Ld4 Sec-es Day 1 Final 11-03-09

8/14/2019 Ld4 Sec-es Day 1 Final 11-03-09

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WelcomeSchool Based Leadership Team

Local District 4 Cohort I Schools

Bancroft MSBurbank MSIrving MSLe Conte MSVirgil MS

Eagle Rock HSFranklin HS

Alexandria ES Lockwood ESCahuenga ES Melrose ESCarthay Center ES Plasencia ESDel Olmo ES Politi ESDorris Place ES San Pascual ESEsperanza ES Selma ES

Gardner ES Union ESGarvanza ES Vine Street ESGratts ES White ESKingsley ES


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Setting the Stage

Purpose for 5 days of training:An introduction to RtI2Why now?What it looks like

How to make it work


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AgendaWe want you to leave with a deeperunderstanding of:

RtI 2

How RtI 2 fits with the work weve already startedThe 3 Tiered Model of instruction and interventionThe Change ProcessBuilding consensus for changeThe Problem Solving method


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Team Building ActivityTurn to the person to your right.

Describe a time when you have witnessed an example of apositive interaction between a teacher/student .

Take about one minute each to share.

Quickly chart one of the example and post on thewindow/wall.


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Belief SurveyYour project ID is:

Your 4-digit school location code

The intent of the survey is to gather data regarding theinstructional beliefs of your SBLT. It is a tool for assessingbeliefs important for establishing consensus regardingimplementation of an RtI 2 framework at your site.

This should take a few minutes.


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What do you know about RtI 2?

At your table discuss what you know aboutRtI 2.


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Policy Bulletin


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Read the Policysection.Highlight keypoints.Share withelbow partner.

Read andhighlight keyfeatures inSection A.Multiered-Framework.Share out withwhole group.

Read the Policysection.Highlight keypoints.Share withelbow partner.

Read andhighlight keyfeatures inSection A.Multi-tieredFramework.Share out withwhole group.


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Data-What weve done in the past.LD4 - Grade 4 - ELA - Adv anced and Pro f i c ien t CST Perce n tages

42.8

49

43.8

52.549.2

64.467 65.9

74.377.4

30.832.8

34.6

38.5

46.9

66.7 67.9

72.475.5

79.1

68.169.8 71.4

75

79.1

0

10

20

30

40

50

60

70

80

90

AN NU AL 2 00 4-20 05 AN NU AL 2 005-2 00 6 AN NU AL 200 6-2 007 AN NU AL 2 007 -2 00 8 AN NU AL 20 08-200 9

Bla ck Filip ino H is pa nic White As ia n


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Data-What weve done in the past.

LD4 - Grade 4 - MATH - Advanced and Proficient CST Percentages by Ethni

43.3

51

41

54.857.4

75.3 76.279.6

85.783.1

45.4 45.8

50.7

55.758.6

73.2 72.975.6

81.6 81.483.2

86.8 88.490.9 90.7

0

10

20

30

40

50

60

70

80

90

100

ANNUAL 2004-2005 ANNUAL 2005-2006 ANNUAL 2006-2007 ANNUAL 2007-2008 ANNUAL 2008-2009

Black Filipino Hispanic White Asian


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Data-What weve done in the past.LD4 Grade 7 - ELA - Advanced and Proficient CST Perce

22.619.7

30.1

34

41

53.3

49.7

53.1

61.3

23.6 22.824.7

28.4

32.2

43.2

48.1 48.2

55

60.3

50.7

53.956.6

58.3 58.9

0

10

20

30

40

50

60

70

ANN UAL 200 4-200 5 AN NU AL 2 005-2 006 ANN UAL 20 06-2007 AN NUAL 2 00 7-200 8 ANN UAL 2008-2009

Black Filipino H is panic White As ian

LD4 Grade 7 ELA Advanced and Proficient CST Percentages by Ethnicity


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Data-What weve done in the past.LD4 - Grade 7 - MATH - Advanced and Proficient CS T Percentages by

