coaching rti: establishing a successful and sustainable framework ingham county coaches retreat...
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Coaching RtI: Establishing a Successful and Sustainable Framework
Ingham County Coaches RetreatSeptember 9, 2009
AgendaCore Principles of RtI
Components of Creating a RtI FrameworkCoaches’ Role in the Process
Starting with Consensus BuildingIntegration with School ImprovementUsing data
Tiers of InstructionEffective Core Instruction
Principal Leadership
Coaches and Principals: Collaborating for Success
Core Principles of RtI1.1. We can effectively teach all children.We can effectively teach all children.
2.2. Intervene early.Intervene early.
3.3. Use a multi-tier model of support.Use a multi-tier model of support.
4.4. Use a problem-solving method for decision Use a problem-solving method for decision making.making.
5.5. Research-based interventions/instruction to the Research-based interventions/instruction to the extent available.extent available.
6.6. Monitor student progress to inform instruction.Monitor student progress to inform instruction.
7.7. Use data to make decisions. Use data to make decisions.
8.8. Use assessment for different purposes.Use assessment for different purposes.
School-Wide Support Systems for Student Success (RtI)
ReadingBehavior
Universal InterventionCore Instruction, all studentsPreventive
Targeted InterventionSupplemental, somestudents, reduce risk
Intensive Intervention Individualized, functional assessment, highly specific
80%
7-15%
1-5%
RtI Problem Solving Framework Applies to Academics and
BehaviorBoth involve similar processes to achieve desired outcomes
Both are necessary for academic success
As disruptive student behavior decreases, teaching time increases, allowing all children to learn more.
Linking Academics and Behavior
Improving social behavior will result in:Increase in the number of minutes students are engaged in instructionImprove students’ engagement with the content
High quality instruction engages students and minimizes the likelihood of misbehaving
Children who fall behind usually:Find academic tasks aversiveFind escaped-maintained problem behaviors reinforcing
Linking Academics and Behavior
• Behavior and academic success are intimately connected and need to be intelligently addressed—together
Many students struggle academically and exhibit problem behaviors
– Some students will misbehave because they “won’t do it,”
– Others will misbehave because they try and “can’t do it.”
Video: Reading AvoidanceFrom: Children of the Code
Establishing an RtI Framework
Three Components:Consensus BuildingInfrastructure Building: To be discussed in a later presentationImplementation: To be discussed in a later presentation
NASDSE RtI Blueprint
Consensus Building
Establishing rationale for building adoption of RtI practices
Based on student outcomesBuilt on the belief that all students can learnThink broader than consensus for staff (board members, parents, etc)Connect to legal requirements and NCLB
NASDSE RtI Blueprint
Consensus Building
Determine who will share rationale and and how it will be shared
Establishment of Building RtI TeamTeam is representative*Clearly defined roles and responsibilities
NASDSE RtI Blueprint
Consensus Building
Identify and communicate responsibilities for implementation of RtI
Principal leadership is keySystems thinking is required (communication and integration plan)
Consensus Building
Identify the resources necessary to build consensus
Coach and principal can have initial conversation about:
Data that will be used/sharedPhilosophy of how data will be usedCelebrations for successesDiscuss the braiding of initiatives (which compliment, which can be eliminated…)
Coaches’ Role in Building Consensus
Assist the principal in planning how consensus will be achieved
Co-create with principal staff overview of RtI
Discuss staff that will be instrumental in moving RtI forward that should be on the Leadership Team
Coaches’ Role in Building Consensus
Continue to further your knowledge based about RtI, (i.e. scientifically based reading research, universal screening assessments, diagnostic tools, tiers of instruction, research regarding positive behavior supports)
Furthering our Knowledge of what Lies Behind the Data: “The Proficiency Illusion”
State Standardized Assessments
Building a case with certain data might be difficult:
“But 92% of our students are passing the MEAP, why do all of this work?”“The MEAP is what we are judged by.”
Tools for Moving Folks Past the MEAP Data
“The Proficiency Illusion”Superintendent Flanagan acknowledged that the MEAP is a minimum bar for students to achieve. He also acknowledged that teachers cannot teach all of the standards during the school year.
