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WCASS. RtI Definition. Response to Intervention In Wisconsin a n organizational framework for achieving higher levels of academic and behavioral success for all students . STUDENT ACHIEVEMENT. Good Teaching. Social Behavior Support. Increasing District & State Competency and Capacity.

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wcass

WCASS

Wisconsin RtI Center

rti definition
RtI Definition

Response to Intervention

In Wisconsin

an organizational framework

forachieving higher levels of

academic and behavioral success

for all students

Wisconsin RtI Center

slide4

STUDENT ACHIEVEMENT

Good Teaching

Social Behavior Support

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Wisconsin RtI Center

slide5

Without Multi-Level System of Support

Special Education??

Title I?

ELL??

Amount of Resources

Needed to Solve Problem

Sea of Ineligibility

G/T??

Struggling learners??

General Education

Wisconsin RtI Center

Intensity of Problem

slide6

Bridging the Gap

General + Intensive Resources

General + Supplemental Resources

Amount of Resources

Needed to Solve Problem

General Resources

Wisconsin RtI Center

Intensity of Problem

slide7

Academic Systems

Behavioral Systems

  • Tier 3/Tertiary/Intensive 1-5%
  • Few students
  • 1-5% Tier 3/Targeted/Intensive
          • Few students
  • 5-15% Tier 2/Secondary/Selected
          • Some students
  • Tier 2/Secondary/Selected 5-15%
  • Some students
  • Tier 1/Universal/Core 80-90%
  • All students
  • 80-90% Tier 1/Universal/Core
          • All settings, all students

Wisconsin RtI Center

academics behavior a symbiotic relationship
Academics & Behavior: A Symbiotic Relationship
  • High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009; Sanford, 2006)
  • Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

Wisconsin RtI Center

potential benefits of combined data sets
Potential benefits of combined data sets

At the school level…

  • Combined data sets can reveal system gaps

At the student level

  • Combined data sets can help you better understand locus of concern

Wisconsin RtI Center

potential benefits for
Potential Benefits for…

…integrating data

…integrating delivery of supports

For students with needs in both academic and behavioral areas, can capitalize on small group academic setting for re-teaching and reinforcing of pro-social behaviors

For students flagged for BOTH academic and behavior, could signal more significant underlying needs (e.g. anxiety, depression)

With very young students: Poor academic progress is often a predictor of later behavior issues

With older students: Poor academic and behavioral issues combined could signal drop-out risk

Wisconsin RtI Center

coherent implementation infrastructure
Coherent Implementation Infrastructure

“We cannot continue to see initiatives as discrete and insular programs. Rather, we must see them as a system of interconnected strategies for improvement.”

“Rethinking the Scale-Up Challenge,” West Wind, 2009

Wisconsin RtI Center

slide14

SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION

Continuous

Self-Assessment

Relevance

Priority Efficacy

Fidelity

Valued

Outcomes

Effective

Practices

Practice

Implementation

Wisconsin RtI Center

Local Implementation Capacity

slide16

Purpose #1

Translate the Wisconsin RtI vision

into

actions

Wisconsin RtI Center

slide17

Purpose #2

Wisconsin RtI Center

slide19

Universal

  • Selected & Intensive Support

Wisconsin RtI Center

slide22
Dean Fixsen

Doug Reeves

Wisconsin RtI Center

levels of implementation
Levels of Implementation

 3 – 5 years 

  • Purpose Building
  • Infrastructure

Not in Place

Sustainability

  • InitialImplementation
  • Full Implementation

Wisconsin RtI Center

slide24
www.wisconsinRtIcenter.org

Wisconsin RtI Center

sirs completed
SIRs Completed

Wisconsin RtI Center

sir results
SIR Results

Math-Overall

Reading-Overall

Not in place

Infrastructure

Full implementation

Key:

Wisconsin RtI Center

Purpose-building

Initial implementation

sir results essential elements
SIR Results: Essential Elements

Leadership &

Organizational

Structure

High Quality

Instruction

Balanced

Assessment

Collaboration

Math

Reading

Wisconsin RtI Center

sir results further analysis
SIR Results: Further Analysis

Selected &

Intensive

Universal Level

Math

Reading

Wisconsin RtI Center

sir results further analysis1
SIR Results: Further Analysis

Family

Engagement

Culturally Responsive

Math

Reading

Wisconsin RtI Center

benchmarks of quality
Benchmarks of Quality

Wisconsin RtI Center

slide31

What is the BoQ?

