Transcript Building Infrastructure: - University of South Florida

School Based Leadership Team
Big Ideas in PS/RtI
A collaborative project between the Florida Department of Education and the University of South Florida
FloridaRtI.usf.edu
Advance Organizer
Day One-
Change Model
Big ideas
Four Problem Solving Steps
Three tiered model
Law
Problem Solving Teams
Systems change
Systemic change is a cyclical process in which the impact of change
on all parts of the whole and their relationships to one another are
taken into consideration. In the contexts of schools, it is not so much
a detailed prescription for improving education as a philosophy
advocating reflecting, rethinking, and restructuring.
(Educational Systemic Change Tools, 2007)
What do we know about
systems change?
• Communicate a clear and common vision
• Planned and pursued in a systematic manner over time
• One size does NOT fit all
• Professional development is critical
• Outcome evaluation is NON-NEGOTIABLE!
Beliefs Survey
Your project ID is:
• Last 4 digits of SS#
• Last 2 digits of year of birth
Why have past initiatives
failed?
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Failure to achieve CONSENSUS
School culture is ignored
Purpose unclear
Lack of ongoing communication
Unrealistic expectations of initial success
Failure to measure and analyze progress
Participants not involved in planning
Change Model
Consensus
Infrastructure
Implementation
Stages of Implementing
Problem-Solving/RtI
• Consensus
 Belief is shared
 Vision is agreed upon
 Implementation requirements understood
• Infrastructure Development
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Regulations
Training/Technical Assistance
Model (e.g., Standard Protocol)
Tier I and II intervention systems
• E.g., K-3 Academic Support Plan
 Data Systems and Management
 Technology support
 Decision-making criteria established
 Schedules
• Implementation
The Process of Systems
Change
• Until, and unless, Consensus (understanding the need and trusting
in the support) is reached no support will exist to establish the
Infrastructure. Until, and unless, the Infrastructure is in place
Implementation will not take place.
• A fatal error is to attempt Implementation without Consensus and
Infrastructure
• Leadership must come both from all levels
Consensus
• Making the shift to a new paradigm, like
RtI, does not simply involve accepting a
new set of skills. It also involves giving up
certain beliefs in favor of others.
Ken Howell
Consensus Building:
Beliefs
• Student performance is influenced
most by the quality of the
interventions we deliver and how
well we deliver them- not
preconceived notions about child
characteristics
• Decisions are best made with data
• Our expectations for student
performance should be dependent
on a student’s response to
intervention, not on the basis of a
“score” that “predicts” what they
are “capable” of doing.
Consensus Building:
Beliefs
• PSM/RtI is a General Education Initiative-Not Special
Education
• Improving the effectiveness of core instruction is basic to
this process
• NO Child Left Behind Really Means “NO”
• Assessment (data) should both inform and evaluate the
impact of instruction
• Policies must be consistent with beliefs
• Beliefs must be supported by research
• How do you spell AYP?
Consensus Building:
Beliefs
• Every student is everybody’s responsibility
• Common belief about where building wants to educate its
students
• Common commitment to building-based academic and
behavior programs
• Common commitment to problem-solving process
Consensus Building:
Knowledge
• An understanding of:
 The relationship between RtI and student achievement
 Need to increase the range of empirically validated instructional
practices in the general education classroom
 Uses of the problem-solving method
 Technology and other supports available and necessary to
implement RtI
 Administrative and leadership support necessary to maximize the
implementation of RtI
 Need to provide practical models and examples with sufficient
student outcome data
 Need for demonstration and guided practice opportunities
Consensus Building
• Educators will embrace new ideas when
two conditions exist:
 They understand the NEED for the idea
 They perceive that they either have the
SKILLS to implement the idea OR they have
the SUPPORT to develop the skills
Infrastructure Development
• Develop a clear understanding of the
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beliefs, attitudes and skills of educators in
the building regarding PSM/RtI
Identify professional development needs
Assess and establish tiered system of
instructional delivery
Data systems and management
School Policies
Three Tiered Model of School Supports:
Example of an Infrastructure Resource Inventory
Behavioral Systems
Academic Systems
Tier 3: Comprehensive and Intensive
Interventions
Individual Students or Small Group (2-3)
Reading: Scholastic Program,
1-5%
Tier 3: Intensive Interventions
Individual Counseling
FBA/BIP
Teach, Reinforce, and Prevent (TRP)
Assessment-based
Intense, durable procedures
1-5%
Reading,Mastery, ALL, Soar to Success, Leap
Track, Fundations
Tier 2: Strategic Interventions
Students that don’t respond to the core
curriculum
Reading: Soar to Success, Leap Frog,
CRISS strategies, CCC Lab Math:
Extended Day
Writing: Small Group, CRISS strategies,
and “Just Write Narrative” by K.
