Lake County Schools

Lake County Schools Investing In Excellence!

College and Career Readiness

Academic Services C² Collaborative Cohort

February 21, 2013

Underperforming SubgroupsPart 2

Robin Neeld

Jeanette Tietjen

Bell Ringer

0 As participants arrive, using the post-it notes on your table, (based on your homework from Part I) for each RTI Resource Pyramid write one resource for each

level in each of the three tiers used at your school.

0 Later in the session, we will share these resources for each Academic, Behavioral, and

ELL Tiered Levels of Support.

0 Example: Academic: Secondary Reading Plus

Behavioral: Elementary Check-in/Check-outELL: Rosetta Stone

Under-Performing Subgroups: Part II

I DO

• Provide clear outline for problem analysis, predictions, and development of hypothesis to guide more efficient RTI.

WE DO

• Explore RTI Resource Pyramid and Best Practices in building hypothesis, prediction statements, assessment questions, and RIOT Data Collection procedures.

YOU DO

• Through a case study approach, participants will utilize the multi-tiered system of support. Fe

brua

ry 2

1, 2

013

Learning Goals: Participants will connect the multi-tiered system of support (MTSS) format for problem-solving with the systems-thinking approach by building the nexus of school-wide improvement .

Obj

ecti

ve

Participants will link assessments to interventions and learn the appropriate format for problem-solving and hypothesis development in a multi-tiered system of support.

Shifting GearsBell ringer:

Reflect on and be prepared to share resources for each tiered level of support from your school RTI Resource Pyramid.

NEXT STEPS:We encourage you to develop hypotheses with integrity through accurate assessment to drive interventions with fidelity.

Benchmarks:

Utilizing the RTI process with fidelity provides necessary support for moving subgroups from underperforming to performing.

How do we revolutionize the way we teach, lead, and learn for 21st century success in the C² Ready classroom?

Sum-It-UpEssential Question

Common Language Predictions Hypothesis Problem Analysis

Intervention

Integrity Fidelity

Domain 1 : Classroom Strategies and BehaviorsDomain 2 : Planning and PreparingDomain 4 : Communicating with Parents

Lake County SchoolsVision Statement0 A dynamic, progressive and collaborative learning community

embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

 Mission Statement0 The mission of the Lake County Schools is to provide every student with

individual opportunities to excel.

0 Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Academic Services

Academic ServicesCurriculum & Instruction ~ Professional Development ~ Teaching &

Learning0 The Office of Academic Services encompasses the core business of Lake County Schools.

We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement.  

Assurances0 We will ensure that we work with district staff and school administrators to design and

collaborate on systems that address professional learning needs related to improving student outcomes.

0 We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards.

0 We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns.

0 We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.

Academic Services

Academic Services

How do the 21st Century Skills Skills Align?

1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

Academic Services

Building Relationships Among Problem Solvers to

Strengthen RTI

Marshmallow Challenge Rules0 Each team will have 18 minutes to complete the challenge.0 The largest freestanding structure wins as measured from the table

top to the top of the marshmallow.  0 The structure cannot be supported by anyone or anything that is not

included with the kit. 0 The marshmallow needs to be supported on the top of the structure.  0 Any team that cuts or eats part of the marshmallow will be

disqualified. 0 Teams are free to break up the remaining kit components anyway

they like.  0 Teams are also allowed to use as much or as little of the kit as

needed0 Any structure not freestanding with a marshmallow on top will be

eliminated.

Team Marshmallow Challenge Kit

20 sticks uncooked spaghetti

One yard of masking tape

One yard of string

One Marshmallow

Stopwatchhttp://www.timeme.com/timer-stopwatch.htm

18 minutes

Challenge Reflection

Turn to Shoulder Partner and Respond to Question Below:

How did this challenge help us build relationships through problem solving?

Challenge Reflection

0Why the Marshmallow Challenge?0 Identify the hidden assumptions0 Common language0 Problem-Solving0 Shared experience0 Prototyping0 Facilitation0 Nature of Collaboration0 Team Development

0How does this activity relate to the function of the RTI Team?

