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Improving Instruction for ALL STUDENTS: HOPS

Improving Instruction for ALL STUDENTS: HOPS. RISCA Spring Conference RI Convention Center April 11,2013. Speakers. Lori LeBrun , Grade 7 School Counselor, Alan Shawn Feinstein Middle School, Coventry, RI 2012 RI School Counselor of the Year.

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Improving Instruction for ALL STUDENTS: HOPS

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  1. Improving Instruction for ALL STUDENTS: HOPS RISCA Spring Conference RI Convention Center April 11,2013

  2. Speakers Lori LeBrun, Grade 7 School Counselor, Alan Shawn Feinstein Middle School, Coventry, RI 2012 RI School Counselor of the Year. Background: 25 years in education, 20 years as classroom teacher, 5 years as school counselor , Coventry School District Email: lebrunlori@coventryschools.net Twitter: @lorilebrun Nicole Bucka, Northern RI Collaborative Educational Consultant RI Systems of Support, Secondary RTI Background: English, ELD, and Special Education teacher, as well as Special Education, ELD coordinator and teacher leader in Southern California Email: nbucka@nric-ri.org Twitter: @nbucka

  3. The Why

  4. Define “College and Career Ready” • ACT defines [it] as “acquisition of the knowledge and skills a student needs to enroll and succeed in credit-bearing, first year courses at a post-secondary institution, such as a two or four year college, trade school, or technical school” (The Forgotten Middle, 2008) • There is a marked and important difference between “preparedness” and “readiness”. While “preparedness focuses on academic qualifications…. Readiness includes behavioral aspects of student performance—time management, persistence, and interpersonal skills…” (Technical Panel on 12th Grade Preparedness Research Final Report, 2009)

  5. Data: RI 2008 Rhode Island Board of Governors for Higher Education http://www.ribghe.org/pilot.htm

  6. Data: RI 2008 Rhode Island Board of Governors for Higher Education http://www.ribghe.org/pilot.htm

  7. Data: CCRI Fall 2011

  8. PREVENTION IS KEY “Our research shows that…the level of academic achievement that students attain by eighth grade has a larger impact on their college and career readiness by the time they graduate from high school than anything that happens academically in high school” (from “The Forgotten Middle,” by ACT, 2008)

  9. “The Forgotten Middle”, ACT, 2008

  10. Just “Doing what works”… How will we respond when some students do? How will we respond when some students don’t learn? How will we know if and when they’ve learned it? Data Based Decision Making What exactly do we expect all students to learn? SLO Response to Intervention KEY: GIVE “PERMISSION” TO CARE ABOUT MORE THAN NECAP/PARCC

  11. What we are ACTUALLY doing… Adapted from: Anderson, D.H. et al. (2008); Boller, B. (2008); & Finstein, R.F., Yang, F.Y., & R’Chele, J. (2007)

  12. Evans, Serpell, & White (2005); Langberg, Epstein et al. (2008)

  13. What does this issue look like in school settings? Forget to record assignments or record inaccurately (20%) Forget to bring materials home Frequently lose or misplace work Disorganized binders and book bags Procrastinate and fail to plan Become discouraged and give up Langberg et al. (2010); Power et al. (2006)

  14. Limited Evidence-Based ADHD Interventions • Interventions developed to date primarily target • noncompliance, disruptive and impulsive behaviors • Do not adequately address homework performance • Medication • – Significant impact on ADHD symptoms • Behavioral Parent Training • – Compliance with rules and parent/child interactions • Classroom Contingency Management • – Distractibility, off-task behaviors, and compliance • Pelham & Fabiano (2008)

  15. The How

  16. HOPS within an RTI Framework Baseline and Progress Monitoring are w/in the Program (also visual/graph, student reflection/analysis, teacher use formatively, parent use-also for check-ins for maintenance) Systematically identify students (e.g. HW grades, ADHD label, teacher ratings, use HOPS baseline, esp. transition times OR do eventually for all-Tier 1) Tier 1/Core = Do for all kids at a grade level, large group, can peer coaching as well Tier 2/Supplementary = Do for some kids, in small groups, 6-8 students, w/assistant Tier 3/Intensive = Do for few kids who are still not successful, individually or close, 30 min daily

