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PLCs/Data Collection and Interventions in the Primary Grades

Roosevelt Elementary School Detroit Lakes MN

The Journey

The Journey

!  Goals for today

!  Introductions

A successful journey does not begin with taking a first step, but with facing the right direction.

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Richard Dufour

!  If your school or grade level already collaborates new legislation seems less like a burden and more like a process to help continue the journey.

!  Starting with RTI vs. Starting with PLCs

The Journey

!  Curriculum Work

!  Essential Learning Outcomes (ELOs)

!  Learning Targets

!  Common Assessments

The Journey

! The Story of our Journey

! Rethinking our plan •  Student Intervention Team

•  Interventionists

•  Lack of people and money

!  Intervention time

! Now what?

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The Journey

!  Curriculum Work

!  Essential Learning Outcomes (ELOs)

!  Learning Targets

!  Common Assessments

The Journey

!  http://www.youtube.com/watch?v=KrapFXnZIDE

"   (Special education referral video)

!  Team Meetings vs. PLCs

The Journey

!  Professional Learning Communities •  What do we expect our students to learn?

•  How will we know they are learning?

•  How will we respond if they are not learning?

•  How will we respond when they do?

!  Scheduling

!  Interventions – rethinking our practices

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The BIG IDEAS of a PLC

!  We accept learning as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning.

!  We are committed to working together to achieve our collective purpose. We cultivate a collaborative culture through the development of high-performing teams.

!  We assess our effectiveness on the basis of results rather than intentions. Individuals, teams, and schools seek relevant data and information and use that information to promote continuous improvement.

The Journey

!  Belief based on new teacher center research

!  Teacher effectiveness=increased achievement

!  Starts in the classroom

!  Core for all

!  Backward design

!  Instructional coaches based on Jim Knight and NSDC (Learning Forward model)

!  Response to instruction

!  PBIS

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The Journey

!  Using the data

!  PLCs led by the teachers

!  Talking about standardized data

!  Talking about ELO data

!  Talking about learning

Special Education

!  RTI Model !  The Discrepancy model was established because a

procedure was needed to determine which children qualified for services.

!  Reauthorization of IDEA 2004 affects RTI in a couple of ways because the discrepancy model is no longer needed.

!  -responsibility on general education teacher. !  “simply put, under RTI, schools will consider most

students for special education services only after the students have not responded to a series of timely, systematic, increasingly focused and intensive researched-based interventions, which are the responsibility of the regular education program.

Complementary Processes

!  The essential characteristics of a professional learning community are perfectly aligned with the fundamental elements of response to intervention. Quite simply, PLC and RTI are complementary processes, built upon a proven research base of best practices and designed to produce the same outcome-high levels of student learning. PLCs create the schoolwide cultural and structural foundation necessary to implement a highly effective RTI program. Pyramid response to intervention, PRTI, forges PLC and RTI practices into a single powerful process to improve student learning.

"  (Buffum, Mattos, Weber Pyramid Response to Intervention p. 49)

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PLC vs RTI"PLC Essential

Characteristics

!  Focus on Learning and Collaborative Culture

!  Focus on Results

!  Action Experimentation

!  Collective Inquiry

RTI Fundamental Elements

!  Collective Responsibility

!  Universal Screening and Progress Monitoring

!  Systematic Interventions and Decision Protocols

!  Research-Based Core Program and Interventions

Collaborative Teams

!  How should they be organized? !  How do we find time to collaborate? !  How do we make sure teachers use time well? !  How can we help teams establish effective team

processes? !  How do we know if any of this is making a

difference? !  What is the best single strategy for moving

forward?

Seven Keys to Effective Teams

!  Embed collaboration in routine practices of the school with a FOCUS ON LEARNING.

!  Schedule time for collaboration into the school day and school calendar.

!  Focus teams on critical questions. !  Make products of collaboration explicit. !  Establish team norms to guide collaboration. !  Pursue specific and measurable team performance

goals. !  Provide teams with frequent access to relevant

information.

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Why Should We Collaborate?

!  Gains in student achievement

!  Higher quality solutions to problems

!  Increased confidence among all staff

!  More peer support of strengths and accommodation of weaknesses

!  Ability to test new ideas

!  More support for new teachers

!  Expanded pool of ideas, materials and methods

"  Little, 1990

Traditional Model for Interventions

!  Individual teacher response !  Remedial classes !  Summer school !  Retention !  Alternative / special education or doing

nothing (no between)

Board Shorts

!  VIDEO

!  http://www.youtube.com/watch?v=O5X6hHRwWy0

!  (Kid Snippets Math Class Kids Tell, Adults Act)

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Interventions

!  Protocol System - 1 set of set-up guidelines/benchmarks

!  Pre-established qualification criteria

!  Limited number of intervention programs

!  Straight forward staff training, progress monitoring, and decision-making

Interventions

!  Problem-Solving System - Utilizes staff members, no programs, less rigid, more specialized, staff more likely to embrace because they get input, required more teacher training/development

!  More specific student plans, created with more staff input

!  Multiple intervention programs

!  More complex training, progress monitoring, and decision-making

PRTI Pyramid Response to Intervention

!  Monitors all student’s growth & provides timely interventions to all students as soon as they show difficulty, not just general or special ed. But all!

!  Don’t have to fail first

!  Look at the Core first. What are the teachers doing in the classroom?

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RTI Pyramid

5%

15%

80%

Ourchestra So you haven’t got a drum, just beat your belly. So I haven’t got a horn--I’ll play my nose. So we haven’t any cymbals-- We’ll just slap our hands together, And though there may be orchestras That sound a little better With their fancy shiny instruments That cost an awful lot-- Hey, we’re making music twice as good By playing what we’ve got! By Shel Silverstein

A- Ha Moment

! Are we giving each student an opportunity to learn or are we ensuring that each student truly does learn.

!  Interventions impact whole groups teaching.

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Technology

!  Google Drive for sharing results

!  Google Drive templates for agenda and collecting data

Family Engagement

!  Motivating student / Informing Parents !  Portfolios

!  SMILE folders

!  Problem solving skills

!  Conference sheet

!  Malcom Gladwell -Outliers

Communication Plan

!  Joint initiative of all who serve struggling students, including general education and special education teachers.

!  There will be universal screening of all students three times a year. MAP testing

!  All below-benchmark students are entitled to small-group intervention instruction.

!  Intervention groups are skill groups, and their instruction is focused.

!  Shared Responsibility

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Intervention Models

!  Push In Intervention Support !  Aide or Title I Teacher with Intervention Group !  Teacher with One Intervention Groups !  Other students working at stations !  Walk to interventions across grade level

!  Pull Out Intervention Support !  Teacher with one Intervention Group in classroom !  Students working at stations !  Aide or Title I Teacher with Intervention Group outside of

classroom

Tiers of Intervention

!  Tier 1 is generally viewed as the instruction students receive in the general education classroom.

!  Content standards

!  Curriculum that is research based

!  Research based strategies

!  Responsive Classroom

!  Balanced Literacy

!  6 Traits

!  Flexible Groups

!  Problem Solving in this tier is identify discrepancy between expectations and performance for class or individual.

!  MAP scores, DRA2, Fountas and Pinnell and CFA’s will help make decisions for Tier I

Tier II

!  Tier II can be considered the first line of intervention for students who are not at benchmark with the core instruction.

!  Very focused and covers only targeted skill areas. (at least 3 times a week for 30 minutes)

!  Occurs IN ADDITION to the Tier I instruction time.

!  Teacher directed explicit instruction with guided feedback.

!  Progress monitoring at least every other week.

!  Problem Solving is identify discrepancy for individual. Identify category of problem. Assign small group solution.

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Tier III !  Tier III is designed for students whose progress in Tier II has been

insufficient.

!  Rate of progress is inadequate.

!  Students need more time in intervention groups to make progress.

!  Instruction is systematic and slower paced, more practice cycles. (occurs every day)

!  Intensive instruction.

!  Progress monitoring weekly.

!  These students may or may not be in Special Education.

!  Problem Solving is identify discrepancy for individual. Identify causal variable. Implement individual intervention.

Quote

!  We have lived under an illusion that assessing the student for special education is doing something. Instruction is doing something. The RTI approach toward assessment is centered on finding what works for the child and not finding what is wrong with the child and who else should take responsibility for teaching them. RTI is about empathy vs. sympathy; that is, understanding that empowers educators to make a difference as opposed to an admiration of deficit thinking.

•  ---Assistant Director Of Student Service Randy Arnold St. Cloud

Response to Intervention !  Response to intervention is

a dynamic problem-solving process in which data are integral in making decisions about what skills struggling students lack, and whether intervention instruction provided to date has been effective.

!  RESPONSE TO INSTRUCTION

!  We can effectively teach all children

!  Intervene early

!  Multi-tier model

!  Problem-solving model to make decisions within a multi-tier model

!  Scientific research based intervention and instruction

!  Monitor student progress to inform instruction

!  Use data to make decisions

!  Use assessment for screening, diagnostic, and progress monitoring