Region 9 RtI2 Institute for Secondary Educators

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Region 9 RtI2 Institutefor Secondary Educators

• October 29, 2009
• Delhi Center
• Barbara Kelley Cristy Clouse Marie Williams
  Pam Tupy Sheri McDonald

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• 2 day Institute
• October 29, 2009
• February 16, 2010
• Plus Technical Assistance Days
• December 10, 2009
• April 22, 1010
• _at_Delhi Center from 8-230pm
• Lunch is on your own-60 minutes

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Collaboration StylesMalone 2007
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Compass Points

• North need to get the work done nowor as
  quickly as possible product driven
• South need to have all members share their
  thoughts and be sure everyone is supported
• East need to express their visions of the
  project, Big Idea People
• West need to get their questions answered
  before proceeding with the work

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Who are you??

• Identify which work style matches you best.
• On a Post-It note, write three adjectives for the
  following questions
• 1. What are the strengths of your style?
• 2. What might be some limitations of your style?
• Identify
• 3. Which style might be the most difficult for
  your style to work with?
• 4. What should others know about your style in
  order to maximize your strengths?

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Find Your Compass Point

• Find your Compass Point Corner.
• If your Corner Crew is too big, break into
  subgroups of approximately 10 people (pick people
  you dont usually work with.)
• As a group, reach agreement on which adjectives
  best describe your Compass Point work style.
• Collectively represent your responses on the
  poster provided. You have 15-20 minutes.
• Have a runner bring your completed poster to
  the front of the room for presentation.
• Return to your original Team Table.

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Debriefing the Process

• What did you do?
• Personalized observations
• What does this mean?
• Understand the various styles on your team
• Success occurs when you play to the strengths of
  others
• How do you use this?
• Assign roles based on strengths
• Work to expand your repertoire of skills
• How does your group work?
• Discuss the dynamics of your team
• What will you need to pay attention to as you
  move forward?

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RtI2 AGENDA

• Compass Points
• Data Dialogue
• RtI2 and PBIS
• Desired State Planning
• Cultural Shifts for Systems Change
• Closing Surveys Presentations
• Evaluation

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Data Driven Dialogue dialogos Logos meaning
of the word Dia through make possible a
flow of meaning in the whole group out of which
will emerge some new understanding.
Organizing and Integrating
Activating and Engaging
The Collaborative Learning Cycle
Exploring and Discovering
Wellman, B. and Lipton, L., (2004). Data Driven
Dialogue A Facilitators Guide to Collaborative
Inquiry. Sherman, CT Mira Via LLC.
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Surfacing Experiences and Expectations
Organizing and Integrating
Activating and Engaging
What are some predictions we are making? With
what assumptions are we entering? What are some
questions we are asking? What are some
possibilities for learning that this experience
might present to us?
The Collaborative Learning Cycle
Exploring and Discovering
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Snapshot Predictions
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Assumption Snapshot Stack and Shuffle
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• Assumption Snapshot
• Stack and Shuffle
• Mediation Questions
• What is the thinking behind this assumption?
• What are some inferences that can be made from
  it?
• What might be some alternative interpretations?
• To what degree is this assumption generalizable
  or context specific?
• Of ___________were true, would this assumption
  still hold?

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Data Analysis
GOAL Collaborative Understanding from Multiple
Perspectives
TASK 1. Review your school-wide data as a
team. 2. Use the Data Analysis Chart to record
findings.
Organizing and Integrating
Activating and Engaging
The Collaborative Learning Cycle
Heart of Collaborative Inquiry
Exploring and Discovering

• Helpful Hints
• Curiosity and Understanding Avoid Rushing to
  Premature Conclusion
• Just the facts, mam. No Explaining
• Depersonalize the Data Avoid using personal
  pronouns

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• DATA ANALYSIS
• QUESTIONS
• What important points seem to pop-out?
• What seems to be surprising or unexpected?
• What are some patterns, categories, or trends
  that are emerging?
• What are some things we have not yet explored?

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DATA ANALYSIS CHART Middle School
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DATA ANALYSIS CHART Middle School
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DATA ANALYSIS CHART High School
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DATA ANALYSIS CHART - High School
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Generating Theory theoros
Organizing and Integrating
THEORIES OF CAUSATION 1. Story line
(observation) 2. Two Possible Theories 3.
Confirm One Theory 4. Systems Change Question
Activating and Engaging
The Collaborative Learning Cycle
Exploring and Discovering
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STUDENT ACHIEVEMENT
Social Behavior Support
Good Teaching
Response to Intervention2 PBIS
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PBIS is

• a framework for enhancing the adoption and
  implementation of a continuum of evidenced-based
  interventions to achieve academically and
  behaviorally important outcomes for ALL students.