Robinson
Tier 1: Core Curriculum
All students
Reading: Houghton Mifflin
Math: Harcourt
Writing: Six Traits Of Writing
Learning Focus Strategies
Tier 2: Targeted Group Interventions
Some students (at-risk)
Small Group Counseling
Parent Training (Behavior & Academic)
Bullying Prevention Program
FBA/BIP Classroom Management
Techniques, Professional Development
Small Group Parent Training ,Data
5-10%
5-10%
Students
80-90%
80-90%
Tier 1: Universal Interventions
All settings, all students
Committee, Preventive, proactive
strategies
School Wide Rules/ Expectations
Positive Reinforcement System
(Tickets & 200 Club)
School Wide Consequence
System School Wide Social Skills
Program, Data (Discipline,
Surveys, etc.) Professional
Development (behavior)
Classroom Management
Techniques,Parent Training
Group Discussion
• What factors are present in your building
that would make change happen?
• What factors are present in your building
that are barriers to change?
• We have discussed some essential beliefs.
How consistent are these with the current
beliefs in your building?
Big Ideas
Ideas
What We Used to Think
What We Now Know
Thorough understanding of the
intrapersonal (within person) causes
of educational disabilities is the most
critical factor in determining
appropriate treatment.
Educational disability results from the
complex interaction between curriculum,
instruction, the environment, and learner
characteristics.
Persons within disability categories
have similar educational needs that are
different in educationally important
ways from persons in other disability
categories.
Educational needs vary widely within and
across disability categories
Matching treatments to underlying
characteristics will result in maximally
effective interventions.
Aptitude
(ATIs)
Learners by Treatment
Learnersinteractions
Learners
have not been proven.
Auditory
Visual
Kinesthetic
Auditory Reading
Methods
Visual Reading
Methods
Kinesthetic
Reading
Methods
A Shift in Thinking
The central question is not:
“What about the students is causing the
performance discrepancy?”
but
“What about the interaction of the
curriculum, instruction, learners and
learning environment should be altered
so that the students will learn?”
This shift alters everything else
Ken Howell
…more ideas
120
110
100
Reading
Level 90
80
70
60
60
70
80
90
100
Intelligence
110
120
…more ideas
120
110
100
Reading
Level 90
80
70
SLD
60
60
70
80
90
100
Intelligence
110
120
…more ideas
120
110
Three different students
100
Reading
Level 90
80
?
70
SLD
60
MH
60
70
80
90
100
Intelligence
110
120
Initial Focus - Tier One
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
•Of longer duration
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Horner & Sugai
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Tiers of Service Delivery
Problem Identification
What is the Problem?
I
II
Response
to
Intervention
III
Problem Analysis
Is it working?
Why is it
occurring?
What are we going to do about it?
Intervention Design
We Need A New Logic
• Begin with the idea that the purpose of the
system is student achievement
• Acknowledge that student needs exist on a
continuum rather than in typological
groupings
• Organize resources to make educational
resources available in direct proportion to
student need
David Tilly 2004
Guiding Principles
• Effective instruction in general education is
foundation for all decision-making
• Data guide decisions regarding core,
supplemental and intensive interventions
 Therefore, good data must be available
• Infrastructure for core, supplemental and
intensive instruction must be:
 Evidence-based
 Integrated
Traditional
vs.
Response to Intervention
Intervention
J
L
Intervention
Traditional
Intervention
Response to
Intervention
J
L
Monitor
Progress
Intervention
J
L
J
L
Consider ESE
Monitor
Progress
Intervention
J
Regular
Education
Consider ESE
If
necessary
Perceptions of Practices
Survey
Your project ID is:
• Last 4 digits of SS#
• Last 2 digits of year of birth
Step 1 - What’s the Problem?
