Using Response-to-Instruction and Intervention to Facilitate Effective Classrooms and Successful...
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Using Response-to-Instruction and Intervention to Facilitate Effective Classrooms and Successful Students
1. To hear this webinar you will need to choose your audio mode.
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Dr. Howie KnoffDirector, Project ACHIEVEDirector, Arkansas State Personnel Development Grant
All participants are on mute.
www.LeaderEd.comwww.LeaderEd.com
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Q&A with Howie
www.LeaderEd.comwww.LeaderEd.com
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Almost all successful individuals and organizations have one thing in common – the power and depth of their vision of the future.
Joel Barker
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Presentation Overview
Defining and Discussing Independent
Learning and Self-Management Defining and Discussing RtI2 The Data-based Problem Solving Process Linking RtI2 Assessment/Problem Analysis
with Strategic Intervention Summary: The BIG IDEAS
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The Ultimate Educational Goal
TO:
Maximize ALL Students’ Academic Achievement and
Social, Emotional, and Behavioral Development
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System-Level Educational Goals and Outcomes
1. High levels of academic engagement and academic achievement and proficiency for all students.
2. High levels of effective interpersonal, social problem-solving, conflict prevention and resolution, and emotional coping skills/behaviors by all students.
3. High levels of critical thinking, reasoning, and problem-solving skills by all staff and students.
4. High levels of teacher confidence– relative to instruction, classroom management, and in helping students with academic or behavior problems.
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System-Level Educational Goals and Outcomes
5. Consistently high and effective instruction and classroom management across all teachers/instructional support staff.
6. Comprehensive and Strategic Professional Development enhancing staff knowledge, skills, and confidence, and student outcomes
7. A continuum of services, supports, strategies, and programs to strategically address the academic and behavioral needs of all students, with the consultation support to facilitate implementation and success
8. High levels of parent support and involvement in student achievement and self-management.
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From a Student Perspective…Our Goal is to create…
Independent Learner
Self-Manager
Academic Learning, Mastery, and Achievement
Social, Emotional, and Behavioral Development
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A Definition of “Independent Learning”
A Successful Independent Learner:
Is engaged, confident, motivated, and aware of when s/he knows and does not know
Knows how to create and sustain positive and productive learning environments
Can learn and master—and has learned and mastered specific facts, pieces of information, and skills; is able to organize, synthesize, and apply them to solve (real world) problems; and is able to communicate the information and/or solutions
Is able access, use, and learn from resources to enhance learning or to close knowledge, skill, or application gaps
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Student-Centered Rigor and Relevance: Bloom’s Knowledge Taxonomy
1. Awareness2. Comprehension 3. Application4. Analysis5. Synthesis 6. Evaluation
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Student-Centered Rigor and Relevance: Applying Knowledge
1. Knowledge in one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real-world predictable situations
5. Application to real-world unpredictable situations
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Levels of Independent Learning
CC DD
AA BB 1 2 3 4 5
4
5
6
3
2
1
Application:
Integrating Knowledge and Application toward Independent Learning
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A Definition of “Self-Competency” or “Self-Management”
Self-Competence/Management involves:
A child or adolescent’s ability to:
Be socially, emotionally, and behaviorally aware of themselves and others
Demonstrate successful interpersonal, social problem solving, conflict prevention and resolution, and social-emotional coping and behavioral skills
Effectively control their own emotions and behavior
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Operationalizing “Social Competency”
Social-Emotional Competency (How you Feel. . . )
Behavioral Competency (What you Do. . . )
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A journey of a thousand miles begins with a single step.
Chinese philosopher Laozi
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Which of the following best characterizes your school’s current RtI process/program?
1. No existing RtI process/program.
2. The RtI process/program is for students having difficulties in literacy only.
3. The RtI process/program is for students having difficulties in all academic areas.
4. The RtI process/program is for students having difficulties in all academic and behavioral areas.
5. The RtI process/program guides both effective classroom instruction and management, and the strategic instructional or intervention approaches needed for non-responding students.
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RtI2- Response-to-Instruction/ Intervention: A Definition. . .
