Transcript CLASSROOM INSTRUCTION THAT WORKS

Transitioning to a Multi-Tier
Model of Instruction
Justin Milner
Director of Special
Services
“Don’t tell me you believe ‘all kids
can learn’…tell me what you’re
doing about the kids who aren’t
learning.”
-Richard DuFour
I’ve got your grades,
and I’m afraid
not everyone
will be moving up.
Changing Our Way of Thinking
• Our current reality dictates that every
student succeeds in school, and so we must
face the facts: our current system is not
producing these results.
• Our profession has never had greater
clarity and consensus on what schools
must do to ensure that all students learn.
Changing Our Way of Thinking
Compelling evidence shows that a multi-tier
model can successfully engage a school’s
staff in a collective process to provide
every child with the additional time and
support needed to learn at high levels
(Burn, Appleton, & Stehouwer, 2005).
What Does the Research Say?
Benjamin Bloom’s research on mastery
learning in the 1960s established that if all
students were to learn, some students
would need additional time and support for
learning.
What Does the Research Say?
Dr. Robert Marzano’s (2003) meta-analysis
of research on school-level factors that
impact student learning revealed that the
schools that have a profound impact on
student achievement “provide interventions
that are designed to overcome student
background characteristics.”
What Does the Research Say?
Doug Reeves (2006), in his studies of highpoverty, high-minority, high-achieving
schools, found that those schools
implement a plan for “immediate and
decisive intervention” when students don’t
learn.
What Does the Research Say?
In their study of school districts that were
able to double student achievement, Allan
Odden and Sarah Archibald (2009) found
that those districts extended learning time
for struggling students.
The Summary of the Research
The message is clear: some students will
require a greater opportunity to learn –
they will need more time and support than
others – and the most effective schools
ensure that they receive it.
Transitioning
Tier Three
•Individual Interventions Based on Assessment (FBA’s)
•Parent Collaboration and Education
•Wrap-Around Process
•Person Centered Planning
Tier Two
•Targeted Social Skills Instruction
•Check-In/Check-Out Programs
•Alternatives to Suspension
•School Based Mentors
•Classroom Management Coaching
Tier One
•Teach School-Wide Positive Behavior Expectations and
Procedures
•Positive Reinforcement for All Students
•Consistent Consequences for Problem Behaviors
•Effective Procedures and Supervision in Common Areas
•Effective Instruction and Classroom Management
Designing School-Wide Systems for Student
Success
(A Multi-Tier Model)
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Behavioral Systems
1-5%
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
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Communication
Suddenly, a
heated debate
took place
between the
king and the
moat
contractor…
PBIS Leadership Team
Leadership Team
Video
• Represents the entire
staff
• Includes a building
administrator
Resource
“So, in other words, if you want better
test scores, get different kids!”
Midway
through
the test,
Allen
pulls out a
new brain.
A Multi-Tier Model is Not:
• A way to qualify at-risk students for special
education and focus on trying a few token
interventions before referring struggling students
for traditional special education testing and
placement
• A way to blame kids, parents, lack of funding,
society, or DNA for student failure
• A way of misapplying research-based practices
Perspective
Cultural Shifts in a Multi-Tier Model
• From a focus on teaching…to a focus on learning
• From a emphasis on what was taught…to a focus
on what students learn
• From coverage of content…to demonstration of
proficiency
• From providing individual teachers with
curriculum documents such as state standards and
curriculum guides…to engaging collaborative
teams in building shared knowledge regarding
essential curriculum
Cultural Shifts in a Multi-Tier Model
• From individual teachers determining the
appropriate response…to a systematic response
that ensures support for every student
• From fixed time and support for learning…to time
and support for learning as variables
• From remediation…to intervention
• From invitational support outside of the school
day…to directed (required) support occurring
during the school day
• From one opportunity to demonstrate learning…to
multiple opportunities to demonstrate learning
Cultural Shifts in a Multi-Tier Model
• From infrequent summative assessments…to
frequent common formative assessments
• From assessments to determine which students
failed to learn by the deadline…to assessments to
identify students who need additional time and
support
• From assessments used to reward and punish
students…to assessments used to inform and
motivate students
• From assessing many things infrequently…to
assessing a few things frequently
Cultural Shifts in a Multi-Tier Model
• From
individual
teacher
assessments…to
assessments developed jointly by collaborative
teams
• From each teacher determining the criteria to be
used in assessing student work…to collaborative
teams clarifying the criteria and ensuring
consistency among team members when assessing
student work
• From focusing on average scores…to monitoring
each student’s proficiency in every essential skill
Cultural Shifts in a Multi-Tier Model
• From an external focus on issues outside of the
school…to an internal focus on steps the staff can
take to improve the school
• From a focus on inputs…to a focus on results
Universal Screening Planning Guide
Student Risk Screening Scale
We Must Be Creative
Designing a System of Intervention
Tier 1 Core Program
+ Have our teacher teams identified essential standards by
grade, subject, and/or course?
