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Using Response-to-Instruction and Intervention to Facilitate Effective Classrooms and Successful Students 1. To hear this webinar you will need to choose.

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Presentation on theme: "Using Response-to-Instruction and Intervention to Facilitate Effective Classrooms and Successful Students 1. To hear this webinar you will need to choose."— Presentation transcript:

1 Using Response-to-Instruction and Intervention to Facilitate Effective Classrooms and Successful Students 1. To hear this webinar you will need to choose your audio mode. 2. Go to the control panel in the upper right corner of your screen and click the button of how you will be listening. Choose: Use telephone Use mic & speakers 3. If using mic & speakers make sure your volume is turned up so you can hear. If using the telephone: Dial: Access Code: Audio PIN: unique PIN shown in audio control panel on screen Technical difficulties? Contact (518) Dr. Howie Knoff Director, Project ACHIEVE Director, Arkansas State Personnel Development Grant All participants are on mute.

2 Webinar Guidelines All participants are on mute during the entire webinar. Presentation portion will be 45 minutes Questions and Answers portion will be 15 minutes To ask a question type it in the question control panel in the upper right corner of your screen. Content questions will be answered in the order they were received at the end of the webinar presentation. Todays PowerPoint and archived webinar will be sent to you in a follow up .

3 This is the end of the presentation portion. Submit questions at this time and stay on to hear the answers. If you are logging off, thank you for attending and we will you with follow-up information. For more information Q&A with Howie

4 Almost all successful individuals and organizations have one thing in common – the power and depth of their vision of the future. Joel Barker

5 Presentation Overview Defining and Discussing Independent Learning and Self-Management Defining and Discussing RtI 2 The Data-based Problem Solving Process Linking RtI 2 Assessment/Problem Analysis with Strategic Intervention Summary: The BIG IDEAS

6 The Ultimate Educational Goal TO: Maximize ALL Students Academic Achievement and Social, Emotional, and Behavioral Development

7 System-Level Educational Goals and Outcomes 1. High levels of academic engagement and academic achievement and proficiency for all students. 2. High levels of effective interpersonal, social problem- solving, conflict prevention and resolution, and emotional coping skills/behaviors by all students. 3. High levels of critical thinking, reasoning, and problem- solving skills by all staff and students. 4. High levels of teacher confidence– relative to instruction, classroom management, and in helping students with academic or behavior problems.

8 System-Level Educational Goals and Outcomes 5. Consistently high and effective instruction and classroom management across all teachers/instructional support staff. 6. Comprehensive and Strategic Professional Development enhancing staff knowledge, skills, and confidence, and student outcomes 7. A continuum of services, supports, strategies, and programs to strategically address the academic and behavioral needs of all students, with the consultation support to facilitate implementation and success 8. High levels of parent support and involvement in student achievement and self-management.

9 From a Student Perspective… Our Goal is to create… Independent Learner Self-Manager Academic Learning, Mastery, and Achievement Social, Emotional, and Behavioral Development

10 A Definition of Independent Learning A Successful Independent Learner: Is engaged, confident, motivated, and aware of when s/he knows and does not know Knows how to create and sustain positive and productive learning environments Can learn and masterand has learned and mastered specific facts, pieces of information, and skills; is able to organize, synthesize, and apply them to solve (real world) problems; and is able to communicate the information and/or solutions Is able access, use, and learn from resources to enhance learning or to close knowledge, skill, or application gaps

11 Student-Centered Rigor and Relevance: Blooms Knowledge Taxonomy 1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation

12 Student-Centered Rigor and Relevance: Applying Knowledge 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

13 Levels of Independent Learning CDCDABABCDCDABAB Application: Integrating Knowledge and Application toward Independent Learning

14 A Definition of Self-Competency or Self-Management Self-Competence/Management involves: A child or adolescents ability to: Be socially, emotionally, and behaviorally aware of themselves and others Demonstrate successful interpersonal, social problem solving, conflict prevention and resolution, and social-emotional coping and behavioral skills Effectively control their own emotions and behavior

