Transcript Slide 1

Improving Instruction for ALL
STUDENTS: HOPS
RISCA Spring Conference
RI Convention Center
April 11,2013
Speakers
Lori LeBrun, Grade 7
School Counselor, Alan
Shawn Feinstein Middle
School, Coventry, RI
2012 RI School Counselor
of the Year.
Nicole Bucka, Northern RI
Collaborative
Educational Consultant
RI Systems of Support,
Secondary RTI
Background: 25 years in education, 20
years as classroom teacher, 5 years as
school counselor , Coventry School
District
Background: English, ELD, and
Special Education teacher, as well as
Special Education, ELD coordinator
and teacher leader in Southern
California
Email:
[email protected]
Twitter: @lorilebrun
Email: [email protected]
Twitter: @nbucka
The Why
Define “College and Career Ready”
 ACT defines [it] as “acquisition of the knowledge and skills a
student needs to enroll and succeed in credit-bearing, first year
courses at a post-secondary institution, such as a two or four year
college, trade school, or technical school”
(The Forgotten Middle, 2008)
 There is a marked and important difference between
“preparedness” and “readiness”. While “preparedness focuses on
academic qualifications…. Readiness includes behavioral aspects
of student performance—time management, persistence, and
interpersonal skills…”
(Technical Panel on 12th Grade Preparedness Research Final Report, 2009)
Data: RI 2008
Rhode Island Board of Governors for Higher Education
http://www.ribghe.org/pilot.htm
Data: RI 2008
Rhode Island Board of Governors for Higher
Education http://www.ribghe.org/pilot.htm
Data: CCRI Fall 2011
Three
Developmental
Courses Needed
28.22%
Two Developmental
Courses Needed14.21%
No Developmental
Courses
26.33%
One Development
Course Needed
31.24%
PREVENTION IS KEY
“Our research shows that…the level of academic achievement
that students attain by eighth grade has a larger impact on
their college and career readiness by the time they graduate
from high school than anything that happens academically in
high school”
(from “The Forgotten Middle,” by ACT, 2008)
“The Forgotten Middle”, ACT, 2008
Just “Doing what works”…
How will we respond when some
students do?
How will we respond when
Howdon’t
will we
know if
some students
learn?
and when they’ve
learned
it? do we
What exactly
expect all students to
learn?
Common Core State
Standards (implied “soft
skills”)
Comprehensive
Assessment
System
Data Based Decision
Making
Response to
Intervention
KEY: GIVE “PERMISSION” TO CARE
ABOUT MORE THAN NECAP/PARCC
What we are ACTUALLY doing…
HW Purpose:
Reinforce important learning
“Teach” responsibility and mgt
Student has:
NOT had imp learning reinforced
NOT learned resp or mgt
Begun to disengage
“Lazy” and “Unmotivated”
Indicators show students are
struggling (missing assignments,
low grades)
WE PUNISH
We assume that middle school students
should have these skills already.
Even those who do are probably not efficient
or rely heavily on parents
Many students struggle and will
not perform to potential w/out
intervention: ADHD, “at risk”,
LD, PDD-NOS, etc
Adapted from: Anderson, D.H. et al. (2008); Boller, B. (2008); & Finstein, R.F., Yang, F.Y., & R’Chele, J. (2007)
Move to multiple
classrooms/multiple
teachers
Transition to Middle
School
Increased cognitive
and academic
demands
High Risk
Period
(opportunity
to teach)
Reduction in parent
or teacher support
Evans, Serpell, & White (2005); Langberg, Epstein et
al. (2008)
What does this issue
look like in school
settings?
•Forget to record assignments
or record inaccurately (20%)
•Forget to bring materials
home
•Frequently lose or misplace
work
•Disorganized binders and
book bags
•Procrastinate and fail to plan
•Become discouraged and give
up
Langberg et al. (2010); Power et al. (2006)
Limited Evidence-Based ADHD
Interventions
• Interventions developed to date primarily target
noncompliance, disruptive and impulsive behaviors
• Do not adequately address homework performance
•
•
•
Medication
– Significant impact on ADHD symptoms
Behavioral Parent Training
– Compliance with rules and parent/child interactions
Classroom Contingency Management
– Distractibility, off-task behaviors, and compliance
Pelham & Fabiano (2008)
The How
HOPS within an RTI Framework
Systematically
identify
students (e.g. HW
grades, ADHD label,
teacher ratings, use
HOPS baseline, esp.
