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Welcome to the Fall Institute!. Quick Introductions Review Agenda Review Folder. Session Objectives. What is RtI for Behavior and Academics? How do we implement? Why use an RtI Model?. NPR: Japanese Structure Withstands Earthquake Test.

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welcome to the fall institute

Welcome to the Fall Institute!

Quick Introductions

Review Agenda

Review Folder

session objectives
Session Objectives
  • What is RtI for Behavior and Academics?
  • How do we implement?
  • Why use an RtI Model?
slide4

The significant problems we have cannot be solved at the same level of thinking with which we created them.

      • Albert Einstein (1879-1955)
what is rti
What is RtI?

An operational framework for improving academic and behavioral outcomes for all students.

continuity of services in rti
Continuity of Services in RtI

All/School Wide Some/Targeted Few/High Risk

Scope of Service

Intensity of Service

rti guiding principles
RTI Guiding Principles
  • All students are part of ONE proactive educational system
  • Use scientific, research-based instruction and interventions
  • Data are used to guide instructional decisions
  • Use instructionally relevant assessments that are reliable and valid

(Screening, Diagnostic, Progress Monitoring)

rti guiding principles1
RTI Guiding Principles
  • Use a problem solving method to make decisions based on a continuum of student needs
  • Quality professional development supports effective instruction for ALL students
  • Leadership is vital
innovation process

Outcomes

1

Systems

4

Practices

3

Innovation Process

Information

2

Supporting Staff Behavior

Supporting

Decision Making

Supporting Student Behavior

problem solving process

What is the problem?

Why is it

happening?

Did it work?

What should be done?

Problem-Solving Process
phases of systematic implementation
Phases of Systematic Implementation

Consensus

Building

Infrastructure

Developing

Implementation

Doing

Continuous Improvement

Refining

consensus building
Consensus : Building

TOOLS TO USE:

  • Fist to Five
  • Formula for Success
  • Managing Complex Change
  • Staff Surveys
fist to five quick check
5 fingers

4 fingers

3 fingers

All for it… I can be a leader for this decision

All for it …You can count on me to support this no matter what

For the idea…I will support it in concept but may not be out in front implementation

Fist to Five: Quick Check
fist to five quick check1
2 fingers

1 finger

Fist

I’m not sure…But I trust the group’s opinion and will not sabotage the decision

I’m not sure…Can we talk some more?

No…We need to find an alternative

Fist to Five Quick Check
building consensus how to do it
If anyone holds up a fist, or only one or two fingers, the group has not reached consensus and there needs to be more discussion or dialog.

If you get all three, four, or five fingers showing, you can declare consensus

Building Consensus- “How To Do It”

Adapted from: Heartland

slide20

CI

Core Instruction

3A

Assessments

(screening, diagnostic, progress)

SI

Supplemental Intervention

II

Intensive Intervention

Efforts lack focus and priority. There is not a focus on important priority skills for improvement.

BI

Big Ideas

A & B

+

+

+

+

=

BI

Big Ideas

A & B

CI

Core Instruction

3A

Assessments

(screening, diagnostic, progress)

SI

Supplemental Intervention

II

Intensive Intervention

Overall low achievement and student learning problems across all subgroup areas.

+

+

+

+

=

BI

Big Ideas

A & B

CI

Core Instruction

3A

Assessments

(screening, diagnostic, progress)

SI

Supplemental Intervention

II

Intensive Intervention

Lack of direction to know what needs to be improved, who needs intervention, and whether or not interventions have been effective.

+

+

+

+

=

BI

Big Ideas

A & B

CI

Core Instruction

3A

Assessments

(screening, diagnostic, progress)

SI

Supplemental Intervention

II

Intensive Intervention

Lack of resources due to attempts to provide intensive interventions for those students whose needs could be met through supplemental interventions

+

+

+

+

=

BI

Big Ideas

A & B

CI

Core Instruction

3A

Assessments

(screening, diagnostic, progress)

SI

Supplemental Intervention

II

Intensive Intervention

Gap increases between average and “at risk students”. Continued low performance for some subgroups

+

+

+

+

=

BI

Big Ideas

A & B

CI

Core Instruction

3A

Assessments

(screening, diagnostic, progress)

SI

Supplemental Intervention

II

Intensive Intervention

Success

+

+

+

+

=

team processing 7 minutes
Team Processing: 7 minutes
  • What key components are our strengths and why?
  • What key components are our weaknesses and why?
  • Congratulations! You just completed a simple needs assessment! You’ll want this information as you talk about Infrastructure.
slide22

