Shifting the Paradigm: Focusing on Student Outcomes

1. Shifting the Paradigm: Focusing on Student Outcomes The Southern Wisconsin Problem-solving Consortium Wisconsin RtI Summit – March 12, 2009

2. Problem-solving At Its Best

3. The Southern Wisconsin Problem-solving Consortium (SWPSC) Formed in the Spring of 2006 Participating Districts Lake Mills Marshall McFarland Monona Grove Monroe Mount Horeb Oregon Roles Superintendent, Directors of Instruction, School Psychologists, Directors of Student Services

4. Goals and Purposes of SWPSC Develop and implement an educational model Focuses on improving and increasing outcomes for all students Employs research and/or best practice as the foundation for implementation Problem-solving Response to Intervention Focuses on core components of implementation that can be replicated based on local context Focuses on professional development Focuses on the use of data to determine effectiveness of systemic implementation and program implementation

5. SWPSC Believes in the Core Principles of RtI We can effectively teach all children Intervene early Use a multi-tier model of educational service delivery Use a problem-solving method to make decisions within a multi-tier model Use research-based, scientifically validated instruction/intervention to the extent available Monitor student progress to inform instruction Use data to make decisions – data drives the train Use assessment for – screening, diagnostics, progress monitoring

6. Problem-solving Problem Identification Problem Analysis Implementation Evaluation

7. Core instruction includes instruction, curriculum, and assessment. The core cycle combines research-based/evidence-based instructional practices; a guaranteed, viable, rigorous and relevant curriculum, and a positive learning environment. It is provided to all students and is aligned with the district’s content standards and benchmarks designed to teach all students to a high level of proficiency. Approximately 80-85% of students are expected to meet expectations with core instruction only. If data indicate that core instruction is not meeting the instructional needs of most students, improvement efforts must focus on studying and refining core instruction while still analyzing individual student performance. Changes may be needed in the areas of curriculum, instruction, assessment, environment, and/or the system. Supplemental instruction is provided, in addition to core instruction, to students who need supplemental instruction in order to meet proficiency expectations. These students are considered to be emerging in the skill area being assessed. Students who are exceeding expectations may also need some type of adaptation or acceleration. Approximately 15% - 20% of the students in a school may need strategic or supplemental instruction and/or intervention to meet expectations. Typically, about 30 minutes of supplemental instruction per day (in addition to the core instruction) is provided to students, in a small group setting, matched to their learning needs. Intensive instruction is provided, in addition to core and supplemental instruction, to students who need intensive instructional support in order to become proficient. Students who are not meeting expectations and may need highly differentiated instruction are considered for intensive instruction. These students are considered to be deficit in the skill area under consideration. Additionally, some students will need instruction that is significantly different due to their advanced learning needs. Approximately 5% of the students in a school would be expected to need intensive instruction and/or interventions. Core instruction includes instruction, curriculum, and assessment. The core cycle combines research-based/evidence-based instructional practices; a guaranteed, viable, rigorous and relevant curriculum, and a positive learning environment. It is provided to all students and is aligned with the district’s content standards and benchmarks designed to teach all students to a high level of proficiency. Approximately 80-85% of students are expected to meet expectations with core instruction only. If data indicate that core instruction is not meeting the instructional needs of most students, improvement efforts must focus on studying and refining core instruction while still analyzing individual student performance. Changes may be needed in the areas of curriculum, instruction, assessment, environment, and/or the system. Supplemental instruction is provided, in addition to core instruction, to students who need supplemental instruction in order to meet proficiency expectations. These students are considered to be emerging in the skill area being assessed. Students who are exceeding expectations may also need some type of adaptation or acceleration. Approximately 15% - 20% of the students in a school may need strategic or supplemental instruction and/or intervention to meet expectations. Typically, about 30 minutes of supplemental instruction per day (in addition to the core instruction) is provided to students, in a small group setting, matched to their learning needs. Intensive instruction is provided, in addition to core and supplemental instruction, to students who need intensive instructional support in order to become proficient. Students who are not meeting expectations and may need highly differentiated instruction are considered for intensive instruction. These students are considered to be deficit in the skill area under consideration. Additionally, some students will need instruction that is significantly different due to their advanced learning needs. Approximately 5% of the students in a school would be expected to need intensive instruction and/or interventions.

