Building a Pyramid of Interventions

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Building a Pyramid of Interventions. Anthony S. Muhammad, Ph.D. PLC Corollary Questions. What do we want students to learn? How do we know if students have learned? How do we respond when students do not learn? How do we respond when students have learned?. Levey 10 Week Cycle. 10 Weeks. - PowerPoint PPT Presentation

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  • Building a Pyramid of Interventions

    Anthony S. Muhammad, Ph.D.

  • PLC Corollary QuestionsWhat do we want students to learn?How do we know if students have learned?How do we respond when students do not learn?How do we respond when students have learned?

  • Levey 10 Week Cycle10 Weeks

  • Why identify essential standards?Promotes clarityPromotes consistent prioritiesHelps establish a viable curriculum Creates ownership of the curriculum among those called upon to teach itPromotes student equityIs essential to develop common assessments and targeted interventionsHelps teachers work smarter, not harder

  • What do we want students to know?Identify Essential Standards/OutcomesPace them per quarterIdentify instructional material necessary to ensure mastery of standards by the students

  • ReflectionHow does your school currently answer the question, What do we want students to learn?Is it systematic or random?

    How often do teachers get an opportunity to develop shared understanding of the curriculum?

  • How do we know if they have learned?Develop common formative assessmentsCommon assessments measure if students can performed the desired tasksCommon assessments should be given at least each quarter in each core subject matterCommon assessments should not exceed 25 questionsAssessments should be developed by the teachers that teach the contentAssessment questions assess deeply; preferably deeper than the state assessment

  • ReflectionHow does your school currently assess student learning?

    Who creates the assessments?

    Is it random or systematic?

    What do educators in your school do with the results?

  • How will we respond when students dont learn?

    How you answer this question will determine if you are truly a PLC

  • Dont tell me you believe all kids can learn tell me what youre doing about the kids who arent learning.

    -- Rick DuFour

  • The Typical Schools ResponseNo systematic response Intervention is left to the discretion of individual teachersTeachers respond in very different waysWorst case is no response at all

  • The MessageLearning is a choiceStudents have the option to become involved or not become involvedStudents are accountable for their success or failure We are detached from students and families

  • An Example of a Simple MessageThe purpose of our school is to see to it that all our students learn at high levels, and the future of our students depends upon our success.

    We must work collaboratively to achieve that purpose because it is impossible to accomplish if we work in isolation.

    And we must continually assess our effectiveness in achieving our purpose on the basis of resultstangible evidence that our students are acquiring the knowledge, skills, and dispositions essential to their future success.

  • Traditional Interventions Up to each teacher Remedial Classes Summer School Alternative Education Retention Nothing

  • Characteristics of an Effective Intervention Program

    UrgentDirectiveTimely TargetedAdministered by Trained Professionals Systematic

  • Characteristics of an Effective Intervention Program

    UrgentDirectiveTimely TargetedAdministered by Trained ProfessionalsSystematic

  • Essential Questions:

    Is there any sense of urgency to help the at-risk students at your school?Are all at-risk students required to receive help?

  • Characteristics of an Effective Intervention Program

    UrgentDirectiveTimely TargetedAdministered by Trained ProfessionalsSystematic

  • TimelyExtended time to learn essential standardsTimely school response when students dont learn

  • Extended time to learn essential standards:

    Formula for Learning:

    QI + T = LQuality Instruction + Time = Learning

  • Traditional Schools:QI + T = LQuality Instruction + Time = Learning

    Constant + Constant = Variable

  • PLC Schools:QI + T = LQuality Instruction + Time = Learning

    Variable + Variable = Constant

  • Time and SupportIn the factory model of schooling, quality was the variable; time was constant. Students were given a set amount of work to do in a set period of time, then graded on the quality of what was accomplished. We held time constant and allowed quality to vary. We must turn that on its head and hold quality constant, and allow time to vary.Cole and Schlechty, 1993

  • Extended time to learn essential standards:

    Pearl:The best intervention is prevention

  • Extended time to learn essential standards:

    or:Teach it right the first time!

  • No Support System Will Compensate for Bad TeachingCore curriculum must be solid, and delivered with fidelity.Without this, the system of intervention will be overwhelmed.However, no matter how skilled the teacher teams become, some students will always require additional time and support

  • Timely school response when students dont learn:

    Systematically identify, monitor, and revise individual student intervention needs every three to four weeks.