+

+

+

+

Managing Complex Change

=

Action

Plan

Vision

Skills

Incentives

Resources

Change

Confusion

=

Incentives

Resources

Action

Plan

+

+

+

+

Skills

=

Anxiety

Action

Plan

+

+

+

+

Resources

Vision

Incentives

=

Action

Plan

Resistance

+

+

+

+

Resources

Vision

Skills

=

Action

Plan

Frustration

+

+

+

+

Vision

Skills

Incentives

=

+

+

+

+

False Starts

Resources

Skills

Incentives

Vision

Adapted from Knoster, T.

team activity 5 minutes
Team Activity: 5 minutes
  • As a Team, rank your challenges biggest to smallest:
  • Confusion
  • Anxiety
  • Resistance
  • Frustration
  • False Starts
  • How can we use this information? How can we share it with staff?
infrastructure developing
Infrastructure: Developing
  • Building Leadership Team
  • Guiding Questions (found in PS flip book)
  • Professional Development
  • Nuts & Bolts
    • Scheduling, Instructors, Materials, Documentation, Progress Monitoring, etc.
  • More from Dr. Mark Shinn…
how does it fit together

All students at a grade level

How Does It Fit Together?

Step 1

Step 2 Step 3 Step 4

Additional Diagnostic Assessment

Instruction

Results/Monitoring

Individual Instruction

Individual Diagnostic

Weekly

Intensive

1-5 %

Group Diagnostic

Small Group Differentiated by Skill

Universal Screening

Supplemental

5-10%

2x month

Fall

Winter

Spring

Continue with

Core Instruction

None

Grades

Classroom Assessments

Utah CRT

Core

80-90%

clarifying expectations

Results

Monitoring

Addl.

Diagnostic

Assessment

Instruction

All Students at

a grade level

Individualized

Intensive

Individual

Diagnostic

Grade Level Data Meetings:

1.Discuss briefly additions/changes

made to core

2.Share 4-Box data and other diagnostic

data results.

3. Group kids with similar instructional

needs.(COMPARE TO PRIOR GROUPING- IF AVAILABLE)

4. Complete the group intervention

Plan form.(one per group)

-Who, what, when, where of instruction

-Who, what, when, where of monitoring

-Who and when of parent notification

NOTE: if any changes are made during

Intervention period, document on form.

5. Attach an implementation log

and graphs

6. Set date to meet back for check-in

(4-6 weeks)

Questions/Concerns: District Based

Team& IDM Team, Content Specialist

Intensive

1-5%

Teacher will make sure:

1. All students have been

given the DIBELS assessment

2. All data has been entered

3. A copy of the class-wide data

is printed

Questions/concerns: Contact

Building Principal

Teacher will:

1.Calculate what percent

of the class is at benchmark

2. If below 80%, determine

“core” instructional needs

(Beef-up based on data)

Questions/Concerns:

K-3 Contact Reading Teachers

4-6 Contact ____-building teacher w/reading background

Teacher will:

1.Place all non-proficient

students into the 4-Boxes

2.Determine if there is a

need for additional

diagnostic assessment(s)

-see grade level sheet

3.Ensure diagnostic

assessments are given

4.Bring all data to

grade level meetings

Questions/Concerns:

K-3 Contact Reading Teachers

4-6 Contact _____ Building Teacher with Rdg. Background

weekly

Small

Group

Differen-

tiated

By Skill

Supplemental

5-10%

Group

Diagnostic

Screening

2 times/month

Core

Winter

Spring

Fall

80-90%

Grades

Classroom

Assessments

Yearly ITBS/ITED

None

Continue

With

Core

Instruction

CLARIFYING EXPECTATIONS

Step 2

Step 4

Step 3

Step 1

Prior to Grade Level Data Meetings

clarifying expectations1

Results

Monitoring

Addl.

Diagnostic

Assessment

Instruction

All Students at

a grade level

Individualized

Intensive

Individual

Diagnostic

Grade Level Data Meetings:

Intensive

1-5%

Teacher will:

Teacher will:

Teacher will:

weekly

Small

Group

Differen-

tiated

By Skill

Supplemental

5-10%

Group

Diagnostic

Screening

2 times/month

Core

Winter

Spring

Fall

80-90%

Grades

Classroom

Assessments

Yearly ITBS/ITED

None

Continue

With

Core

Instruction

CLARIFYING EXPECTATIONS

Step 2

Step 4

Step 3

Step 1

Prior to Grade Level Data Meetings

implementation doing
Implementation: Doing
  • ABC-UBI Team Self Assessment (Afternoon Team Time)
  • Blue Print
      • Where are you with implementation? 5 Minutes
  • Action Plan/Funding Request
  • CHAMPS Session this afternoon
continuous improvement refining
Continuous Improvement: Refining
  • What’s working and how can I do more of it?
  • Other concepts from the book, SWITCH
build a community of competence
Build a Community of Competence

Intensive

Supplemental

Core

slide39
“To often, students of all ages come to class struggling with life challenges that can interfere with instruction, impeded achievement, and undermine school climate. Preventing or remedying such barriers is critical to school success.”

