+

Welcome Teachers!!!! October 20th, 2014

You are a pioneer…A PD pioneer!

You are initiating a new approach for professional development within IISD!

You part of a collaborative way of learning for teachers across our county!

You are the first PLC for teachers particularly targeted to MTSS and students with unique learning needs!

You may ask?

BUT FIRST…Getting to know US!

Introduce yourself to someone you don’t know and share:

Your schoolWhat subject or area you teachWhy you came todayWhat are hoping to learnOne thing you are trying not to think about

Get Ready for whole group introductions!

+

Working Agreements

Demonstrate Mutual Respect (Respect people and ideas—such respect does not represent agreement.)

Employ Skillful Listening (Seek first to understand, then to be understood.)

Sufficient Consensus (Each person has an equal voice; the group works to understand all views)

Phone on vibrate

Breaks when you need them….

Start and stop on time…come when you can!

Others?

What is a PLC… Professional Learning Community?

Find someone you don’t already know (a new friend) to discuss:

What is a PLC ?

Have you participated in one?

What did you like and dislike?

3 minutes

A Little background knowledge!

Read pages one and two of the Professional Learning Communities article

Highlight at least three main points of the article or things that you find interesting about PLC’s

Be prepared for……

Next, move about the room and share your responses, mentally cataloguing the responses of others (Share with at least 3 people).

When your head is full, and when you are signaled, return to your seat and list the responses you heard from others.

Table …share responses

One definition…a Professional Learning Community is?

Professional learning community (PLC) groups are synergistic, self-directed, learning teams that work collaboratively to improve teachers’ knowledge and skills and student learning.

A Research-Based Approach to Professional Development Research supports the idea that

teachers learn best from their own practice and discussions with other teachers about such practices.

The work of a PLCs expands the knowledge of participants and encourages innovation and excellence.

They require honest reflection about teacher’s practice, intentionally seeking ways to do their work better.

Lecture – 5%

Reading – 10%

Audiovisual – 20%

Demonstration – 30%

Discussion Group – 50%

Practice by Doing – 75%

Teach Others/Immediate Use of Learning – 90%

Retention Rates for Learning

Why PLCs?

One-shot in-services are not effective.

Only 5-8% of what is learned at a workshop is actually implemented.

Most workshops require no follow-up, support, coaching, or feedback.

Most training occurs too far away from the classroom.

Most workshops/trainings include little discussion about actual classroom practice and instruction.

Why PLC’s?•Most staff development has been mandatory.

•Most school inservices are designed with little input from the learners (teachers).

•Most staff development treats all learners the same - no differentiated instruction for the variety of needs of each teacher.

•Most adults need social interaction to learn.

• A great deal of adults’ learning is based on experience, and sharing those experiences has not been tapped adequately.

Dreaming

To best meet your needs….. A very short survey!

How interested are you in learning about the following topics?Rate your interest or know level

Very interested….I need to know more know

Interested…I would like to know more

Kinda-sort of interested…if everyone else wants it …ok

Not interested…I do not want to know more

Please rate your expertise?

I am very knowledgeable…I could teach it

I have some knowledge, and would like more

I have no knowledge on the topic and don’t ask me to teach it

I do not need to have knowledge in this area

Future plans….

Flexible to meet your needs…we have topics

Need to differentiate…elementary and secondary

Would you like to have 15 minutes each session for current hot topics…time for people to get feedback from each other

Would you like to have resources available for background knowledge or additional information

Now for a Little Judicious Review….

Common Language and Common Understanding

Introducing Plickers…Low tech UDL strategy for collecting input

First – Locate a Plicker’s card on your table.

Second – Identify sides A, B, C, & D

Third – Practice holding your card

properly

Let’s see it in action!!

Now for a Little Judicious Review….

Common language and common understanding

Question 1: Aren’t RTI and MTSS the same thing?

A. Yes

B. No

C. Both A. and B.

D. I have no idea!

The quick answer is "yes and no". It’s complicated! Check out these definitions of RTI and MTSS:

Response to Intervention (RTI): The practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decision. (PBIS)

Multi-Tiered Systems of Support (MTSS): a coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision-making to empower each student to achieve to high standards. (Kansas MTSS)

You wouldn’t be wrong if you said the two definitions sound a lot alike! Both seem designed to support students and seek

to optimize school-wide decision making and instruction resources.

Movement away from a focus on RTI and toward utilizing MTSS models

Within RTI, there is greater focus on Tier 2 and Tier 3 decisions. MTSS models claim to place a larger focus helping all students achieve progress and proficiency, including Tier 1.

Universal

Targeted

Intensive Continuum of Support for

ALL:

Math

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Writing

Label behavior…not people

Reading

Question 2

All of the following sources of data can be considered when applying a decision rule within an RtI framework EXCEPT:

A. Universal screeningB. Break dance skillsC. Discipline ReferralsD. Classroom Grades & Assessments

Data For Each Tier - Where Do They Come From?

Tier 1: Universal Screening, accountability assessments, grades, classroom assessments, referral patterns, discipline referrals

Tier 2: Universal Screening - Group Level Diagnostics (maybe), systematic progress monitoring, large-scale assessment data and classroom assessment

Tier 3: Universal Screenings, Individual Diagnostics, intensive and systematic progress monitoring, formative assessment, other informal assessments

Another potential data source:

“Academic” BehaviorsWhat are the observable patterns of behavior that we

notice about a student’s work performance?