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RtI2 A Continuum of Support for All
Few
Some
All
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Why RtI?

• Our educational system has grown up through a
  process of Disjointed incrementalism (Reynolds,
  1988)
• RtI creates a system that aligns resources to
  benefit all students based on need, not label
• It is about every ed, not just general ed or
  special ed (Judy Elliot)
• W. David Tilly, 2008

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(No Transcript)
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RtI2 Academic Social Behavior
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Californias RtI2 - 10 Components

• High-quality instruction
• Research-based instruction
• Universal screening
• Continuous progress monitoring
• Research-based interventions

• Progress monitoring during instruction and
  intervention
• Fidelity of program implementation
• Staff development and collaboration
• Parent involvement
• Specific learning disability determination

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RtI2

• Students are made up of both sides of the
  triangle
• Success occurs when both sides are addressed
  together, not separately
• Students have a profile of behavior, practices
  are zone specific

• RtI2 model brought about the blending of the two
  initiatives
• Academics and behavior have a profound effect on
  each other
• Academics and behavior are not causal, they are
  supportive of each other

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Why must schools build strong universal
systems of support?BECAUSE .

• We cant make students learn or behave
• We can create environments to increase the
  likelihood students learn and behave
• Environments that increase the likelihood are
  guided by a core curriculum for academics and
  behavior and they are implemented with
  consistency and fidelity

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Working Elements
Data ODRs EBS Self-Assessment SET Benchmarks
of Quality School Safety Survey Academic
Performance Curriculum Based Measurement
Practices Teach and Encourage small number of
Schoolwide Behavior Expectations Continuum of
consequences for violations of behavior
expectations Active Supervision Effective
Classroom Management
Systems Leadership Team Formative
data Team-based decision making and action
planning Active Administrative Support
Outcomes 80 of students with 0-1 major ODRS 72
in green 9-12 78 in green 6-8
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School-Wide Systems for Student SuccessA
Response to Intervention2 (RtI2) Model

• Research validated practice
• System in place for progress monitoring
• System in place for rapid access

Academic Systems
Behavioral Systems

• Tier 3/Tertiary Interventions 1-5
• _____________________
• _____________________
• _____________________

• 1-5 Tier 3/Tertiary Interventions
• ___________________________
• ___________________________
• ___________________________

• Tier 2/Secondary Interventions 5-15
• ___________________________
• ___________________________
• ___________________________
• ___________________________
• ___________________________
• ___________________________

• 5-15 Tier 2/Secondary Interventions
• ____________________________
• ____________________________
• ____________________________
• ____________________________
• ____________________________
• ____________________________

• Tier 1/Universal Interventions80-90
• ________________________
• ________________________
• ________________________
• ________________________
• ________________________
• ________________________

• 80-90 Tier 1/Universal Interventions
• ____________________________
• ____________________________
• ____________________________
• ____________________________
• ___________________________
• ---------------------------------------------_

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RtI2 Criteria

• Research validated practice
• 1 control study or 5 single subject design
  studies
• System in place for progress monitoring
• Behavior
• Tier 1 monthly
• Tier 2 bi-weekly
• Tier 3 weekly
• Academics
• Tier 1 3-4X per year
• Tier 2 bi-weekly
• Tier 3 weekly
• System in place for rapid access

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Behavior and Academics

• Improved behavior does not cause improved
  academics
• Improved academics does not cause improved
  behavior.
• Behavior and academics support each other.

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Problem behaviors and their challenges

• Insubordination, noncompliance, defiance, late
  to class, nonattendance, truancy, fighting,
  aggression, inappropriate language, social
  withdrawal, excessive crying, stealing,
  vandalism, property destruction, tobacco, drugs,
  alcohol, unresponsive, inappropriate use of
  school materials, weapons, harassment, unprepared
  to learn, not following directions, parking lot
  violation, irresponsible, trespassing,
  disrespectful, banned items, failure to complete
  homework, disrupting teaching, uncooperative,
  violent behavior, disruptive, verbal abuse,
  physical abuse, dress code, other, etc., etc.,
  etc..