-National Association of School Psychologists, August 2008

make a list of potential factors
RISK FACTORS/

LIFE CHALLENGES

1

2

3

4

5

PROTECTIVE FACTORS

1

2

3

4

5

Make a list of potential factors
slide41
“If you want to bring about a fundamental change in people’s belief and behavior, a change that will persist and serve as an example to others, you need to create a community around them, where those new beliefs can be practiced and expressed and nurtured”.

Malcolm Gladwell, The Tipping Point

good teaching is good teaching
Good Teaching is Good Teaching

Good teaching is good teaching and there are NO boundaries on when, where, or for what or whom it will occur

Teaching academics without attention to behavior IS NOT evidence based practice

Teaching behavior without attention to academics is unsound practice

In efforts to improve achievement, they cannot be separated

Algozzine, 2008

the need for academic behavioral integration

Significance

The Need for Academic & Behavioral Integration

BL

R

B

R

B

R

B

Reading and Behavior Instruction

Reading Instruction

Behavior Instruction

Source: Shepard Kellam, Ph.D, Senior Research Fellow, American Institutes for Research (AIR)

the need for academic behavioral integration1
Academic skill learning is stunted when children’s emotional needs are not met (Adelman & Taylor, 1997).

Children’s academic achievement in the 8th grade could be better predicted by their social abilities at 3rd grade, rather than their academic achievement at 3rd grade (Caprara, Barbanelli, Pastorelli, Bandura & Zimbardo, 2000).

Academic skill and social competence are complimentary skills, particularly in the long run (Malecki & Elliott, 2002).

Academic skill-deficits greatly exacerbate antisocial behavior (Walker, Ramsey, & Graham, 2003).

The Need for Academic & Behavioral Integration
the need for academic behavioral integration2
Social skills instruction and character education programs lead to improvements in on-task behavior, academic engagement, and academic achievement test scores (Elliott, 1999).

Much inappropriate behavior is occasioned by task demands that are beyond the capabilities and skills of students (Kauffman, Mostert, Trent, & Hallahan, 2003).

Of commonly used school‑based interventions, focused academic interventions and behavioral instruction show the highest effect in preventing school dropout or nonattendance (Lehr, Hansen, Sinclair, & Christenson, 2003) and adolescent drug and alcohol use (Wilson, Gottfredson, & Najakia, 2001).

Thirty‑five percent of children with reading disabilities drop out of school, a rate twice that of their classmates; fifty percent of juvenile delinquents manifest some kind of learning disability, primarily in the area of reading (Get Ready to Read, 2002).

The Need for Academic & Behavioral Integration
student perception research suldo friedrich white farmer minch michalowski 2009
Student Perception Research (Suldo, Friedrich, White, Farmer, Minch, Michalowski, 2009)

Teacher Behaviors= High level of support

Teacher Behaviors= Low level of support

Reliance on single mode of instruction

Does not help students improve grades

Assigns an overwhelming workload

Treats students in a biased manner

Insufficient interest in student’s academic progress

Punishes in an incorrect manner

  • Uses diverse teaching strategies
  • Provides evaluative feedback on performance
  • Responsive to entire class’s understanding of material
  • Show’s interest in an individual student’s progress
  • Helps student improve grades
  • Treats students similarly
  • Punishes in a fair manner
probability equation
Probability Equation

p

B

A

C

School/Teacher Control: curriculum, expectations, routines, examples, physical arrangements, engagement, prompts, time, feedback

Student Characteristics:skills, history,

Family/culture, functional desires,

Desired State:

measureable outcomes

(skills, behaviors)

building a probability equation
Building a Probability Equation

C

Step One – Define success:

What is success and how will we know it when we see it?

What do successful (districts, schools, student like and do?

How much is required in order for us to think what we’re doing is working?

What are measureable benchmarks on the way to our goal?

Desired State:

measureable outcomes

(skills, behaviors)

probability equation1
Probability Equation

Step Two– Understand Problem:

What are the relevant characteristics of the problem?

What is known/in place and what needs instruction?

What is the history of success/failure with this issue?

What functional relationships exist between the

problem and the environment?

A

Student Characteristics:skills, history,

Family/culture, functional desires

probability equation2
Probability Equation

Step Three – Alter Instructional and Environmental Variables:

Teach the key skills/rules?

-when, where, how should it happen?

-effective modeling, examples, prompts, feedback

-allow sufficient time for success

Create effective environments

-consistency

-natural prompts, natural consequences

-arrange environment to avoid failures/promote success

B

School/Teacher Control: curriculum, expectations, routines, examples, physical arrangements, engagement, prompts, time, feedback

probability equation scott 2009
Probability Equation (Scott, 2009)

p

4

6

10

Student Characteristics

School/Teacher Control

Desired State: