Pasco - Florida Department of Education

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					                                                     Table of Contents
Pasco County: Learning by Doing ............................................................................................... 1
Pasco County School District and San Antonio Elementary School: ........................................... 8
    Some of our RtI Stories: Learning By Doing ......................................................................... 8
        Pasco County Organizational Chart for Communication, Reporting and Training ............ 8
Scaling Up ................................................................................................................................ 10
Spreading the Compelling Why ................................................................................................. 11
    Beyond Pockets of Excellence ........................................................................................... 11
        How do we ensure a systematic response? ................................................................... 11
    Decision Making Rubric for use with School-Wide Screening ............................................. 12
    How do we ensure a systematic response? ....................................................................... 12
    Creating Smart Systems by Anticipating Needs ................................................................. 12
What is RtI? .............................................................................................................................. 13
    Tiers: Create and Support Common Goals ........................................................................ 13
    Getting Started at the Schools: Relationships, ................................................................... 14
    Communication and Partnership ........................................................................................ 14
        Collaborative Culture ..................................................................................................... 14
        Focus: Raise the bar and close the gap......................................................................... 14
        Data: What is your story? ............................................................................................. 14
    Core Principles................................................................................................................... 15
    Essential Components ....................................................................................................... 15
    Challenges ......................................................................................................................... 15
        ESE Eligibility within RtI ................................................................................................. 16
        Areas of Debate ............................................................................................................ 16
    We need to address current issues in implementation of RtI .............................................. 16
    RtI Progress: Just from Learning by Doing… ..................................................................... 16
Inspire: Share stories and celebrate!! ........................................................................................ 17
    San Antonio Elementary .................................................................................................... 17
    PS/RtI Model ...................................................................................................................... 17
        Tier 1: Universal Intervention ......................................................................................... 17
        Tier 2: Supplemental Intervention .................................................................................. 17
        Tier 3: Comprehensive Intervention ............................................................................... 17
        Structuring our Decision-Making .................................................................................... 18
    PS/RtI: Recap .................................................................................................................... 18
        First Steps…building a team .......................................................................................... 18
        Developing the team...................................................................................................... 18
        Using the team…in the school building .......................................................................... 18
        Where did we fit? ........................................................................................................... 19
        Through the Principal’s Lens ......................................................................................... 20
    School Wide Focus ............................................................................................................ 21
       School wide focus area/SIP goals and objectives: ......................................................... 21
       Evidence of improved instructional practices ................................................................. 21
    Response to Intervention: Activities at an exemplary school ............................................. 21
       Providing high quality instruction ................................................................................... 21
       Using Data Overtime ..................................................................................................... 22
       Important Educational Decisions using Problem Solving ............................................... 22
Success Stories ........................................................................................................................ 22
    Success Story: Kindergarten .............................................................................................. 22
    Success Story: Fourth Grade ............................................................................................. 23
    Success Story: Subgroups ................................................................................................. 24
       Several years of noted achievement gap with subgroup populations ............................. 24
       Discussion of Problem and Interventions ....................................................................... 24
    PS/RtI Example Walkthrough ............................................................................................. 25
       PS/RtI Example Walkthrough: Collect Relevant Data and Problem ID ........................... 25
       PS/RtI Example Walkthrough: Problem ID .................................................................... 26
       PS/RtI Example Walkthrough: Problem Analysis & Intervention Development .............. 26
RTI: Did it Work?....................................................................................................................... 26
    Strengthening Tier 1........................................................................................................... 26
       Lessons Learned ........................................................................................................... 27
    Strengthening Tier II........................................................................................................... 27
       Lessons Learned ........................................................................................................... 27
    Strengthening Tier 3........................................................................................................... 28
       Lessons Learned ........................................................................................................... 28
Taking your own steps…........................................................................................................... 28
          FLORIDA’S PROBLEM-SOLVING RESPONSE TO
                   INTERVENTION PROJECT
                    Administrative Manager’s Meeting (AMM) 2009

                          PASCO COUNTY: LEARNING BY DOING


Problem Solving (PS)/Response to Intervention (RtI) Project Pilot Schools School Based
                             Leadership Team (SBLT)
            Self-Assessment of Problem Solving Implementation (SAPSI)
                                     Consensus

Status
        0       Not started
        1       In Progress
        2       Achieved
        3       Maintaining
All Status figures approximate

Item 1 District Commitment

Fall 2007           .75
Spring 2008         1.5
Winter 2009         1.5
Spring 2009        2.25

Item 2 SBLT Support

Fall 2007          1.25
Spring 2008         2.0
Winter 2009        2.25
Spring 2009         2.5

Item 3 Faculty Involvement

Fall 2007           .75
Spring 2008         1.5
Winter 2009        1.25
Spring 2009        1.75

Item 4 SBLT Present

Fall 2007           1.5
Spring 2008        2.25
Winter 2009         2.5
Spring 2009        2.75




                                          1
Item 5 Data to assess commitment

Fall 2007            .50
Spring 2008          2.0
Winter 2009          2.5
Spring 2009         2.75

                           Infrastructure Development – Data Collection

Status
        0       Not started
        1       In Progress
        2       Achieved
        3       Maintaining
All Status figures approximate

