Improving Instruction for ALL STUDENTS: HOPS
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RISCA Spring ConferenceRI Convention Center
April 11,2013
Improving Instruction for ALL STUDENTS: HOPS
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SpeakersLori LeBrun, Grade 7 School Counselor, Alan Shawn Feinstein Middle School, Coventry, RI2012 RI School Counselor of the Year.
Background: 25 years in education, 20 years as classroom teacher, 5 years as school counselor , Coventry School District
Email: [email protected]: @lorilebrun
Nicole Bucka, Northern RI Collaborative
Educational ConsultantRI Systems of Support,
Secondary RTI
Background: English, ELD, and Special Education teacher, as well as Special Education, ELD coordinator and teacher leader in Southern California
Email: [email protected]: @nbucka
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The Why
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Define “College and Career Ready”ACT defines [it] as “acquisition of the knowledge and
skills a student needs to enroll and succeed in credit-bearing, first year courses at a post-secondary institution, such as a two or four year college, trade school, or technical school” (The Forgotten Middle, 2008)
There is a marked and important difference between “preparedness” and “readiness”. While “preparedness focuses on academic qualifications…. Readiness includes behavioral aspects of student performance—time management, persistence, and interpersonal skills…”
(Technical Panel on 12th Grade Preparedness Research Final Report, 2009)
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Data: RI 2008
Rhode Island Board of Governors for Higher Education http://www.ribghe.org/pilot.htm
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Data: RI 2008
Rhode Island Board of Governors for Higher Education http://www.ribghe.org/pilot.htm
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Data: CCRI Fall 2011
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PREVENTION IS KEY“Our research shows that…the level of
academic achievement that students attain by eighth grade has a larger impact on their college and career readiness by the time they graduate from high school than anything that happens academically in high school”
(from “The Forgotten Middle,” by ACT, 2008)
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“The Forgotten Middle”, ACT, 2008
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Just “Doing what works”…
What exactly do we expect all students to learn?
How will we know if and when they’ve learned it?
How will we respond when some students don’t learn?
How will we respond when some students do?
Data Based Decision MakingResponse to Intervention
SL
O
KEY: GIVE “PERMISSION” TO CARE ABOUT MORE THAN NECAP/PARCC
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What we are ACTUALLY doing…
Adapted from: Anderson, D.H. et al. (2008); Boller, B. (2008); & Finstein, R.F., Yang, F.Y., & R’Chele, J. (2007)
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Evans, Serpell, & White (2005); Langberg, Epstein et al. (2008)
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What does this issue look like in school settings?
•Forget to record assignments or record inaccurately (20%)•Forget to bring materials home•Frequently lose or misplace work•Disorganized binders and book bags•Procrastinate and fail to plan•Become discouraged and give up
Langberg et al. (2010); Power et al. (2006)
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Limited Evidence-Based ADHD Interventions
•Interventions developed to date primarily target
noncompliance, disruptive and impulsive behaviors
•Do not adequately address homework performance
• Medication– Significant impact on ADHD symptoms
• Behavioral Parent Training– Compliance with rules and parent/child
interactions• Classroom Contingency Management
– Distractibility, off-task behaviors, and compliance
Pelham & Fabiano (2008)
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The How
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HOPS within an RTI Framework
Systematically identify students (e.g. HW grades, ADHD label, teacher ratings, use HOPS baseline, esp. transition times OR do eventually for all-Tier 1)
Baseline and Progress Monitoring are w/in the Program (also visual/graph, student reflection/analysis, teacher use formatively, parent use-also for check-ins for maintenance)
Tier 1/Core = Do for all kids at a grade level, large group, can peer coaching as well
Tier 2/Supplementary = Do for some kids, in small groups, 6-8 students, w/assistant
Tier 3/Intensive = Do for few kids who are still not successful, individually or close, 30 min daily
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http://www.nasponline.org/publications/booksproducts/N1108.aspx
Manual available through NASP
$52 members$65 non-members
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Teacher assigns work to be completed
Student records assignment
accurately and with sufficient detail
Student ensures all materials needed to complete work are
brought home
Student plans for the completion of homework and
studying of tests
Student manages time after school
effectively
Student physically completes work and
ensures it is accurate
Student ensures that materials and
assignments are brought back to school
Student turns in homework assignment
The Homework Completio
n Cycle
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3 Main Skills Covered in HOPS School Materials Organization
Student is taught specific system for organizing school binder, book bag and locker
Student taught an organization system for transferring homework materials to/from school
Homework Management Student taught how to accurately and
consistently record homework assignments, projects and tests in a planner/agenda
Time Management and PlanningStudent is taught to break up work on projects
and studying for test into small, manageable pieces and plan for timely completion of each piece
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Organization of HOPS sessionsFirst few sessions focus on materials
organization and homework managementMiddle sessions focus on time management
and planningFinal sessions focus on teaching students
to self-monitor and maintain their systems
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2013 Coventry HOPS SCREENING Process Ensure Tier 1 homework expectations are appropriate (following district homework policy) Generate a school SWIS custom report, selecting grades 4 and 5, other information and extra info field (noncompliance – work related). Elementary School Seek grade level teacher recommendations for students with organization and work-completion concerns. Be wary of students with underlying academic concerns who may not have all the skills needed to complete work. Generate a school attendance report of all students identified. Be wary of students who have attendance concerns. Meet with RTI Behavior Team / RTI- CPT team to determine best matched students for the intervention.
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Hopkins Hill SWIS Noncompliance work related concerns 2/27/13
DateStudent Id
Grade
Staff Id Time
Location
Problem Behavior Motivation
Others Involved
Admin Decision Other Information
Defiance/Disrespect/Noncompliance
10/5/201258469
16 4
569770
21:30:PM Class
M-Disrespt Avoid task
Teacher
Loss priv
not doing her work after several reminders Noncompliant-Work related
10/16/201242639
04 4
849229
11:00AM
Music rm
M-Disrespt Avoid task None
Loss priv unprepared for class Noncompliant-Work related
10/23/201258469
16 4
828967
1:15:PM Class
M-Disrespt Avoid task
Teacher Conf
did not follow directions she continued drawing/tearing out paper after 3 warnings Noncompliant-Work related
11/15/201250977
69 4
829155
9:00:AM Class
M-Disrespt Avoid task None Parent
did not follow directions about doing his own homework, someone else did it for him Noncompliant-Work related
12/11/201267953
36 4
828967
11:30AM Class
M-Disrespt Avoid task
Teacher
Loss priv
after many attempts at repeating directions, breaking down directions step by step, asking to repeat/verbalize directions to teacher, was given 2 choices to do his work. Finally went to Noncompliant-Work related
12/18/201240347
99 4
849229
11:00AM
Music rm
M-Disrespt Avoid task None
Loss priv unprepared for music Noncompliant-Work related
12/18/201267953
36 4
828967
2:30:PM Class
M-Disrespt Avoid task
Teacher Office
refused to work with his Science group ( he says due to his chair) and when repeating directions, giving choices, he finally went to Noncompliant-Work related
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Letter to Parents
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Video-Parent Toolkit
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Video-Parent Toolkit
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Planning
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Establish Baseline
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Organizational Skills Checklist
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HOPS in ACTION!
**Please note that this video is ONLY showing the progress monitoring and feedback aspect**
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Progress Monitoring
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Graphing Progress-An Evolution
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Graphing Progress-An Evolution
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Graphing Progress-An Evolution
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Graphing Progress-An Evolution
http://nces.ed.gov/nceskids/createagraph/
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Outcomes
How did students feel it worked?
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Outcomes9 out of 9 improved by HOPS data (all will
exit with periodic monitoring)9 out 9 students improved in grades
All improved in ‘Work Completion’From progress report to report card, students
went from ‘in danger of failing’ three core classes to none or one
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How Are They Doing on their Own?Student A
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How Are They Doing on their Own?Student B
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What do the teachers see?
Teacher Survey–
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Prior to the HOPS Intervention, did this student use his/her agenda effectively?
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Is the student writing assignments in his/her agenda?
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Is the student showing a better attitude towards work completion?
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Have you noticed a change in the students motivation to do better in school? For example: staying for extra help, revising work...
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Do you feel that the HOPS Intervention was helpful to students?
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Parent’s Perspective
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What did the students think of HOPS?
Video of students reflecting
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The DO
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Key QuestionsReadiness:
Is your leadership (Principal, District, etc) ready to support you?
Pilot Plan? (start small, learn what works/what doesn’t, celebrate, share, build into bigger)
Communication and Collaboration Plan (teacher & parent)
Logistics:Who will work with students (personal connection is key)?
Who will support you?When will this occur? (During school day? Not pull out of
core? Students w/mult areas of need?)Where will you meet?How many students will you pilot with?Materials? School provide?Rewards?
Sustainability and Scaling Up
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Aligning resources, structures, and supports
From “Alignment Nashville” from NHSC June 26, 2012: Aligning Resources, Structures and Supports for Actualizing College and Career Readiness
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Stages of Implementation (Goodman—Adapted from FIXSEN)
FocusFocus StageStage DescriptionDescription
Exploration/Adoption Decision regarding commitment to adopting the program/practices and supporting successful implementation.
Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.
Initial Implementation Try out the practices, work out details, learn and improve before expanding to other contexts.
Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.
Continuous Improvement/ Regeneration
Make it easier, more efficient. Embed within current practices.
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Lessons LearnedTier 2 or Tier 3 group needs to be SMALL (Tier 2 = 5
students; Tier 3 = 3)Beforehand, really teach/inform your teachers so
they can help reinforce and monitor in the classrooms (pilot is pivotal to really understanding what to share and how teachers can contribute OR learn from others who have been implementing)
Pilot – Start with students from ONE team/group of teachersAllow more into the classroomsObserve them Connecting with the students/teachers better for
follow through
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Next Steps for the Community of PracticeSurvey Parents and Teachers to improve
the communicationTool kit to address certain obstacles
(parent involvement and teacher involvement) based on data from surveys
Read “Coaching Student with Executive Functioning Deficits” to conceptualize Tier I implementation for ALL students (possibly across the 6th grade)