Transcript How Does It Fit Together?

Welcome to the Fall
Institute!
Quick Introductions
Review Agenda
Review Folder
Session Objectives
•
What is RtI for Behavior and Academics?
•
How do we implement?
•
Why use an RtI Model?
NPR: Japanese Structure
Withstands Earthquake
Test
The significant problems we have
cannot be solved at the same
level of thinking with which we
created them.
Albert Einstein (1879-1955)
What is RtI?
An operational framework for
improving academic and
behavioral outcomes for all
students.
Continuity of Services in
RtI
All/School Wide
Some/Targeted
Few/High Risk
Scope of Service
Intensity of Service
Response to Intervention A
Tiered Approach to
Instructing All Students
RTI Guiding Principles
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•
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All students are part of ONE proactive educational
system
Use scientific, research-based instruction and
interventions
Data are used to guide instructional decisions
Use instructionally relevant assessments that are
reliable and valid
(Screening, Diagnostic, Progress Monitoring)
RTI Guiding Principles
•
•
•
Use a problem solving method to make decisions
based on a continuum of student needs
Quality professional development supports effective
instruction for ALL students
Leadership is vital
Content BIG Ideas
Innovation Process
Outcomes
1
Supporting Staff
Behavior
Systems
Information
4
2
Practices
3
Supporting Student Behavior
Supporting
Decision Making
Problem-Solving Process
What is the problem?
Why is it
happening?
Did it work?
What should be done?
How do we implement?
Consensus
Building
Phases of Systematic
Implementation
Infrastructure
Developing
Implementation
Doing
Continuous
Improvement
Refining
Consensus : Building
TOOLS TO USE:
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Fist to Five
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Formula for Success
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Managing Complex Change
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Staff Surveys
Fist to Five: Quick Check
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5 fingers
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4 fingers
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3 fingers
All for it… I can be a leader for this decision
All for it …You can count on me to support this
no matter what
For the idea…I will support it in concept but
may not be out in front implementation
Fist to Five Quick Check
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2 fingers
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1 finger
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I’m not sure…But I trust the group’s opinion
and will not sabotage the decision
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I’m not sure…Can we talk some more?
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No…We need to find an alternative
Fist
Building Consensus- “How To Do It”
•
•
If anyone holds up a fist, or only one or two fingers,
the group has not reached consensus and there
needs to be more discussion or dialog.
If you get all three, four, or five fingers showing, you
can declare consensus
Adapted from: Heartland
BI
Big Ideas
A&B
BI
Big Ideas
A&B
BI
Big Ideas
A&B
BI
Big Ideas
A&B
BI
Big Ideas
A&B
BI
Big Ideas
A&B
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CI
Core
Instruction
CI
Core
Instruction
CI
Core
Instruction
CI
Core
Instruction
CI
Core
Instruction
CI
Core
Instruction
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3A
Assessments
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(screening, diagnostic, progress)
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3A
Assessments
(screening, diagnostic, progress)
3A
Assessments
(screening, diagnostic, progress)
3A
Assessments
(screening, diagnostic, progress)
3A
Assessments
(screening, diagnostic, progress)
3A
Assessments
(screening, diagnostic, progress)
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SI
Supplemental
Intervention
SI
Supplemental
Intervention
SI
Supplemental
Intervention
SI
Supplemental
Intervention
SI
Supplemental
Intervention
SI
Supplemental
Intervention
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II
Intensive
Intervention
II
Intensive
Intervention
II
Intensive
Intervention
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Intensive
Intervention
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Intensive
Intervention
II
Intensive
Intervention
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Efforts lack focus and
priority. There is not a
focus on important
priority skills for
improvement.
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Overall low
achievement and
student learning
problems across all
subgroup areas.
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Lack of direction to
know what needs to be
improved, who needs
intervention, and
whether or not
interventions have
been effective.
Lack of resources due
to attempts to provide
intensive interventions
for those students
whose needs could be
met through
supplemental
interventions
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Gap increases
between average and
“at risk students”.
Continued low
performance for some
subgroups
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Success
Team Processing: 7
minutes
What key components are our strengths and why?
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What key components are our weaknesses and why?
Congratulations! You just completed a simple needs
assessment! You’ll want this information as you talk
about Infrastructure.
