Creating School-Wide Systems for Student Success
Dec 31, 2015
Creating School-Wide Systemsfor
Student Success
Guiding Question:
As a leader, how do I build coherence and community to create a school that promotes
success and effectively responds to intervention?
Individual Crisis Intervention (80%)
Managing At-Risk Students
(15%)
Prevention (5%)
Typical Support Paradigm ofSchools with Limited Resources and Training
Stress and Trauma Impact Behavior
• Stress – mental, physical, or emotional strain
• Trauma- an extremely distressing experience that causes severe emotional shock and may have long-lasting psychological and physiological effects
“When a person (or system) is overwhelmed by terror or helplessness, the whole apparatus for concerted, coordinated and purposeful activity is
smashed.”(Herman, Trauma and Recovery, 1992)
• Are Marked by Confusion• Have Lack of Role Clarity • Have Disrupted Relationships• May Be Permeated by Negative Emotion• Are Less Able to Provide Care/Nurture
Systemic Traumatic Response
Systems Under Stress Often:
Promoting Resiliency and Mitigating the Impact of
Traumatic StressStructure
~ safety~ predictability~ role clarity
Connectedness~ relationships~ group learning/development~ positive caring and support
All
Some
Few RTIContinuum of Support for
ALL
Goals
1) Participants will refine their understanding of core principles of differentiated practice and Response to Intervention (RTI)
2) Participants will assess their strengths and needs related to applying core principles in their practice
3) Participants will identify and share current local best practices related to differentiation and RtI
4) Participants will have the opportunity to explore national and local tools that support effective implementation
Differentiation of Instructionis a teacher’s response to learners’ needs
guided by general principles of differentiationsuch as:
respectful tasks flexible grouping ongoing assessmentand adjustment
teachers can differentiate
Content Process Product
according to students’
Readiness Interests Learning Profile
Key Principles of a Differentiated Classroom
• The teacher is clear about what matters in the content area.• The teacher understands, appreciates, and builds upon
student differences.• Assessment & instruction are inseparable.• All students participate in respectful work.• Students and teachers are collaborators in learning.• The teacher adjusts content, process, & product in
response to student readiness, interests, and learning profile.
• Goals are maximum growth and continued success.• Flexibility is the hallmark of a differentiated classroom.
• Assessment
• Flexible Grouping
• Tiered Activities
• Anchor Activities
• Differentiated Centers
• Curriculum Compacting
• Learning Contracts
• Adjusting Questions
• Independent Study
Not Differentiated Fully DifferentiatedReactiveFixedClosed
ProactiveFluidOpen
“One size fits all.”
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Critical Features of RtI:
• Administrative support (building and district)• Scientifically research-based core curriculum
(standards driven)• Universal screening (academics and behavior)• Data analysis and decision making process• Scientifically research-based instructional practices• Teams (leadership (school-wide), grade-level,
student-level)
Critical Features of RtI:
• Collaboration time• Parent Involvement (parents receive ongoing
feedback regarding their child’s progress)• Flexible Grouping (schedules, staff roles, service
delivery)• Flexibility in use of resources (regular, remedial,
and special education)• Scientifically research-based supplemental
programs (commitment to instructional fidelity)• Staff development (teaming, core curriculum, data,
interventions)
Implications for Classroom Practice
Drilling Down:RtI and Behavior
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Strategic Intervention:Specialized Group
Systems for Students with At-Risk Behavior
Intensive Intervention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
SYST
EMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence andAcademic Achievement
SupportingDecisionMaking
Data - How Decisions Are MadeComponents of decision making with PBS: 1) Creation of a problem-solving team
• Data collection• Data use• Communication with staff about data, patterns, and
decisions
2) Use of data to decide on the following:– Behavioral expectations (classroom and non-classroom
settings)– Which behaviors are managed in the classroom and
which behaviors result in an office referral – Supervision procedures for non-classroom settings
Practices-How Staff Interact with Students
Every time any adult interacts with any student, it is an instructional moment!
PBS emphasizes…-Teaching behaviors like we teach academics
-Modeling and practicing expected behaviors
-Acknowledging expected behaviors
-Precorrecting to ensure positive behaviors are displayed
Systems-Structures that Enable Success
• Procedures for non-classroom settings (lunchroom,bus,bathroom,assembly,
transition/hallway)• Procedures for reinforcing expected behavior• Procedures for responding to office discipline
referrals• Procedures for meeting the needs of all students
What does PBS look like?
Secondary & Tertiary
• Team-based coordination & problem solving• Local specialized behavioral capacity• Function-based behavior support planning• Person-centered, contextually & culturally relevant• District/regional behavioral capacity• Instructionally oriented• Linked to SWPBS practices & systems• School-based comprehensive supports
A Review of PBS Resources• PBS Benchmarks of Quality Checklist• PBS Leadership Team Implementation
Planning and Self-Assessment Tool• Effective Behavior Support Self- Assessment
Survey• EBS Team Implementation Checklist-
Quarterly Review• PBS Literature Review• What Works Clearinghouse (Check and
Connect)
Drilling Down:RtI and Academics
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
RESPONSE TO INTERVENTION
______________________
RESPONSE TO INSTRUCTION
Adapted from the International Reading Association
• Educators should embrace a model of prevention as opposed to waiting for a student to fail (NCLB).
• RTI is a Systemic Reform Process for:~ early identification of learning needs,~ addressing the needs of all learners,~ making data-based decisions in a comprehensive
framework,~ close collaboration among administrators,
classroom teachers, specialists, and parents,~ commitment to use resources for student progress in
general education.
Expanded Vision: RtI as Response to Instruction
Opportunities Presented by RtI:
• All students receive effective instruction in the general classroom
• Teachers collaborate in promoting best practices in effective instruction
• School-wide reform based on good instruction• Move to close achievement gap• Move to make Adequate Yearly Progress (AYP)
Big Ideas in RtI
• Not a “one size fits all” approach• Not “owned” by any one profession• Requires a shift in approach to
assessment• Requires parental involvement• Requires collaboration• Requires an expansion in role definition
RtI Applications
EARLY READING/LITERACY SOCIAL BEHAVIOR
TEAMGeneral educator, special educator,
reading specialist, Title 1, school psychologist, etc.
General educator, special educator, behavior specialist, Title 1, school
psychologist, etc.
UNIVERSAL SCREENING
Curriculum based measurementValidated screens for behavior disorders,
record review
PROGRESS MONITORING
Curriculum based measurementODR, suspensions, behavior incidents,
precision teaching
EFFECTIVE INTERVENTIONS
5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension
Direct social skills instruction, positive reinforcement, token economy, active
supervision, behavioral contracting, group contingency management, function-based
support, self-management
DECISION MAKING RULES
Core, strategic, intensive Primary, secondary, tertiary tiers
PennsylvaniaResponse-to-Intervention
Pilot Districts• 7 sites were selected as RTI pilots• These sites are participating in the pilot for a
3 to 5 year period• 2006 - 2007 was year one and a report has
been published with preliminary activities and outcomes
• Year one outcomes reflected significant gains in K-1 reading levels
Effective Program Leadership: Managing Complex Change at the School or System Level