A broad-based, targeted process to evaluate a student’s response to instruction/intervention
* The focus is on effective instruction, and—as needed—early, responsive, and strategic instruction and/or intervention
* Student progress is monitored/evaluated continually to determine whether desired learning, mastery, and proficiency outcomes are attained as a result of instruction or intervention
* Progress/Evaluation data help to determine whether or not the student attained desired or expected academic and social, emotional, or behavioral outcomes.
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Where Does Response-to-Instruction/Intervention RtI2 Start?
• RtI2 starts in the general education classroom with evidence-based curricula taught by Highly Qualified Teachers using effective instructional practices
• RtI2 involves determining students’ mastery of material and response to classroom management through effective assessments and progress monitoring
• When students are not successful over time, RtI2 is a component of a problem-solving process that determines why success has not occurred and what to do about it
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Students Succeed Because of their Instructional Environments
Teacher-Instructional Factors:Are teachers well-matched to their students and curricula?
Curricular Factors:Are curricula well-matched to students and teachers?
Student Factors:Are students prepared and “programmed”for success?
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The Scientifically-Based Components of Effective Classrooms: Academics
• Positive School and Classroom Climates• Effective Instructional Grouping• Effective Academic (Differentiated) Instruction• Student Instruction in their “Zones of Success”• Well-Designed and Implemented Progress
Monitoring and Authentic Assessment Systems
• Modifications, Remediations, Accommodations• Early Academic Intervention
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Critical Elements in Successful Instructional Environments
Curriculum Instruction Students
Curriculum Alignment/Total Instructional Alignment (TIA)
Differentiated Lesson Development, Delivery, and Evaluation
Setting, Communicating, and Evaluating Measurable Criteria for Student Skill or Performance Mastery
Readiness, Motivation, Preparation, Engagement, Self-Management
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The Scientifically-Based Components of Effective Classrooms: Social, Emotional, and Behavioral
• Positive School and Classroom Climates• Effective Classroom Management• Social Skill Instruction/Infusion and Use • Effective Student Motivation and
Behavioral Accountability Approaches• Consistency• Early Behavioral Intervention
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The “Core” of Project ACHIEVE’s Positive Behavioral
Self-Management System
Skill
Accountability
Consistency
Special Situations
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The “Core” of the Positive Behavioral Self-Management System
Skill The Stop & Think Social Skills Interpersonal, Problem-Solving, and
Conflict Resolution Skills Classroom/Building Routines
Accountability The Behavioral Matrix Grade-Level Classroom Expectations Building and Common Area Expectations
The Educative Time-Out Process
Consistency Skills, Accountability, Staff, Students, Parents
Special Situations-Setting and Student
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Which of the following best characterizes your school’s current Positive Behavioral Support (PBS) program?
1. No existing school-wide PBS program.
2. PBS program focuses only on common areas of the school.
3. PBS program focuses only on positive classroom management.
4. Both #2 and #3 above.
5. Both #2 and #3 above, and the PBS program includes the strategic social, emotional, and behavioral intervention approaches needed for non-responding students.
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Components of Effective Classrooms:Academic and Behavioral Instruction
Effective Teaching Skills and Practices*: Instructional Planning Positive Classroom Climate/Environment Teacher Expectations
Cognitive Emphasis Motivational Strategies Instructional Presentation
Prompts for Student Understanding Relevant Practice Academic Engaged Time Informed Feedback
Adaptive Instruction Progress Monitoring and Evaluation
* From The Instructional Environment System-II (TIES-II; Ysseldyke & Christenson, 1993)
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BUT. . . . . Some Students do not respond to effective classroom management and school-wide Positive Behavioral Support Systems (PBSS).
They likely need additional instructional or intervention supports, strategies, programs, or services.
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Where Does Response-to-Instruction/Intervention RtI2 Go?
For students who are not responding to high quality instruction and teacher-initiated interventions over time, the problem-solving process becomes more formal as (a) functional assessments are completed, (b) resulting in more intensive classroom-based interventions, (c) where student progress is monitored more frequently, and (d) data is used to determine the success of the interventions or the need for more intensive services.