In order to identify a problem, you’ve got to
start with three pieces of data-
• Benchmark level of performance
• Student level of performance
• Peer level of performance
Step 1 - What’s the Problem?
Decision Making Rubric
for use with
School-Wide Screening
Is this an
individual
student
problem or a
larger
systemic
problem?
Are over 20% of
students
struggling?
Examine
instruction,
curriculum, and
environment for
needed
adaptations
and develop
group
intervention
Are between
5% and 20% of
students
struggling?
Are 5% or fewer
students
struggling?
Go to individual
student problem
solving
Develop small
group
intervention
Go to
intervention
evaluation
adapted from:
Heartland AEA 11,
Improving Children’s
Educational Results
100
B
A
S
E
L
I
N
E
90
Benchmark
75
%
70
60
50
40
35
%
30
20
10
= Peer Group
= Aim Line
Feb
Jan
Dec
Nov
Oct
0
Sept
% Compliance
80
Step 2- Why is it occurring?
Goal: The development of hypotheses about probable causes
for the identified problem.
Assessments are then conducted to gather information
to determine which are most / least likely
Prediction statement:
The problem is occurring because ________________.
If ____________ would occur, the problem would be reduced.
Assessment:
How Do We Confirm Hypothesis?
• Review
• Interview
• Observe
• Test
Step 3- What are we going to do
about it?
• Effective teaching strategies consider
both what to teach and how to teach it.
• Making good decisions will increase
student progress.
• It is critical that the instruction be
matched to the problem.
Howell & Nolet, 2000
Step 4- Is it working?
Progress Monitoring
Making instructional decisions based on the review and analysis of student data
Progress monitoring always includes graphing
Goal
Classroom
Intervention I
Classroom
Intervention 2
Response to Intervention
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Monitors Continuous Progress
Sensitive to Small Changes in Behavior
Repeatable
Informs Interventions
What is RtI?
RTI is the practice of (1) providing high-quality
instruction/intervention matched to student
needs and (2) using learning rate over time and
level of performance to (3) make important
educational decisions to guide instruction.
National Association of State Directors of
Special Education, 2005
RtI--Model
1) Multi-tiered
2) Problem solving approach
3) Providing instruction/intervention
4) Increasing levels of intensity
5) Based on data-based decisions
6) Progress monitoring
RTI IS:
• A process designed to maximize student
achievement
• Focused on outcomes
• About student progress
RTI IS NOT:
• A way to avoid special education placement
• A hoop to jump through to ensure Sp. Ed.
placement
What’s it look like?
What does it do?
Characteristics of a Building with RtI
a. Frequent data collection on students in critical areas
b. Early identification of students at risk
c. Early intervention (kindergarten)
d. Interventions evaluated and modified (if necessary) frequently
e. Tiered levels of service delivery
f. All decisions made with or verified by data
Outcomes of RtI
a. Improved rate of academic and behavior performance
b. Significantly reduced disproportionality
c. Reductions in special education referrals and placements
d. other outcomes
Group Discussion
• Discuss how you are using studentcentered data to make decisions about
programs and interventions.
• What changes do you think should be
made in order to improve or increase the
impact of interventions on student
performance?
Why RtI--Why Now?
Do We NEED It?
