encourage or stop placement     Matching needs and resources
of students
Possible to implement alone                 A collaborative effort
The same for every school (4Cs)             Uniquely defined for each building
A special education, a general education,   An “Every” Education Inititiative
a Title1, a Gifted initiative
Guided by “Religion” (e.g. Philosophy,      Guided by Outcome = Result Orientation
Habits
Opportunity to learn for some (Raising      Opportunity to learn for ALL (Raising the
the Bar)                                    Bar and Closing the Achievement Gap)
“External Accountability”                   Responsibility and collective moral
                                            purpose
Elements for District and
Schools
• Promoting a problem solving framework - to
  structure up our thinking- not promoting a
  program or a new ESE eligibility model
• Framework is centered on outcomes not
  philosophy, instructional frameworks,
  specific subject areas, or specific meetings
• “Every Ed” needs to understand the what and
  the rationale for why changes are being
  suggested & made if you are going to get       I
  them to commit
                                                     C
Elements for District &
Schools
• Effective CORE (Guaranteed, viable,
  rigorous, relevant)
   – Standards-driven system of curriculum
   – Research-based instructional practices
   – Evidence of Learning: Outcomes
• Shared ownership
   – All staff assume an active role in students’
     education in the standards-aligned
     system - Experience this                       I
• Willingness to stay the course                        C
   – Engage, Practice, Reflect
the bottom line…perception
is about emotion…
Educational change depends on what
teachers do and think. It’s as simple
and as complex as that.

Michael Fullan
                                        I
                                            C
How can we help build or
reinforce consensus for
key stakeholders?
How can we break
down internal
barriers?     How can we
              clarify doubts
              and concerns?
How can we promote
transparency, collaboration
and team work?
Next: Narrowing the
Knowing-Doing Gap
 One of the great mysteries in organizational
 management is the disconnect between
 knowledge and action. Why does knowledge of
 what needs to be done so frequently fail to result
 in action or behavior consistent with that
 knowledge?
                          Jeffrey Pfeffer & Robert Sutton
Consensus:
      Narrowing the Knowing-Doing Gap

Establish Rationale for RtI Practices
     - How is that working for you?
     - Connection to Mandates
     - Connection to Initiative
     - Application in my Building
Determine Level of Agreement to Adopt Practices
     - Necessary Commitment
     - Surveys
Do we Have a Plan?
     - Communication
     - Action Plan
PS/RtI District Taskforce
 •   Have all the components required for PS/RtI “roll out” in
     place:
 •   Complete a needs assessment to identify areas of strength
     and areas of need related to an PS/RtI system.
 •   Develop a plan to define how the district, at all levels, will
     support the implementation of PS/RtI through systemic
     technical assistance and professional development.
 •   Develop a communication plan that identifies who will
     provide the information, how the information will be
     shared, and communicated.
 •   Define the policies and procedures regarding how to
     implement PS/RtI.
Infrastructure:
District: Technical Assistance Team & Coaches
Pilot Schools: School Based Leadership Team
 • Representative of “Every Ed”
    • PS/RtI Framework
 • Roles and Responsibilities
    • Review data (School-wide
         behavior and academic, needs
         assessment, belief surveys…)
    • Consensus Decisions
    • Implementation Decisions
    • Problem Solving Meetings
What Supports Coaches
Provide?
• Support leadership teams and assist with capacity building
• Help facilitate collaborative efforts so time can be used
  efficiently
• Assist in facilitating quality professional development
• Provide and/or access process and content expertise on an
  ongoing basis
• Assist in investigating options for instruction by matching
  to student needs
• Provide support for assessment and implementation
  monitoring
Implementation:
Next 3 Years
•    Implement Infrastructures: Routines, schedules,
     processes, professional development, coaching
•    Implementation checking
    –       Do what we agreed, how we agreed, when we agreed, for as long
            as we agreed

•    Planned formative and summative evaluation
    –       Are changes made as needed?
    –       Are we getting the results we need?
        •     Students, Teachers, Parents, Systems
Factors Noted So Far
• Legislative & Regulatory Factors
  – NCLB reauthorization
  – FL EBD rule change effective July 1, 2007
  – Pending FL SLD rule change
• Leadership
  – School-based leadership team
  – Level of involvement (school & district levels)
  – Facilitative versus directive styles
Addition by
Subtraction
The challenge of implementing an RtI
framework demands more than adopting new
beliefs, attitude, knowledge and skills. We
must also demonstrate the discipline to
discontinue much of what we have done
traditionally.
The Need to Stop
Doing
Most of us have an ever-expanding “to do” list,
trying to build momentum by doing, doing, doing -
and doing more. And it rarely works. Those who
built “good-to-great” organizations, however, made
as much use of “stop doing”lists as “to do” lists.
They had the discipline to stop doing all the
extraneous junk.
                                    Jim Collins
Skill Up Before
Scaling Up
•   THERE IS NO BOX and IT IS NOT EASY…TIR
•   It takes a VILLAGE….TIR
•   CONSENSUS is CRITICAL….TIR
•   You “GOTTA” HAVE DATA…….TIR
•   Procedures will only create cosmetic changes......they will never produce the necessary
    paradigm shift (BELIEFS, ATTITUDES, AND PRACTICES)…TIR
•   Address the problems that surface using the PS Framework…TIR
•   Recognize the importance of the learning process…TIR
•   Create opportunities and processes for others to LEARN/SHARE…TIR
•   Develop short-term wins and celebrate…TIR
•   Stay away from negative folks…find alternate routes…TIR
•   Create Wave of Change after Wave of Change…TIR
                 Thanks!

• Susan Hudson
 hudsonsu@walton.k12.fl.us

• Amelia VanName Larson
 avanname@pasco.k12.fl.us

• Clark Dorman
 dorman@coedu.usf.edu

								
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