Good News
The acknowledgement of the low-bar for the MEAP lends credibility that the work is NOT done even if all of the students are proficient in the MEAP.
It also supports depth of content mastery (power standards, formative assessments)
Jigsaw ActivityRefer to document entitled, “Proficiency Illusion.”
Everybody independently read “Executive Summary” pp 6-7
Person 1: Read pp 114-116 (Introduction and Part I)
Person 2: Read pp 117-118 (Part II)
Person 3: Read pp 119-120 (Part III & Policy Implications
Jigsaw ProtocolRead section and identify “Points to Ponder” (5 minutes)
Document discussion points
Assign someone to be a facilitator to ensure all participants had ample time to share and to keep the conversation moving
Designate someone to be the Timekeeper
Take turns sharing the key discussion points from the section you were assigned to read (5 minutes)
Group Discussion
Based on what you read, how can this document help build consensus for establishing an RtI framework and dispel the myth that high proficiency rates do not mean our work is done?
Putting the Pieces Together: RtI and
School Improvement
MI School Improvement Framework
Modules:Module 1: Getting ReadyModule 2: Gather: Collect Data, Build ProfileModule 3: Study: Analyze Data, Set Goals and Measureable Objectives, Research Best PracticesModule 4: Plan: Develop Action PlanModule 5: Do: Implement Plan, Monitor Plan, Evaluate Plan
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School Improvement Planning Process
DoImplement Plan
Monitor Plan Evaluate Plan
PlanDevelop Action Plan
StudyAnalyze Data
Set Goals & Measurable Objectives
Research Best Practice
StudentAchievement
GatherGetting ReadyCollect DataBuild Profile
A Snap-Shot of the School Improvement
Process
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One Common Voice – One Plan
School Improvement Module 2
Gather: Collect Data &
Build Profile
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One Common Voice – One Plan Gather: Collect Data
Where are we now?Where do we want to be?
Achievement/ Student
Outcome Data
How our students perform on local, state and federal
assessments
Demographic or Contextual Data
Describes our students, staff, building, and community
Process Data
The policies, procedures, and systems we have
in place that define how we do
business
Perception Data
Opinions of staff, parents,
community and students
regarding our school
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One Common Voice – One Plan
School Improvement Module 3
Study: Analyze DataSet Goals and Measurable ObjectivesResearch Best Practice
Study: Analyze DataSchoolSchool Questions to Questions to
ConsiderConsiderWhat is our enrollment trend?
Is our free and reduced lunch population increasing? Other subgroups?
What is the level of parent satisfaction in our building?
What is our trend in discipline referrals?
What is the composition of our staff?
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Study: Analyze DataAchievement Achievement Questions to Questions to
ConsiderConsiderWhat is our achievement level?
What is our achievement trend?
How do we compare with the state?
How do our student subgroups perform?
What does our strand analysis show?
Do our various data sources tell the same story?
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Set Goals School Improvement Template
VocabularyGoal Statement
Measurable Objective Statement
Strategy Statement
Action Steps/Activity
Study: Set Measurable Objectives
Specific Measurable Attainable Realistic Time-bound
It is critical at this point
in the process to discuss
how you will monitor and
measure your progress.
SMART Objective
What do our students need to know and be able to do?
How will we know if our students are meeting the standards?
What will we do differently if students are not meeting the standards?
What will our teachers do differently to achieve the goal?
Study: Research Best Practices
As a building you want to establish procedures to utilize the best available research-based practices and strategies to improve student learning. This enables you to select the practices that will have the most impact on student achievement as you move forward with your school improvement plan.
A school culture where the team relies on research throughout the school improvement process is better able to set measurable objectives and select strategies that will be most effective in your building. * Remember, the School Improvement Framework is based on current research and should be used to guide your strategy statements and action steps.
Study: Research Best Practices
Questions to ask to confirm effectiveness of research:
• Has the study been published in a peer reviewed or approved by a panel of independent experts?
• Have the results of the study been replicated?
• Is there consensus in the research community that the study’s findings are supported by critical mass of additional studies?