+ Does every student have access to grade-level essential
standards?
+ Is flexible time embedded in Tier 1 to provide differentiated
instruction and additional time embedded to meet the individual
needs of students?
+ Have we clearly defined the positive behaviors (effort, attendance,
social behaviors) that we want all students to demonstrate? Is
there a plan to teach, reward, and support these behaviors?
+ How will we measure student progress toward meeting these
academic and behavior expectations?
Essential Standards Chart
Designing a System of Intervention
Certain Access: Tier 1 to Tier 2
+ How will we systematically identify students who need additional
help after core instruction?
+ Is every teacher involved in this process?
+ Is this process frequent?
+ What criteria will we used to identify students in need of
supplemental support?
Designing a System of Intervention
Tier 2 Supplemental Program
+ What supplemental interventions are currently available at
our school? What is needed?
+ Which interventions will be led by teacher teams? (Failed
learners)
+ Which interventions will be led by schoolwide intervention
resources? (Motivation, attendance, behavior)
+ How can we best utilize schoolwide resources to support Tier
2 interventions?
+ How will we monitor student progress?
Designing a System of Intervention
Certain Access: Tier 2 to Tier 3
+ How will we systematically identify students who need intensive
support?
+ Do we have a school intervention team to lead Tier 3
Interventions?
+ Is this process frequent?
+ What criteria will we use to identify students in need of
supplemental support?
Designing a System of Intervention
Tier 3 Intensive Program
+ What intensive interventions are currently available at our
school? What is needed?
+ How can we best utilize schoolwide resources to support Tier
3 interventions?
+ How will we monitor student progress?
Intervention Evaluation and Alignment
Chart
Questions For Your Intervention
Team
• How do we respond in our school when students don’t learn?
• How timely is our response? How quickly can we identify a student
who is experiencing difficulty?
• How proactive are we? What steps do we take to identify the students
who will need us most before they come to our school?
• How directive is our response? Do we require students to put in extra
time and utilize the extra support, or do we merely encourage them to
so?
• How systematic is our response? Is there a plan in place that ensures
students will receive additional time and support for learning
independent of the classroom teacher?
• Who oversees the system of response? Who makes the determination
to move a student one level of intervention to another?
Questions For Your Intervention
Team
• How extensive is our response? How much time do we have each day
and each week to support student learning through our interventions?
Do we have multiple layers in our intervention plan?
• How might we adjust our schedule to give us greater access to
students who are not successful within the traditional school
schedule?
• How fluid is our response? Can we easily move students in and out
of interventions based on their demonstrated proficiency?
Assessment
Planning Form
Common Assessment Team Protocol
Behavioral Analysis Protocol
How Will We Respond When Some
Students Don’t Learn?
Special Education Identification
+ How will the intervention team determine if special education is
necessary, appropriate, and defendable for a student?
Essential Questions for Special
Education Identification
Tier 1:
Did the student have access to rigorous, grade-level curriculum?
What evidence do we have that our school’s initial instruction (Tier
I) was effective for similar students?
Was the student given additional time and differentiated instruction during
Tier I instruction?
Tier 2:
Did we identify the student for supplemental time and support in a
timely manner?
What were the child’s specific learning needs?
What was the cause of the student’s struggles?
What research-based interventions were used to address the student’s
specific learning needs?
What evidence do we have that these interventions were effective
for similar students?
Essential Questions for Special
Education Identification
Tier 3:
When was the child referred for intensive support?
What quality problem-solving process was used to better identify
the child’s specific learning needs and the cause(s) of the student’s
struggles?
What research-based interventions were used to address the student’s
specific learning needs?
What evidence do we have that these interventions were effective
for students with similar needs?
Are there any other intervention or supports that can or should be
tried before considering special education placement?
Do we have agreement among the intervention team that special
education is necessary and appropriate to meet the needs of this
child? Is this decision defensible?
“The success of our students is
our joint responsibility, and when
they succeed, it is to our joint
credit and cumulative
accomplishment.”
-Jonathan Saphier
References and Resources
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by
doing : A handbook for professional learning communities at work
(2nd ed.). Bloomington, IN: Solution Tree Press
Buffum, A., Mattos, M., & Weber, C. (2012). Simplifying response to
intervention: Four essential guiding principles. Bloomington, IN:
Solution Tree Press
Website: go.solution-tree.com/rti/Reproducibles
Transitioning to a MultiTier Model of Instruction
Questions???