Item 6 Data is collected

Fall 2007            1.5
Spring 2008         2.25
Winter 2009          2.5
Spring 2009         2.75

Item 7 Data used to make decisions

Fall 2007            1.5
Spring 2008         2.25
Winter 2009         2.25
Spring 2009         2.75

Item 8 Data presented to staff

Fall 2007            1.5
Spring 2008          2.0
Winter 2009         2.25
Spring 2009          2.5

Item 9 Data used to evaluate core academic programs

Fall 2007           1.25
Spring 2008          2.0
Winter 2009         2.25
Spring 2009          2.5

Item 10 Data used to evaluate core behavior programs

Fall 2007            .50
Spring 2008          .75
Winter 2009         1.25
Spring 2009         1.25



                                                2
Item 11 Curriculum Based Measurement (CBM) data used to identify (ID) students needing
interventions

Fall 2007           1.25
Spring 2008         2.25
Winter 2009          2.5
Spring 2009          3.0

Item 12 ODR data used to ID students needing behavior interventions

Fall 2007             .75
Spring 2008           2.0
Winter 2009           1.5
Spring 2009           1.5

Item 13 Data used to evaluate Tier 2 interventions

Fall 2007            .75
Spring 2008          1.5
Winter 2009         1.75
Spring 2009          2.0

Item 14 Data used to determine Tier 3 RtI

Fall 2007            .75
Spring 2008         1.75
Winter 2009          2.0
Spring 2009         2.25

                        Infrastructure Development – Team Structure

Status
        0       Not started
        1       In Progress
        2       Achieved
        3       Maintaining
All Status figures approximate

Item 15a Sp Ed eligibility uses RtI for Emotional/Behavioral Disability (EBD)

Fall 2007            .50
Spring 2008          1.5
Winter 2009         1.75
Spring 2009          2.0

Item 15b Sp Ed eligibility uses RtI for Specific Learning Disability (SLD)

Fall 2007            .50
Spring 2008         1.25
Winter 2009          1.5
Spring 2009         1.75


                                                 3
Item 16a Evidence-based practices for Tier 1

Fall 2007           1.0
Spring 2008         1.5
Winter 2009        2.25
Spring 2009         2.5

Item 16b Evidence-based practices for Tier 2

Fall 2007           .75
Spring 2008        1.25
Winter 2009         2.0
Spring 2009        2.25

Item 16c Evidenced-based practices for Tier 3

Fall 2007           .75
Spring 2008         1.5
Winter 2009         2.0
Spring 2009         2.0

Item 17 SBLT has regular meeting schedule

Fall 2007          1.25
Spring 2008         2.0
Winter 2009         2.5
Spring 2009        2.75

Item 18 SBLT evaluates target students’ RtI

Fall 2007           .75
Spring 2008         1.5
Winter 2009         2.0
Spring 2009        2.25

Item 18 9 SBLT involves parents

Fall 2007           .50
Spring 2008         .75
Winter 2009        1.25
Spring 2009        1.75

Item 20 SBLT regularly evaluates Tier 1 and 2 data

Fall 2007           .50
Spring 2008        1.50
Winter 2009        1.75
Spring 2009        2.25




                                                4
              Infrastructure Development – Three-Tiered Intervention System

Status
        0       Not started
        1       In Progress
        2       Achieved
        3       Maintaining
All Status figures approximate

Item 21a Clearly defined Tier1 academic instruction

Fall 2007           1.25
Spring 2008         2.25
Winter 2009         2.50
Spring 2009         2.75

Item 21b Clearly defined Tier 1 Behavior Intervention

Fall 2007            .75
Spring 2008         1.25
Winter 2009         1.75
Spring 2009          2.0

Item 21c Clearly defined Tier 2 academic supplemental instruction

Fall 2007            1.0
Spring 2008         1.75
Winter 2009          2.0
Spring 2009          2.5

Item 21d Clearly defined Tier 2 behavior supplemental instruction

Fall 2007            .50
Spring 2008          .75
Winter 2009         1.25
Spring 2009         1.25

Item 21e Evidenced-based Tier 3 academic strategies

Fall 2007            .75
Spring 2008          1.5
Winter 2009         1.75
Spring 2009         2.25

Item 21f Evidence-based Tier 3 behavioral strategies

Fall 2007            .50
Spring 2008          .75
Winter 2009         1.25
Spring 2009          1.5



                                               5
                  Infrastructure Development – Problem-Solving Process

Status
        0       Not started
        1       In Progress
        2       Achieved
        3       Maintaining
All Status figures approximate

Item 22a Define problem as data-based discrepancy

Fall 2007            .50
Spring 2008          1.5
Winter 2009          1.5
Spring 2009         1.75

Item 22b SBLT defines replacement behavior

Fall 2007            .75
Spring 2008          1.5
Winter 2009         1.75
Spring 2009         2.25

Item 22c SBLT conducts problem analysis with data

Fall 2007             .5
Spring 2008          1.5
Winter 2009          1.5
Spring 2009          1.5

Item 22d Evidence-based strategies for interventions

Fall 2007            .75
Spring 2008         1.75
Winter 2009         2.25
Spring 2009          2.5

Item 22e Support identified for interventions

Fall 2007            .75
Spring 2008          1.5
Winter 2009         1.75
Spring 2009          2.0

