Shifting the Paradigm: Focusing on Student Outcomes

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Shifting the Paradigm Focusing on Student
Outcomes

• The Southern Wisconsin Problem-solving Consortium
• Wisconsin RtI Summit March 12, 2009

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Problem-solving At Its Best
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The Southern Wisconsin Problem-solving Consortium
(SWPSC)

• Formed in the Spring of 2006
• Participating Districts
• Lake Mills
• Marshall
• McFarland
• Monona Grove
• Monroe
• Mount Horeb
• Oregon
• Roles
• Superintendent, Directors of Instruction, School
  Psychologists, Directors of Student Services

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Goals and Purposes of SWPSC

• Develop and implement an educational model
• Focuses on improving and increasing outcomes for
  all students
• Employs research and/or best practice as the
  foundation for implementation
• Problem-solving
• Response to Intervention
• Focuses on core components of implementation that
  can be replicated based on local context
• Focuses on professional development
• Focuses on the use of data to determine
  effectiveness of systemic implementation and
  program implementation

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SWPSC Believes in the Core Principles of RtI

• We can effectively teach all children
• Intervene early
• Use a multi-tier model of educational service
  delivery
• Use a problem-solving method to make decisions
  within a multi-tier model
• Use research-based, scientifically validated
  instruction/intervention to the extent available
• Monitor student progress to inform instruction
• Use data to make decisions data drives the
  train
• Use assessment for screening, diagnostics,
  progress monitoring

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Problem-solving

• Problem Identification
• Problem Analysis
• Implementation
• Evaluation

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Assessment
Core

• Evidence-based instructional practices
• Viable, rigorous, and relevant curriculum
• Positive learning environment

80 - 85
Instruction

• Matching instruction to student needs

Curriculum
Core Instruction and Effectiveness are currency
of RtI
Supplemental
15 - 20
All Students are Part of the Same Educational
System
Intensive
5
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SoThe Big Picture is.

• The fact that we engage in collaborative
  problem-solving means that we believe that we can
  solve problems
• We believe that success and failure are our
  responsibility
• The science of education provides us tools to
  effectively teach all children
• It is the difference between looking in the
  mirror versus looking out the window
• It is about asking the question How will we
  respond when students enter our doors unequally
  prepared for success?

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Implementation Core Drivers
Integrated and Compensatory
Integrated Compensatory
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Implementation Drivers in SWPSC
Student Performance
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Key FeaturesA Summary

• Leadership Consensus Building
• Professional Development
• Core Curriculum
• Data Collection Analysis
• Shifting Roles Responsibilities
• Scheduling Options

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Leadership and Consensus Building

• Focus on student achievement
• Is what we are doing for students working?
• For which students?
• How do we know?
• Can and should we be going better?
• Build consensus around the need for change and be
  passionate about it
• This isnt a program or a initiative, but instead
  it is how we function as a school district
• Provide a clear vision, yet seek input from staff
  
• Put your plan in writing and make it unique to
  your district everyone needs to own this plan

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Professional Development

• You cannot have students as continuous learners
  and effective collaborators, without teachers
  having these same characteristics. Continuous
  learning and collaboration is essential to
  effective change itself. Fullan (1993)
• Historical Background Timeline 2006-Present
• New Focus Develop a strong core so fewer
  students need the safety net of services in the
  area of literacy
• Comprehensive Literacy Collaboration Model
• 3-Year Plan
• Realignment of Literacy Curriculum
• A Coaching Model, with Model Classrooms
• Ongoing and Internal Professional Development

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Core Curriculum

• First and foremost, focus on the core curriculum
  and instructional practices
• Supplementing to solve the problems of an
  ineffective core is putting lipstick on a pig
• You be prepared to face the brutal facts and
  collect data that is relevant and reliable.
• Teachers need (and deserve) to have the best
  tools available to ensure all students are
  learning.

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Data Collection Analysis

• In God We Trust..all others must bring data!
• Not all data is created equal
• Validity, reliability and instructional relevance
  must be considered.
• If you cant manage the data effectively and
  efficiently it wont help you.
• Discomfort is desirable Dissonance always
  preceded change
• What kind of data?

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THE IRLD MODEL (1977-83)
Leadership Summit 2007
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Shifting Roles and Responsibilities

• Dont let traditional roles limit the potential
  of your staff - BE CREATIVE!
• Determine the needs of your students and staff
  and define roles around those needs
• Consider how you utilize regular ed teachers,
  special ed teachers, support staff, school
  psychologists, guidance counselors, social
  workers, building principals, etc
• Give permission to your staff to discard the
  pieces of their jobs that are ineffective and
  invest time in activities aligned with the RtI
  framework

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Scheduling Options

• Where will we find the time? Schedules are one
  of the biggest obstacles to progress
• Time in strong instruction is the variable that
  has the most influence on outcomes
• Academic engaged time
• Creative scheduling and resource allocation
  options exist
• Sometimes giving something up in the short-run
  increases the value of that in the long-run.
• Students cant learn 8th grade science well if
  they cant read.

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Sometimes when youre on the cutting edge you
will bleed!

• Challenges and Obstacles

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Living in Two Worlds
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We Need to Vision and Embrace the FutureIf you
Are Riding a Horse and It Dies..