Welcome to the Fall Institute!

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Welcome to the Fall Institute!

• Quick Introductions
• Review Agenda
• Review Folder

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Session Objectives

• What is RtI for Behavior and Academics?
• How do we implement?
• Why use an RtI Model?

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NPR Japanese Structure Withstands Earthquake Test
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The significant problems we have cannot be solved
at the same level of thinking with which we
created them. Albert Einstein
(1879-1955)
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What is RtI?

• An operational framework for improving academic
  and behavioral outcomes for all students.

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Continuity of Services in RtI
All/School Wide Some/Targeted Few/High Risk
Scope of Service
Intensity of Service
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Response to Intervention A Tiered Approach to
Instructing All Students
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RTI Guiding Principles

• All students are part of ONE proactive
  educational system
• Use scientific, research-based instruction and
  interventions
• Data are used to guide instructional decisions
• Use instructionally relevant assessments that are
  reliable and valid
• (Screening, Diagnostic, Progress Monitoring)

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RTI Guiding Principles

• Use a problem solving method to make decisions
  based on a continuum of student needs
• Quality professional development supports
  effective instruction for ALL students
• Leadership is vital

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Content BIG Ideas
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Innovation Process
Information 2
Supporting Staff Behavior
Supporting Decision Making
Supporting Student Behavior
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Problem-Solving Process
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How do we implement?
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Phases of Systematic Implementation
Consensus Building
Infrastructure Developing
Implementation Doing
Continuous Improvement Refining
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Consensus Building

• TOOLS TO USE
• Fist to Five
• Formula for Success
• Managing Complex Change
• Staff Surveys

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Fist to Five Quick Check

• 5 fingers
• 4 fingers
• 3 fingers

• All for it I can be a leader for this decision
• All for it You can count on me to support this
  no matter what
• For the ideaI will support it in concept but may
  not be out in front implementation

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Fist to Five Quick Check

• 2 fingers
• 1 finger
• Fist

• Im not sureBut I trust the groups opinion and
  will not sabotage the decision
• Im not sureCan we talk some more?
• NoWe need to find an alternative

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Building Consensus- How To Do It

• If anyone holds up a fist, or only one or two
  fingers, the group has not reached consensus and
  there needs to be more discussion or dialog.
• If you get all three, four, or five fingers
  showing, you can declare consensus

Adapted from Heartland
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BI Big Ideas A B
CI Core Instruction
3A Assessments (screening, diagnostic, progress)
SI Supplemental Intervention
II Intensive Intervention
Efforts lack focus and priority. There is not a
focus on important priority skills for
improvement.





BI Big Ideas A B
CI Core Instruction
3A Assessments (screening, diagnostic, progress)
SI Supplemental Intervention
II Intensive Intervention
Overall low achievement and student learning
problems across all subgroup areas.





BI Big Ideas A B
CI Core Instruction
3A Assessments (screening, diagnostic, progress)
SI Supplemental Intervention
II Intensive Intervention
Lack of direction to know what needs to be
improved, who needs intervention, and whether or
not interventions have been effective.





BI Big Ideas A B
CI Core Instruction
3A Assessments (screening, diagnostic, progress)
SI Supplemental Intervention
II Intensive Intervention
Lack of resources due to attempts to provide
intensive interventions for those students whose
needs could be met through supplemental
interventions





BI Big Ideas A B
CI Core Instruction
3A Assessments (screening, diagnostic, progress)
SI Supplemental Intervention
II Intensive Intervention
Gap increases between average and at risk
students. Continued low performance for some
subgroups





BI Big Ideas A B
CI Core Instruction
3A Assessments (screening, diagnostic, progress)
SI Supplemental Intervention
II Intensive Intervention
Success





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Team Processing 7 minutes

• What key components are our strengths and why?
• What key components are our weaknesses and why?
• Congratulations! You just completed a simple
  needs assessment! Youll want this information
  as you talk about Infrastructure.

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Managing Complex Change

Action Plan
Vision
Change Confusion
Skills
Incentives
Resources

Incentives
Resources
Action Plan




Skills

Anxiety
Action Plan




Resources
Vision
Incentives

Action Plan
Resistance




Resources
Vision
Skills

Action Plan
Frustration




Vision
Skills
Incentives





False Starts
Resources
Vision
Skills
Incentives
Adapted from Knoster, T.
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Team Activity 5 minutes

• As a Team, rank your challenges biggest to
  smallest
• Confusion
• Anxiety
• Resistance
• Frustration
• False Starts
• How can we use this information? How can we
  share it with staff?

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Infrastructure Developing

• Building Leadership Team
• Guiding Questions (found in PS flip book)
• Professional Development
• Nuts Bolts
• Scheduling, Instructors, Materials,
  Documentation, Progress Monitoring, etc.
• More from Dr. Mark Shinn

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How Does It Fit Together?
Step 1
Step 2 Step 3
Step 4
Additional Diagnostic Assessment
Instruction
Results/Monitoring
Individual Instruction
Individual Diagnostic
Weekly
Intensive 1-5
Group Diagnostic
Small Group Differentiated by Skill
Universal Screening
Supplemental 5-10
2x month
Fall
Winter
Spring
Continue with Core Instruction
None
Grades Classroom Assessments Utah CRT
Core 80-90
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CLARIFYING EXPECTATIONS
Step 2
Step 4
Step 3
Step 1
Prior to Grade Level Data Meetings
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CLARIFYING EXPECTATIONS
Step 2
Step 4
Step 3
Step 1
Prior to Grade Level Data Meetings
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Implementation Doing