Item 22f Intervention integrity is documented

Fall 2007            .50
Spring 2008          .75
Winter 2009         1.25
Spring 2009          1.5



                                                6
Item 22g RtI evaluated through data collection

Fall 2007            .75
Spring 2008          1.5
Winter 2009          2.0
Spring 2009          2.0

Item 22h Intervention changed based on student RtI

Fall 2007            .75
Spring 2008          1.5
Winter 2009         1.75
Spring 2009          2.0

Item 22i Parents involved in interventions

Fall 2007            .75
Spring 2008          1.0
Winter 2009          1.5
Spring 2009         1.75

                     Implementation – Monitoring and Action Planning

Status
        0       Not started
        1       In Progress
        2       Achieved
        3       Maintaining
All Status figures approximate

Item 23 SBLT uses strategic PS/RtI plan to guide implementation

Fall 2007             .5
Spring 2008         1.25
Winter 2009          1.0
Spring 2009          1.5

Item 24 SBLT meets at least 2 times per year

Fall 2007             .5
Spring 2008         1.75
Winter 2009         2.25
Spring 2009          2.5

Item 25 SBLT meets with District Team 2 times per year

Fall 2007             .5
Spring 2008          .75
Winter 2009          1.0
Spring 2009         1.25



                                                 7
Item 26 Plan changed based on data

Fall 2007            .5
Spring 2008         .75
Winter 2009         .75
Spring 2009        1.25

Item 27 Feedback of PS/RtI project provided to school

Fall 2007           .25
Spring 2008        1.25
Winter 2009         1.5
Spring 2009         2.0


     PASCO COUNTY SCHOOL DISTRICT AND SAN ANTONIO ELEMENTARY
                               SCHOOL:
               Some of our RtI Stories: Learning By Doing

    Amelia VanName Larson, Rebecca Beyer, Donna College, Vanessa Hilton, Larry Porter

                                          Overview

Advance Organizer
 Organization
 Taskforce and Teams
 Scale Up Plan
 Compelling Why
 School

Considerations
 Understanding the basic concepts of RtI is pretty simple.
 Implementing the RtI framework well is pretty complex.

    Pasco County Organizational Chart for Communication, Reporting and Training

   Assistant Superintendents and Transformation Team
     PS/RtI District Taskforce
        Supervisor and District Liaison
        PS/RtI Committees
            PS/RtI Coaches
            Principals
                School-Based PS/RtI Teams and Student Success Teams
                Literacy Teams and Discipline Committees
                Feedback Loop – Teachers, Students, and Parents

New Supervisor Position: Paid out of Title II – Not attached to any Departments
4 new coaches positions: Title II and American Recovery and Reinvestment Act (ARRA) Funds
External Coach during year 1



                                              8
Goals: Year One:
    Complete a needs assessment to identify areas of strength and areas of need related to
       a PS/RtI system.
    Develop a communication plan that identifies who will provide the information, how the
       information will be shared, and communicated.
    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.
    Define the policies and procedures regarding implementation of PS/RtI (use of
       resources, education and involvement of stakeholders).

Technical Assistance Team: Project Liaison, Coaches, and other target supervisors in charge of
key initiatives go through training with the schools

Members of District Taskforce:

Superintendent’s Staff
Curriculum and Instructional Services (CIS): Reading, Math, Gifted, English Language Learners
(ELL)
School Improvement
Research and Evaluation
Student Services
Special Education
Staff Development
Principals
Coaches
Union

RtI Committees
 Transformation Team – Alignment, Protocols, Communication
 Pasco Star – New data system and common assessments
 Multi-Tier Delivery System – From Tier 1 to eligibility
 Secondary Issues

Teams to Support Implementation of RtI
1. District-Level PS/RtI Taskforce to lead RtI efforts in the District
    Representative of Stakeholders
        Instructional Departments, Schools, School Board, Parents, Union, Community
    Connections, Communication, Staff Development, Scale Up Plan, Protocols, Problem
       Solve Barriers. (Consensus, Infrastructure, and Implementation)
    Consider ROI (Return On Investment) to be certain that the results of pilot studies add
       value before they are deployed systemwide.
2. Transformation Team
    They receive a specific charge based on expectations, needs, and requirements that
       have been identified by school and district leadership teams the board, superintendent,
       or state
    Develop systematic tools, strategies, and skills to address what everyone within the
       system is required to do well




                                                9
     Set district direction through goals, measures, and action plans
     Monitor district results and act on data to ensure improvement
   Differentiated Accountability (DA) Model, RtI, Florida Center for Interactive Media (FCIM),
    Professional Learning Community (PLC)

                                         SCALING UP

Ongoing
 RtI Taskforce, Pilot Schools, Transformation Team, Committees to obtain ongoing
   stakeholder input and build capacity to sustain implementation over time
 Develop and disseminate technical assistance related to programs, assessment practices,
   special education eligibility
 Link RtI to DA Model, State Performance Plan (SPP), School Improvement Program (SIP),
   K-12 Reading Plans, Behavior Plans, Special Programs and Procedures (SP&P)
 Committee Activities

This Year
 Collaborate to ensure aligned professional development efforts and a common terminology
   across related initiatives
 Integrate RtI language and concepts with FCIM and Positive Behavior Support (PBS)
   training
 Integrate PS/RtI and PLC Concepts
 Provide a series of differentiated professional development opportunities
 Evaluate the effects of the RtI processes and activities