• Exist in every school
• Vary in intensity
• Are associated with variety of contributing
  variables
• Are a concern in every community

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Problem behaviors and their challenges

• 2001 Surgeon General Report
• Number of assaults and other antisocial behavior
  are increasing
• Risk factors such as antisocial peer networks and
  reinforced deviancy are prevalent
• Occur and are reported at disproportionate rates
  among race, gender, and special education
• Are associated with low academic achievement and
  high drop out rates

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Safe School Initiative Findings(U.S. Secret
Service and Dept. of Education)

• 10 Key Findings
• Incidents of targeted violence at school rarely
  sudden, impulsive acts
• Prior to most incidents, others knew
• Most attackers did not directly threaten the
  targets
• No accurate or useful profile
• Most attackers had prior behavior problems
• Most had difficulty coping with significant
  losses or personal failures

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10 Key Findings

• Many attackers felt bullied, persecuted or
  injured by others
• Most attackers had access to and had used weapons
  prior to the attack
• Other students were involved in some capacity
• Despite prompt law enforcement responses, most
  incidents stopped by other means.

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Recommendations

• U.S. Secret Service Dpt. Of Ed.
• Formulate strategies for prevention in three
  principle areas
• Developing the capacity to pickup on and evaluate
  available or knowable information that might
  indicate that there is a rsk of a targeted school
  attack
• Employing the results of these risk evaluations
  in employing prevention strategies
• Develop positive, inclusive school environments

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WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE?

• Surgeon Generals Report on Youth Violence (2001)
• Coordinated Social Emotional Learning
  (Greenberg et al., 2003)
• Center for Study Prevention of Violence (2006)
• White House Conference on School Violence (2006)

• Positive, predictable school-wide climate
• High rates of academic social success
• Formal social skills instruction
• Positive active supervision reinforcement
• Positive adult role models
• Multi-component, multi-year school-family-communit
  y effort

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How problems are commonly addressed in school
settings

• Academic Problems
• Assume student is trying to make correct response
• Assume error was accidental
• Provide assistance
• Provide more practice

• Behavior/Social Problems
• Assume student is not trying to make correct
  response
• Assume error was deliberate
• Provide negative consequence
• Practice not required

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Reasons behind students inappropriate behaviors

• Different expectations throughout the environment
• Have not had opportunity to practice the correct
  response
• Difficulty predicting the correct response for
  the specific location
• Having little reason to perform the correct
  response

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Twitter a Tweet

• Sum up what you have learned this morning in 140
  (or less) characters
• Write the subject line 2 words
• Lunch - See you in 1 hour

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ORANGE COUNTY DATA

• Ethnicity
• Drop-Out Rates
• Truancy Rates
• Suspensions
• Expulsions

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Orange County Stats

• 27 Public School Districts
• 300 Private Schools
• O.C. is the 5th most populated county in U.S.
• O.C. is the 2nd largest district in California
• 504,007 students in 2008-09
• 28 of O.C. students are English learners
• 40 of O.C. students receive free or
  reduced-price meals in 2007-08
• O.C. is a majority-minority county, meaning no
  ethnic group holds the majority

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CDE-Orange County Data2007-08
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CDE-Orange County Data2007-08
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CDE-Orange County Data2007-08
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CDE-Orange County Data 2007-08
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CDE-Orange County Data2007-08
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DESIRED STATE PLANNING

• A Way of Planning for What Might Be Rather than
  for What Is

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Ideal State or Outcome
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Outcome MappingChange Agent
Focus of Change
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CULTURAL SHIFTS

• Looking at the way we do business through a
  different lens.

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Cultural Shifts in Systems Change Initiatives

• Say Something Activity 25 minutes
• Read each section independently
• Turn to elbow partner and Say Something
• As a team select 3 MVPs to address in your
  professional development plan. 10 minutes

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Closing-Homework

• Team to complete the Self-Assessment Survey
  on-line
• Team to complete the School Safety Survey on-line
• Team to create a 15 minute presentation of
  todays learning for our next meeting
  12/10/2009
• Present to buddy team for scripted feedback

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Extended Agenda

• Introduction - Barb 8-810
• Compass Points - Marie 810-910
• Outcomes- Barb 910-915
• Data Dialogue Intro. Sheri /
  Cristy 915-920
• Phase I Activating and Engaging
  Sheri 920 -940
• Phase II Exploring and Discovering
  Cristy 940 1010
• Break 1010 1025
• Phase III Organizing and Integrating
  Sheri/Cristy 1025 1045
• RTI/PBIS - Barb 1045-1130
• Lunch (Lunch Run) 1130-1230
• RTI Triangle Barb 1230-1245
• Existing State/Desired State Marie 1245-115
• Cultural Shifts Pam 115-200
• Closing Pam
• Safety Survey EBS Survey on-line 200-225
• Brief Presentation
• Homework and Evaluation Barb 225-230