NIFL, Stanovich
Research Best PracticesRecognizing Effective Research
36
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One Common Voice – One Plan
School Improvement Module 4
Plan: Develop Action Plan
Plan: Develop Action Plan Plan: Develop Action Plan Action StepsAction Steps
• Develop Action Steps/Activities to implement the Strategy in your Action Plan. These describe the steps needed to implement the strategy linked to the measurable objective.
• It is important that everyone understands the meaning of all the categories of the Action Plan Template.
Steps (Adult Actions)•Person Responsible •Timeline for activity
BeginEnd
• Resources needed for activityHuman & Financial ResourcesSource of money - Grant Name Amount
• Monitoring Plan for the activity• Evidence of activity success
Plan: Develop Action PlanAction Steps
Determine Action Steps
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One Common Voice – One Plan School Improvement
Module 5
Do: Implement, Monitor, and Evaluate the Plan
40
Monitor & Evaluate
MONITOR MONITOR IMPLEMENTATION OF THE PLAN
ARE STRATEGIES AND ACTIVITIES/ACTION STEPS BEING IMPLEMENTED WITH FIDELITY?
EVALUATEEVALUATE THE IMPACT ON STUDENT
ACHIEVEMENT
DID IT WORK?
DID PEOPLE COMPLETE
THEIR ASSIGNED TASKS?
DID WE IMPLEMENT
THE PLAN CORRECTLY
AND CONSIS-TENTLY?
ARE OUR STUDENT
EVALUATION
PROCESSES AND
TOOLS WORKING?
DID WE GIVE IT ENOUGH
TIME?
ENOUGH RESOURCES?
EVALUATEEVALUATE THE IMPLEMENTATION
OF THE PLAN
DID WE FOLLOW THE PLAN? WHY
OR WHY NOT?
Do: Evaluation of Implementation
Questions to Consider
Were the action steps implementable?
Did people meet their responsibilities?
Did we implement the strategy as it was designed?
Was the timeline appropriate?
Were the resources sufficient?
Did we do what we planned to do? If not, why not?
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• It is also critical that the School Improvement Team structure opportunities to celebrate success, no matter how small.
• Celebrating successes reinforces valued performance and reminds the school community that however challenging, school improvement results in improved academic performance.
Do: Evaluation of Impact on Student Achievement
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• The process is cyclical and evaluation data should inform the next cycle of planning.
• The ultimate goal is to have improvement strategies take hold and become so internalized that they become part of the school culture.
Do: Using Evaluation to Improve
Do: Using Evaluation to ImproveContinuous improvement means there are always other ways to improve.
Measure the effectiveness of your strategies based on the School Summary Report and Objective.
Bring the planning process full circle by asking:What do we continue to do?What do we stop doing?What do we need to “tweak”?
The School Improvement Team can:Move on to new goals when original goals are achieved.Regroup, revise the action plan, and continue with the process heading into the following year.
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Making Connections: RtI and School Improvement
Core Principals of RtI:
1. We can effectively teach all
2. Intervene early
3. Problem solving model
4. Multi-tier model of support
5. Research-based interventions
6. Monitor student progress
7. Use assessments
School Improvement Framework:
Module 1: Mission/Vision
Module 3: Best Practices
“Gather, study, plan, do”: SI Process
Module 4: Action Plan
Module 3: Best Practices
Module 5: Implement and Monitor
Module 2: Collect Data
Group ActivityYou will respond to a belief statement first in writing and then (if you feel comfortable with the group) by reading it aloud.
React within your group to the following belief statement:
“ RtI and school improvement area fundamentally the same process.”
First respond in writing beginning with:“ I agree with the belief statement and it is also my belief ….”“I disagree with the belief statement because it is my assumption or my belief that….”
Response to Intervention: Behavioral Perspective
Why Behavioral Intervention?
Want to create an environment where students feel safe to demonstrate the skills necessary for academic productivity
If student doesn’t feel physically or emotionally safe then they will not be able to perform to the degree that we would like them to perform
Academics vs. Behavior: Which do you address first? This is the ultimate chicken/egg question
Sprick, 2007
S.T.O.I.C Acronym
There are five variables we can manipulate that have evidence in the research literature for making a difference in the socio-emotional health of individuals
Sprick, 2007
S…Structure
The way we structure an environment has a huge impact on the way people behave in that environment
Focusing on structure creates a category of variables regardless of whether not not you are discussing schoolwide structure, classroom structure, individual student structure
Sprick, 2007
T….Teach
Teach students directly how to behave responsibly within the various settings that were structured
Too often, many assumptions are made about what students already know.