More Activities
 Learning by Doing
    Principals’ Meetings and presentations by RtI schools
 District Leadership That Works
    Directors’ Meeting
 PS/RtI Content and Process
    Literacy Coaches, School Advisory Council (SAC), and Staffing/Compliance Teachers
      Meetings
    Job descriptions updated

                 2009-2010 PS/RtI Training for SBLTs – Elementary Schools
                         New Training: PS/RtI and PBS Combined
              (Acronyms below indicate the elementary schools in Pasco County)

Year 3 – 4 Days
 Cadre 1 – AES, FHES, GTES, MLES
 Cadre 2 – NRES, SAES, SOES
 Cadre 3 – LES, OES
 Cadre 4 – GSES, MPLES, NWES, SES




                                               10
Year 2 – 4 Days
 Cadre 5 – CRES, JMMES, SHES, WZES

Year 1 – 4-6 Days
 Cadre 6 – CWTES, PES, RBCES, WGES,
 Cadre 7 – GHES, HES, MGES, SRES

Readiness Cycle – 2 Days
 Cadre 9 – CAES, CHES, CES, RES
 Cadre 10 – DOES, LMES, PVES, QHES, SMES
 Cadre 11 – DPES, LLES, SSES, TES, TOES
 Cadre 12 – CENES, VES, DBES, SPES, WCES

    2009-2010 PS/RtI Training for School Based Leadership Teams for Secondary Schools
             (Acronyms below indicate the secondary schools in Pasco County)

Year 1 – 4-6 Days
 Cadre 8 – AHS, CLMS, PRSMS, RHS

Readiness Cycle – 2 Days
 Cadre 13 – CHMS, GMS, HMS, RRMS, SSMS
 Cadre 14 – CENMS, CSRMS, JLMS, PVMS, TEWMS
 Cadre 15 – JWMHS, LOLHS, PHS, SLHS, WGHS, AHS

Modified Year 1
 Cadre 16 – BPMS, PMS, RBSMS
 Cadre 17 – GHS, HHS, RRHS, WCHS

                         SPREADING THE COMPELLING WHY

                            Beyond Pockets of Excellence
                        How do we ensure a systematic response?

How Do We Respond?
How do we respond when the majority of students above benchmark? Do we change
instruction? Try to stretch learners?

How do we respond for student below benchmark?

To even address the question we need to:
    Know what the standards/benchmarks are
    Know what data are available to determine how students are learning
    Examine the data to determine how well students have learned the concepts, skills, and
      strategies needed to meet standards
    Problem solve why students are not growing at a desirable rate, implement
      instruction/interventions that target the reasons why, and monitor the progress of those
      students we are targeting over time




                                              11
How do we respond to majority of students below benchmark? Single out students and fix them
one at a time? Address water issues? Sometimes it isn’t the students – guess what, it’s us!

How do we respond?

            Decision Making Rubric for use with School-Wide Screening

Tier 1 – Are over 20 percent of students struggling?
 Examine organization, curriculum, instruction, and environment for needed changes or
    adaptations and develop school or group intervention
     Go to intervention evaluation

Tier 2 – Are between 5 percent and 20 percent of students struggling?
 Develop small group intervention
     Go to intervention evaluation

Tier 3 – Are 5 percent or fewer students struggling?
 Go to problem definition

                       How do we ensure a systematic response?

   Improve the effectiveness of existing teachers
     The “love the one you’re with” strategy
     It can be done
         Provided we focus rigorously on the things that matter
         Even when they’re hard to do
   Therefore, structures are created to ensure staff engage in meaningful job embedded
    learning as part of their routine work practices

                    Creating Smart Systems by Anticipating Needs

The Diverse Students
 Students Enter Schools with Different Needs

Support Systems
 We Need to Set Up Timely, Directive, Systemic, and Flexible Supports: Plan ahead…do not
   wait until they fail

In order to Meet Goals
 All resources are seamlessly integrated and singularly focused on the same outcome: to
    ensure that all children learn at high levels

                                             PLCs?

A Focus on Learning
 Focus and commitment to the learning of each student

A Collaborative Culture
 Collaborative teams whose members work interdependently to achieve common goals



                                               12
Results Orientation
 Assess efforts on the basis of results rather than intentions

                                         WHAT IS RTI?

The practice of providing high quality instruction and interventions matched to student need,
using data over time (learning rate, level of performance, fidelity of implementation) to make
educationally important decisions.

                        Tiers: Create and Support Common Goals

I (Instruction/Intervention) Tier 1 C-I-A (Curriculum-Instruction-Assessment Cycle)
GOAL: 100 percent of students achieve at high levels

   Tier I: Implementing well researched programs and practices demonstrated to produce good
    outcomes for the majority of students.
   Effective if at least 80 percent are meeting benchmarks with access to Core/Universal
    Instruction.
   Begins with clear goals:
    1. What exactly do we expect all students to learn?
    2. How will we know if and when they’ve learned it?
    3. How you we respond when some students don’t learn?
    4. How will we respond when some students have already learned?