15 Operationalizing Social Competency Social-Emotional Competency (How you Feel... ) Behavioral Competency (What you Do... )

16 A journey of a thousand miles begins with a single step. Chinese philosopher Laozi

17 Which of the following best characterizes your schools current RtI process/program? 1. No existing RtI process/program. 2. The RtI process/program is for students having difficulties in literacy only. 3. The RtI process/program is for students having difficulties in all academic areas. 4. The RtI process/program is for students having difficulties in all academic and behavioral areas. 5. The RtI process/program guides both effective classroom instruction and management, and the strategic instructional or intervention approaches needed for non-responding students.

18 RtI 2 - Response-to-Instruction/ Intervention: A Definition... A broad-based, targeted process to evaluate a students response to instruction/intervention * The focus is on effective instruction, andas neededearly, responsive, and strategic instruction and/or intervention * Student progress is monitored/evaluated continually to determine whether desired learning, mastery, and proficiency outcomes are attained as a result of instruction or intervention * Progress/Evaluation data help to determine whether or not the student attained desired or expected academic and social, emotional, or behavioral outcomes.

19 Where Does Response-to- Instruction/Intervention RtI 2 Start? RtI 2 starts in the general education classroom with evidence-based curricula taught by Highly Qualified Teachers using effective instructional practices RtI 2 involves determining students mastery of material and response to classroom management through effective assessments and progress monitoring When students are not successful over time, RtI 2 is a component of a problem- solving process that determines why success has not occurred and what to do about it

20 Students Succeed Because of their Instructional Environments Teacher-Instructional Factors: Are teachers well-matched to their students and curricula? Curricular Factors: Are curricula well-matched to students and teachers? Student Factors: Are students prepared and programmed for success?

21 The Scientifically-Based Components of Effective Classrooms: Academics Positive School and Classroom Climates Effective Instructional Grouping Effective Academic (Differentiated) Instruction Student Instruction in their Zones of Success Well-Designed and Implemented Progress Monitoring and Authentic Assessment Systems Modifications, Remediations, Accommodations Early Academic Intervention

22 Critical Elements in Successful Instructional Environments Curriculum Instruction Students Curriculum Alignment/ Total Instructional Alignment (TIA) Differentiated Lesson Development, Delivery, and Evaluation Setting, Communicating, and Evaluating Measurable Criteria for Student Skill or Performance Mastery Readiness, Motivation, Preparation, Engagement, Self-Management

23 The Scientifically-Based Components of Effective Classrooms: Social, Emotional, and Behavioral Positive School and Classroom Climates Effective Classroom Management Social Skill Instruction/Infusion and Use Effective Student Motivation and Behavioral Accountability Approaches Consistency Early Behavioral Intervention

24 The Core of Project ACHIEVEs Positive Behavioral Self-Management System Skill Accountability Consistency Special Situations

25 The Core of the Positive Behavioral Self-Management System SkillThe Stop & Think Social Skills Interpersonal, Problem-Solving, and Conflict Resolution Skills Classroom/Building Routines AccountabilityThe Behavioral Matrix Grade-Level Classroom Expectations Building and Common Area Expectations The Educative Time-Out Process ConsistencySkills, Accountability, Staff, Students, Parents Special Situations-Setting and Student

26 Which of the following best characterizes your schools current Positive Behavioral Support (PBS) program? 1. No existing school-wide PBS program. 2. PBS program focuses only on common areas of the school. 3. PBS program focuses only on positive classroom management. 4. Both #2 and #3 above. 5. Both #2 and #3 above, and the PBS program includes the strategic social, emotional, and behavioral intervention approaches needed for non-responding students.