Good rule of thumb is to always assume ignorance
Therefore, whenever there is doubt, make sure part of the intervention is a teaching intervention
Sprick, 2007
O….Observe
Observe, supervise, monitor student behavior
Psychology behind this concept: the only time some follow the rules correctly is when authority is present
Driving Behavior Example
Sprick, 2007
I….Interact Positively
This occurs during the times in which we are observing students throughout the various settings
This is what defines your school’s climate. Is the staff overtly and directly interacting in friendly, invitational ways?
It is important to consciously invitational in building relationships, interacting, and providing positive feedback to students
Sprick, 2007
C….Correct Calmly, Consistently, and Immediately
The “C” for correct is an important category but it is actually the WEAKEST category
All by itself is the most limited
Whenever you are working on behavioral change (crowd control: classroom management or schoolwide assembly or a change of behavior for an individual student) you manipulate something in ALL five variables but if you only do one thing-let it NOT be the “C” for correct
Sprick, 2007
STOIC Means…
Definition: One who is admired for patience and endurance in the face of adversity
The “effective behavior manager” is NOT necessarily the person who knows the most but it is the person who relentless in trying to find a behavioral intervention that will work for student(s).
Sprick, 2007
Making Connections
Positive Behavior Support Terminology
Define
Teach
Monitor
Acknowledge
Correct
Use Data
Save and Civil Schools Terminology
Structure
Teach
Observe
Interact positively
Correct calmly, consistently, immediately
We are relentless in the degree to which we will never stop trying to find something that will work until the child starts performing successfully.
Even if what was tried did not work, we still communicate to the child, “you are important.”
“We have never failed unless
we have ceased to try.”
–Elanore Roosevelt Sprick, 2007
Resiliency Literature: research that studies individuals who had disastrous childhoods but made it through and are normal functioning adults.
When asked why they were able to persevere, they cited two reasons: 1. Family member who never gave up on
them2. Teacher who believed in them
Sprick, 2007
S.T.O.I.C. – That Simple?
All of these variables are basic common sense but why conceptually so easy to understand but so difficult to implement on a regular, daily basis?
Discipline problems make us crazy, insane, and unlike any other disability category-behavior is contagious
Directly threatening to us and most logical direction to head is to the “C” for correctEnd result: power struggle
Sprick, 2007
Overreliance of Punishment
Promotes “escapist behavior” The “C” for correct has inescapable drawbacks: more you try to shape behavior in reactive and punitive ways the result you get is escapist behaviors: “How can I avoid getting caught?”Dropping out
Sprick, 2007
Graduation Rates2003: 71-80%
1946: 48%
1900: 6%
Behavioral intervention is about getting kids the skills that they need in order to function successfully in our environment and we are loosing too many kids
Culture shift where teachers are expected to teach 100% of the students making the task infinitely more difficult
Belief that kids can be punished into behaving needs to stop
Sprick, 2007
Overreliance on “C” for Correct
Fear: quiet, shy students who witness peers being treated harshly
Motivation of quiet, shy kids is not only damaged in the class where they witnessed the harshness but their motivation continues to be an issue in future classes-even in classes with the most invitational teacher
Sprick, 2007
Have your ever heard either of these statements before?
“Can’t we just go back to the way school use to be?”“If paddling was still acceptable, we wouldn’t have the same problems we see today.”
Sprick, 2007
Behavioral Response to Intervention (Sprick, Booher, Garrison, 2009)
Schoolwide (District-wide and/schoolwide)
Positive, proactive in non-classroom areasShared culture of expectations for student behavior and staff handling of misbehaviorLed by team/committee: Data analysis, planning, implementation of schoolwide-PBS
Beginning Schoolwide PBS
Staff identify non-classroom areas throughout the school
Collaboratively, staff identify broad expectations (i.e. safe, respectful, responsible)
Staff identify three-five specific, observable, and positively stated behavioral expectations for each non-classroom setting that was identified and for each of the broad expectations
Beginning Schoolwide PBS
Teaching plan is created to teach the expectations to all students in all areas.