Questions 1 and 2 help us ensure a guaranteed and viable core curriculum

I Tier 2 C-I-A
For approx. 20 percent of students

Core plus Supplemental…to achieve benchmarks

   Tier 2 Effective if at least 70-80 percent of students improve performance (i.e., gap is closing
    towards benchmark and/or progress monitoring standards).
    1. Where are the students performing now?
    2. Where do we want them to be?
    3. How long do we have to get them there?
    4. How much do they have to grow per year/monthly to get there?
    5. What resources will move them at that rate?

I Tier 3 C-I-A
For approx 5 percent of Students

Core plus Supplemental plus Intensive Individual Instruction…to achieve benchmarks
 Tier 3 Effective if there is progress (i.e., gap closing) towards benchmark and/or progress
   monitoring goals.




                                                13
                      Getting Started at the Schools: Relationships,
                            Communication and Partnership

Teams to Support Implementation of RtI
3. School Based Leadership Teams to lead RtI efforts for the school
    Representative of Stakeholders: Team skilled at using collaborative tools, strategies,
      and skills for efficient work
    Establishes rational for building
    Engages in systemic approach to implementation (goals, measures and action plan)
    Monitors implementation process
    Prioritizes areas of need, problem solves, makes connections to School Improvement
      Plan (SIP), K-12…
    Monitors school results and acts on data to ensure improvement

                                      Collaborative Culture
                School Based Leadership Teams---this team really, really matters

Principal and PS/RtI Coach: External
 General education teachers (Primary and Intermediate)
 Special education teachers
 Literacy Coaches
 School Psychologists
 School Social Workers
 Technology Specialists
 Speech Language Pathologists
 Behavior Specialists
 Guidance Counselors

                           Focus: Raise the bar and close the gap

This is where “it” begins to happen…
 Not what to think BUT what to think about
 Use of data not to get the answers BUT to ask the right questions
 Put the Problem, not the child, into context

                                   Data: What is your story?
                                 TIR – Transparency is Required

   Demographics
   Student Learning
   Processes and Procedures
   Beliefs, Values, Skills, Perceptions

                             Building the future: Rewriting our story
                      “Vision – a compelling image of an achievable future”
                           Stewart D. Friedman – Harvard Business Online




                                                14
                                TIR – Transformation is Required

Current Story
Commitment, Dream, Change
Necessary Initiatives
Will achieve our desired future story

Current Story
If we maintain current status, we cannot expect a different future story

                                         Stages of Change

Consensus….Consensus and infrastructure…Consensus, infrastructure, implementation

                               National Association of State Directors of Special Education, Inc.

                                         Core Principles

1.   ALL student are part of ONE (proactive and responsive) educational system
2.   Scientifically validated programs and evidence-based instruction/interventions
3.   Collaborative problem-solving framework involving key stakeholders
4.   Leadership is vital

                               National Association of State Directors of Special Education, Inc.

                                    Essential Components

1. Multi-tiered levels of support
2. Integrated data system
3. Problem-solving framework

                               National Association of State Directors of Special Education, Inc.

                            What are my thoughts about the future?
                      Leadership, Commitment, Alignment and Connections

“The more complex society gets, the more sophisticated leadership must become. Complexity
means change, but specifically means rapidly occurring, unpredictable, nonlinear change.”
                                            Michael Fullan

                                            Challenges

    RtI has largely in elementary grades; most models in existence are at elementary level
    Universal screening and repeated measures????
    Scheduling
    Clarity of connections
    Quality and Fidelity
    Grading practices
    Students enter middle and high school with reading and math skills below grade level



                                                  15
   Knowing and addressing the risk factors for dropping out of school
     failing core subjects
     poor attendance
     poor behavior

                                   ESE Eligibility within RtI

   Evidence of implementation fidelity
   Evidence of effectiveness/reach of Tier 1 and Tier 2
   Progress monitoring, diagnostic, and outcome data
   Intensity of supports necessary to maintain acceptable rates of learning
   Absence of acceptable student learning (peers, benchmark)
   Dual Discrepancy Criteria
     Pre-post intervention
         level of performance
         rate of growth
   RtI data is graphed and analyzed in a defensible manner

                                       Areas of Debate

   How much student learning is acceptable? Under what conditions?
   How many evidence based interventions are needed? For how long?

             We need to address current issues in implementation of RtI

   Connections – People
   Alignment – Systems and Initiatives
   Conceptual/definitional confusion
   Non-negotiables about effective instruction and intervention
   Fidelity, Fidelity, Fidelity
   Sustainability
   Teacher support
   Leadership support

                      RtI Progress: Just from Learning by Doing…

   The future is now!
   Change is good, but not always easy
   Keep doing the right thing and spending time with the right people and things will move the
    kids’ way
   More people are seeing school improvement/student achievement as the goal and RtI as
    the process for getting there. It is our best opportunity for student success
   There is “push-back” because of funding processes
   More people are seeing Tier 3 as not just special education
   More people understand – RtI is not a fad
   Pleased with progress, but we’re just scratching the surface!




                                               16
                      INSPIRE: SHARE STORIES AND CELEBRATE!!

                                    San Antonio Elementary

Advanced Organizer
 Beginning our Story
 Making Sense of PS/RtI
 Recreating our Way of Work
 Success Stories
 Looking at next steps

                                        San Antonio Vision

    San Antonio Elementary will provide a quality, enriched education with high expectations of
                 success for all in a safe, positive, and motivating environment.