27 Components of Effective Classrooms: Academic and Behavioral Instruction Effective Teaching Skills and Practices*: Instructional Planning Positive Classroom Climate/Environment Teacher Expectations Cognitive Emphasis Motivational Strategies Instructional Presentation Prompts for Student Understanding Relevant Practice Academic Engaged Time Informed Feedback Adaptive Instruction Progress Monitoring and Evaluation * From The Instructional Environment System-II (TIES-II; Ysseldyke & Christenson, 1993)

28 BUT..... Some Students do not respond to effective classroom management and school-wide Positive Behavioral Support Systems (PBSS). They likely need additional instructional or intervention supports, strategies, programs, or services.

29 Where Does Response-to- Instruction/Intervention RtI 2 Go? For students who are not responding to high quality instruction and teacher-initiated interventions over time, the problem-solving process becomes more formal as (a) functional assessments are completed, (b) resulting in more intensive classroom-based interventions, (c) where student progress is monitored more frequently, and (d) data is used to determine the success of the interventions or the need for more intensive services. More specialized, multidisciplinary resources, then, are used to deliver more specialized interventions to produce improved child outcomes The intensity of services delivered are driven by student outcomes!!

30 The hardest thing to do in life... Is to learn which bridge to cross and which bridge to burn. Lawrence J. Peter

31 Now...What are the Goals of the RtI 2 Process? To address the needs of students experiencing academic or behavioral difficulties by: Using a systematic problem-solving process that links functional assessment to evidence-based or research-based strategic or intensive instruction and/or interventions Providing consultation to classroom teachers so that the identified instructional changes or targeted interventions are implemented with integrity and success. To establish assessment and intervention baselines in case more intensive instruction or interventions are needed later. To increase the knowledge and skills of all of the teachers and other professionals involved.

32 The Primary RtI 2 Service Delivery Approach involves: Problem-Solving – Consultation – Intervention NOT Wait to Fail–Refer– Test – Place

33 Data-based Problem Solving Determines the Success of RtI 2 Accurately Identifying the Problem Identifying the Skill Gap Functional Analysis (Explaining) the Skill Gap Selecting Scientifically-based Interventions Successfully Implementing and Evaluating the Intervention

34 Finding Consultants Every staff person is a potential consultant for someone else Schools need to systematically identify every staff persons skills Staff need to use the skills of every staff member

35 Interventions are linked to the results of the Problem Analysis step within the Problem-solving process. Interventions focus on changing behaviors, not treating diagnostic labels, categories, or conditions. Intervention follows a Response-to-Instruction/ Intervention prevention-focused model. Interventions are delivered in the Setting of Origin, orif strategically neededin the LRE using the most preventative approach. Primary Principles of Intervention

36 I II III Problem Identification Problem Analysis Intervention Design Response to Intervention Problem Solving and RtI 2

37 The Interdependency between Academics and Behavior Functional Assessment and Data-Based Problem Solving Helps us to tell the difference. Academic Success Do students act out due to academic frustration? Behavioral Success Do students have less academic success when they do not have certain behavioral skills? Academic Instruction & Intervention SPRINTSPRINT Behavioral Instruction & Intervention

38 When Students do not Succeed: Analyzing their Instructional Environments Teacher-Instructional Factors: Are teachers well-matched to their students and curricula? Curricular Factors: Are curricula well-matched to students and teachers? Student Factors: Are students prepared and programmed for success?

39 Problem Analysis: Possible Reasons for Students Lack of Self-Management Progress or Success Teacher- Instructional Factors Curricular Factors Student Factors Are students prepared and programmed for success? Biological/ Physiological Status Skills Motivation/ Accountability Consistency Special Situations

40 Area #1: Skill/Mastery Deficit Area #2: Speed of Acquisition Area #3: Transfer of Training/Generalization/Application Area #4: Conditions of Emotionality Area #5: Motivation/Performance Deficit Area #6: Inconsistency (Specific where... ) Area #7: Special SituationSetting, Peer, Individual Seven High-Hit Reasons When Independent Learning or Self- Management does not Occur