Step 1:Problem Identification

What is the problem?

Step 2:Problem Analysis

Why is it occurring?

Step 3:Intervention Design

What are we doing about it?

Step 4:Response to Intervention

Is it working?

Problem-Solving Model

Moises – is the kid in your classroom, the ONE that you are NOT reaching…

Immersion

Student Focus

0 http://www.youtube.com/watch?v=I6Y0HAjLKYI

What resonates for you from the

“Immersion” video?

What student behavior alerted the teacher to the student’s problem?

If you were faced with Moises’ situation at your school, describe how your problem solving process would begin?

Best Practices in Linking Assessment to Intervention

Batsche, et al0 Overview

Problem Solving Model Purpose

Primary Outcomes: development, implementation , and evaluation of interventions for student success

Three-tiered system is both effective and efficient

Multi-tiered Service Delivery Model

Linking Assessment to Intervention

1

2

3

43

5

Best Practices in Linking Assessment to Intervention

Jigsaw – Each participant is numbered

in table teams.

MTSS:PS/ RtI

Step IProblem

Identification

Step 2Problem Analysis

Step 3Intervention Development

Step 4Response to Intervention

Hypothesis Development

Using A Tree-Map to Identify Essential Data

Reviewing the Problem-Solving Model

0 Team Jigsaw In teams of four or five, count off to establish team member

numberDivide the article among the team:

0 Team Member 1, Page 179-181 - Hypothesis Development and Linking Assessment Results to Intervention Development

0 Team Member 2, Page 181-182 Problem Identification Team0 Member 3, page 182-183 Problem Analysis 0 Member 4, Page 183-185 Intervention Development and

Implementation0 Team Member 5, Pages 185-186 Program Evaluation/RTI

Each team member will categorize major points from the assigned section. Then share with team members when summarizing the section.

Each team member will have a completed Tree Map at the end of the Jigsaw.

ICEL

/RIO

T

Reviewing the Problem-Solving Model

0 Team Jigsaw In teams of four or five, count off to establish team member

numberDivide the article among the team:

0 Team Member 1, Page 179-181 - Hypothesis Development and Linking Assessment Results to Intervention Development

0 Team Member 2, Page 181-182 Problem Identification Team0 Member 3, page 182-183 Problem Analysis 0 Member 4, Page 183-185 Intervention Development and

Implementation0 Team Member 5, Pages 185-186 Program Evaluation/RTI

Each team member will categorize major points from the assigned section. Then share with team members when summarizing the section.

Each team member will have a completed Tree Map at the end of the Jigsaw.

MTSS:PS/ RtI

Step IProblem

Identification

Define Replacement

Behavior

Step 2Problem Analysis

Performance or Skill Deficit

Step 3Intervention Development

Informed by Problem Analysis

Step 4Response to Intervention

Plan for Progress

Monitoring

Hypothesis Development

Use of ICEL/RIOT

SummaryProblem Solving

Flow Chart

Identify the replacement

behavior

Determine current, expected, and peer

levels of performance

Conduct a gap analysis to determine if Tier I instruction or the target student should be the focus of problem analysis

Develop hypothesis, prediction statements,

and assessment questions

Collect ICEL/RIOT data to verify/reject

hypothesis

Develop intervention plan(s) for verified hypothesis including:

*Interventions that are evidence based and feasible to implement

* A description of who will do what and when AND

* How support will be provided to the individuals implementing the intervention

Implement the intervention plan(s) and collect data to

document the degree to which the intervention plan(s) were implemented with fidelity

Collect progress monitoring data and make decisions about student RtI:

*Positive: Continue intervention until benchmark attainment

* Questionable: Modify or increase existing intervention

* Poor: Return to problem solving

Stopwatchhttp://www.timeme.com/timer-stopwatch.htm

Break for Eight

Intervention Versus Resources

What is an intervention/resource?