• School-based Accountability
 School Grades
 AYP
 Accountability is now Building-Based
• Equitable outcomes for all students
• Impact of NCLB
 Disaggregated Data
• Impact of IDEIA
• FL Regulations--LD and EBD
• National and State Emphasis on Reading
Statutory and Regulatory
Impact on Students
• NCLB
 Great impact on students with disabilities
• Disaggregated data to include SWDs
• Science brought to educational decision-making
• In God we trust, all others must bring DATA
• IDEIA 2004
 Great impact on students in general education
• Effective instruction the foundation of decision-making
• Reference point: state-approved, grade-level standards
NCLB
• Accountability
 Adequate Yearly Progress
• (Data based decision making)
• Proven Educational Methods
 No Child Left Behind puts special emphasis on
determining what educational programs and practices
have been proven effective through rigorous scientific
research
 Emphasis on Teacher Quality
• (Effective General Education Curriculum and Instruction)
IDEA 2004 - Congressional Findings
20 U.S.C. § 1400 sec.601(c)(5)
Almost 30 years of research has demonstrated
that the education of children with disabilities
can be made more effective by
• Having high expectations & ensuring access to
general education curriculum in the regular
classroom, to the maximum extent possible
• Providing special education services and supports
in the regular classroom whenever appropriate
(and)
IDEA 2004 - Congressional Findings
20 U.S.C. § 1400 sec.601(c)(5)
• Providing incentives for whole-school approaches,
scientifically based early reading programs,
positive behavioral interventions and supports,
and early intervening services to reduce the need
to label children as disabled in order to address the
learning and behavioral needs of such children
IDEA 2004 - Final Regulations
§ 300.309(b)
(b) To ensure that underachievement in a child suspected of having
a specific learning disability is not due to lack of appropriate
instruction in reading or math, the group must consider, as part of
the evaluation described in §§ 300.304 through 300.306—
(1) Data that demonstrate that prior to, or as a part of, the referral
process, the child was provided appropriate instruction in regular
education settings, delivered by qualified personnel; and
(2) Data-based documentation of repeated assessments of
achievement at reasonable intervals, reflecting formal assessment
of student progress during instruction, which was provided to the
child’s parents.
IDEA 2004 - Final Regulations
§ 300.226
Early intervening services
(a) General. An LEA may not use more than 15 percent
of the amount the LEA receives under Part B of the Act
for any fiscal year, … to develop and implement
coordinated, early intervening services, … for students in
kindergarten through grade 12 (with a particular
emphasis on students in kindergarten through grade
three) who are not currently identified as needing
special education or related services, but who need
additional academic and behavioral support to
succeed in a general education environment.
Statutory and Regulatory
Impact on Students
• CLEARLY, NCLB and IDEIA are integrated
at the federal level….
 Goal is to maximize opportunity for ALL
students to achieve state-approved gradelevel standards
• PS/RtI is an “every” ed initiative.
• If it is approached as a special education
initiative, it is in trouble from the “get go.”
Florida Rules
Rule 6A-6.0331
 It is the local school district’s responsibility to develop
and implement coordinated general education
intervention procedures for students who need
additional academic and behavioral support to
succeed in the general education environment…
 there must be discussion with the parent of the
student’s responses to interventions, supporting
data and potential adjustments to the interventions
and of anticipated future action…
Florida Rules
Rule 6A-6.0331 (cont.)
• The interventions selected for
implementation should be developed
through a process that uses student
performance data to, among other things,
identify and analyze the area of concern,
select and implement interventions, and
monitor the effectiveness of the
interventions.
New Florida EBD Rule
6A-6.03016. Exceptional Student Education for Students
with Emotional or Behavioral Disabilities.
• Definition. A student with an emotional/behavioral
disability (E/BD) has persistent (is not sufficiently
responsive to implemented evidenced based
interventions) and consistent emotional or behavioral
responses that adversely effect performance in the
educational environment that cannot be attributed to age,
culture, gender or ethnicity.
New Florida EBD Rule
(5) Characteristics not indicative of a student with
an emotional/behavioral disability:
• (a) normal temporary (less than 6 months) reactions to
life event(s) or crisis, or
• (b) emotional/behavioral difficulties that improve
significantly from the presence of evidenced-based
implemented interventions or
• (c) social maladjustment unless also found to have an
emotional/behavioral disability.
(effective July 1, 2007)
hmmm….
How does all this fit together?
PS/RtI Integrates Efforts
PS / RtI
Problem Solving Teams
Never doubt that a small group of
thoughtful, concerned citizens can
change the world. Indeed, it is the
only thing that ever has.
Margaret Mead
What is a “Team”?