  17. Manual available through NASP $52 members $65 non-members http://www.nasponline.org/publications/booksproducts/N1108.aspx

  18. Teacher assigns work to be completed Student records assignment accurately and with sufficient detail Student turns in homework assignment The Homework Completion Cycle Student ensures that materials and assignments are brought back to school Student ensures all materials needed to complete work are brought home Student physically completes work and ensures it is accurate Student plans for the completion of homework and studying of tests Student manages time after school effectively

  19. 3 Main Skills Covered in HOPS School Materials Organization • Student is taught specific system for organizing school binder, book bag and locker • Student taught an organization system for transferring homework materials to/from school Homework Management • Student taught how to accurately and consistently record homework assignments, projects and tests in a planner/agenda Time Management and Planning • Student is taught to break up work on projects and studying for test into small, manageable pieces and plan for timely completion of each piece

  20. Organization of HOPS sessions • First few sessions focus on materials organization and homework management • Middle sessions focus on time management and planning • Final sessions focus on teaching students to self-monitor and maintain their systems

  21. 2013 Coventry HOPS SCREENING Process • Ensure Tier 1 homework expectations are appropriate (following district homework policy) • Generate a school SWIS custom report, selecting grades 4 and 5, other information and extra info field (noncompliance – work related). Elementary School • Seek grade level teacher recommendations for students with organization and work-completion concerns. Be wary of students with underlying academic concerns who may not have all the skills needed to complete work. • Generate a school attendance report of all students identified. Be wary of students who have attendance concerns. • Meet with RTI Behavior Team / RTI- CPT team to determine best matched students for the intervention.

  22. Hopkins Hill SWIS Noncompliance work related concerns 2/27/13

  23. Letter to Parents

  24. Video-Parent Toolkit

  25. Video-Parent Toolkit

  26. Planning

  27. Establish Baseline

  28. Organizational Skills Checklist

  29. HOPS in ACTION! **Please note that this video is ONLY showing the progress monitoring and feedback aspect**

  30. Progress Monitoring

  31. Graphing Progress-An Evolution

  32. Graphing Progress-An Evolution

  33. Graphing Progress-An Evolution

  34. Graphing Progress-An Evolution http://nces.ed.gov/nceskids/createagraph/

  35. Outcomes How did students feel it worked?

  36. Outcomes • 9 out of 9 improved by HOPS data (all will exit with periodic monitoring) • 9 out 9 students improved in grades • All improved in ‘Work Completion’ • From progress report to report card, students went from ‘in danger of failing’ three core classes to none or one

  37. How Are They Doing on their Own?Student A

  38. How Are They Doing on their Own?Student B

  39. What do the teachers see? Teacher Survey–

  40. Prior to the HOPS Intervention, did this student use his/her agenda effectively?

  41. Is the student writing assignments in his/her agenda?

  42. Is the student showing a better attitude towards work completion?

  43. Have you noticed a change in the students motivation to do better in school? For example: staying for extra help, revising work...

  44. Do you feel that the HOPS Intervention was helpful to students?

  45. Parent’s Perspective

  46. What did the students think of HOPS? Video of students reflecting

  47. The DO

  48. Key Questions • Readiness: • Is your leadership (Principal, District, etc) ready to support you? • Pilot Plan? (start small, learn what works/what doesn’t, celebrate, share, build into bigger) • Communication and Collaboration Plan (teacher & parent) • Logistics: • Who will work with students (personal connection is key)? Who will support you? • When will this occur? (During school day? Not pull out of core? Students w/mult areas of need?) • Where will you meet? • How many students will you pilot with? • Materials? School provide? • Rewards? • Sustainability and Scaling Up

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