Vision for our Work
Response to Intervention – The practice of providing high quality instruction and using data over
time to make important educational decisions.

Meeting the needs of all our students with…
Tiered levels of services – the practice of providing support to students based upon need rather
than categories.

                                          PS/RtI Model

                                  Tier 1: Universal Intervention

    School-Wide Systems
    Implement Core Instruction
    All Students, All Settings
    Preventive, Proactive

                                Tier 2: Supplemental Intervention

    Tier 1 plus Targeted group interventions
    Problem Solving to identify students at-risk
    Implement standard treatment protocol
    High efficiency, rapid response

                              Tier 3: Comprehensive Intervention

    Tier 3 plus Tier 2 plus students with intensive needs
    Problem solving and progress monitoring
    Specialized procedures, of longer duration
    Frequent, assessment-based




                                                    17
                                Structuring our Decision-Making

Use Problem Solving with a team to determine:
 What a student needs to do to be more successful
 Why the student is not doing what we want them to do
 Which evidence-based high quality instructional practices to use
 What data should be collected, how often it should be collected, and what progress is
   considered “good”

                                         PS/RtI: Recap

                                  First Steps…building a team

   Do we really believe that all children can learn?
   Do we really believe that decisions are best made with data?
   Do we believe that our first focus should be on improving core instruction for all (Tier 1)?
   Do we believe our instruction should meet students’ needs?
   Do we believe that the actions we take as educators can impact student learning?

                                      Developing the team

Together we started small:
 Developed a shared vision of instructional practices and student learning (core beliefs)
    Learned to understand framework and connection to other initiatives (PS/RtI, Progress
      Monitoring Plan (PMP), K12 Plan, IDEA, NCLB)
    Created an action plan to communicate the change plan within the building
    Collaborated about Consensus, Infrastructure, Implementation decisions
    Practiced using the PS framework in decision making

                            Using the team…in the school building

In the school building, we:
 Promoted a Continuum of Services
     Connected and Integrated education
     Aligned schedules to best meet the needs of our students
     Reinforced the impact of the teacher on student achievement
     Outcomes driven/not paperwork driven
     Began to utilize the PS Framework and Data-based Decision-making:
         Utilize framework for whole school decision making
         Apply framework when thinking about students and problems
     Shared success stories




                                                 18
                                       Where did we fit?

Redefining our Roles as we Refined our Skills
 What were our new actions and behaviors related to
    high quality instruction
    using data over time
    making important instruction decisions and the use of Problem Solving

                                    Literacy Coach in Action

Using data to match instruction to students
Based on student achievement data
 Focus on research-based instructional practices to match needs of school

In order to focus on High Quality Instruction for all students
Developed School Wide Focus matched to our data
 Higher Order Thinking Skills
     Graphic organizers
     Summarizing
     Writing through the content
     Explicit vocabulary instruction
 Curriculum mapping for all levels
     Aligning all curriculum areas
     Planned school wide culminating activities to meet needs of whole school and
       subgroups

Supporting staff to provide High Quality Instruction
Providing needed staff development to improve core
 Common knowledge of best practices (Learning Focused Solutions-LFS)
 Connected to student data and needs
 Focused on research based instruction/interventions
    Literacy visits
    Coaching opportunities
    Lead Literacy Team (LLT)/Administrative walk-throughs (Monitoring)

Modeling for teachers and faculty
Use of problem solving framework and data-driven decision-making

                               ESE Student Achievement Coach

Shift to shared ownership of ALL students
 I am an “every ed” teacher (ELL, ESE, 504, PMP)

Ensuring High Quality Instruction/Interventions for ALL
 All staff assume responsibility and an active role in students’ education in a standards-
   aligned system
 Increased access to the regular curriculum for students with special needs
 Focus on intervening early to prevent the need for special services



                                               19
Providing a continuum of services for all students and staff
 Scheduled support facilitators on multiple teams-extra help available
 Increased access to interventions
 Increased access to support without ESE labels
 Using coaching to empower others
 School wide focus now addresses sub groups

                               PS RtI Coach/School Psychologist

Promoting High Quality Instruction
 Resource Mapping
 Supporting Tiered Levels of Services

Assisting with Data/Decision Making
 Identifying Data Sources
 Analysis and Implications
 Graphing

Using Problem Solving
 School-Based Intervention Teams
 Teacher-Based Intervention Teams
 Grade Level Meetings and Data Meetings
 Committees and Leadership Meetings

Facilitating Consensus and Team Building

                                 Through the Principal’s Lens

Establish High Expectations for all
 Define effective Core/Focus on the Core
 Collect and analyze data to help assess your Core
 Increase implementation of research based practices

Create a structure to increase effectiveness and efficiency
 Master scheduling/calendar
    Access to support
    Time for teaming
    Regular schedule for problem solving
 Facility logistics
 Decreased dependency on paperwork

Inspect what is expected
 Administrative and LLT walkthroughs

Promote a culture of support
 Empower teachers and staff
 Build capacity with training
 Be involved in every team


                                               20
                                           Take a look…

LLT and administration analyze data/subgroups (to look for trends, strengths and weaknesses)

Develops research based school wide focus (to meet needs of whole school and subgroups)