13.612.1

1921.4

18.2

44.6

52.3

48.6

56

18.4

20.922.4

25.9 25.7

37.2

43.5

39.5

46.1

50

53.7

63.5 63.365.2

58.8

0

10

20

30

40

50

60

70

ANNUAL 2004-2005 ANNUAL 2005-2006 ANNUAL 2006-2007 ANNUAL 200 7-2008 ANNUAL 2008-20 09

Black Filipino His panic White As ian


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Data-What weve done in the past.LD4 - Grade 9 - MATH - Advanced and Proficient CST Percentages by Ethnicity

5 4.9

7 7.5

13.2

16.318.2 19

22.621.2

5 56

7

10

17.716.4 15.9

16.9

23.4

32.6

30

41.1

44.6

38.6

0

5

10

15

20

25

30

35

40

45

50

ANNUAL 2004-2005 ANNUAL 2005-2006 ANNUAL 2006-2007 ANNUAL 2007-2008 ANNUAL 2008-2009

Black Filipino Hispanic White Asian


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Shift in Thinking

The question is not, what about the students iscausing the performance discrepancy, but what about the interaction of the curriculum,instruction, the learners and the learning

environment, should be altered so the student can learn.

Quick Write: Take a few minutes think about what this quotemeans and write down a few of your thoughts. Share your

response with others at your table.


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The Instructional CoreThe Instructional Core


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RtI 2

What is good first instruction?What does it look like?What does it sound like?

and do we all agree

As a group define what you believe is good instruction. Choose someone in your SBLT to record your idea on thechart paper.

Good First Instruction What does itlook like?

What does itsound like?


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What is good teaching andWhat is good teaching andlearning?learning?

(Aida Walqui)(Aida Walqui)high challengehigh challenge

low challengelow challenge

high supporthigh supportlow supportlow support

APPRENTICESHIPAPPRENTICESHIPZONE (ZPD)ZONE (ZPD)

FRUSTRATIONFRUSTRATIONZONEZONE

POBRECITOPOBRECITOZONEZONE

TWILIGHTTWILIGHTZONEZONE


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RtI 2What it is

and what its not


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RtI 2 is a process of

Using data to examine the system inrelation to most important results

Structuring thinking so thatnothing and no student is overlookedIdentifying strategies with a highprobability of improving studentperformance


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LAUSD Definition of RtI 2

RtI is a systemic multi-tiered framework thatguides the development of a well-integrated andseamless system of instruction (e.g., literacy,numeracy, language development, and positivebehavior support across content areas), andintervention that is matched to student need anddirected by student outcome data from multiple

measures.

BUL-4827.1


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Response to Instruction andIntervention (RtI 2)

Key word: RESPONSE

How is the student responding tothe instruction in the core classroom?

If we have put an intervention inplace, how is the studentresponding to the intervention?


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RtI 2 Essential ComponentsHigh quality classroom instruction forall studentsMulti-tiered framework for instruction/interventionConsistent, step-by-step ProblemSolving

Data-driven instructionEffective use of time, especiallyAcademic Engaged TimeOngoing professional development


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Tier 1

Tier 2

Tier 3

Focus for this year


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Why RtI 2? Why now?NCLB/ESEA

Disaggregated data to include Studentswith Disabilities (SWD)

Research- and data-based decision makingIDEA 2004

Effective instruction the foundation of decision making

Reference point: state-approved, grade-level standards


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Question

What are we doing in Tier Iinstruction to ensure strugglingstudents dont fall behind?

What are we doing for students thatneed to be challenged?

Discuss the following questions with your SBLT.Record some of your thoughts regarding the questions.


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What do we know about systemschange?

Communicate a clear and common visionPlanned and pursued in a systematic manner over

timeOne size does NOT fit allProfessional development is criticalOutcome evaluation is essential


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What Makes Change Work

How does change happen?What stands in the way of change?

I would like every other person at your table to please stand.Everyone who is standing, please take a seat at the table nextto you.

Share your thoughts with the person next to you.

Whole Group.

I would like every other person at your table to please stand.Everyone who is standing, please take a seat at the table nextto you.

Share your thoughts with the person next to you.

Whole Group.


