March 20, 2012 8:30 – 3:30 Cohort 1 Margaret Searle

1. Setting up Intervention Systems and Strategies March 20, 20128:30 – 3:30Cohort 1Margaret Searle 1919 Ottawa Lane Perrysburg, Ohio 43551 419-874-9505 searle@buckeye-express.com margaretsearle.com

2. Goals for today 1. Create a plan for implementing tiers 1,2,and 3 2. Define and identify accommodations and interventions 3. Determine how you will establish a database of interventions 4. Evaluate and refine your procedures of solving academic and behavior problems with students

3. Start anywhere. You cannot make all the legs at once. If teams don’t coordinate their efforts the stool will tilt.

4. What Does RtI Look Like? 2. Evidence-based interventions are available at various levels of intensity and are adjusted based upon progress monitoring. Tier 1 – Scientifically-based, focused instruction with progress monitoring in the classroom with special attention given to students identified through the universal screening. (6 - 9 weeks of progress data at this level).

5. All Pieces of the Same RtI Puzzle Core Curriculum Mapping IAT Intervention Assistance Team Inclusion Models Differentiation

6. Doing Whatever It Takes To Support Effective Learning

7. What Does RtI Look Like? 2. Evidence-based interventions at various levels of intensity for ALL kids based upon progress monitoring. Tier 11 – Scientifically-based strategies tailored to the needs of a small group (3-6) are added. These interventions mirror what is going on the core curriculum. Monitor and report bi-weekly for 6-9 weeks. Services can be delivered in class or during another period of the day.

8. Criteria for Tier Two Lessons • Explicit modeling and direct teaching using multiple examples • Specialized instruction focusing on a few key skills • Frontloading skills • A variety of practice opportunities that coordinate with classroom skills • Continuous corrective feedback, encouragement and self-monitoring activities • Weekly progress monitoring and charting

9. What Does RtI Look Like? 2. Evidence-based interventions at various levels of intensity for ALL kids based upon progress monitoring. Tier III – More intense scientifically-based strategies that mirror the core curriculum delivered in groups of 1-3 for longer periods of instruction over 9-12 weeks. May be provided by a specialist in or out of class. Monitored and reported weekly.

10. A big problem with current implementation of the pyramid • People often think tier 2 and 3 is a person or a program. • They are not coordinating what happens in tier two and three with tier one • No carry-over of the skills learned there • No frontloading • Not enough small group instruction at tier one

11. What can we do to change the perception of what tier two and three should be? What should tier one look like in every room?

12. Ohio Teacher Evaluation System Classroom Environment (Partial) • Routines are well established and classroom is orderly • Students feel safe and respected academically, emotionally and socially • Teacher uses varied learning situations to teach and provide practice (whole class, small group, collaborative and independent) • Students initiate responsibility and have input into classroom management • Transitions are seamless and waste little instructional time • Research-based strategies are used to lessen disruptive behavior and reinforce positive ones

13. To do a good job of grouping know your students SkillsInterestsStylesKnow who they are as people

14. Choose which shape is most like your personality at work • Square • Triangle • Circle • Squiggle

15. Tiered assignments/assessments • All students are held to the core standards but some need: • More help • More time • More structure • More practice • More challenge

16. Ohio Teacher Evaluation System Differentiation • Alternate strategies and materials make the lesson accessible and challenging to all levels of learners • Pacing is adjusted for different types of learners • There is balance among large group, small group, collaborative and independent activities • Varied options are available for students to demonstrate mastery • All activities match specific common core learning standards and engage students

17. Unit Topic_________ Unit Design Date_____________ Focus Skills: Focus Concepts Common Core standards Essential Understandings Authentic Assessment Tests, quizzes, self assessments…

18. Helpful Websites • www.definedstem.com -performance assessments+ in all subjects (Pay site but has a two week free trial) • http://www.livebinders.com – units in all subjects (free)www.ccstoolbox.com–PARCC aligned assessments (free

19. Helpful websites • http://www.coolmath-games.comMath games (free) • http://www.stockmarketgame.orginterdisciplinary unit after 4th grade. $20 per team of five for 10 weeks. $40 for all year. http://www.illustrativemathematics.org – gives examples of how to explain the standards to kids • http://www.inside mathmatics.com – leveled performance tasks (free)

21. Vocabulary To provide for styles Hooks/ Essential Questions Activities and Resources to present material: Practice Activities Code Code Ways to learn to get more help Ways to practice to get more help Enrichment/Performance activities Rethinking/application activities Code Code To get more challenge To get more challenge Read – R, Write – W, Listen – L, Draw – D, Visual – V, Speak – S, Music – M, Kinesthetic – K, Compute – C

22. Vocabulary: Immigration, conflict, beliefs, compare, contrast, culture, resources, basic needs Hooks/ Essential Questions: Why do people decide to immigrate? If you were raised in another country with another family would you hold the beliefs you do now? What is worth fighting or risking your life for? • Activities and Resources to present material: • Take picture notes • Read chapter 1 and answer questions • Watch and summarize the video Mr. Grisby • Lesson on “How to use a compare/contrast rubric” • Create a compare think sheet with a partner • Listen to the tape The Last Day and write a paragraph comparing it to the original text • Design flashcards with words, sentences and pictures as clues • Practice Activities/Link to other knowledge • Do practice lesson four or five on the computer • Complete worksheet 7 • Complete the puzzles in the social studies center • Practice your vocabulary flashcards with a partner • Reread the chapter and complete the web of important ideas • Create a compare think sheet on 2 items from the w • chapter and write a paragraph about them. Code W/D R/W V/W L L/S L/W W/D Code R/K W K S/L R/W • Enrichment/ Performance/Research • If you had been a child in this family, how would you feel about moving to a new country? Why? Write a letter to your parents explaining your fears and joys about moving. • Write and deliver a news report telling of the travels and obstacles of your family is facing during this move. Include an interview. • How is your school like a colony? • Create your own colony by deciding where the colony should be located and why; what freedoms would you allow; how would it be governed; what sources of income would you develop; with whom would you trade? • With a friend, present a debate on if the family should have immigrated. One of you tell the story from the Native American point of view. • Rethinking/application activities • Write a song or rap about the main points • Design a bulletin board showing how two topics • compare and contrast • Write a poem or analogy showing how this problem is like something else you know • Give a presentation to a group explaining how each of the key concepts is essential to the whole • Pretend you are Mr.Grisby. Give advice to the new person who just came to the area and reasons he should pay attention to you. Code W/M K W S W or S Code W S/W K/V or W W/S Read – R, Write – W, Listen – L, Draw – D, Visual – V, Speak – S, Music – M, Kinesthetic – K, Compute – C

23. Multiple Intelligences Word Smart Math Smart Naturalist Smart Space Smart Self Smart Music Smart People Smart Body Smart

24. Types of Choices This center helps you build problem solving skills • Yellow level choices: • Read chapter or article with audio-assist or a • partner • Smell the spices or touch the wool that was typical • of life in the middle ages. Watch video clip and • summarize how life was different then. You may • work with a partner and then summarize orally by • yourself Blue level choices: 1. Choose a problem from the red basket and teach someone your way to solve the problem using SHOW ME. 2. Take someone’s SHOW ME lesson and show another way to solve the problem http://www.showme.com Green level choices: 1. Select a problem from the green basket and discuss how you would solve the problem and why. 2. Compare the music of the middle ages to the music of today. What does it say about the issues of the times and life style?

25. Types of Choices This center helps you get faster at math facts and problem solving. Yellow level choices: Pack of ten game with a partner Computer add and subtract game (reader Rabbit) Dice addition activity Blue level choices: 1. Choose a problem from the red basket and teach someone your way to solve the problem using SHOW ME. 2. Take someone’s SHOW ME lesson and show another way to solve the problem http://www.showme.com Green level choices: 1. Select a problem from the green basket and solve it with both a drawing and with numbers. 2. Solve the problems on the Smartboard using two approaches and explain your ideas to a friend.

26. You must have 50 points by the end of the week

27. Learning Points Chart (partial example) Possible pts Earned pts Bonus pts • I learned from the CD 10 • I learned from the video 10 • video 1 • video 2 • I learned from readings 10 • Reading 1 • Reading 2 • I learned in a small group 10 • I learned from designing a… 20 • Debate • Flowchart • Skit

28. Executive Functioning Skills

29. Executive Functioning

30. Scheduling options • Use small group instruction, inclusions and stations Tape recorded lectures Individual project materials Slide show Investigation table and lab reports

31. Scheduling options • Study hall with tutoring options • Before and after school tutoring • Double periods – blocked by subject or back to back subjects (ELA/SS and Math/Science) • Block schedules – Daily block (some classes or all) Day A and B

32. Let’s get to work • What tasks need to be accomplished and why? • What do teachers need? • Time, materials, websites, PD (on-line, visitations, training) • What would be a reasonable timeline (starting tomorrow) • What is your part in this as a leadership team? How will you roll this out? • How will you assess your progress (pre/post)?

33. Teachers leave meetings with specific interventions that are different than what the teacher has already been doing. Parents always leave with a specific plan of action for home. Parents leave feeling grateful and supported; never sad, blamed or beaten up after a problem-solving meeting. Teachers feel grateful and supported; never blamed or attacked at problem-solving meetings. Our meetings always model these problem-solving steps: We identify the root cause of the problem before we try to solve it We brainstorm multiple research-based ideas that fit the problem before we decide upon a plan of action We always have a specific plan for collecting data to see if our plan is having a positive effect We always follow-up within less than 6 weeks to see if the data indicates success or a need for changing the plan. If the data is not positive, we always modify the plan of action We always have a balance of accommodations and interventions that get incrementally more or less intense as we respond to our data Self-assessment 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1-not typical 2- sometimes true 3- generally true 4 very typical

34. The purposes of the Problem-solving process are… 1. To improve the effectiveness of the staff and parents in meeting the needs of students. 2. To establish a safe and welcoming environment for staff, parents and students as they work together solving problems.

35. The purposes of the Problem-solving process are… 3. To model good problem-solving strategies to students and families. 4. To identify accommodations and interventions that systematically increase in intensity to help students overcome barriers to social, emotional and academic goals.

36. Accommodations are crutches • They are good for helping students get over rough spots while you are fixing the problem. • They are harmful when used too long or instead of an intervention.

37. Interventions are Therapy • They fix the problem by teaching skills that make the student more independent. • The student is doing more work than the teacher.

38. Accommodations & Interventions • Assign a reading buddy for science. • Give student more time to finish assignments. • Have student mark how far he can get on the assignments in three minutes. • Have student use taped lectures to revise his notes. • Teach the student to ask for assistance when he gets stuck. • Reduce the background noise. • Have the student use graphic organizers and diagrams to separate and sequence information. • Give the student “wait time” to process information. • Cue the student to begin and end tasks. • Read tests to the student. • Have the student analyze good and poor behavior as she watches a skit or film. • Teach the student to self correct using checklists and rubrics. • Student mimics the behavior modeled by the adult and explains what she is learning. • Parents and teachers check the student’s assignment notebook each day. • Student explains the step-by-step directions to a partner before beginning a task. • The teachers front load the vocabulary and key concepts before class. • Provide special pencil grips for the student. • Student uses manipulatives or illustrations to explain his thinking.

39. RTI Problem-Solving Flow Chart If this conference provides enough assistance for success – stop here 1 Coach conducts referral conference with teacher(s) - 45min? Referral information is distributed to the team. More data may be needed before a DATA Goal is written Everyone prepares 3 intervention ideas – one for home, one for school, one for student Teacher prepares parent & a follow-up call is made to the parent by the teacher the next day – 20 min each? Advocate prepares student –20 min 2 3 Meeting is held – 20 min Action plan is implemented and data is collected by all parties – Generally 1-6 weeks 4 Formal testing (MFE) may be part of the data collection after IATs results indicate long term accommodations will most likely be needed Follow-up meeting is held (with those agreed upon at the first meeting) to determine next steps – 20 min) 5

