All participants are on mute. Using Response-to-Instruction and Intervention to Facilitate Effective Classrooms and Successful Students   Dr. Howie Knoff Director, Project ACHIEVE Director, Arkansas State Personnel Development Grant 1. To hear this webinar you will need to choose your audio mode. 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:  312-878-0211 Access Code: 377-206-517 Audio PIN: unique PIN shown in audio control panel on screen Technical difficulties? Contact (518) 399-2776. All participants are on mute. www.LeaderEd.com

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

Presentation Overview Defining and Discussing Independent Learning and Self-Management Defining and Discussing RtI2 The Data-based Problem Solving Process Linking RtI2 Assessment/Problem Analysis with Strategic Intervention Summary: The BIG IDEAS c- 2009 Project ACHIEVE Press

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

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.

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.

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

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 master—and 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

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

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

Levels of Independent Learning Integrating Knowledge and Application toward Independent Learning Levels of Independent Learning C D A B Knowledge 6 5 4 3 2 1 2 3 4 5 1 Application:

A Definition of “Self-Competency” or “Self-Management” Self-Competence/Management involves: A child or adolescent’s 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

Operationalizing “Social Competency” Social-Emotional Competency (How you Feel. . . ) Behavioral Competency (What you Do. . . ) Slide 49

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

Which of the following best characterizes your school’s 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.

RtI2- Response-to-Instruction/ Intervention: A Definition. . . A broad-based, targeted process to evaluate a student’s response to instruction/intervention * The focus is on effective instruction, and—as needed—early, 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. c- 2009 Project ACHIEVE Press

Where Does Response-to-Instruction/Intervention RtI2 Start? RtI2 starts in the general education classroom with evidence-based curricula taught by Highly Qualified Teachers using effective instructional practices RtI2 involves determining students’ mastery of material and response to classroom management through effective assessments and progress monitoring When students are not successful over time, RtI2 is a component of a problem-solving process that determines why success has not occurred and what to do about it

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?

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

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 c- Knoff Project ACHIEVE, 2006 SPRINT Process

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

The “Core” of Project ACHIEVE’s Positive Behavioral Self-Management System Skill Accountability Consistency Special Situations

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

Which of the following best characterizes your school’s 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.

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)

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.

Where Does Response-to-Instruction/Intervention RtI2 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!!

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

Now. . .What are the Goals of the RtI2 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. Why is the Focus on Problem-Solving, Consultation, and Intervention so Important? *** Data-based problem solving that includes functional assessment linked to strategic and evidence-based or research-based intervention provides the highest probability of success approach to services to students. *** Consultation in the referring teacher’s classroom is the best approach to problem-solving and to helping the teacher implement effectively interventions. *** Systematic problem-solving approaches, that are used by entire school staffs, result in better communication, collaboration, and more efficient team processes. *** Consultation increases the knowledge and skills of teachers over time, such that they can more independently address different student challenges in the future—thereby decreasing or eliminating the need for “more intense” consultation services. *** Systematic problem-solving approaches document, with data, the impact of interventions and the continuing progress of students who have more intensive and longer-term interventions needs.

The Primary RtI2 Service Delivery Approach involves: Problem-Solving – Consultation – Intervention NOT Wait to Fail–Refer– Test – Place

Data-based Problem Solving Determines the Success of RtI2 Accurately Identifying the Problem Identifying the Skill Gap Functional Analysis (Explaining) the Skill Gap Selecting Scientifically-based Interventions Successfully Implementing and Evaluating the Intervention

Finding Consultants Every staff person is a potential consultant for someone else Schools need to systematically identify every staff person’s skills Staff need to use the skills of every staff member Finding Consultants: Every staff person in a school should be viewed as a potential consultant to some other staff person. Schools, therefore, need to systematically identify the professional and personal skills of each staff person in and available to the building. This process helps building staff to use each others’ skills to address specific student issues. This “sharing” should occur regardless of staff role, assignment, or department.

Primary Principles of Intervention 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, or—if strategically needed—in the LRE using the most preventative approach.

Problem Solving and RtI2 Problem Identification I Response to Intervention II Problem Analysis III Intervention Design c- 2009 Project ACHIEVE Press

The Interdependency between Academics and Behavior Academic Instruction & Intervention S P R I N T Behavioral Instruction & Intervention 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? Functional Assessment and Data-Based Problem Solving Helps us to tell the difference.

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?

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

Seven “High-Hit” Reasons When Independent Learning or Self-Management does not Occur 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 Situation—Setting, Peer, Individual

Moving from Problem Analysis to Intervention 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: Teach Increase Learning Rate Train for the Transfer Prevent/Control Emotionality Motivate Decrease Inconsistency Resolve Situation/Target Social, Emotional, Behavioral Skills

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

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

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 for Few

We STRONGLY Recommend: Grade-level RtI2 Teams. . . . That meet at least monthly A “Permanent Member” Building-level RtI2 Team. . . . That meets weekly Slide 3 c- Knoff Project ACHIEVE, 2006 SPRINT Process

Composition of the Grade-Level RtI2 Team Every General Education Teacher at an identified instructional team level Support specialists assigned to the team One member of the Building-level RtI2 Team Other Support specialists or consultants as needed (to help, on a case-by-case basis with specific student concerns) Grade-Level SAT Team Composition: The one member of the Building-level SAT Team should be chosen, ideally, because they can help address learning and/or behavioral situations that are most likely to be referred at that grade level. The “additional instructional support specialists” or consultants are asked to “sit-in” on specific meetings due to their expertise with a specific student concern that is going to be discussed.

Composition of the Building-Level RtI2 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) Slide 19

BIG IDEA #1: The First “Intervention” is Effective Academic and Behavioral Instruction by an Effective Classroom Teacher Using Effective Classroom Management c- 2009 Project ACHIEVE Press

BIG IDEA #2 The Primary RtI2 Service Delivery Approach involves: Problem-Solving – Consultation – Intervention NOT Wait to Fail – Refer – Test – Place

BIG IDEA #3 RtI2 Reflects the Intensity of Supports, Services, Strategies, or Programs Needed by Students to be Academically or Behaviorally Successful c- 2009 Project ACHIEVE Press

BIG IDEA #4 RtI2 —From Effective Instruction to Intensive Intervention—is Integrated into an Effective School and Schooling Model and Guided through the school’s annual School Improvement Plan and Process. c- 2009 Project ACHIEVE Press

BIG IDEA #5 The RtI2 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 c- 2009 Project ACHIEVE Press

BIG IDEA #6 RtI2 Success is about People, Professional and Personal Success, and: Communication Caring Collaboration Commitment Consultation Celebration Consistency c- 2009 Project ACHIEVE Press

A great leader takes people where they don’t necessarily want to go. . . But where they ought to be. Rosalynn Carter

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Director, Project ACHIEVE Director, AR State Improvement Grant Howard M. Knoff, Ph.D. Director, Project ACHIEVE Director, AR State Improvement Grant 49 Woodberry Road Little Rock, AR 72212 E-mail: knoffprojectachieve@earthlink.net Phone: 501-312-1484 Websites: www.projectachieve.info www.arstateimprovementgrant.com