Creating School-Wide Systemsfor

Student Success

Guiding Question:

As a leader, how do I build coherence and community to create a school that promotes

success and effectively responds to intervention?

Individual Crisis Intervention (80%)

Managing At-Risk Students

(15%)

Prevention (5%)

Typical Support Paradigm ofSchools with Limited Resources and Training

Stress and Trauma Impact Behavior

• Stress – mental, physical, or emotional strain

• Trauma- an extremely distressing experience that causes severe emotional shock and may have long-lasting psychological and physiological effects

“When a person (or system) is overwhelmed by terror or helplessness, the whole apparatus for concerted, coordinated and purposeful activity is

smashed.”(Herman, Trauma and Recovery, 1992)

• Are Marked by Confusion• Have Lack of Role Clarity • Have Disrupted Relationships• May Be Permeated by Negative Emotion• Are Less Able to Provide Care/Nurture

Systemic Traumatic Response

Systems Under Stress Often:

Promoting Resiliency and Mitigating the Impact of

Traumatic StressStructure

~ safety~ predictability~ role clarity

Connectedness~ relationships~ group learning/development~ positive caring and support

All

Some

Few RTIContinuum of Support for

ALL

Goals

1) Participants will refine their understanding of core principles of differentiated practice and Response to Intervention (RTI)

2) Participants will assess their strengths and needs related to applying core principles in their practice

3) Participants will identify and share current local best practices related to differentiation and RtI

4) Participants will have the opportunity to explore national and local tools that support effective implementation

Differentiation of Instructionis a teacher’s response to learners’ needs

guided by general principles of differentiationsuch as:

respectful tasks flexible grouping ongoing assessmentand adjustment

teachers can differentiate

Content Process Product

according to students’

Readiness Interests Learning Profile

Key Principles of a Differentiated Classroom

• The teacher is clear about what matters in the content area.• The teacher understands, appreciates, and builds upon

student differences.• Assessment & instruction are inseparable.• All students participate in respectful work.• Students and teachers are collaborators in learning.• The teacher adjusts content, process, & product in

response to student readiness, interests, and learning profile.

• Goals are maximum growth and continued success.• Flexibility is the hallmark of a differentiated classroom.

• Assessment

• Flexible Grouping

• Tiered Activities

• Anchor Activities

• Differentiated Centers

• Curriculum Compacting

• Learning Contracts

• Adjusting Questions

• Independent Study

Not Differentiated Fully DifferentiatedReactiveFixedClosed

ProactiveFluidOpen

“One size fits all.”

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Critical Features of RtI:

• Administrative support (building and district)• Scientifically research-based core curriculum

(standards driven)• Universal screening (academics and behavior)• Data analysis and decision making process• Scientifically research-based instructional practices• Teams (leadership (school-wide), grade-level,

student-level)

Critical Features of RtI:

• Collaboration time• Parent Involvement (parents receive ongoing

feedback regarding their child’s progress)• Flexible Grouping (schedules, staff roles, service

delivery)• Flexibility in use of resources (regular, remedial,

and special education)• Scientifically research-based supplemental

programs (commitment to instructional fidelity)• Staff development (teaming, core curriculum, data,

interventions)

Implications for Classroom Practice

Drilling Down:RtI and Behavior

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Strategic Intervention:Specialized Group

Systems for Students with At-Risk Behavior

Intensive Intervention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

SYST

EMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence andAcademic Achievement

SupportingDecisionMaking

Data - How Decisions Are MadeComponents of decision making with PBS: 1) Creation of a problem-solving team

• Data collection• Data use• Communication with staff about data, patterns, and

decisions

2) Use of data to decide on the following:– Behavioral expectations (classroom and non-classroom

settings)– Which behaviors are managed in the classroom and

which behaviors result in an office referral – Supervision procedures for non-classroom settings

Practices-How Staff Interact with Students

Every time any adult interacts with any student, it is an instructional moment!

PBS emphasizes…-Teaching behaviors like we teach academics

-Modeling and practicing expected behaviors

-Acknowledging expected behaviors

-Precorrecting to ensure positive behaviors are displayed

Systems-Structures that Enable Success

• Procedures for non-classroom settings (lunchroom,bus,bathroom,assembly,

transition/hallway)• Procedures for reinforcing expected behavior• Procedures for responding to office discipline

referrals• Procedures for meeting the needs of all students

What does PBS look like?

Secondary & Tertiary

• Team-based coordination & problem solving• Local specialized behavioral capacity• Function-based behavior support planning• Person-centered, contextually & culturally relevant• District/regional behavioral capacity• Instructionally oriented• Linked to SWPBS practices & systems• School-based comprehensive supports

A Review of PBS Resources• PBS Benchmarks of Quality Checklist• PBS Leadership Team Implementation

Planning and Self-Assessment Tool• Effective Behavior Support Self- Assessment

Survey• EBS Team Implementation Checklist-

Quarterly Review• PBS Literature Review• What Works Clearinghouse (Check and

Connect)

Drilling Down:RtI and Academics

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

RESPONSE TO INTERVENTION

______________________

RESPONSE TO INSTRUCTION

Adapted from the International Reading Association

• Educators should embrace a model of prevention as opposed to waiting for a student to fail (NCLB).

• RTI is a Systemic Reform Process for:~ early identification of learning needs,~ addressing the needs of all learners,~ making data-based decisions in a comprehensive

framework,~ close collaboration among administrators,

classroom teachers, specialists, and parents,~ commitment to use resources for student progress in

general education.

Expanded Vision: RtI as Response to Instruction

Opportunities Presented by RtI:

• All students receive effective instruction in the general classroom

• Teachers collaborate in promoting best practices in effective instruction

• School-wide reform based on good instruction• Move to close achievement gap• Move to make Adequate Yearly Progress (AYP)

Big Ideas in RtI

• Not a “one size fits all” approach• Not “owned” by any one profession• Requires a shift in approach to

assessment• Requires parental involvement• Requires collaboration• Requires an expansion in role definition

RtI Applications

EARLY READING/LITERACY SOCIAL BEHAVIOR

TEAMGeneral educator, special educator,

reading specialist, Title 1, school psychologist, etc.

General educator, special educator, behavior specialist, Title 1, school

psychologist, etc.

UNIVERSAL SCREENING

Curriculum based measurementValidated screens for behavior disorders,

record review

PROGRESS MONITORING

Curriculum based measurementODR, suspensions, behavior incidents,

precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension

Direct social skills instruction, positive reinforcement, token economy, active

supervision, behavioral contracting, group contingency management, function-based

support, self-management

DECISION MAKING RULES

Core, strategic, intensive Primary, secondary, tertiary tiers

PennsylvaniaResponse-to-Intervention

Pilot Districts• 7 sites were selected as RTI pilots• These sites are participating in the pilot for a

3 to 5 year period• 2006 - 2007 was year one and a report has

been published with preliminary activities and outcomes

• Year one outcomes reflected significant gains in K-1 reading levels

Effective Program Leadership: Managing Complex Change at the School or System Level