transition times OR do
eventually for all-Tier
1)
Baseline and
Progress
Monitoring are
w/in the
Program (also
visual/graph, student
reflection/analysis,
teacher use formatively,
parent use-also for
check-ins for
maintenance)
Tier 1/Core = Do for all kids at a grade level, large group, can peer coaching as well
Tier 2/Supplementary = Do for some kids, in small groups, 6-8 students, w/assistant
Tier 3/Intensive = Do for few kids who are still not successful, individually or close, 30 min daily
Manual available through
NASP
$52 members
$65 non-members
http://www.nasponline.org/publications/booksproducts/N1108.aspx
Teacher assigns work to be
completed
Student records assignment
accurately and with sufficient
detail
Student turns in
homework assignment
Student ensures that materials
and assignments are brought
back to school
The
Homework
Completion
Cycle
Student physically
completes work and ensures
it is accurate
Student ensures all materials needed
to complete work are brought home
Student plans for the
completion of homework and
studying of tests
Student manages time
after school effectively
3 Main Skills Covered in HOPS
School Materials Organization
 Student is taught specific system for organizing school binder,
book bag and locker
 Student taught an organization system for transferring
homework materials to/from school
Homework Management
 Student taught how to accurately and consistently record
homework assignments, projects and tests in a planner/agenda
Time Management and Planning
 Student is taught to break up work on projects and studying for
test into small, manageable pieces and plan for timely
completion of each piece
Organization of HOPS sessions
 First few sessions focus on materials organization and
homework management
 Middle sessions focus on time management and planning
 Final sessions focus on teaching students to self-monitor and
maintain their systems
2013 Coventry HOPS SCREENING Process
 Ensure Tier 1 homework expectations are appropriate (following district
homework policy)
 Generate a school SWIS custom report, selecting grades 4 and 5, other
information and extra info field (noncompliance – work related).
Elementary School
 Seek grade level teacher recommendations for students with organization
and work-completion concerns. Be wary of students with underlying
academic concerns who may not have all the skills needed to complete
work.
 Generate a school attendance report of all students identified. Be wary of
students who have attendance concerns.
 Meet with RTI Behavior Team / RTI- CPT team to determine best
matched students for the intervention.
Hopkins Hill SWIS Noncompliance work
related concerns 2/27/13
Student
Staff
Problem
Id
Grade Id Time Location Behavior Motivation
569
584691
770
M10/5/2012
6
4 21:30:PMClass Disrespt Avoid task
426390
849 11:00A Music M10/16/2012
4
4 229 M
rm
Disrespt Avoid task
Date
584691
10/23/2012
6
11/15/2012
509776
9
679533
12/11/2012
6
403479
12/18/2012
9
12/18/2012
679533
6
828
4 9671:15:PMClass
MDisrespt Avoid task
829 9:00:A
4 155 M
Class
MDisrespt Avoid task
828 11:30A
4 967 M
Class
849 11:00A Music
4 229 M
rm
MDisrespt Avoid task
MDisrespt Avoid task
828
4 9672:30:PMClass
MDisrespt Avoid task
Others Admin
Involved Decision Other Information
Loss
Teacher priv
Loss
None priv
Teacher Conf
Defiance/Disrespect/Noncomplianc
e
not doing her work after
several reminders
Noncompliant-Work related
unprepared for class
Noncompliant-Work related
did not follow directions she
continued drawing/tearing out
paper after 3 warnings
Noncompliant-Work related
did not follow directions about
doing his own homework,
None Parent someone else did it for him
Noncompliant-Work related
after many attempts at
repeating directions, breaking
down directions step by step,
asking to repeat/verbalize
directions to teacher, was
Loss
given 2 choices to do his work.
Teacher priv
Finally went to
Noncompliant-Work related
Loss
None priv
unprepared for music
Noncompliant-Work related
refused to work with his
Science group ( he says due to
his chair) and when repeating
directions, giving choices, he
Teacher Office finally went to
Noncompliant-Work related
Letter to Parents
Video-Parent Toolkit
Video-Parent Toolkit
Planning
Establish Baseline
Organizational Skills Checklist
HOPS in ACTION!
