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Creating School-Wide Systems for Student Success

Creating School-Wide Systems for Student Success. Guiding Question: As a leader, how do I build coherence and community to create a school that promotes success and effectively responds to intervention?. Typical Support Paradigm of Schools with Limited Resources and Training. Prevention (5%).

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Creating School-Wide Systems for Student Success

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  1. Creating School-Wide Systemsfor Student Success

  2. Guiding Question: As a leader, how do I build coherence and community to create a school that promotes success and effectively responds to intervention?

  3. Typical Support Paradigm of Schools with Limited Resources and Training Prevention (5%) Managing At-Risk Students (15%) Individual Crisis Intervention (80%)

  4. Stress and Trauma Impact Behavior • Stress – mental, physical, or emotional strain • Trauma- an extremely distressing experience that causes severe emotional shock and may have long-lasting psychological and physiological effects

  5. “When a person (or system) is overwhelmed by terror or helplessness, the whole apparatus for concerted, coordinated and purposeful activity is smashed.”(Herman, Trauma and Recovery, 1992) Systemic Traumatic Response • Are Marked by Confusion • Have Lack of Role Clarity • Have Disrupted Relationships • May Be Permeated by Negative Emotion • Are Less Able to Provide Care/Nurture Systems Under Stress Often:

  6. Promoting Resiliency and Mitigating the Impact of Traumatic Stress Structure ~ safety ~ predictability ~ role clarity Connectedness ~ relationships ~ group learning/development ~ positive caring and support

  7. RTI Continuum of Support for ALL Few Some All

  8. Goals 1) Participants will refine their understanding of core principles of differentiated practice and Response to Intervention (RTI) 2) Participants will assess their strengths and needs related to applying core principles in their practice 3) Participants will identify and share current local best practices related to differentiation and RtI 4) Participants will have the opportunity to explore national and local tools that support effective implementation

  9. Differentiation of Instruction is a teacher’s response to learners’ needs guided by general principles of differentiation such as: respectful tasksflexible groupingongoing assessment and adjustment teachers can differentiate Content Process Product according to students’ Readiness Interests Learning Profile

  10. Key Principles of a Differentiated Classroom • The teacher is clear about what matters in the content area. • The teacher understands, appreciates, and builds upon student differences. • Assessment & instruction are inseparable. • All students participate in respectful work. • Students and teachers are collaborators in learning. • The teacher adjusts content, process, & product in response to student readiness, interests, and learning profile. • Goals are maximum growth and continued success. • Flexibility is the hallmark of a differentiated classroom.

  11. Not Differentiated Fully Differentiated Reactive Fixed Closed Proactive Fluid Open • Assessment • Flexible Grouping • Tiered Activities • Anchor Activities • Differentiated Centers • Curriculum Compacting • Learning Contracts • Adjusting Questions • Independent Study “One size fits all.”

  12. Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  13. Critical Features of RtI: Administrative support (building and district) Scientifically research-based core curriculum (standards driven) Universal screening (academics and behavior) Data analysis and decision making process Scientifically research-based instructional practices Teams (leadership (school-wide), grade-level, student-level)

  14. Critical Features of RtI: • Collaboration time • Parent Involvement (parents receive ongoing feedback regarding their child’s progress) • Flexible Grouping (schedules, staff roles, service delivery) • Flexibility in use of resources (regular, remedial, and special education) • Scientifically research-based supplemental programs (commitment to instructional fidelity) • Staff development (teaming, core curriculum, data, interventions)

  15. Implications for Classroom Practice

  16. Drilling Down:RtI and Behavior

  17. Intensive Intervention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Strategic Intervention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  18. Supporting Social Competence and Academic Achievement OUTCOMES Supporting Decision Making SYSTEMS Supporting Student Behavior DATA PRACTICES Supporting Staff Behavior

  19. Data - How Decisions Are Made Components of decision making with PBS: 1) Creation of a problem-solving team • Data collection • Data use • Communication with staff about data, patterns, and decisions 2) Use of data to decide on the following: • Behavioral expectations (classroom and non-classroom settings) • Which behaviors are managed in the classroom and which behaviors result in an office referral • Supervision procedures for non-classroom settings

  20. Practices-How Staff Interact with Students Every time any adult interacts with any student, it is an instructional moment! PBS emphasizes… -Teaching behaviors like we teach academics -Modeling and practicing expected behaviors -Acknowledging expected behaviors -Precorrecting to ensure positive behaviors are displayed

  21. Systems-Structures that Enable Success • Procedures for non-classroom settings (lunchroom,bus,bathroom,assembly, transition/hallway) • Procedures for reinforcing expected behavior • Procedures for responding to office discipline referrals • Procedures for meeting the needs of all students

  22. Secondary & Tertiary Team-based coordination & problem solving Local specialized behavioral capacity Function-based behavior support planning Person-centered, contextually & culturally relevant District/regional behavioral capacity Instructionally oriented Linked to SWPBS practices & systems School-based comprehensive supports What does PBS look like?

  23. A Review of PBS Resources • PBS Benchmarks of Quality Checklist • PBS Leadership Team Implementation Planning and Self-Assessment Tool • Effective Behavior Support Self- Assessment Survey • EBS Team Implementation Checklist- Quarterly Review • PBS Literature Review • What Works Clearinghouse (Check and Connect)

  24. Drilling Down:RtI and Academics

  25. Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  26. RESPONSE TO INTERVENTION______________________RESPONSE TO INSTRUCTION Adapted from the International Reading Association

  27. • Educators should embrace a model of prevention as opposed to waiting for a student to fail (NCLB). • RTI is a Systemic Reform Process for: ~ early identification of learning needs, ~ addressing the needs of all learners, ~ making data-based decisions in a comprehensive framework, ~ close collaboration among administrators, classroom teachers, specialists, and parents, ~ commitment to use resources for student progress in general education. Expanded Vision: RtI as Response to Instruction

  28. Opportunities Presented by RtI: All students receive effective instruction in the general classroom Teachers collaborate in promoting best practices in effective instruction School-wide reform based on good instruction Move to close achievement gap Move to make Adequate Yearly Progress (AYP)

  29. Big Ideas in RtI Not a “one size fits all” approach Not “owned” by any one profession Requires a shift in approach to assessment Requires parental involvement Requires collaboration Requires an expansion in role definition

  30. RtI Applications

  31. PennsylvaniaResponse-to-Intervention Pilot Districts • 7 sites were selected as RTI pilots • These sites are participating in the pilot for a 3 to 5 year period • 2006 - 2007 was year one and a report has been published with preliminary activities and outcomes • Year one outcomes reflected significant gains in K-1 reading levels

  32. Effective Program Leadership: Managing Complex Change at the School or System Level

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