School wide focus drives SIP and LLT work (SIP is now the work of the school-all year)

Walkthroughs monitor school wide focus (continual checks on progress/adjustments)

                                     School Wide Focus

                     School wide focus area/SIP goals and objectives:

   Higher Order Thinking Skills/Exemplary Practices
     Graphic Organizers
     Writing through the curriculum
     Summarizing
   Explicit Vocabulary Instruction (to meet needs of subgroups)
     Previewing Model
     Usable Word Walls
     Vocabulary Notebooks
     School Wide Word of Week

                        Evidence of improved instructional practices

Writing in Content
        January 2009          80 percent
        September 2008        64 percent
        May 2008              54 percent

Summarizing
     January 2009             93 percent
     September 2008           92 percent
     May 2008                 79 percent

Graphic Organization
       January 2009           100 percent
       September 2008         90 percent
       May 2008               88 percent

             Response to Intervention: Activities at an exemplary school

                               Providing high quality instruction

   Best Practices/research based instructional strategies, scientifically proven curriculum
    materials, ongoing professional development activities related to student needs,
    administrative monitoring of implementation



                                                21
                                     Using Data Overtime

   Ongoing data collection
     Classroom assessments-informal running records, writing work samples, benchmark
       and unit assessments
     Florida Assessments for Instruction and Reading (FAIR) (formerly known as DIBELS –
       Dynamic Indicators of Basic Early Literacy Skills)

                  Important Educational Decisions using Problem Solving

   Data Feedback Meetings, Administrative Student Progress Reviews, Teacher Based
    Intervention Teams, School Based Intervention Teams, Lead Literacy Team Meetings,
    Grade Level Meetings

                                     SUCCESS STORIES
                                    Let’s look at our efforts…

Did the improved instructional practices have a measureable impact on student outcomes?

                               Success Story: Kindergarten

   Problem Identification (ID): Low percent of students meeting benchmarks for early literacy
    skills, particularly phonemic awareness skills.
   The beginning of the year data profile for kindergarten students has been similar for three
    years

Discussion of Problem and Interventions
 Problem Analysis:
    Not a persistent and pervasive curricular focus; Lack of instructional strategies; Lack of
       content knowledge
 Instructional Development:
    Professional Development in phonemic awareness
    Commitment to implement phonemic awareness strategies in classroom

                               Kindergarten End-of-Year DIBELS

Percent of Proficient Students
      Phoneme Segmentation Fluency (PSF)
      Letter Naming Fluency (LNF)
      Nonsense Word Fluency (NWF)

2006-2007
    PSF 34
    LNF 51
    NWF 56




                                               22
2007-2008
    PSF 48
    LNF 64
    NWF 75

2008-2009
    PSF 59
    LNF 75
    NWF 75

                               Success Story: Fourth Grade

   Several years of declining writing scores
   Lack of consistency with curriculum and instruction in each class
   Lack of clear expectations for student behaviors and performance

Problem Solving 4th grade Curriculum Issues

Slide shows page from the Department of Education, Bureau of School Improvement
Proven Instructional Practices for High-Quality Writing publication

Components/Implementation of Writing Workshop
 Best Practices
   Structured time each day
   Meaningful writing activities
   Integrating books/literature in writing
   Seamless curriculum
   Editing Process
   Mini-lessons/teacher-student modeling

   Components
     Writing Aloud – mini-lessons, structured time, meaningful, and integrated books
     Shared Writing – editing mini-lessons
     Guided Writing – CORE of writing
     Independent Writing – students now work alone, often choosing own topics

   60 Minute Block
     Whole Group – Thinking is required (TIR), mini-lessons, (traits, structure, process,
       coaching, and rubric)
     Guided Groups – coaching, sharing, strategic mini-lessons, extending and refining
     Independent Writing – application, teacher conferencing

   December
     Identifying prompts and 10-minute plan
     Characteristics of Expository and Narrative




                                               23
    
   January
     Students needs to know the rubric. They need to know how they will be graded.
     Pacing (45 minutes)
     Focus on Traits
   February
     Traits and elaboration
     Prep for the test

                                   SAES FCAT Writing Data

Percent of Proficient Scores

2005-06
Grade 4 Writing       64
Pasco                 68
State                 76

2006-07
Grade 4 Writing       58
Pasco                 71
State                 78

2007-2008
Grade 4 Writing       71
Pasco                 67
State                 77

2008-2009
Grade 4 Writing       72
Pasco                 78
State                 72

                                Success Story: Subgroups

           Several years of noted achievement gap with subgroup populations

       Students with Disabilities
       Hispanic
       Economically Disadvantaged

                           Discussion of Problem and Interventions

   Problem Analysis:
     Lack of access to core curriculum for self-contained ESE students
     Lack of clear focus on subgroup performance and their needs
   Instructional Development:
     Inclusion of ESE students in basic education
     Commitment to implement previewing/vocabulary strategies in all classrooms



                                             24
                                            Math Subgroups

2006-2007
    Students with Disabilities        34
    Hispanic                          44
    White                             64
    Total                             60

2007-2008
    Students with Disabilities        36
    Hispanic                          44
    Free Reduced Lunch                45
    White                             70
    Total                             64

2008-2009
    Students with Disabilities        46
    Hispanic                          49
    Free Reduced Lunch                53
    White                             68
    Total                             64

That doesn’t just happen. It’s the result of Problem Solving through Multiple Tiers of Instruction
and monitoring Response to Instruction/Intervention.