**Please note that this video is ONLY showing the progress
monitoring and feedback aspect**
Progress Monitoring
Graphing Progress-An Evolution
Graphing Progress-An Evolution
Graphing Progress-An Evolution
Graphing Progress-An Evolution
http://nces.ed.gov/nceskids/createagraph/
Outcomes
How did students feel it worked?
Outcomes
 9 out of 9 improved by HOPS data (all will exit with periodic
monitoring)
 9 out 9 students improved in grades
 All improved in ‘Work Completion’
 From progress report to report card, students went from ‘in
danger of failing’ three core classes to none or one
How Are They Doing on their Own?
Student A
How Are They Doing on their Own?
Student B
What do the teachers see?
Teacher Survey–
Prior to the HOPS Intervention, did this student
use his/her agenda effectively?
% of teachers
80.00%
70.00%
60.00%
50.00%
40.00%
% of teachers
30.00%
20.00%
10.00%
0.00%
Not at all
Sometimes
Always
Is the student writing assignments in
his/her agenda?
% Teachers
90%
80%
70%
60%
50%
% Teachers
40%
30%
20%
10%
0%
Never
Most of the Time
Always
Is the student showing a better attitude
towards work completion?
Teacher %
100%
90%
80%
70%
60%
50%
Teacher %
40%
30%
20%
10%
0%
Never
Most of the time
Always
Have you noticed a change in the students
motivation to do better in school? For example:
staying for extra help, revising work...
% of Teachers
100%
90%
80%
70%
60%
50%
% of Teachers
40%
30%
20%
10%
0%
Never
Most of the Time
Always
Do you feel that the HOPS Intervention
was helpful to students?
% of Teachers
90%
80%
70%
60%
50%
% of Teachers
40%
30%
20%
10%
0%
Not at all
A little
Very Much So
Parent’s Perspective
What did the students think of HOPS?
Video of students reflecting
The DO
Key Questions
 Readiness:
 Is your leadership (Principal, District, etc) ready to support you?
 Pilot Plan? (start small, learn what works/what doesn’t, celebrate, share,
build into bigger)
 Communication and Collaboration Plan (teacher & parent)
 Logistics:
 Who will work with students (personal connection is key)? Who will support





you?
When will this occur? (During school day? Not pull out of core? Students w/mult
areas of need?)
Where will you meet?
How many students will you pilot with?
Materials? School provide?
Rewards?
 Sustainability and Scaling Up
Aligning resources, structures, and
supports
From “Alignment Nashville” from NHSC June 26, 2012: Aligning
Resources, Structures and Supports for Actualizing College and
Career Readiness
Stages of Implementation (Goodman—Adapted from FIXSEN)
Focus
Stage
Description
Exploration/Adoption
Decision regarding commitment to
adopting the program/practices and
supporting successful implementation.
Installation
Set up infrastructure so that successful
implementation can take place and be
supported. Establish team and data
systems, conduct audit, develop plan.
Initial
Implementation
Try out the practices, work out details,
learn and improve before expanding to
other contexts.
Elaboration
Expand the program/practices to other
locations, individuals, times- adjust
from learning in initial implementation.
Continuous
Improvement/
Regeneration
Make it easier, more efficient. Embed
within current practices.
Should we
do it!
Work to do
it right!
Work to do
it better!
Lessons Learned
 Tier 2 or Tier 3 group needs to be SMALL (Tier 2 = 5 students;
Tier 3 = 3)
 Beforehand, really teach/inform your teachers so they can help
reinforce and monitor in the classrooms (pilot is pivotal to really
understanding what to share and how teachers can contribute OR
learn from others who have been implementing)
 Pilot – Start with students from ONE team/group of teachers
 Allow more into the classrooms
 Observe them
 Connecting with the students/teachers better for follow through
Next Steps for the Community of
Practice
 Survey Parents and Teachers to improve the communication
 Tool kit to address certain obstacles (parent involvement and
teacher involvement) based on data from surveys
 Read “Coaching Student with Executive Functioning Deficits”
to conceptualize Tier I implementation for ALL students
(possibly across the 6th grade)