• Agreement through CONSENSUS
• We agree to “try and see”
• No one person is an expert-a show maker or a show
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stopper
People stay focused on common goal-Development of
Effective Interventions
Interpersonal conflicts do not affect outcome
This is about “the student”
The goal is significant improvement-not a cure
Resources must be managed well
Primary resource is “time”
Problem-Solving Teams
• Apply a systematic problem solving process
• Focus on modifying instructional environment to support
students
• Use interventions that have been determined to have a
high probability of success given the problem identified
• Collect relevant data and monitor student progress
frequently to assess response to the interventions
Problem-Solving Teams:
Structural Issues
• Types
 Standing – Most Effective, Least Efficient
 Ad hoc – Least Effective, Most Efficient
 Core – Same as Ad hoc in Effectiveness,
Moderate Efficiency
• 6 – 8 Members
• Grade-Level Representation
What are the goals?
• Resolution or Improvement of Problem
Situation/Attainment of Goal
• Improved Problem-Solving/Planning Skills
for Person(s) Seeking Assistance and for
all Involved in the Process
Two Sides of Problem Solving
1. Interpersonal/Group Process
2. Content/Problem Solving
Both are Necessary, but Neither is Sufficient
“An Analysis of Failed Consultation”
Effective Problem Solving/
Planning Groups
Human Emphasis
1
9
1
9
Task Emphasis
Interpersonal Process
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Collaborative Relationship
Active Involvement
Trust/Confidentiality
Voluntary
Non-Judgmental
Decision-Making
Facilitating Team
Effectiveness
• Internal Facilitator
 Written and agreed upon definition of role and
responsibilities
Characteristics of an
Effective Facilitator
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Good listener
Well organized
Goal oriented
Skills in interpersonal problem solving
Skills in reflective feedback
Assertive but tactful
Well respected
Trusted
Role of the Facilitator
• Ensures pre-meeting preparation
• Reviews steps in process and desired
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outcomes
Facilitates movement through steps
Facilitates consensus building
Sets follow-up schedule/communication
Ensures parent involvement
Group Discussion
• How well is your team process working for
your school?
 Are the “right” people there?
 Are we happy with the quality of the outcomes
of the team process (effective interventions,
teacher support, data to evaluate
effectiveness?
 What would you like to see done differently
with your team process?
Stages to Problem Solving
• Problem Identification and Analysis—
primary determinant of successful problem solving
• Goal Identification
• Intervention Development and
Implementation
• Evaluation
Small Group Planning/Problem Solving
Step One:
Identify the problem or goal in
concrete, descriptive, behavioral
terms
Small Group Planning/Problem Solving
Step Two:
Record all resources for resolving the
problem or achieving the goal, and all
obstacles that must be overcome or
reduced
Brainstorm!
Small Group Planning/Problem Solving
Step Three:
Select one obstacle from the list
• Important, but avoid “most” important
• Workable
• Other obstacles will be addressed later
Small Group Planning/Problem Solving
Step Four:
Brainstorm strategies to reduce or eliminate
the obstacle selected
• These are only ideas!
• Not limited to ideas on Resource list—
these are only a stimulus
Small Group Planning/Problem Solving
Step Five:
Design a concrete plan of action:
Who, What, When
• Contract for action
• Name/title
• Detailed description
• Specific Date
Small Group Planning/Problem Solving
Step Six:
Establish a detailed procedure for follow-up
and evaluation of progress
• Prompts for action
• Periodic updates
• Additional support
• Modification or new Action Plan
Small Group Planning/Problem Solving
Step Seven:
Establish a detailed procedure to evaluate
completion/progress of action plan(s)
Example Using PS/RtI
Implementation at Building Level
Step 1- Identify the problem or goal in
concrete, descriptive, behavioral terms
Step 1: Full implementation of a
three-tiered Problem Solving/RTI
model for addressing the academic
needs of all students at
Progressive Elementary school
within 3 years.
Step 1 (Cont’d)
The model is to be implemented for grades K–1
by the end of year 2. Among the desired
outcomes are (a) the collection, visual
presentation (e.g., graphing), analysis, and use
of data to implement interventions that lead to
improved reading performance; (b) data-based
demonstration of improved reading performance
based on achievement of state curricular
benchmarks; and (c) use of scientifically based
individual and/or group problem-solving methods
by personnel as appropriate within the model.