Teaching schedule is created
Teachers assisting in the teaching will be identified and given assignments
Goal: Manipulate the overarching management plan in order to get the class to function to the greatest degree as a unit or a team.
Focusing on the classroom management plan reduces the probability you have to do individual interventions
Sprick, 2007
Effective classroom managers have a “decision-tree” of how to handle student misbehavior and know when to engage, walk-away, and especially know how to buy themselves time
Remember: a part of good classroom management is being able to wear the students down!
Sprick, 2007
CHAMPs: A Proactive and Positive Approach to Classroom ManagementSprick et. al 2nd ed. (2009)
CHAMPs Acronym
Conversation
Help
Activity
Movement
Participation
Defining Classroom Activities
Defining Classroom Transitions
But what about that student who?…
Sprick, Garrison, 2007
Group Activity Part IThinking about the section that was just presented, how will you learn about the climate established by the school?
To what extent is there a perceived need to think proactively about managing student behavior in non-classroom or classroom settings?
What role will you have to conducting a “self-assessment” to determine areas of strength, need, steps for the future?
Group Activity Part IWhat kind of baseline data can you use to determine behavioral needs in the building?
45% of the office referrals originated from the playground. Teachers are reporting there is a lot of conflict management that needs to be done when kids come in from recess. What can we do to maximize instructional time?Consistently, many behavioral referrals are coming from the bathrooms located by the cafeteria. What can we do about it?
Group Activity Part II
Discuss the benefit of working with the principal to complete a needs assessment.
What do you think you will hear?
How will you take the information gathered an in a safe way communicate collective strengths and needs and connect it to how a RtI Framework will benefit the children and staff of the school?
Digging Deeper into Theory and PracticeElementary and Adolescent Literacy
Achievement for All: Importance of Early Intervention
© 2006, Dynamic Measurement Group 85
Middle and Low Trajectories for Second Graders
Word
s P
er
Min
ute
17 Students on a Middle Reading Trajectory
19 Students on a Low Reading Trajectory
Grade
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9
0
20
40
60
80
100
120
140
© 2006, Dynamic Measurement Group 86
Reading Trajectories of Low and Middle Readers
Grade
Word
s P
er
Min
ute
Middle 10%
Low 10%
1 2 3 4 5 6
Grade 1 Cohort
Grade 2 Cohort
Grade 3 Cohort
Grade 4 Cohort
Grade 5 Cohort
© 2006, Dynamic Measurement Group 87
40 Words per Minute at the End of First Grade Puts Children on Trajectory to
ReadingW
ord
s P
er
Min
ute
Year
Months
0 0 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 20 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9
0
20
40
60
80
100
120
140
Grade
© 2006, Dynamic Measurement Group 88
Summary: What Do We Know?
Reading trajectories are established early.
Readers on a low trajectory tend to stay on that trajectory.
Students on a low trajectory tend to fall further and further behind.
UNLESS…
© 2006, Dynamic Measurement Group 89
…We DO Something: We CAN Change Trajectories.
How?
Identify students early.
Focus instruction on Big Ideas of literacy.
Focus assessment on indicators of important outcomes.
© 2006, Dynamic Measurement Group 90
Identify Students Early: Need for DIBELS®
Harsh Realities of All and Each
Very difficult to do All without doing Each
Getting to 100% requires going through the bottom 20%.
The instructional diet that is designed for All, may not work for Each
Children who are at reading risk face the “tyranny of time” (Kame’enui, 1998).
Assuming students will ‘catch up’ with practice as usual is not wise. Catching up is a low probability occurrence.
The bottom 20% will require a very different kind of effort in both the short and long run.
Steps for Successful Readers (Schools in Kalamazoo County 2004-2006)
Phonemic Awareness(Spr, Kdg)
Fluency(Spr, 1st)
Alphabetic Principle(Win, 1st)
Fluency(Spr 2nd)
Fluency(Spr, 3rd)
Fluency(Spr, 4rd)
Fluency(Spr, 5rd)
.16 (n=114)
.14 (n=336)
.05 (n=238)
.03 (n=401)
0 (n=190)
.09 (n=185)
Probability of “Catching-Up”.62
(n=1178)
.83 (n=910)
.82 (n=849)
.85 (n=770)
.92 (n=561)
.97 (n=372)
Probability of “Staying on Track”
Lack of Early Intervention: Adolescent Literacy CrisisVideo: “Emotional Danger”: Children of the Code
Group Activity
Read the document, “” to yourselves.