• ABC-UBI Team Self Assessment (Afternoon Team
  Time)
• Blue Print
• Where are you with implementation? 5 Minutes
• Action Plan/Funding Request
• CHAMPS Session this afternoon

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Continuous Improvement Refining

• Whats working and how can I do more of it?
• Other concepts from the book, SWITCH

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Triangle Song James Blunt on Sesame Street
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Build a Community of Competence

• Intensive
• Supplemental
• Core

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Why use an RtI Model?
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• To often, students of all ages come to class
  struggling with life challenges that can
  interfere with instruction, impeded achievement,
  and undermine school climate. Preventing or
  remedying such barriers is critical to school
  success.
• -National Association of School Psychologists,
  August 2008

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Make a list of potential factors

• RISK FACTORS/
• LIFE CHALLENGES
• 1
• 2
• 3
• 4
• 5

• PROTECTIVE FACTORS
• 1
• 2
• 3
• 4
• 5

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• If you want to bring about a fundamental change
  in peoples belief and behavior, a change that
  will persist and serve as an example to others,
  you need to create a community around them, where
  those new beliefs can be practiced and expressed
  and nurtured.
• Malcolm Gladwell, The Tipping Point

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Good Teaching is Good Teaching

• Good teaching is good teaching and there are NO
  boundaries on when, where, or for what or whom it
  will occur
• Teaching academics without attention to behavior
  IS NOT evidence based practice
• Teaching behavior without attention to academics
  is unsound practice
• In efforts to improve achievement, they cannot be
  separated

Algozzine, 2008
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The Need for Academic Behavioral Integration
Source Shepard Kellam, Ph.D, Senior Research
Fellow, American Institutes for Research (AIR)
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The Need for Academic Behavioral Integration

• Academic skill learning is stunted when
  childrens emotional needs are not met (Adelman
  Taylor, 1997).
• Childrens academic achievement in the 8th grade
  could be better predicted by their social
  abilities at 3rd grade, rather than their
  academic achievement at 3rd grade (Caprara,
  Barbanelli, Pastorelli, Bandura Zimbardo,
  2000).
• Academic skill and social competence are
  complimentary skills, particularly in the long
  run (Malecki Elliott, 2002).
• Academic skill-deficits greatly exacerbate
  antisocial behavior (Walker, Ramsey, Graham,
  2003).

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The Need for Academic Behavioral Integration

• Social skills instruction and character education
  programs lead to improvements in on-task
  behavior, academic engagement, and academic
  achievement test scores (Elliott, 1999).
• Much inappropriate behavior is occasioned by
  task demands that are beyond the capabilities and
  skills of students (Kauffman, Mostert, Trent,
  Hallahan, 2003).
• Of commonly used school-based interventions,
  focused academic interventions and behavioral
  instruction show the highest effect in preventing
  school dropout or nonattendance (Lehr, Hansen,
  Sinclair, Christenson, 2003) and adolescent
  drug and alcohol use (Wilson, Gottfredson,
  Najakia, 2001).
• Thirty-five percent of children with reading
  disabilities drop out of school, a rate twice
  that of their classmates fifty percent of
  juvenile delinquents manifest some kind of
  learning disability, primarily in the area of
  reading (Get Ready to Read, 2002).

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Student Perception Research (Suldo, Friedrich,
White, Farmer, Minch, Michalowski, 2009)

• Teacher Behaviors High level of support

• Teacher Behaviors Low level of support

• Uses diverse teaching strategies
• Provides evaluative feedback on performance
• Responsive to entire classs understanding of
  material
• Shows interest in an individual students
  progress
• Helps student improve grades
• Treats students similarly
• Punishes in a fair manner

• Reliance on single mode of instruction
• Does not help students improve grades
• Assigns an overwhelming workload
• Treats students in a biased manner
• Insufficient interest in students academic
  progress
• Punishes in an incorrect manner

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Probability Equation
p
B
A
C
School/Teacher Control curriculum, expectations,
routines, examples, physical arrangements,
engagement, prompts, time, feedback
Student Characteristics skills,
history, Family/culture, functional desires,
Desired State measureable outcomes (skills,
behaviors)
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Building a Probability Equation
C
Step One Define success What is success and
how will we know it when we see it? What do
successful (districts, schools, student like and
do? How much is required in order for us to
think what were doing is working? What are
measureable benchmarks on the way to our goal?
Desired State measureable outcomes (skills,
behaviors)
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Probability Equation
Step Two Understand Problem What are the
relevant characteristics of the problem? What
is known/in place and what needs
instruction? What is the history of
success/failure with this issue? What
functional relationships exist between the
problem and the environment?
A
Student Characteristics skills,
history, Family/culture, functional desires
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Probability Equation
Step Three Alter Instructional and
Environmental Variables Teach the key
skills/rules? -when, where, how should it
happen? -effective modeling, examples,
prompts, feedback -allow sufficient time for
success Create effective environments -consist
ency -natural prompts, natural
consequences -arrange environment to avoid
failures/promote success
B
School/Teacher Control curriculum, expectations,
routines, examples, physical arrangements,
engagement, prompts, time, feedback
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Probability Equation (Scott, 2009)
p
6
4
10
Student Characteristics
School/Teacher Control
Desired State
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You must be the change you wish to see in the
world
-Mohandas Gandhi
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