Download - Implementation of Response to Intervention Continuing the Journey Farmington Public Schools
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Implementation of Response to Intervention
Continuing the Journey Farmington Public Schools
Kathryn Schallmo
MiBLSi Assistant [email protected]
http://miblsi.cenmi.org
MiBLSMiBLSii
MiBLSMiBLSii
RtIRtIRtIRtI
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Thanks to FPS
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Our Objectives• A working definition of
Response to Intervention (Instruction) RtI: core principles
• An understanding of Positive Behavior Intervention Support (PBIS) Schoolwide and looking deeper at Tier 2
• How MiBLSi combines the two
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Today… ask questions
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Improving the Odds
• Every school day, more than three thousand students drop out of high school. (Alliance for Excellent Education, 2003)
• High school students in the lowest 25 percent of their class are twenty times more likely to drop out (Carnevale, 2001)
• More than 8 million students in grades 4-12 are struggling readers. (U.S. DOE, 2003)
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• Successful high school performance begins with kindergarten
• The most successful high school intervention is ensuring that students enter with the strongest academic background as possible
• The best high-school screening tool is the compilation of data in K-8
• Middle and high school teams inherit the strengths and weaknesses (and gaps) students bring with them from elementary school
Current “Givens”
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Source ACT, Ready for College and Ready for Work: Same or Different? (2006)
Response to Intervention RtI/MTSS
Start With the End in Mind for All Students“All students need to develop the knowledge and skills that will give them real options after high school.
No student’s choices should be limited by a system that can sometimes appear to have different goals for different groups.
Educating some students to a lesser standard than others narrows their options to jobs that, in today’s economy, no longer pay well enough to support a family of four.”
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What is RtI?
RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions.. (National Association of State Directors of Special Education, Inc., 2005)
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Shift in ThinkingChanges How Our System
Responds
From…. To…..
StudentWhich students need help?
What do we do to help ALL students?
System
Having programs and people available
Intentional design/redesign of our services as resources for ALL students
Adapted from Dan Reschly (2002)
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Creating A Smart System
Takes A New Logic
• Begin with the idea that the purpose of the whole system is student achievement
• Acknowledge that student needs exist on a continuum rather than in homogeneous groupings
• Organize to make ALL educational resources available in direct proportion to student needs
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Michigan’s RtIMulti-Tiered Systems of Support
Framework1. Implement effective instruction for all children2. Intervene early3. Provide a multi-tiered model of instruction and intervention4. Utilize a collaborative problem-solving model5. Assure a research-based core curriculum
(aligned with Michigan Common Core State Standards)6. Implement research-based scientifically validated
interventions/instruction7. Monitor student progress to inform instruction8. Use data to make instructional decisions9. Use assessments for three purposes10. Universal screening11. Diagnostics12. Progress monitoring13. Implement with fidelity14. Engage family, parent and community partnerships
Information source: MDE RtI Pre-Conference 11-29-10
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How many of the framework elements has the district begun implementing?
Review Michigan’s RtI framework with your table partners
Your TurnYour Turn
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One Common Voice – One PlanGather
Getting ReadyCollect School DataBuild School Profile
StudyAnalyze Data
Set GoalsSet Measurable ObjectivesResearch Best Practices
PlanDevelop Action Plan
DOImplement Plan
Monitor PlanEvaluate Plan
StudentAchievement
RtI
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Educators will embrace change when two conditions exist…
1. They understand the NEED for the
change.
2. They perceive that they either have the SKILLS to implement the change OR they have the SUPPORT to develop the skills.
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Building Sustainability
• To develop the capacity of all district staff to perform the responsibilities demanded by a RtI model. (This capacity will be different for differing roles and responsibilities within the developing systems).
• To create organizational structures to support continuous improvement
• Use data to drive the work and planning
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Lessons Learned
• It is common for districts to jump to Tier 3 interventions and forget to focus on the importance of strengthening core instruction and systems support prior to implementing changes in practices
• Jumping to interventions has unintended negative consequences…
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Why a schoolwide approach to RtI?