Identify at least 3 or 4 statistics related to the adolescent literacy crisis that you found interesting
Take turns sharing why you found those statistics to be interesting with members of your group.
Reading Skills are Dangerously Low
A mere 2% of all eighth graders read at an advanced level.
About 40% of high school graduates lack the literacy skills employers seek.
About two thirds of prison inmates are high school dropouts, and one third of all juvenile offenders read below the fourth-grade level.
The twenty-five fastest-growing professions have far greater than average literacy demands, while the fastest-declining professions have lower than average literacy demands.
12th Grade Reading2 in 3 students are not proficient in Reading.
66%
62%
U.S. Department of Education 2003
8th Grade Reading
71%
71%
Nation’s Report Card 2005
What Are the Results?Low reading levels lead to high dropout
rates.
Students in the bottom quartile of achievement are 20 times more likely to dropout than students in the top quartile.
Carnevale 2001; Kamil 2003; Snow & Biancarosa 2003.
20 X
What Are the Results?What happens to entering 9th graders four
years later…
Greene & Winters 2005
29 % Dropout of
High School
34 % Graduate from High School College-Ready
37 % Graduate from High School Not College-
Ready
Alliance for Excellent Alliance for Excellent EducationEducation
Current Literacy Policies and Practices Do Not Support
Adolescents Reading First Program under NCLB supports research-based programs in grades K-3
At fourth grade text changes and teachers are less prepared to incorporate literacy instruction into classes.
Fourth-grade slump- a drop in the achievement and reading comprehension skills of poor, minority, and students learning English.
Reading Next-
In addition to the Reading First program for students in grade
K-3, the nation needs a Reading Next program to
extend the focus on quality literacy instruction for
students in grades 4-12.Available for download @ www.all4ed.org
Adolescent Literacy: Instructional Strategies
Comprehension strategies: before, during and after reading strategies for students to consciously apply to improve learning
Discussion: deeper, more sustained, and occurring with the teacher facilitating with students
High Standards: setting and maintaining for the level of text, conversation, questions, vocabulary
Adolescent Literacy: Instructional Strategies
Reading-writing connection: students need structured opportunities to read and write, read and write, and read and write
Motivation and engagement: make reading relevant to students’ lives
Content learning: teachers should use graphic organizers, concept comparison routines that deepen understanding and provide students a method for learning new content on their own
A Closer Look at the Three Tiered ModelTier I: Biggest Bang for the Buck
Tier I: Effective Core Instruction for ALL StudentsPrevent Students from Falling Through the Cracks
Tier I: Effective Core Instruction
High quality explicit and systematic instruction in the classroom that focuses on critical skills students need to be successful
Utilizes research-based materials
Will give you the biggest bang for your buck!
School-Wide Support Systems for Student Success (RtI)
ReadingBehavior
Universal InterventionCore Instruction, all studentsPreventive
Targeted InterventionSupplemental, somestudents, reduce risk
Intensive Intervention Individualized, functional assessment, highly specific
80%
7-15%
1-5%
Systematic Instruction
Instruction that is guided by a scope and sequence
Pre-skills are taught before the concept itself
Skills are taught in a “programmatically scaffolded manner”
Concepts are reviewed and extended upon overtime to ensure mastery and application
Explicit InstructionTeacher models and explains
Teacher provides guided practiceStudents practice what the teacher modeled and the teacher provides prompts and feedback
Teacher provides supported applicationStudents apply the skill as the teacher scaffolds instruction Students receive independent practice
Harn, Simmons, & Kame'enui © 2003 110
Enhancing Core Program Materials
A curriculum review indicates that many programs (even those that are research-based) need the following instructional enhancements:
1. Demonstrate explicit steps and strategies2. Model multiple examples3. Provide multiple opportunities to practice4. Structure ample review and opportunities
for learning
Why Focus on a Reading Program?