Class work completed/accuracy Home work completed/accuracy Test scores/accuracy

Student Level of Performance Goal or benchmark Peer level of performance

Examples of “Academic” Behaviors

Data taken during a single grading period (6 weeks)

Progress Monitor Homework completed and accuracy

Goal: Completed 75%, Accuracy 75% Student: Completed 40%, Accuracy 50% Peers: Completed 65%, Accuracy 78% Time Frame: 6 weeks Assignments/Week: 20

Examples of “Academic” BehaviorsCompletion:

75-40=30 % improvement in 6 weeks 30%/6 weeks= Improvement rate of

5%/week 5% of 20 assignments=1 per week Rate of Improvement for an effective

intervention is 1 ADDITIONAL ASSIGNMENT PER WEEK

Make table***

Question 3What three questions should be asked every time a decision needs to be made about whether to administer an assessment?

A. Is this assessment valid and reliable enough for decision-making purposes?

B. Will it tell me something I didn’t already know about this student?

C. Will I adjust or improve my instruction based on the results?

D. All of the above

Three questions that should be asked every time a decision needs to be made about whether to administer an assessment:

1. Is this assessment valid and reliable enough for decision-making purposes?

2. Will it tell me something I didn’t already know about this student?

3. Will I adjust or improve my instruction based on the results?

If you can’t answer “yes” to all three questions, the assessment is probably not worth the instructional time lost nor the risk of inappropriate decisions that might follow the results.

Q3 - Answer

Question 4

Which two factors should be considered when comparing a student’s response to instruction/ intervention to peer expectations?

A. How low and how slow

B. How old (age) and grade level

C. How much special ed and how much general ed

D. Student IQ and parent opinion

RTI is about identifying if a student responds or does not respond to instruction and intervention

Key assumption – fidelity of core instruction and intervention must be strong for ROI to have meaning

Requires determining a student's Rate of Response to Instruction and Intervention

Determining Response involves two key items compared against peer expectations:

How LOW?How SLOW?

Q4 - Answer

What is ROI?

A. Real Obvious Improvement

B. Rate of Improvement

C. Really Obnoxious Individual

D. Running Out and In

Question 5

Rate of Improvement

ROI = Change Over Time

Benchmark ROI: the ROI derived by calculating the gain on benchmark assessments conducted at periodic intervals (e.g., three times per year).

Progress-monitoring ROI: the ROI derived by calculating the trend established in the progress monitoring data points collected at frequent intervals (e.g., weekly).

Q5 - Answer

Question 6What are benchmarks?

A. Benchmark scores represent the minimum score students should achieve.

B. Are used to categorize students into low-risk and high risk-categories.

C. Using the benchmark levels of typical performing students at each point in time, the ROI can be calculated to show how much growth would be required between screening intervals for students to meet expected learning benchmarks

D. All of the above

Determining Benchmark ROI Using CBM

Within the RTI model, universal screening data provide an indication of what level of performance on particular tasks is expected at each grade level in the fall, winter, and spring of a school year.

Scores are identified that indicate successful performance on the universal screening measures, and these scores are often referred to as “benchmarks.”

Fall, Winter, and Spring benchmarks are calculated.

Example: Oral Reading Fluency CBM

Benchmarks…so many types!Key Terms

Typical Benchmark ROI - Growth rate of grade-level peers

Attained Benchmark ROI - Actual rate of student performance

Targeted Benchmark ROI - Desired growth rate for referred student

How is Benchmark ROI Calculated?

Last - First

---------------- = datum/week

# of weeks

Question 7

Managing the “GAP” between student _________ and __________ is what RtI is all about!

A. Intervention time and progress monitoring data

B. Student current performance and student past performance

C. Student universal screening data and student state assessment data

D. Current level of student performance and student expectation (benchmark, standards, goal)

New vocab for an old concept “GAP”

• Managing the GAP between student current level of performance and expectation (benchmark, standards, goal) is what RtI is all about.

• The two critical pieces of information we need about students are:– How BIG is the GAP?

AND– How much time do we have to close it?

• The answers to these 2 questions defines our instructional mission.

Data Based Decision Making!

Performance

Time

Peer Group Trajectory

Observed Trajectory

Question 8What type of Response to Intervention is this?

A. Awesome B. PositiveC. Questionable D. PoorD. Poor

Decision Rules: What is a “Poor” Response to Intervention?

Poor Response Gap continues to widen with no change in rate. Level of “risk” worsens over time

What to do if response is Poor Was intervention implemented as intended?

If no - employ strategies in increase implementation integrity If yes -

Is intervention aligned with the verified hypothesis? (Intervention Design)

Are there other hypotheses to consider? (Problem Analysis) Was the problem identified correctly? (Problem Identification)

Q8 - Answer

Performance

Time

What type of student Response to Intervention is demonstrated by this graph?

A. Awesome B. PositiveC. Questionable D. Poor

Peer Group Trajectory

Observed Trajectory

Question 9

C. Questionable

Decision Rules: What is a “Questionable” Response to Intervention?

Questionable Response Rate at which gap is widening slows considerably, but gap is

still widening Gap stops widening but closure does not occur Level of “risk” remains the same over time

If response if Questionable… Was intervention implemented as intended?

If no - employ strategies to increase implementation integrity If yes -

Increase intensity of current intervention for a short period of time and assess impact. If rate improves, continue. If rate does not improve, return to problem solving.

Q9 - Answer

Performance

Time

Response to Intervention

Expected Trajectory

Observed Trajectory

Positive

Questionable

Poor

Decision Rules

Decision Rules: What is a “Positive” Response to Intervention?

Positive Response Gap is closing Can extrapolate point at which target student(s) will

“come in range” of target--even if this is long range Level of “risk” lowers over time

What to do when Response is Positive

Continue intervention with current goal Continue intervention with goal increased Fade intervention to determine if student(s) have acquired

functional independence.

Time for Collaboration

3-2-1 Activity

November 17th PLC