  • Reliable, valid, useful, and efficient (~10 minutes for team members and 60-90 minutes for coaches)
  • Measures degree (fidelity) of implementation of the universal level of PBIS in a school
  • Allows teams to review their progress toward implementing the critical elements of PBIS
  • Provides clear information regarding areas of strength and weakness in implementation efforts to be used for developing action plans
  • Completed at least annually in March/April/May

Wisconsin RtI Center

slide32

Subscales on the BoQ

  • PBIS Team
  • Faculty Commitment
  • Effective Procedures for Dealing with Discipline
  • Data Entry & Analysis Plan Established
  • Expectations & Rules Developed
  • Reward/Recognition Program Established
  • Lesson Plans for Teaching Expectations/Rules
  • Implementation Plans
  • Classroom Systems
  • Evaluation

Wisconsin RtI Center

boqs completed
BoQs Completed

Wisconsin RtI Center

slide35

BoQ and SIR Parallels

  • Annual
  • Leadership Team
  • Overall score and Subscale scores
  • Action Planning
  • Thorough measure fidelity of implementation of systems

Wisconsin RtI Center

slide38

Team schedule and structure

  • Collaborative Team processes and protocols
  • Student Data collected
  • Student Data analysis

Wisconsin RtI Center

slide39

Crandon Elementary

  • Total District Enrollment- 917
  • Total Elementary Enrollment- 470

Wisconsin RtI Center

slide40

Crandon Elementary

Wisconsin RtI Center

slide41

Crandon Elementary

  • Team Structures
  • Grade Level Common Planning Time
    • Once a week
    • Scheduled during a special
    • One week, grade level meets with Literacy Coach
      • To improve instruction in reading
    • Other week, grade level meets with Interventionist
      • To discuss student’s of concern
      • Review behavior and academic data
    • Meet in book room to review Data Wall

Wisconsin RtI Center

slide42

Crandon Elementary

  • Team Structures
  • Leadership Team- PBIS team (trained at Universal)
    • Two fourth grade teachers
    • Principal
    • Internal PBIS coach (school councilor)
    • 5th grade teacher
    • Interventionist (systems coach)
    • School psychologist
  • Meets every other Wednesday- After school
  • Planning stage
  • Discuss what is happening at Tier I
    • Discuss Tier 2 options or plan
    • Review intervention plans
  • Review behavioral and academic data

Wisconsin RtI Center

slide43

Crandon Elementary

  • Team Structures
  • Leadership Team- REACh Team (academics)
    • Second grade teacher
    • Title I teacher
    • Principal
    • Internal PBIS coach (school councilor)
    • 5th grade teacher
    • Interventionist (systems coach)
    • School psychologist
  • Meets every other Wednesday
  • Discuss students who are not making gains
    • Discuss Tier 2 options or plans
    • Review intervention plans
  • Review academic and behavioral data

Wisconsin RtI Center

slide44

Crandon Elementary

  • Team Structures
  • Building Leadership Team- team of 8
    • Principal
    • Grade level teachers
    • Title Teachers
    • Special Education teachers
    • School Counselor
  • Meets once a week
  • Review academic and behavioral data
  • Discuss how school is doing as a whole
  • Discuss progress on building levels goals that are tied to data retreat

Wisconsin RtI Center

slide45

Crandon Elementary

  • Team schedules
  • PBIS and REACh share four members
    • Duty of the shared members to inform both teams
    • Bring whole picture together
    • Ensure whole child data review
  • PBIS and REACh- Elementary teams meet with MS/HS team
    • Goal is to meet quarterly
    • Currently meeting weekly to help MS/HS teams set up
  • All Day Common Planning time
    • 5 times a year
    • Half day at grade level
    • Half day cross grade level

Wisconsin RtI Center

slide46

Crandon Elementary

  • Collaborative Processes/procedures
  • Use data wall with all student data
  • Update data wall once a quarter, after benchmarking is done
  • Use green folder with common documentation papers
    • Same documentation paper, different colors for academic or behavioral concerns
  • Currently working on same form to document each personnel actions
  • Progress monitor once a month
  • Tier 3 interventions progress monitor every two weeks
  • Review data at all meetings