The research literature on critical skills children need to be successful readers is compelling.
Much classroom practice is shaped by reading programs
Publishers have responded to the research and redesigned programs.
A program provides continuity across classrooms and grades in approach.
Many state standards are using research to guide expectations.
Programs Implemented with High Fidelity Programs are only as good as the level of
implementation. Not all programs are written to provide the guidance to do the following well.
To optimize program effectiveness:
Implement the program everyday with fidelity
Deliver the instruction clearly, consistently, and explicitly (e.g., model skills and strategies)
Provide scaffolded support to students (e.g., give extra support to students who need it)
Provide opportunities for practice with corrective feedback (e.g., maximize engagement and individualize feedback)
Two Basic Questions
Are we teaching the right things at the right time?
Are we teaching the right things well such that all students are learning?
Looking at the data
Always start with your data.What does it say about your core instruction?
in terms of percent of students in the low risk and established categories (80% or above) in terms of sustaining appropriate growth? (95%)
If you are meeting the above criteria and other data substantiates your findings, there is very little need to do a comprehensive analysis of your core.
Kindergarten Alphabetic Principle
Approximately 30% of students have not achieved benchmark the past two years.
1st Alphabetic Principle
85% of students who have mastered AP at mid-year, also achieved ORF at end.
Again, approx. 30% of studentsdid not make the benchmark
2nd Alphabetic Principle
And yet again, 30%
1.5 sounds per week
0.5 soundsper week
2 sounds per week
2 soundsper week
1.7 sounds per week
First Grade Alphabetic Principle
1.3 soundsper week
To have all become proficient, the lowest 20% would need a rate of 2 or more correct sounds per week.
Data Summary
Spring Kindergarten and Fall First Grade are critical times for phonetic instruction.
Current core program is leaving over 30% of the students behind.
The students left behind fall further behind.
Core Program Analysis: Targeted Skill Review
Question #1Are we teaching the right things at the right
times?
Points to considerSequencing of skills
Preskills taught before the strategy itselfInstances that are consistent with the strategy are introduced before the exceptionsHigh utility skills are introduced before less useful onesEasy skills are taught before more difficult onesStrategies and information that are likely to be confused are not introduced at the same time.
Carnine, Silbert, Kame’enui, & Tarver, 2004
Curriculum Maps(Oregon Reading First 180 day pacing guide)
How to Read Curriculum Maps
Months
X Instructional Emphasis
“Big Idea”
Skill Outcomes
Measurable DIBELS Benchmark
Question #2Are we teaching the right things well such
that all students are learning?
Points to considerAre the lessons…
Explicitly taught?Modeled?Scaffolded?Practiced to mastery?Reviewed across time?
Are we maximizing instructional engaged time by attending to …
Focus on Big Ideas?Use of time?Classroom management?Increasing the opportunities for students to respond and receive corrective feedback?
Center on Teaching and LearningCollege of Education, University of Oregon
A Consumer’s Guide to Analyzing a Core Reading Program
Grades K-3: A Critical Elements AnalysisAugust, 2006
Deborah C. Simmons, Ph.D.Texas A&M University
Edward J. Kame’enui, Ph.D.University of Oregon
http://oregonreadingfirst.uoregon.edu/inst_curr_review.html
Kindergarten:Alphabetic Principal
Summarization of Key Findings
Summarization of Key Findings (continued)
FIDELITY PLUSInstructional Enhancements
Guiding QuestionsWhat did you find?
Are the instructional routines systematic, explicit, & appropriately sequenced?Is there sufficient modeling, practice, opportunities for feedback, and ongoing review?
If so but your data suggests that too many students are not getting it, are they being done with fidelity?
How do you know?Has there been adequate training and professional development?
Instructional Enhancements
Action Plan
Group Activity
After seeing the process of conducting a skill trace from the core reading program, identify the necessary pre-skills for coaches, teachers, and principals to be successful in the process.