41 Goal #1/Skill/Mastery Deficit: Goal #2/Speed of Acquisition: Goal #3/Transfer of Training/ Generalization/Application: Goal #4/Conditions of Emotionality: Goal #5/Motivation/ Performance Deficit: Goal #6/Inconsistency: Goal #7/Special Situation: Moving from Problem Analysis to Intervention Teach Increase Learning Rate Train for the Transfer Prevent/Control Emotionality Motivate Decrease Inconsistency Resolve Situation/Target Social, Emotional, Behavioral Skills

42 The Positive Academic Services and Support System (PASS): The Academic Intervention Blueprint Curricular Modification Skill and Instruction Remediation Formal and Informal Accommodation Strategic or Intensive Instruction or Intervention

43 The Positive Behavioral Self- Management System (PBSS): The Behavioral Intervention Blueprint Skill Instruction or Intervention Motivation/ Accountability Consistency Special Situations

44 The Tiers of the Academic and Behavioral Intervention Tier 1: Prevention for All Tier 2: Strategic Intervention for Some Tier 3: Intensive Need or Crisis Intervention Crisis Intervention for Few for Few

45 We STRONGLY Recommend: Grade-level RtI 2 Teams.... That meet at least monthly A Permanent Member Building-level RtI 2 Team.... That meets weekly

46 Composition of the Grade-Level RtI 2 Team Every General Education Teacher at an identified instructional team level Support specialists assigned to the team One member of the Building-level RtI 2 Team Other Support specialists or consultants as needed (to help, on a case-by-case basis with specific student concerns)

47 Composition of the Building-Level RtI 2 Team The referring General Education Teacher Administrator or Administrative-designee School-based Related Service professionals School-based Instructional Specialists/ consultants Other staff skilled in academic or behavioral interventions Other school-based specialists (e.g., nurse, computer-assisted learning specialist, school- based mental health specialist)

48 BIG IDEA #1: The First Intervention is Effective Academic and Behavioral Instruction by an Effective Classroom Teacher Using Effective Classroom Management

49 BIG IDEA #2 The Primary RtI 2 Service Delivery Approach involves: Problem-Solving – Consultation – Intervention NOT Wait to Fail – Refer – Test – Place

50 BIG IDEA #3 RtI 2 Reflects the Intensity of Supports, Services, Strategies, or Programs Needed by Students to be Academically or Behaviorally Successful

51 BIG IDEA #4 RtI 2 From Effective Instruction to Intensive Interventionis Integrated into an Effective School and Schooling Model and Guided through the schools annual School Improvement Plan and Process.

52 BIG IDEA #5 The RtI 2 Problem-Solving Process is Taught to, Modeled for, and Implemented by EVERYONE in the School. It is: Written and Resourced, Planned and Consistent, Evaluated and Continuously Improved

53 BIG IDEA #6 RtI 2 Success is about People, Professional and Personal Success, and: Communication Caring Collaboration Commitment Consultation Celebration Consistency

54 A great leader takes people where they dont necessarily want to go... But where they ought to be. Rosalynn Carter

55 This is the end of the presentation portion. Submit questions at this time and stay on to hear the answers. If you are logging off, thank you for attending and we will you with follow-up information. For more information Q&A with Howie

56 Thank you for Attending! Consulting Services Advisors, Keynote Speakers, Turnaround Specialists Needs Assessment, Strategic Planning, Intervention Plans Leadership Development Effective Teaching Practices Differentiated Instruction

57 Resources

58 Leadership Academy Building Leadership Capacity January , Quadrant D Leaders are Focused on Learning Flexible Analytical Passionate & Motivational Communicative San Diego

59 19 th Annual Model Schools Conference June 26-29, Nashville Showcasing the nations most successful practices for improving student achievement and growth!

60 Howard M. Knoff, Ph.D. Director, Project ACHIEVE Director, AR State Improvement Grant 49 Woodberry Road Little Rock, AR Phone: Websites:


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