Managing Complex Change
Vision
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Vision
Vision
Vision
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Incentives
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Resources
Action
Plan
+ Incentives
+ Resources +
Action
Plan
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Action
Plan
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Anxiety
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+ Resources +
Action
Plan
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Resistance
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Action
Plan
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Frustration
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False Starts
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Vision
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Skills
Skills
Skills
Skills
Skills
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Incentives
Incentives
Incentives
Resources +
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+ Resources +
Adapted from Knoster, T.
Change
Confusion
Team Activity: 5 minutes
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As a Team, rank your challenges biggest to smallest:
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Confusion
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Anxiety
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Resistance
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Frustration
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False Starts
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How can we use this information? How can we share
it with staff?
Infrastructure: Developing
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Building Leadership Team
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Guiding Questions (found in PS flip book)
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Professional Development
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Nuts & Bolts
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Scheduling, Instructors, Materials, Documentation,
Progress Monitoring, etc.
More from Dr. Mark Shinn…
Problem Solving Considerations
Infrastructure Development, Implementation, and Refining Discussion Questions
CORE
1. Is our core program sufficient?
2. For which students is the core program sufficient and not sufficient?
• Are there patterns by racial/ethnic groups? By gender? By age?
• What groups are on target? Behind? Ahead?
• What do our data tell us about access and equity?
• Is there a relationship between behavior (absences, tar dies, positives, ODRs, etc.) and achievement? For which gr oups
of students?
• How might some school or classroom practices contribute to successes and failur es? For which groups of students?
3. How will we monitor the sufficiency of our core program over time?
4. What are the alterable factors we can change to improve our performance?
SUPPLEMENTAL
5. Why isn’t core sufficient for these students?
6. What specific supplemental instruction is needed?
7. How will we deliver that specific supplemental instruction?
8. How will we know if it is working?
9. How will know if students need to move to a different level of instruction?
INTENSIVE
10.Why isn’t core and supplemental instruction sufficient for meeting these students’ instructional needs?
11.What specific intensive instruction is needed?
12.How will we deliver that specific intensive instruction
13.How will we know if it is working?
14.How will we know if students need to move to a dif ferent level of instruction?
How Does It Fit Together?
Step 1
Step 2
Additional Diagnostic
Assessment
All
students at
a grade
level
Individual
Diagnostic
Step 3
Instruction
Step
4
Individual
Instruction
Weekly
Intensive
1-5 %
Universal
Group
Diagnostic
Screening
Small Group
Differentiated
by Skill
Supplemental
5-10%
Fall
Winter
Results/Monitorin
g
Spring
2x month
None
Core
80-90%
Continue
with
Core
Instruction
Grades
Classroom Assessments
Utah CRT
CLARIFYING EXPECTATIONS
Step 2
Step 1
Intensive
All Students at
a grade level
Supplemental
Screening
Addl.
Diagnostic
Assessment
1-5%
5-10%
Core
80-90%
Fall
Winter
Spring
Individual
Diagnostic
Step 3
Instruction
Results
Monitoring
Individualized
Intensive
Group
Diagnostic
Small
Group
Differentiated
By Skill
weekly
2 times/month
None
Teacher will make sure:
1. All students have been
given the DIBELS assessment
2. All data has been entered
3. A copy of the class-wide data
is printed
Questions/concerns: Contact
Building Principal
Step 4
Teacher will:
1.Calculate what percent
of the class is at benchmark
2. If below 80%, determine
“core” instructional needs
(Beef-up based on data)
Questions/Concerns:
K-3 Contact Reading Teachers
4-6 Contact ____-building
teacher w/reading
background
Prior to Grade Level Data Meetings
Teacher will:
1.Place all non-proficient
students into the 4-Boxes
2.Determine if there is a
need for additional
diagnostic assessment(s)
-see grade level sheet
3.Ensure diagnostic
assessments are given
4.Bring all data to
grade level meetings
Questions/Concerns:
K-3 Contact Reading
Teachers
4-6 Contact _____ Building
Teacher with Rdg.
Background
Continue
With
Core
Instruction
Grades
Classroom
Assessments
Yearly ITBS/ITED
Grade Level Data Meetings:
1.Discuss briefly additions/changes
made to core
2.Share 4-Box data and other diagnostic
data results.
3. Group kids with similar instructional
needs.(COMPARE TO PRIOR GROUPINGIF AVAILABLE)
4. Complete the group intervention
Plan form.(one per group)
-Who, what, when, where of instruction
-Who, what, when, where of monitoring
-Who and when of parent notification
NOTE: if any changes are made during
Intervention period, document on form.
