Welcome to the Fall Institute!

1. Welcome to the Fall Institute! Quick Introductions Review Agenda Review Folder

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

3. NPR: Japanese Structure Withstands Earthquake Test

4. The significant problems we have cannot be solved at the same level of thinking with which we created them. • Albert Einstein (1879-1955)

5. What is RtI? An operational framework for improving academic and behavioral outcomes for all students.

6. Continuity of Services in RtI All/School Wide Some/Targeted Few/High Risk Scope of Service Intensity of Service

7. Response to Intervention A Tiered Approach to Instructing All Students

8. 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)

9. 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

10. Content BIG Ideas

11. Outcomes 1 Systems 4 Practices 3 Innovation Process Information 2 Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior

12. What is the problem? Why is it happening? Did it work? What should be done? Problem-Solving Process

14. How do we implement?

15. Phases of Systematic Implementation Consensus Building Infrastructure Developing Implementation Doing Continuous Improvement Refining

16. Consensus : Building TOOLS TO USE: • Fist to Five • Formula for Success • Managing Complex Change • Staff Surveys

17. 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 idea…I will support it in concept but may not be out in front implementation Fist to Five: Quick Check

18. 2 fingers 1 finger Fist I’m not sure…But I trust the group’s opinion and will not sabotage the decision I’m not sure…Can we talk some more? No…We need to find an alternative Fist to Five Quick Check

19. 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 Building Consensus- “How To Do It” Adapted from: Heartland

20. 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 + + + + = 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 + + + + =

21. 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! You’ll want this information as you talk about Infrastructure.

22. + + + + Managing Complex Change = Action Plan Vision Skills Incentives Resources Change Confusion = 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 Skills Incentives Vision Adapted from Knoster, T.

23. 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?

24. 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…

26. All students at a grade level 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%

27. Results Monitoring Addl. Diagnostic Assessment Instruction All Students at a grade level Individualized Intensive Individual Diagnostic Grade Level Data Meetings: 1.Discuss briefly additions/changes made to core 2.Share 4-Box data and other diagnostic data results. 3. Group kids with similar instructional needs.(COMPARE TO PRIOR GROUPING- IF AVAILABLE) 4. Complete the group intervention Plan form.(one per group) -Who, what, when, where of instruction -Who, what, when, where of monitoring -Who and when of parent notification NOTE: if any changes are made during Intervention period, document on form. 5. Attach an implementation log and graphs 6. Set date to meet back for check-in (4-6 weeks) Questions/Concerns: District Based Team& IDM Team, Content Specialist Intensive 1-5% Teacher will make sure: 1. All students have been given the DIBELS assessment 2. All data has been entered 3. A copy of the class-wide data is printed Questions/concerns: Contact Building Principal Teacher will: 1.Calculate what percent of the class is at benchmark 2. If below 80%, determine “core” instructional needs (Beef-up based on data) Questions/Concerns: K-3 Contact Reading Teachers 4-6 Contact ____-building teacher w/reading background Teacher will: 1.Place all non-proficient students into the 4-Boxes 2.Determine if there is a need for additional diagnostic assessment(s) -see grade level sheet 3.Ensure diagnostic assessments are given 4.Bring all data to grade level meetings Questions/Concerns: K-3 Contact Reading Teachers 4-6 Contact _____ Building Teacher with Rdg. Background weekly Small Group Differen- tiated By Skill Supplemental 5-10% Group Diagnostic Screening 2 times/month Core Winter Spring Fall 80-90% Grades Classroom Assessments Yearly ITBS/ITED None Continue With Core Instruction CLARIFYING EXPECTATIONS Step 2 Step 4 Step 3 Step 1 Prior to Grade Level Data Meetings

28. Results Monitoring Addl. Diagnostic Assessment Instruction All Students at a grade level Individualized Intensive Individual Diagnostic Grade Level Data Meetings: Intensive 1-5% Teacher will: Teacher will: Teacher will: weekly Small Group Differen- tiated By Skill Supplemental 5-10% Group Diagnostic Screening 2 times/month Core Winter Spring Fall 80-90% Grades Classroom Assessments Yearly ITBS/ITED None Continue With Core Instruction CLARIFYING EXPECTATIONS Step 2 Step 4 Step 3 Step 1 Prior to Grade Level Data Meetings

29. 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

30. Continuous Improvement: Refining • What’s working and how can I do more of it? • Other concepts from the book, SWITCH

31. Triangle Song: James Blunt on Sesame Street

32. Build a Community of Competence Intensive Supplemental Core

38. Why use an RtI Model?

39. “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

40. RISK FACTORS/ LIFE CHALLENGES 1 2 3 4 5 PROTECTIVE FACTORS 1 2 3 4 5 Make a list of potential factors

41. “If you want to bring about a fundamental change in people’s 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

42. 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

43. Significance The Need for Academic & Behavioral Integration BL R B R B R B Reading and Behavior Instruction Reading Instruction Behavior Instruction Source: Shepard Kellam, Ph.D, Senior Research Fellow, American Institutes for Research (AIR)

44. Academic skill learning is stunted when children’s emotional needs are not met (Adelman & Taylor, 1997). Children’s 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). The Need for Academic & Behavioral Integration

45. 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). The Need for Academic & Behavioral Integration

46. Student Perception Research (Suldo, Friedrich, White, Farmer, Minch, Michalowski, 2009) Teacher Behaviors= High level of support Teacher Behaviors= Low level of support 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 student’s academic progress Punishes in an incorrect manner • Uses diverse teaching strategies • Provides evaluative feedback on performance • Responsive to entire class’s understanding of material • Show’s interest in an individual student’s progress • Helps student improve grades • Treats students similarly • Punishes in a fair manner

47. 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)

48. 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 we’re doing is working? What are measureable benchmarks on the way to our goal? Desired State: measureable outcomes (skills, behaviors)

49. 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

50. 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 -consistency -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