8. So…The Big Picture is…. The fact that we engage in collaborative problem-solving means that we believe that we can solve problems We believe that success and failure are our responsibility The science of education provides us tools to effectively teach all children It is the difference between looking in the mirror versus looking out the window It is about asking the question… “How will we respond when students enter our doors unequally prepared for success?”

9. Implementation – Core Drivers

10. Implementation Drivers in SWPSC

11. Key Features…A Summary Leadership & Consensus Building Professional Development Core Curriculum Data Collection & Analysis Shifting Roles & Responsibilities Scheduling Options SWPSC districts have come up with components that they have addressed and found imperative in successful implementation of a multi-tiered model. Ladson-Billings has examined the concept of Deficit Thinking as it relates to the education of African American students, and teachers have similar deficit thinking about students who struggle academically and behaviorally. SWPSC districts have come up with components that they have addressed and found imperative in successful implementation of a multi-tiered model. Ladson-Billings has examined the concept of Deficit Thinking as it relates to the education of African American students, and teachers have similar deficit thinking about students who struggle academically and behaviorally.

12. Leadership and Consensus Building Focus on student achievement… Is what we are doing for students working? For which students? How do we know? Can and should we be going better? Build consensus around the need for change and be passionate about it This isn’t a program or a initiative, but instead it is how we function as a school district Provide a clear vision, yet seek input from staff Put your plan in writing and make it unique to your district – everyone needs to own this plan For building consensus around the need for change, allocating resources based on student need, recognizing and supporting that what we do with and for students instructionally matters more than what we call students, and to allow changes in roles to occur For building consensus around the need for change, allocating resources based on student need, recognizing and supporting that what we do with and for students instructionally matters more than what we call students, and to allow changes in roles to occur

13. Professional Development “You cannot have students as continuous learners and effective collaborators, without teachers having these same characteristics. Continuous learning and collaboration is essential to effective change itself.” – Fullan (1993) Historical Background Timeline 2006-Present New Focus: Develop a strong core so fewer students need the safety net of services in the area of literacy Comprehensive Literacy Collaboration Model 3-Year Plan Realignment of Literacy Curriculum A Coaching Model, with Model Classrooms Ongoing and Internal Professional Development

14. Core Curriculum First and foremost, focus on the core curriculum and instructional practices Supplementing to solve the problems of an ineffective core is “putting lipstick on a pig” You be prepared to face the brutal facts and collect data that is relevant and reliable. Teachers need (and deserve) to have the best tools available to ensure all students are learning.

15. Data Collection & Analysis In God We Trust…..all others must bring data! Not all data is created equal Validity, reliability and instructional relevance must be considered. If you can’t manage the data effectively and efficiently it won’t help you. Discomfort is desirable… Dissonance always preceded change What kind of data?

19. Shifting Roles and Responsibilities Don’t let traditional roles limit the potential of your staff - BE CREATIVE! Determine the needs of your students and staff and define roles around those needs Consider how you utilize regular ed teachers, special ed teachers, support staff, school psychologists, guidance counselors, social workers, building principals, etc… Give permission to your staff to discard the pieces of their jobs that are ineffective and invest time in activities aligned with the RtI framework One of the reasons people have feared the RtI movement is that it threatens the traditional roles of a number of One of the reasons people have feared the RtI movement is that it threatens the traditional roles of a number of

20. Scheduling Options Where will we find the time? Schedules are one of the biggest obstacles to progress Time in “strong” instruction is the variable that has the most influence on outcomes Academic engaged time Creative scheduling and resource allocation options exist Sometimes giving something up in the short-run increases the value of that in the long-run. Students can’t learn 8th grade science well if they can’t read….

21. “Sometimes when you’re on the cutting edge… you will bleed!” Challenges and Obstacles

22. Living in Two Worlds

23. We Need to Vision and Embrace the Future…If you Are Riding a Horse and It Dies…..