5. Attach an implementation log
and graphs
6. Set date to meet back for check-in
(4-6 weeks)
Questions/Concerns: District Based
Team& IDM Team, Content Specialist
CLARIFYING EXPECTATIONS
Step 2
Step 1
Intensive
All Students at
a grade level
Supplemental
Screening
Addl.
Diagnostic
Assessment
1-5%
5-10%
Core
80-90%
Fall
Winter
Spring
Individual
Diagnostic
Group
Diagnostic
Step 3
Instruction
Step 4
Results
Monitoring
Individualized
Intensive
Small
Group
Differentiated
By Skill
weekly
2 times/month
None
Continue
With
Core
Instruction
Grades
Classroom
Assessments
Yearly ITBS/ITED
Grade Level Data Meetings:
Teacher will:
Teacher will:
Prior to Grade Level Data Meetings
Teacher will:
Implementation: Doing
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ABC-UBI Team Self Assessment (Afternoon Team
Time)
Blue Print
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Where are you with implementation? 5 Minutes
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Action Plan/Funding Request
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CHAMPS Session this afternoon
Continuous Improvement:
Refining
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What’s working and how can I do more of it?
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Other concepts from the book, SWITCH
Triangle Song: James Blunt
on Sesame Street
Build a Community of
Competence
Intensive
Supplemental
Core
What is the problem?
Problem Identification
PURPOSE: To define the problem as
the measurable difference between the
desired outcome and the actual
behavior or performance.
GUIDING QUESTIONS:
• What is the desired outcome?
• What is the actual performance?
• What is the difference between the two?
• If there is more than one problem, determine which is the highest priority?
• Is the problem school wide, grade level, whole class, small group, AYP subgroups, or
individual?
OUTCOME CONSIDERATIONS
Academics, Social Behavior, Adults and Students
Why is it happening?
Problem Analysis
PURPOSE: To gather relevant
information in the domains of
instruction, curriculum, environment
and the learner(s) through the use of
reviews, interviews, observations and
tests to determine contributing factors
to the problem.
GUIDING QUESTIONS:
Have we collected data about variables that are
educationally relevant and alterable?
Is there something we could change about the
• Instruction
• Curriculum, or
• Environment
to increase the probability that learning will occur?
IMPORTANT CONSIDERATIONS
Educationally
Relevant &
Alterable
Less Educationally
Relevant &
Inalterable
Known
Information
THIS IS WHAT
WE WANT!
Disregarded
or Low Priority
Unknown
Information
These are
assessment
questions
DON’T GO
HERE!
What should be done?
Plan Development & Implementation
PURPOSE: To select and implement a
system support or an intervention that is
focused on what to teach, how best to
teach it, and how to monitor progress.
What is the simplest thing we can do
that has the greatest impact?
GUIDING COMPONENTS:
• System supports or interventions must be based upon data and knowledge gained through
problem identification and problem analysis.
• System support or intervention plan development includes selection of a research-based
practice, determination of who will be responsible for what, alignment of resources, how fidelity
of implementation will be measured, how progress will be monitored, and specific scheduled
decision points.
• Progress monitoring involves collecting, graphing and using data frequently
• Progress monitoring requires plan development including who, what, when, and how
frequently data are collected and reviewed.
Did it work?
Plan Evaluation
PURPOSE: To determine the
effectiveness of implemented system
supports or interventions and make
appropriate educational decisions.
GUIDING QUESTIONS:
• Was the system support or intervention successful?
• Does the plan require more time and monitoring or modification?
• Was the system support or intervention implemented with fidelity?
• Was the outcome met according to set criteria?
• Do we have the resources to sustain these supports?
• Do we need to go back to previous steps?
• Celebrate progress!
Why use an RtI Model?
“To often, students of all ages come to class
struggling with life challenges that can interfere
with instruction, impeded achievement, and
undermine school climate. Preventing or
remedying such barriers is critical to school
success.”
-National Association of School Psychologists, August 2008
Make a list of potential
factors
RISK FACTORS/
PROTECTIVE FACTORS
LIFE CHALLENGES
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1
•
2
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1
•
2
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3
•
4
•
5
3
4
5
“If you want to bring about a fundamental change in
people’s belief and behavior, a change that will persist
and serve as an example to others, you need to
create a community around them, where those new
beliefs can be practiced and expressed and nurtured”.