                                PS/RtI Example Walkthrough

   In order to implement RtI, you need a few pieces of infrastructure:
     Capacity to Problem-Solve
     Capacity to Collect Data, and Make Sense of it
     Capacity to Display Data Over Time
     Capacity to deliver instruction at different intensities (Tiered-levels of services)

           PS/RtI Example Walkthrough: Collect Relevant Data and Problem ID
                                      Percentage of Students

Standard 1
    Low Risk                  80
    Moderate Risk             18
    High Risk                 2

Standard 2
    Low Risk                  48
    Moderate Risk             43
    High Risk                 9




                                                 25
Standard 3
    Low Risk                75
    Moderate Risk           14
    High Risk               11

                         PS/RtI Example Walkthrough: Problem ID

   We need to do something, collect data over time, and ask ourselves if it worked.
     Tier 1I: We provide instruction to ALL kids, collect classwide/schoolwide data over time
       and ask “Did it work?”
   Based upon the data, does it appear to be working?

      PS/RtI Example Walkthrough: Problem Analysis & Intervention Development

   Problem Analysis:
     Hypotheses A, B, C
         Hypothesis A: Not confirmed
         Hypothesis B: Confirmed
         Hypothesis C: Not confirmed
   Intervention Development
     Based upon Hypothesis B, Instructional Technique Y seems to be needed

                                     RTI: DID IT WORK?
                                    Percentage of Students

Standard 1
    Low Risk                80
    Moderate Risk           18
    High Risk               2

Standard 2
    Low Risk                78
    Moderate Risk           20
    High Risk               2

Standard 3
    Low Risk                75
    Moderate Risk           14
    High Risk               11

                                    Strengthening Tier 1

How are we ensuring:
 Quality Teaching?
 Focused Staff Development?
 Use of Programs with Fidelity?
 Instructional Time is Maximized?
 Analysis of Assessment Data?


                                              26
                                        Lessons Learned

Getting started with Tier 1/Core Instruction
 Build a leadership team that serves multiple purposes
    LLT, Discipline, Curriculum
 Use required meetings to serve multiple purposes
    LLT, Discipline
 Use data to identify need areas and develop a school focus
 Use the school focus to develop your SIP
    Goals connected to quality instruction and best practices
 Monitor the implementation of the SIP
    Require quality instruction for all students

                             PS/RtI Example Walkthrough: Tier 2
   Most students should respond to the core
   Some students will need more (Tier II)
     Tier II: We provide more instruction for some groups of AT-RISK kids, collect group data
       over time and ask “Did it work?”

              Tier 2 Phonemic Awareness Group: Phenome Segmentation Fluency
                                   Phonemes per minute

Assessment Window 1
Benchmark                              18
Average PSF for Group                  2

Assessment Window 2
Benchmark                              35
Average PSF for Group                  21.14285714

                                      Strengthening Tier II

   How does your school identify students in need of support?
   What criteria and data are used to make informed, timely, and targeted decisions?
   How do you provide students more intensive supports?
   How does your school monitor fidelity of Tier 2?
   How does your school determine a good response to intervention?

                                        Lessons Learned

Next steps with Tier 2
 Staff will need training with certain skills
    Problem Solving/Action Planning
    Working as a team
    Facilitation skills




                                                 27
   Teams will need support and monitoring to be effective
     Need accountability infrastructure
     Need documentation tools
     Need clear expectations for team and their work

                              PS/RtI Example Walkthrough: Tier 3

   Most students should respond to the core plus supplemental
   Some students will need even more (Tier 3)
     Tier 3: We provide even more intense instruction for some individual kids, collect
       individual data over time and ask “Did it work?”

                       Student’s Second Grade Oral Reading Frequency
                               Words Read Correct Per Minute

Baseline 44 at week 7, 70 at week 20 and 94 at week 33
Student (Oral Reading Fluency)
Baseline 18 at week 7, 24 at week 20 and 41 at week 31

                                    Strengthening Tier 3

   How will your school intensify the use of the problem solving framework to address more
    intensive needs?
   What are the resources to provide Tier 3 levels of support?
   What is the function of special education when implementing Tier 3 levels of support?
   What is the function of general education when implementing Tier 3 levels of support?

                                      Lessons Learned

Caution with Tier 3
 This is the most “familiar” structure for teachers
 Students needing services here are not always ESE
 Lack of focus at Tier 1 and 2 will leave too many students here
Importance of Tier 3
 Everything increases here
    Quality instruction
    Resource alignment
    Data collection and monitoring
    Problem solving

                              TAKING YOUR OWN STEPS…

Communicate rationale and build consensus
   Focus on educational research
   Federal, state, local legislation and implications
   Quality of the instruction and teacher have a huge impact on student achievement




                                               28
Build a team to help you
     Make it the best team and one that you use
     Use problem solving framework for all decision making
Make connections and find your focus
     Initiatives can connect
     Use existing infrastructures or create new routes
Increase the quality of your core
     Use best practices as common language and connections
     Define the CORE at your school and your level


Thank You




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