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Change Model

Consensus

Infrastructure

Implementation


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Real and Positive ChangeHappens When

CONSENSUS is achievedSchool culture is honoredExpectations are clearCommunication and collaboration is taking placeWe have realistic expectations of initial successWe find ways to measure and analyze progressEveryone is involved in planning


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Group Discussion

We have discussed some essentialbeliefs. How consistent are these withcurrent beliefs at your school?

Individually, take a minute to jot down some of your thought about the above question.

Share your thoughts with your table.


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Perception of Practice Survey

Your project ID is:Your 4-digit school location code


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EvaluateEvaluate Is it working?

ProblemProblemAnalysisAnalysis Why is it occurring?

Define the ProblemDefine the Problem What is the problem?

Implement PlanImplement Plan What are we going todo about it?

Problem Solving Process


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Step 1 - Whats the Problem?

In order to identify a problem, youvegot to start with three pieces of data-

Benchmark level of performanceStudent level of performance

Peer level of performance


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Is this anindividualstudentproblem or alarger systemicproblem?

D e c i s i o n M a k i n gf o r u s e w i t h

S c h o o l - W i d e S c r

adapted from:

Heartland AEA 11,Improving ChildrensEducational Results

Are over 20% ofstudents

struggling?

Are between5% and 20% of Are 5% or fewer

and developgroup

intervention

Examine

instruction,curriculum, andenvironment for

neededadaptations

Develop smallgroup

intervention

Go to individualstudent problem

solving

Go tointerventionevaluation

studentsstruggling?

studentsstruggling?

Step 1 - Whats the Problem?


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The problem is occurring because ________________.

If ____________ would occur, the problem would be reduced.

Goal: The development of hypotheses about probable causesfor the identified problem.

Assessments are then conducted to gather informationto determine which are most / least likely

Prediction statement:

Step 2- Why is it occurring?


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Step 3- What are we going to doabout it?

Effective teaching strategies consider both what to teach and how to teach it.

Making good decisions will increasestudent progress.

It is critical that the instruction bematched to the problem.

Howell & Nolet, 2000


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Step 4 - Is it working?

Making instructional decisions based on the review andanalysis of student data

Progress monitoring always includes graphing

Progress Monitoring


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Problem Solving TeamsApply a systematic problem solving processFocus on modifying instructionalenvironment to support students

Use interventions that have beendetermined to have a high probability of success given the problem identifiedCollect relevant data and monitor studentprogress frequently to assess response tothe interventions.


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Stages to Problem Solving

Problem Identification and Analysisprimary determinant of successful problem solving

Goal Identification (what is your goal?)

Intervention Development and

Implementation

Evaluation


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Small Group Planning/Problem Solving

Step One:

Identify the problem or goalin concrete, descriptive,behavioral terms


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Step Two:Record all resources for resolving theproblem or achieving the goal, andall obstacles that must be overcomeor reduced

Brainstorm!


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Step Three:Select one obstacle from the list

Important, but avoid most importantWorkableOther obstacles will be addressed later


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Step Four:Brainstorm strategies to reduce or

eliminate the obstacle selectedThese are only ideas!Not limited to ideas on Resource listthese are only a stimulus


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Step Five:Design a concrete plan of action:

Who, What, WhenContract for actionName/title

Detailed descriptionSpecific date


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Step Six:Establish a detailed procedure for

follow-up and evaluation of progressPrompts for actionPeriodic updates

Additional supportModification or new Action Plan


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Step Seven:Establish a detailed procedure to

evaluate completion/progress of action plan(s)


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ActivitySmall-Group Planning and the Problem Solving Process


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Research Cycle


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Tomorrows Work

Day 2 will look more closely at theProblem Solving Method, focusing onStage 1: Problem Identification, alongwith the different ways that Tier 1data can be used of the ProblemSolving Method.


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Closure

Next meeting:Date: Thursday, November 5, 2009

Location: Pickwick GardensTime: 8:00 am 3:00 pm

Evaluations

Ld4 Sec-es Day 1 Final 11-03-09

Documents

Transcript of Ld4 Sec-es Day 1 Final 11-03-09