Malcolm Gladwell, The Tipping Point
Good Teaching is Good
Teaching
Good teaching is good teaching and there are
NO boundaries on when, where, or for what or
whom it will occur
Teaching academics without attention to
behavior IS NOT evidence based practice
Teaching behavior without attention to
academics is unsound practice
In efforts to improve achievement, they cannot
be separated
Algozzine, 2008
The Need for Academic &
Behavioral Integration
Significance
BL
R
Reading
Instruction
B
R
Behavior
Instruction
B
R
B
Reading and
Behavior
Instruction
Source: Shepard Kellam, Ph.D, Senior Research Fellow, American Institutes for Research (AIR)
The Need for Academic &
Behavioral Integration
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Academic skill learning is stunted when children’s emotional needs are not
met (Adelman & Taylor, 1997).
Children’s academic achievement in the 8th grade could be better
predicted by their social abilities at 3rd grade, rather than their academic
achievement at 3rd grade (Caprara, Barbanelli, Pastorelli, Bandura &
Zimbardo, 2000).
Academic skill and social competence are complimentary skills,
particularly in the long run (Malecki & Elliott, 2002).
Academic skill-deficits greatly exacerbate antisocial behavior (Walker,
Ramsey, & Graham, 2003).
The Need for Academic &
Behavioral Integration
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•
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Social skills instruction and character education programs lead to improvements
in on-task behavior, academic engagement, and academic achievement test
scores (Elliott, 1999).
Much inappropriate behavior is occasioned by task demands that are beyond
the capabilities and skills of students (Kauffman, Mostert, Trent, & Hallahan,
2003).
Of commonly used school-based interventions, focused academic interventions
and behavioral instruction show the highest effect in preventing school dropout
or nonattendance (Lehr, Hansen, Sinclair, & Christenson, 2003) and adolescent
drug and alcohol use (Wilson, Gottfredson, & Najakia, 2001).
Thirty-five percent of children with reading disabilities drop out of school, a rate
twice that of their classmates; fifty percent of juvenile delinquents manifest some
kind of learning disability, primarily in the area of reading (Get Ready to Read,
2002).
Student Perception
Research
(Suldo, Friedrich, White, Farmer, Minch, Michalowski, 2009)
Teacher Behaviors= High level of
support
•
Uses diverse teaching strategies
•
•
•
•
Provides evaluative feedback on
performance
Responsive to entire class’s
understanding of material
Show’s interest in an individual
student’s progress
Teacher Behaviors= Low level of
support
•
Reliance on single mode of instruction
•
Does not help students improve
grades
•
Assigns an overwhelming workload
•
Treats students in a biased manner
•
Insufficient interest in student’s
academic progress
Helps student improve grades
•
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Treats students similarly
•
Punishes in a fair manner
Punishes in an incorrect manner
Probability Equation
A
Student
Characteristics: skills,
history,
Family/culture,
functional desires,
B
School/Teacher
Control: curriculum,
expectations, routines,
examples, physical
arrangements,
engagement, prompts,
time, feedback
p
C
Desired State:
measureable outcomes
(skills, behaviors)
Building a Probability
Equation
Step One – Define success:
C
What is success and how will we know it when
we see it?
What do successful (districts, schools, student
like and do?
How much is required in order for us to think
what we’re doing is working?
What are measureable benchmarks on the
way to our goal?
Desired State:
measureable
outcomes
(skills, behaviors)
Probability Equation
Step Two– Understand Problem:
A
What are the relevant characteristics of the
problem?
What is known/in place and what needs
instruction?
Student
Characteristics:
skills, history,
Family/culture,
functional desires
What is the history of success/failure
with this issue?
What functional relationships exist
between the
problem and the environment?
Probability Equation
Step Three – Alter Instructional
and Environmental Variables:
Teach the key skills/rules?
-when, where, how should it
happen?
-effective modeling, examples,
prompts, feedback
-allow sufficient time for
success
Create effective environments
-consistency
-natural prompts, natural
consequences
-arrange environment to avoid
failures/promote success
B
School/Teacher
Control: curriculum,
expectations, routines,
examples, physical
arrangements,
engagement, prompts,
time, feedback
Probability Equation
4
Student
Characteristic
s
6
School/Teacher
Control
(Scott, 2009)
p
10
Desired
State:
“You must be the change you
wish to see in the world”
-Mohandas Gandhi
Think Different: Apple
Commercial