More specialized, multidisciplinary resources, then, are used to deliver more specialized interventions to produce improved child outcomes
The intensity of services delivered are driven
by student outcomes!!
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The hardest thing to do in life. . .
Is to learn which bridge to cross and which bridge to burn.
Lawrence J. Peter
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Now. . .What are the Goals of the RtI2 Process?
To address the needs of students experiencing academic or behavioral difficulties by:
• Using a systematic problem-solving process that links functional assessment to evidence-based or research-based strategic or intensive instruction and/or interventions
• Providing consultation to classroom teachers so that the identified instructional changes or targeted interventions are implemented with integrity and success.
• To establish assessment and intervention baselines in case more intensive instruction or interventions are needed later.
• To increase the knowledge and skills of all of the teachers and other professionals involved.
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The Primary RtI2 Service Delivery
Approach involves:
Problem-Solving – Consultation – Intervention
NOT
Wait to Fail–Refer– Test – Place
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Data-based Problem Solving Determines the Success of RtI2
Accurately Identifying the Problem
Identifying the Skill Gap
Functional Analysis (Explaining) the Skill Gap
Selecting Scientifically-based Interventions
Successfully Implementing and Evaluatingthe Intervention
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Finding Consultants
• Every staff person is a potential consultant for someone else
• Schools need to systematically identify every staff person’s skills
• Staff need to use the skills of every staff member
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Interventions are linked to the results of the Problem Analysis step within the Problem-solving process.
Interventions focus on changing behaviors, not treating diagnostic labels, categories, or conditions.
Intervention follows a “Response-to-Instruction/ Intervention” prevention-focused model.
Interventions are delivered in the Setting of Origin, or—if strategically needed—in the LRE using the most preventative approach.
Primary Principles of Intervention
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I
II
III
Problem Identification
Problem Analysis
Intervention Design
Responseto
Intervention
Problem Solving and RtI2What is the Problem?
Why is itoccurring?
Is it working?
What are we going to do about it?
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The Interdependency between Academics and Behavior
Functional Assessment and Data-Based Problem Solving Helps us to tell the difference.
Academic Success Do students act out due to academic frustration?
Behavioral Success Do students have less academic success when they do not have certain behavioral skills?
Academic Instruction & Intervention
SPRINT
Behavioral Instruction &
Intervention
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When Students do not Succeed: Analyzing their Instructional Environments
Teacher-Instructional Factors:Are teachers well-matched to their students and curricula?
Curricular Factors:Are curricula well-matched to students and teachers?
Student Factors:Are students prepared and “programmed”for success?
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Problem Analysis: Possible Reasons for Students’ Lack of Self-Management Progress or Success
Teacher-Instructional Factors
Curricular Factors
Student Factors
Are students prepared and “programmed”for success?
Biological/Physiological Status
Skills
Motivation/Accountability
Consistency
Special Situations
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Area #1: Skill/Mastery Deficit
Area #2: Speed of Acquisition
Area #3: Transfer of Training/Generalization/Application
Area #4: Conditions of Emotionality
Area #5: Motivation/Performance Deficit
Area #6: Inconsistency (Specific where. . . )
Area #7: Special Situation—Setting, Peer, Individual
Seven “High-Hit” Reasons When Independent Learning or Self-Management does not Occur
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Goal #1/Skill/Mastery Deficit:
Goal #2/Speed of Acquisition:
Goal #3/Transfer of Training/ Generalization/Application:
Goal #4/Conditions of Emotionality:
Goal #5/Motivation/ Performance Deficit:
Goal #6/Inconsistency:
Goal #7/Special Situation:
Moving from Problem Analysis to Intervention
Teach
Increase Learning Rate
Train for the Transfer
Prevent/Control Emotionality
Motivate
Decrease Inconsistency
Resolve Situation/Target Social, Emotional, Behavioral Skills
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The Positive Academic Services and Support System (PASS): The Academic Intervention
“Blueprint”
Curricular Modification
Skill and Instruction Remediation
Formal and Informal Accommodation
Strategic or Intensive Instruction or Intervention
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The Positive Behavioral Self-Management System (PBSS): The Behavioral Intervention
“Blueprint”
Skill Instruction or Intervention
Motivation/ Accountability
Consistency
Special Situations
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The Tiers of the Academic and Behavioral Intervention
Tier 1Tier 1: Prevention for : Prevention for AllAll
Tier 2Tier 2: Strategic : Strategic Intervention for Intervention for SomeSome
Tier 3Tier 3: Intensive Need or : Intensive Need or Crisis Intervention Crisis Intervention for Fewfor Few
What is the Problem?