Are there a differences?Are there similarities?

0Discuss the following questions:0What is an intervention?0What is a resource?0What are the similarities?0What are the differences?

Turn & Talk

What’s the Difference?

ResourcesIntervention

TimeClose The Gap

Strategies

Bell Ringer: Round Robin

0 As a Team, Compare & Contrast Resources for each RtI Pyramid

0 As a Team, choose one Resource for each Tier and Write it on a post-it note for the 3 RtI Pyramids.

0 Jigsaw Partner #3 will place these resources for each Tiered Levels of Support. on the classroom poster.

Rosetta Stone

Check-in/Check-out

Harcourt

Rate your understanding of your school’s resources…

Providing Tiered Levels of Support

Guiding Questions0How do we design a Multi-Tiered System of

Supports?0What type of structure is most successful?0Which schools have effective practices in place?0How will you build capacity in your school?0How do we get the answers to these questions?

Spotlighting Best Practices

We will be spending the last portion of this workshop hearing from personnel from four schools in Lake County. We have representatives from Elementary, Middle, and High School. Each school will spotlight an effective practice from their school. In the remaining time, the panel will answer questions from the workshop participants.

Prior to getting started, let’s look at a tool to assist in planning the next steps you will take to build capacity at your school.

Let’s Examine How One School Approaches RtI

Tigard High School

http://teachertube.com/viewVideo.php?video_id=218571&title=Implementing_RTI__Tigard_High_School

RtI – Making It HappenTigard High School

SUCCESSFULLY

How will you build capacity for MTSS:PS/RtI in your school?

Utilize data analysis to identify a problem Identify resources at school Determine which interventions are working

Panel PresentersStacy Keaveny – Guidance

Monica Gordon - AP

Ken Lyford – Guidance

Ginger Shivers-Literacy

East Ridge High School

East Ridge Middle School

Clermont Elementary School

Beverly Shores Elementary School

Under-Performing Subgroups: Part II

I DO

• Provide clear outline for problem analysis, predictions, and development of hypothesis to guide more efficient RTI.

WE DO

• Explore RTI Resource Pyramid and Best Practices in building hypothesis, prediction statements, assessment questions, and RIOT Data Collection procedures.

YOU DO

• Through a case study approach, participants will utilize the multi-tiered system of support.

Febr

uary

21,

201

3

Learning Goals: Participants will connect the multi-tiered system of support (MTSS) format for problem-solving with the systems-thinking approach by building the nexus of school-wide improvement .

Obj

ecti

ve

Participants will link assessments to interventions and learn the appropriate format for problem-solving and hypothesis development in a multi-tiered system of support.

Shifting GearsBell ringer:

Reflect on and be prepared to share resources for each tiered level of support from your school RTI Resource Pyramid.

NEXT STEPS:We encourage you to develop hypotheses with integrity through accurate assessment to drive interventions with fidelity.

Benchmarks:

Utilizing the RTI process with fidelity provides necessary support for moving subgroups from underperforming to performing.

How do we revolutionize the way we teach, lead, and learn for 21st century success in the C² Ready classroom?

Sum-It-UpEssential Question

Common Language Predictions Hypothesis Problem Analysis

Intervention

Integrity Fidelity

Domain 1 : Classroom Strategies and BehaviorsDomain 2 : Planning and PreparingDomain 4 : Communicating with Parents

Participant Scale and Reflection

0-Not Using

•No understanding or implementation steps taken away

1-Beginning

•Little understanding and inconsistent implementation steps taken away

2-Developing

•Moderate understanding and implementation steps taken away

3-Applying

•Consistent understanding and implementation steps taken away along with monitoring componets for effective execution

4-Innovating

•In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways

Academic Services

1. What new perspectives did you gain from the panel of presenters?

2. How will you make use of these new perspectives when you return to your

school?

3. My Learning Scale Score for today is:4 3 2 1 0 (circle)

Ticket Out - Reflection