Example: fluency with the tool that was being used to analyze the skill from the core
Leading RtI: Understanding the Principal’s Role
“Many principals believe RtI is the right thing to do and
feel that a prevention model is intuitively
appealing. What is getting in the way is a clear vision
of what RtI looks like.” (Hall, 2008)
Effective RtI Implementation
Principal is systematically trying to solve reading and behavioral problems earlier as opposed to later
Principal participates in the process by actively learning knew information, engaging in the problem solving process, motivating staff to make a change
Why Effective Leadership?
“Without effective leadership, this initiative will fail.”
Because:Questions will arise about the validity of the assessment tools, philosophy of the behavioral and reading strategies, reasons for why there will need to be a change in business, and resistance from staff
Characteristics of Good RtI Leaders
Demonstrate how to assemble a leadership team that is dynamic, productive and will get the job done.
Make wise decision regarding when to move forward, when to publicize information vs. when to be quiet
Create a climate of collaboration
Address resistors
Act as decisive leaders
Continue to build consensus for RtI throughout all levels of implementation
Challenges of the PrincipalshipSo much to do…so little time!
Changing Role of the Principal:Historical PerspectiveThen….
Principals were primarily expected to be managers
Maintain the status-quo by “keeping a lid on things”
Buffer teachers from outside distractions (competing district priorities, behavior problems, angry parents)
Now…
• Demonstration of “instructional leadership”
• Create a culture of high expectations
• Establish clearly defined goals
• Create a safe and orderly environment
• Engage with staff in frequent professional development
• Increase parental involvement
Leader or Manager…or Both?
Principals experience a constant pull between wanting to be an instructional leader (to do what they thought they were hired to do) and finding the time to complete the necessary managerial tasks so the school can function smoothly
Principal’s∧ Job Description?
Many principals report, much of the administrator’s job is spent engaged in important but fundamentally non-instructional activities:
Supervising students (between classes/hallways, lunch, extracurricular events, before/after school, during bus loading and unloading Responding to parental and community concernsPreparing reports and responding to central office
Real
Resolving conflicts between students, teachersScheduling classes and activitiesSupervising staffMeeting with individual and small groups of students, teachers, parentsResponding to any number of small and unexpected emergencies that may arise throughout the school day
(Guthrie and Reed, 1991)
Principal’s∧ Job Description?
Real
“Principals must lead by staying focused on the vision that we will do whatever it takes to help all of our students succeed.” Although the principalship requires attention to many different areas, let us not forgot the one and only area that is fundamentally the most important ~ the success of our students.
How Do Principals Get “It” Done?
• Creating systems to proactively manage student behavior
• Build capacity amongst teachers and staff to try to strategies and to model those strategies to other staff
• Allocate resources to ensure struggling students are receiving instruction in appropriate materials
• Create a communication loop with central office staff so they know what you are expected to do and need “protection from.”
How Do Principals Get “It” Done?
Create a culture of learning for all stakeholders (principal, teachers, other staff)
Utilize any available time with staff to review data, progress monitoring towards goals, learn a new instructional/behavior strategy
Find ways to solicit feedback from staff about initiatives happening within the building and the support structures that are in place
How Do Principals Get “It” Done?
Be honest! Principals cannot be expected to be the expert on everything so they must set the stage for a “collective journey” of learning how to implement RtI
Utilize the resources provided. Ingham County is dedicated to brining in the best in the field to help principals and coaches navigate the sometimes muddy waters in implementing a system to support ALL students
Coaches and Principals: Supporting Each Other
Role of the Coach
RtI coaches:Develop trusting relationships with principal, teachers, and staffAssist the principal in planning the implementation of a RtI frameworkProvide training to teachers in scoring and administration of assessmentsDevelop a system to ensure fidelity of administration and scoring of assessments before each assessment window
Role of the Coach
RtI coaches:Become fluent in analyzing student dataContinue to develop knowledge base with principal in order to remain at least a few steps ahead of staffSupporter…not evaluator!Developing fluency in various intervention practices/programs to assist in the development of a three tiered model and to provide staff training in the implementation
Group Activity
Identify additional roles that you foresee yourself playing in the district
Do you anticipate any roadblocks? If so, list those so we can help you build bridges to overcome those roadblocks!
Next Steps
Leading change: John Vail presenting on Thursday, September 10th
Focused training sessions in both behavioral and literacy (elementary and secondary) content
Questions: [email protected]