Why is itoccurring?
Is it working?
What are we going to do about it?
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We STRONGLY Recommend:
Grade-level RtI2 Teams. . . .
That meet at least monthly
A “Permanent Member” Building-level RtI2 Team. . . .
That meets weekly
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Composition of the Grade-Level RtI2 Team
• Every General Education Teacher at an identified instructional team level
• Support specialists assigned to the team• One member of the Building-level RtI2 Team• Other Support specialists or consultants as
needed (to help, on a case-by-case basis with specific student concerns)
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Composition of the Building-Level RtI2 Team
• The “referring” General Education Teacher• Administrator or Administrative-designee• School-based Related Service professionals• School-based Instructional Specialists/ consultants• Other staff skilled in academic or behavioral
interventions• Other school-based specialists (e.g., nurse,
computer-assisted learning specialist, school-based mental health specialist)
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BIG IDEA #1: The First “Intervention” is Effective
Academic and Behavioral Instructionby an Effective Classroom Teacher Using Effective Classroom Management
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BIG IDEA #2The Primary RtI2 Service
Delivery Approach involves:
Problem-Solving – Consultation –
Intervention
NOT
Wait to Fail – Refer – Test – Place
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BIG IDEA #3 RtI2 Reflects the Intensity of Supports, Services, Strategies, or Programs Needed by Students to beAcademically or BehaviorallySuccessful
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BIG IDEA #4 RtI2 —From Effective Instruction to Intensive Intervention—is Integrated into anEffective School and Schooling Model andGuided through the school’s annual School Improvement Plan and Process.
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BIG IDEA #5 The RtI2 Problem-Solving Process is Taught
to, Modeled for, and Implemented byEVERYONE in the School.
It is:
Written and Resourced, Planned and Consistent, Evaluated and Continuously
Improved
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BIG IDEA #6 RtI2 Success is about People, Professional
and Personal Success, and:
Communication Caring Collaboration Commitment Consultation Celebration Consistency
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A great leader takes people where they don’t necessarily want to go. . .
But where they
ought to be.
Rosalynn Carter
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• This is the end of the presentation portion.
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For more information www.LeaderEd.com
Q&A with Howie
www.LeaderEd.comwww.LeaderEd.com
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Thank you for Attending!
• Consulting Services
• Advisors, Keynote Speakers, Turnaround Specialists
• Needs Assessment, Strategic Planning, Intervention Plans
• Leadership Development
• Effective Teaching Practices
• Differentiated Instruction
www.LeaderEd.comwww.LeaderEd.com
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Resources
www.LeaderEd.comwww.LeaderEd.com
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Leadership AcademyLeadership AcademyBuilding Leadership CapacityBuilding Leadership Capacity
January 28 - 30, 2011January 28 - 30, 2011
www.LeaderEd.com
Quadrant D Leaders are
•Focused on Learning
•Flexible
•Analytical
•Passionate & Motivational
•Communicative
San Diego
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19th Annual
Model Schools ConferenceJune 26-29, 2011 - Nashville
Showcasing the nation’s most successful practices for improving student achievement and growth!
www.ModelSchoolsConference.com
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Howard M. Knoff, Ph.D.Director, Project ACHIEVE
Director, AR State Improvement Grant
49 Woodberry RoadLittle Rock, AR 72212
E-mail: [email protected]: 501-312-1484
Websites: www.projectachieve.info www.arstateimprovementgrant.com