A few examples…
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Big Ideas to Improve Behavior
• Specify appropriate behavior
• Teach appropriate behavior
• Monitor behavior• Encourage appropriate
behavior• Correct inappropriate
behavior
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School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Consider your impressions of this school
Consider your impressions of this school
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Defining and Teaching School-wide Behavioral Expectations
• Define 3-5, positively stated, memorable expectations.
• Build Curriculum Matrix
– Expectations by Locations
• Build Teaching Plans
– Teaching individual Expectations across locations
– Teaching all Expectations within a location
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Sandy Knoll Elementary Woodward Elementary
DeKeyser ElementaryHoughton Elementary
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Making the Expectations Visible
• Posted in classrooms, hallways, computer wallpaper, etc.
• Printed in school handbook
• Some schools have made videos of the behavior expectations
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Kalamazoo Central High School Wakefield-Marenisco
Portage Community High SchoolSouth Range
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Transform broad school-wide Expectations into specific, observable
behaviors Classroom Lunchroom Bus Hallway Playground
Respect Others
Use inside voice
Eat your own food
Stay in your seat
Stay to the right
Wait your turn
Respect Property
Recycle paper
Return traysKeep feet on
the floorPut trash in
cansAt bell return equipment
Respect Yourself
Do your bestWash your
handsBe at stop
on timeUse your
wordsHave a plan
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Build Reward SystemsSystems for Acknowledging Appropriate Behavior• Students should be acknowledged regularly (at least
every 2 weeks) providing specific feedback• 5 to 1 ratio of positive to negative• Always build toward independence
– move from “other” delivered to self-delivered
– move from frequent reward to infrequent
– move from concrete to natural
• Build on person-to-person relationships
Jose R.
L.M.
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Average Referrals per Day per Month
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Referrals by Problem Behavior
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Referrals by Time
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Relationship betweenBehavior and Reading
Children of the Code: A Social Education Projecthttp://www.childrenofthecode.org/
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Schoolwide ModelSchoolwide Model
Prevention model
• Matches needs of students with appropriate levels of intervention
• Moves from “wait to fail” to a universal assessment and early intervention model
• Differentiates instructional support
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Why Early Intervention?
• Converging evidence shows that most children can be taught to read at grade level
• Once behind, difficult to remediate and gap increases
• High numbers of students receiving special education services identified as Learning Disabled
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Big Ideas to Improve Reading• Clear goals/objectives
• Research-based instructional practices
• Instructional time
• Instructional leadership
• Responsive intervention programs
• Assessment
• Professional development
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34Torgeson, J. K. (2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies. In A. J. Fawcett (Ed.), Dyslexia: Theory and good practice (pp. 185–202). London: Whurr Publishers.
1
2
3
4
5
1 2 3 4
2.5
5.2
Grade level corresponding to age
Low Risk on Early Screening
At Risk on Early Screening
4.9
Interventio
n
With substantial instructional intervention
3.2
Control
With research-based core but without extra instructional intervention
Rea
ding
gra
de le
vel
Early Intervention Changes Reading Outcomes
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What do you see in schools using
Response to InterventionTeams meeting regularly to:
– Review their data– Determine if evidence-based practices are
being used– Determine if practices are being effective– Identify the smallest changes that are likely
to produce the largest effects
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Examples of Differentiated SupportsExamples of Differentiated Supports
Continuum of Supports
Universal PreventionBehavior• Identify expectations• Teach• Monitor• Acknowledge• CorrectReading• Evidence based curriculum
focused on:• Phonemic Awareness• Alphabetic Principal• Fluency• Vocabulary• Comprehension
• Adequate teaching time• Trained instructors• Progress monitoring• Active participation with
frequent feedback
Targeted InterventionBehavior• Check-in, Checkout• Social skills training• Mentoring• Organizational skills• Self-monitoringReading• Teacher-Directed PALS• K PALS• First Grade PALS• Road to the Code• REWARDS• Peer Assisted Learning Strategies• Read Naturally• Phonics for Reading
Intensive InterventionBehavior• Individualized, functional assessment
based behavior support planReading • Scott Foresman Early Reading
Intervention• Reading Mastery• Corrective Reading