Step 2: Resources & Obstacles
• Resources
• Leadership understands the model and is
committed
• Some student services staff are committed
and have needed skills
• Some of the classroom teachers agree
with the principles, but do not understand
the specifics of the model
Step 2: Resources & Obstacles
• Barriers
• Leadership is unsure how to address the many
•
•
issues relating to implementation of the model
Some student services staff do not understand role
within the model and lack problem-solving skills
Some teachers believe the model is intended to
keep students out of special education and will
leave the students with greater needs but less
support
Step 3: Select one barrier to
achievement of the desired goal
“Leadership is unsure how to address the
many issues relating to implementation of
the model”
Step 4: Brainstorm ideas to reduce or
eliminate the barrier identified
• Confer with personnel in districts where the
model has been implemented.
• Create a building-level implementation
team.
• Identify and read relevant articles from the
literature.
• Secure the services of an outside
consultant familiar with the model.
(bold indicates strategies chosen for development into action plans)
Step 5. Design multiple action
plans
1.Veruca (principal) will invite individuals to
be members of the building implementation
team, ensuring representation of key
stakeholder groups, including parents and
grade-level representation of classroom
teachers by 5/26; Charlie (assistant
principal) will contact on 5/19
Step 5 (cont’d)
2. Willy (school psychologist) will contact the
director of psychology services with Out in
Front School District concerning the
operation and training for the
implementation team by 5/26; Charlie will
contact on 5/19
Step 6: Establish procedures
for follow up and support
- See Step 5 in prior slide
Step 7: Develop an evaluation
plan
 Action Plan 1: At the planning group
meeting on 5/27, confirm membership of
the implementation team and ensure
appropriate representation of all key
stakeholder groups.
Step 7 (Cont’d)
 Action Plan 2: At the planning group
meeting on 5/27, confirm the availability of
operational information and the person to
conduct training for the team. Also confirm
the date and time for the training session.
Building Level Challenges:
DATA
• Collection
 What is collected and who collects it?
 How frequently is it collected?
• Organization
 Disaggregated by grade, gender, race, language,
SES?
 Designed to answer specific questions (Tier 1/2
effectiveness?
Building Level Challenges:
DATA
• Management
 Technology is imperative
 AIMS-WEB, Wireless Generation
 Local Programs
• Display-necessary to evaluate RtI
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Goals/Benchmarks
Aimline
Trendline
Rate
Building Level Challenges:
Integrating the Tiers
• Tier 1 (Core) instruction present at all three
levels
• Purpose of Tier 2 is to improve success in
Tier 1
• Purpose of Tier 3 is to improve success in
Tier 2
• Is there a single “intervention” plan made
up of different Tier services?
Building Level Challenges:
Intervention Support
• Intervention plans should be developed based on student
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need and skills of staff
All intervention plans should have intervention support
Principals should ensure that intervention plans have
intervention support
Teachers should not be expected to implement plans for
which there is no support
Activity
• Small group planning activity
School Personnel Satisfaction
Survey
Your project ID is:
• Last 4 digits of SS#
• Last 2 digits of year of birth
Important Questions
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•
•
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Is this just another way to do child study?
Have we focused primarily on Tier 3?
Is our first focus on improving Tier 1?
Does level and type of instruction vary across grade
levels based on student need and performance (e.g., 90
minutes vs 120 minutes of reading/language arts?
• Do we use data to make decisions all the time?
• Do we have regular data meetings to evaluate student
performance?
Important Questions
• Do teachers think that we need to do this stuff and “then
we can test the student?”
• Do parents believe that this is a “delay tactic?”
• Do we have expectations for Tier 2 (e.g., Title 1)
intervention effectiveness--do we evaluate it?
• Do we monitor students receiving special education
services more frequently than all other students?
• Do we really believe that almost all students can achieve
state-approved grade level benchmarks?
• Is our continuum of services fully integrated?
Final Thoughts
Problem Solving &
Response to Intervention
Resources
Data Based Decision Making
http://www.aea11.k12.ia.us/spedresources/ModuleFour.pdf
Curriculum-Based Evaluation: Teaching and Decision Making,
3rd Edition Kenneth W. Howell & Victor Nolet, 2000 Chapters 1-7
NCLB - http://www.ed.gov/nclb
IDEA - http://idea.ed.gov/explore/home
Florida Board of Education Rules - https://www.flrules.org/
Bev Showers Professional Development videoshttp://www.iowa.gov/educate/pdmtm/videos.html