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Changing Roles of Teams Putting all the pieces together to develop a strategic problem solving team.

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Presentation on theme: "Changing Roles of Teams Putting all the pieces together to develop a strategic problem solving team."— Presentation transcript:

1 Changing Roles of Teams Putting all the pieces together to develop a strategic problem solving team

2 Goals of session Explore the function/purpose of effective teams in a comprehensive RTI process Evaluate status of existing teams: structure, purpose and effectiveness Design individualized action plan that will define next step in implementation of an RTI process Explore the function/purpose of effective teams in a comprehensive RTI process Evaluate status of existing teams: structure, purpose and effectiveness Design individualized action plan that will define next step in implementation of an RTI process

3 Collaborative Consultation and Teaming Collaboration is the essential element of effective instructional support Lovaleski, Tucker, Stevens, 1996 Successful consultation entails having an authentic working relationship between the partners in the process Block, 1981 Effective teams are purpose-driven…Strong, cohesive groups have a sense of who they are and a clear, definable identity. Harvey and Drolet, 1994 Collaboration is the essential element of effective instructional support Lovaleski, Tucker, Stevens, 1996 Successful consultation entails having an authentic working relationship between the partners in the process Block, 1981 Effective teams are purpose-driven…Strong, cohesive groups have a sense of who they are and a clear, definable identity. Harvey and Drolet, 1994

4 School Capacity The collective power of the full staff to improve student achievement school-wide. School achievement is affected most directly by the quality of instruction. Instruction in turn is affected by school policy or programs on a variety of issues. Aspects of school capacity include teachers knowledge, skills, and disposition; Professional community; program coherence; technical resources; and principal leadership. Newmann, King & Young, 2000 The collective power of the full staff to improve student achievement school-wide. School achievement is affected most directly by the quality of instruction. Instruction in turn is affected by school policy or programs on a variety of issues. Aspects of school capacity include teachers knowledge, skills, and disposition; Professional community; program coherence; technical resources; and principal leadership. Newmann, King & Young, 2000

5 School Effectiveness Factors 1. Strong instructional leadership by principal 2. Clear instructional focus 3. High expectations and standards 4. Safe and orderly climate 5. Frequent monitoring of student achievement. … All must coexist for significant positive result to occur 1. Strong instructional leadership by principal 2. Clear instructional focus 3. High expectations and standards 4. Safe and orderly climate 5. Frequent monitoring of student achievement. … All must coexist for significant positive result to occur Adapted from Steller, 1988

6 History of RI Teams 1980 LD Ad-Hoc Committee Established Classroom Alternative Support Team (CAST) 1991 Required in RI Special Education law 1999 RI Education Reform Legislation (Article 31) Student Intervention Teams requirement Name changed to Teacher Support Team General Education Initiative 1980 LD Ad-Hoc Committee Established Classroom Alternative Support Team (CAST) 1991 Required in RI Special Education law 1999 RI Education Reform Legislation (Article 31) Student Intervention Teams requirement Name changed to Teacher Support Team General Education Initiative

7 Current RI Legislation "The District Strategic Plan shall: (7) include establishment of student intervention teams to address the instructional needs of diverse learners, include high standards of student behavior designed to create an orderly educational environment with due regard for the rights of students RI General Laws Section "The District Strategic Plan shall: (7) include establishment of student intervention teams to address the instructional needs of diverse learners, include high standards of student behavior designed to create an orderly educational environment with due regard for the rights of students RI General Laws Section

8 TST vs. RTI TST A collaborative problem solving process that supports teachers TST A collaborative problem solving process that supports teachers RTI A collaborative strategic problem solving intervention process that supports teachers and leads to improved student outcomes

9 TSTRTI GoalsTeacher SupportTeacher support resulting in improved outcomes for all students Early Intervention MembershipPrimarily general educators General educators Other professionals Building Leader ExpertsTeachersTeachers and specialists Teacher Support & Response to Intervention Teams

10 TSTRTI Timing of AssistanceProactive and reactive Proactive, preventive and responsive Parent InvolvementParent notification is not required (unless student on IEP) Parent communication from the beginning Student InvolvementAll studentsAll students, particularly those who do not achieve benchmark Teacher Support & Response to Intervention Teams

11 TSTRTI TasksIdentifying Problem Brainstorming Solutions Follow-up with Teacher Identifying problem Designing Intervention Evaluating Implementation Fidelity Evaluating Response to Intervention EvidenceStudent Work Samples Teacher reports Benchmark Data Progress monitoring data: CBM, CBA, FBA Student Work Samples Teacher Reports Teacher Support & Response to Intervention Teams

12 Are your teams ready for RTI? Lessons learned by those developing teams to implement RTI in Rhode Island Evaluating the Readiness of Pre- Referral Intervention Teams for Use in a Problem-Solving Model (Burns, Vanderwood and Ruby, 2005) Lessons learned by those developing teams to implement RTI in Rhode Island Evaluating the Readiness of Pre- Referral Intervention Teams for Use in a Problem-Solving Model (Burns, Vanderwood and Ruby, 2005)

13 Readiness to be an RTI team What does the research say… Team Format Assignment of Staff Professional Development Development of Interventions/Progress Monitoring Fidelity of Implementation Burns, Vanderwood, and Ruby, 2005; Hauerwas and Dubuque, 2006 What does the research say… Team Format Assignment of Staff Professional Development Development of Interventions/Progress Monitoring Fidelity of Implementation Burns, Vanderwood, and Ruby, 2005; Hauerwas and Dubuque, 2006

14 Activity : TeamMembersPurpose/Functions

15 What is the current process for defining educational needs of student(s) and providing support?

16 Team Effectiveness 1. Team Goals/Purpose 2. Team Competency and Commitment 3. Team Leadership and Support 4. Team Logistics 5. Team Communication and Collaboration 1. Team Goals/Purpose 2. Team Competency and Commitment 3. Team Leadership and Support 4. Team Logistics 5. Team Communication and Collaboration Adapted from Fleming and Monda-Amaya, 2001 and Larson and LaFasto, 1989

17 How effective is the team? Ratings: Ineffective, Limited Effect, Effective, Very Effective TeamMembersPurpose/ Functions Effectiveness

18 Components and Essential Skills of Effective RTI Team(s) Communication Family Involvement Strategic Decision Making Structures of Support Research-based Strategies Efficient Process Comprehensive: address student(s), class, grade, and school-wide concerns Communication Family Involvement Strategic Decision Making Structures of Support Research-based Strategies Efficient Process Comprehensive: address student(s), class, grade, and school-wide concerns Professional Development Change Process Fidelity of Implementation Reflecting on the Process Coherence Celebration

19 Teams and Professional Roles Self-Assessment Rating Scale Elements Self-Assessment Rating The team that is involved in problem-solving is seen as both a general education and special education process Participation on teams is fluid and includes individuals based on the problem that is being addressed Individuals collaborate regularly to share knowledge, expertise and instruction to support learning Level 1: Awareness Level 2: Planning Level 3: Initial Implementation Level 4: Advanced Implementation What? We dont do that (but maybe we should) We know its important and have started the planning process. Weve started to build our system, but were not there yet. Weve doing it and have evidence that it is effective.

20 Action Plan What will be done? Who will do it? What resources are necessary? When will it happen? What are the anticipated outcomes?


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