40. Developing a pool of experts so you don’t run out of intervention ideas

41. Things resource people do… • Find researched interventions (e.g., on-line, books,…) • Develop “How To” cards and Think-alouds • Start a district data-base for interventions • Model strategies to other teachers • Capture strategies on video for the database • Monitor implementation and give feedback to teachers in the learning phase

42. Step 1 • Brainstorm a list of problems you deal with that drive you crazy: • Reading comprehension, vocabulary or decoding • Number sense, computation… • Writing organization and editing skills • Poor memory • Attention span • Poor social skills • Disruptive (yells out, out of seat, impulsive) • Poor organization skill

43. Step 2 • Find time for groups to work on finding and training each other on new interventions. • Common planning time • Staff meeting time • Assembly time • Floating sub • Banking time • Wiki

44. Step 3 Create a common form that is used throughout the district and stored electronically.

45. 3 parts of putting together a good pool of interventions • Know what research says cause the problems • What research shows to be proven strategies for addressing the problem • List of classroom intervention strategies • Create a parent version of these interventions • Create a student list of interventions • Know how to measure if the interventions made a big enough difference (assessment/ progress monitoring strategies)

46. Skills Needed Tier one and two Student responsibilities Parent suggestions interventions

47. Other Resources by Margaret Searle What To Do When You Don’t Know What To Do ASCD Book:What Every School Leader Needs to Know About RTI • Video: • Implementing RTI in Secondary Schools

48. Intervening on poor work completion Interventions: 1. Ask Jared to describe the behaviors and steps as the aide models them and then have him verbalize as he practices by himself. 2. Have Jared decide how he will track his own use of these skills after giving him suggestions on how other students do this (tokens, checkmarks, graph, mark on a rubric). 3. Have Jared track and report his success with using the new skills in class. Compare with the tracking scores of the parent volunteer and adjust or clarify the rubric if there are large discrepancies. 4. Jared breaks his own work down into segments and tracks his own progress on how this affects work completion. 5. Jared develops his own reinforcement plan and tracks its affect on his growth. 6. Mother and Jared track progress at home. • (What new mental skills are needed?) • Ability to start work in a timely manner without a prompt • Ability to work on a task for longer than 6 minutes. • Ability to stay in his seat until a task is completed. • Ability to visualize the steps for good work completion • Ability to ask himself self-monitoring questions as he works • Ability to raise his hand to ask for help when he is stuck. • Accommodations : • 1. Jared will have 10 min practice sessions on how to get started, how to self-monitor and when to ask for help – special ed teacher daily for two weeks. • 2. The aide & parent will model and describe: getting started, staying on-task before a taking a break (this is what it is and this is what it isn’t), asking himself questions as he works, and acceptable ways to get assistance. 1 week private • 3. A parent volunteer will be trained to help Jared transfer these practiced skills to the general education room – 1week in room • 4. The teacher will help Jared break down his work into segments that Jared should be able to do in 6 min. or less with 1 min. breaks. • 5. Token rewards will be given for following each step of the model. His mother will reinforce with privileges if he gets at least 8 tokens a day for 3 days (Consecutive or not). • 6. Mother will model and practice these four things at home with fun activities—not with homework for now. ( Send teacher video) Root Causes Accommodations Interventions

49. IAT Negotiables and Non-negotiables 1. Create a district steering committee to lay out a timeline and the district negotiables and non-negotiables: • Example of non-negotiables (need to be included at every building district-wide) * The forms will be common Pre-K-12… (Strengths and Weaknesses, Five Reasons, Baseline Planning, Minutes) * Meetings will focus on action plans not the problem. * Parents and students and at least one referring teacher will be prepared and included in the meetings. * Every action plan developed will include research-based strategies,atleast at the teacher level. * Every action plan will be monitored and recorded at least bi-weekly by the classroom teachers. * All buildings will regularly contribute to the district research-based intervention database.

50. Next Year’s Coaching Trainings • Akron location October 13 & 14 and November 13 & 14, 2013 • Quest Conference Center in Columbus in February and April • First two days is about how to diagnose reading and math problems • Second two days is advanced training focusing on behavior and executive function issues