Wisconsin RtI Center

slide47

Crandon Student Data Card

Crandon Elementary Data Wall- Quarter One

Crandon Elementary Data Wall- Quarter Two

Crandon Elementary Data Wall

Crandon Elementary Student Data Cards

Wisconsin RtI Center

slide48

Crandon Elementary

  • Student Data Collected and Analyzed
    • DIBELS data
    • SWIS data
    • COMPASS data
    • Reading Levels
    • On the Mark data
    • Scholastic Reading Inventory data
    • Scholastic Math Inventory data
    • Behavior Intervention Plan data
    • Attendance data
  • Set up data wall to identify students at
      • Basic
      • Minimal
      • Proficient
      • Advanced
    • All data sets are analyzed to determine where to place student (i.e. if students scores low on one measure and higher on others. Team discusses where to place student)

Wisconsin RtI Center

school handbook of practices
School Handbook of Practices

Culturally Responsive Practices

PBIS

RtI

  • Data-based decision-making processes
  • Teaming calendar
  • Family Communication
  • Access to data

“Whole Child”

Response

Process

Wisconsin RtI Center

suggestions for explaining multi level system of support to staff
Suggestions for Explaining Multi-Level System of Support to staff
  • Start with Shared Vision and Goals
  • Review shared features of PBIS and RtI with teachers
    • At Universal AND
    • Selected and Targeted Levels
  • Review student level “look” at the triangle
    • Reiterate that all integrated support must be guided by multiple data sets
  • Define Multi-Level System of Support within your local context

Wisconsin RtI Center

how to work smarter
How to work smarter

Create

  • Common team structures
  • Common protocols for data-based decision-making
  • Shared calendars for screening and collaborating
  • Data boards with combined academic, behavior, and demographic data
  • Opportunities to infuse cultural considerations
  • Family communication
  • Common professional development in processes, data-based decision-making

Wisconsin RtI Center

wisconsin s vision for rti
Wisconsin’s Vision for RtI

Blending our efforts through the use of teams:

Common Team Structures

UniversalTeam

Secondary Systems Team

Problem Solving Team

Tertiary Systems Team

Wisconsin RtI Center

multiple levels of support

e.g.

Multiple Levels of Support

Necessary Conversations (Teams)

UniversalTeam

Secondary Systems Team

Problem Solving Team

Tertiary Systems Team

  • Plans school- & class-wide staff development and supports
  • Reviews school-wide & Universal data trends
  • Uses process data
  • Determines overall intervention effectiveness
  • Standing team
  • Creates plans for one youth at a time
  • Represents highest level of staff expertise
  • Uses process data
  • Determines overall intervention effectiveness

Wisconsin RtI Center

slide54

Tertiary Systems Team

Uses data; determines overall intensive intervention effectiveness

Teams to Connect the Data

Secondary Systems Team

Uses data; determines overall intervention effectiveness

Problem Solving Team

Standing team; uses data driven process for one youth at a time

Universal TeamPlans school-wide support

Who

When

What Data

Who

When

What Data

Who

When

What Data

Who

When

What Data

Academic Behavior

Academic Behavior

Academic Behavior

Academic Behavior

Wisconsin RtI Center

tools
Tools
  • Data Audit Tool
  • District And School

Multi-Level System Tool

District Data Audit Tool

Wisconsin RtI Center

tool links
Tool Links
  • Data Audit Tool-District
  • http://www.wisconsinpbisnetwork.org/assets/files/resources/1316104404_Wisconsin%20PBIS%20Network%20Data%20Audit%20Tool%20-%20District.pdf
  • Data Audit Tool-School
  • http://www.wisconsinpbisnetwork.org/assets/files/resources/1316106031_Wisconsin%20PBIS%20Network%20Data%20Audit%20Tool%20-%20School.pdf
  • Multi-Level System Tool
  • http://www.wisconsinpbisnetwork.org/assets/files/resources/1327530042_MLSS%20Triangle%20Charts%20blank.xls
  • School-wide Implementation Review
  • http://www.wisconsinrticenter.org/educators/getting-started/sir.html
  • Benchmarks of Quality
  • http://www.wisconsinpbisnetwork.org/coaches/pbis-in-action/fidelity-tools.html

Wisconsin RtI Center

think marathon not sprint
Think MARATHON, not SPRINT!
  • Recognize that successful implementation is a multiple- year commitment.
  • Begin implementation with components already nearly in place, then continue with subsequent components.
  • Integrate professional development and collaboration as the primary means for capacity building and sustainability.

Mellard & Johnson (2008). RTI: A practitioner’s guide to implementing response to intervention.

Wisconsin RtI Center