  • Essential Questions:

    Do we provide targeted, differentiated, research-based instruction to our students? How often do you identify and assess the needs of your at-risk students?Do we systematically provide all students extended learning time and multiple opportunities to demonstrate mastery?Are our assessment and grading practices aligned to support extending learning time?

  • TargetedStudents who dont do their work(intentional non-learners)Students who lack the skills to do their work (failed learners)

  • Essential Question:

    Is each at-risk student receiving the right interventions?Are you using data to identify these interventions?

  • Characteristics of an Effective Intervention Program

    UrgentDirectiveTimely TargetedAdministered by Trained ProfessionalsSystematic

  • Most Effective Strategies(Doug Reeves, 2007)

    Writing and note-takingRecognition of achievement Alignment of standards, curriculum, instruction, and assessmentAssignment of teacher based upon needDeep content analysis Monitoring that is frequent and visibleTeaching strategies, including compare/contrastStudent Engagement

  • Essential Questions:Which teachers teach your at-risk students?Do your teachers have the training and/or resources to successfully provide targeted, differentiated quality instruction?

  • Characteristics of an Effective Intervention Program

    UrgentDirectiveTimely TargetedAdministered by Trained ProfessionalsSystematic

  • Building aPyramid of Interventions

  • Pyramid of Intervention StrategiesMostRestrictive Least Restrictive

  • Pyramid of InterventionBase ProgramSupplementalIntensiveSupplemental Instruction and SupportIdentify students with common assessment data, grades, and environment data

    Base ProgramFor all studentsDaily best practiceShould address the needs of at least 75% of your students.

    Intensive SupportFor students who have not responded to first two levelsTrack student progress weekly

  • Pyramid of Interventions for BehaviorStart with the dataConsider the core values/missionCritically analyze patternsDevelop structureAnticipate obstaclesImplement

  • Pyramid of InterventionWhat do we do when students do not learn?Homework lunchIn-school tutorsStudent Support SpecialistAfter-school tutoringStudent Success PlanSummer School or University Enrichment????????

  • Specifics To Building a Pyramid of Intervention

  • Steps to Building a Pyramid of Interventions Ensure FIRST best instruction Use the incremental, pyramid approach Identify eligible students based on results of common assessments

  • Resource ReallocationFundsPersonnelProgramsTrade OffsLow Cost No Cost

  • Defining Under-represented StudentsWhat Do We Mean By Failing?Under-represented Students At Risk and Under-supportedAcademic, Behavioral, Social/Emotional

  • Intervention CriteriaThere is no easy recipe. The language of interventions must be developed locally so that teachers, principals and parents are comfortable.

  • If we dont change the direction were going, were likely to end up where we are headed.Chinese Proverb

  • Process to Create Pyramid Identify your current interventions and what Tier each on occupies. Determine whether intervention is systematic or individual. Rank the intervention in order of intensity Eliminate duplication and develop new interventions to fill the gaps.

  • Pyramid of Interventions - ImplementWhat might be your barriers?How can you anticipate the barriers and address them in a proactive way?How do you guarantee accountability?

  • Action PlanDiscuss and identify one Tier 1 and one Tier 2 intervention that you will IMMEDIATELY try at the onset of the 2011-2012 school year.Identify the most important factor in order for your school to move ahead with a Pyramid of Interventions.

    ****4 Archtypes..**So heres that simple message..THE BIG IDEAS

    We also serve a moral purposeMost schools operate from the premise that kids are TAUGHT. My job is to teach, their job is to learn. Whether or not they learn is up to a lot of other thingsIn a PLC, its Not just about compulsory attendance, seat time.We cant do it alone. Once we accept this premise, things begin to change. Working alone, in isolation, I cant help all my kids learnWe also need constant feedback on if theyre learning.

    So today, Im going to talk about these three big ideas and what we would do and stop doing in order to behave in this way.*******So simple.***Almost 125 years now.*****Late work, incomplete work?*Cant and wonts*Or is it broad, generalized intervention?****Keep going here, next slide******Here, we need to really step outside of the boxUnions - talk about waiver board, DRCTalk about Mrs. Small.*Explain why not at risk - as if it were their faultMust consider all three aspects*But you can get a lot of ideas from each other..****