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1 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 Grant1. 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 telephoneUse mic & speakers3. 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 screenTechnical difficulties? Contact (518)All participants are on mute.
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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 IndependentLearning and Self-ManagementDefining and Discussing RtI2The Data-based Problem Solving ProcessLinking RtI2 Assessment/Problem Analysiswith Strategic InterventionSummary: The BIG IDEASc Project ACHIEVE Press
6 The Ultimate Educational Goal TO:Maximize ALL Students’Academic Achievement andSocial, Emotional, and Behavioral Development
7 System-Level Educational Goals and Outcomes1. 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 Outcomes5. 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 outcomes7. 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 success8. High levels of parent support and involvement in student achievement and self-management.
9 From a Student Perspective… Our Goal is to create… Academic Learning, Mastery, and AchievementSocial, Emotional, and Behavioral DevelopmentIndependentLearnerSelf-Manager
10 A Definition of “Independent Learning” A Successful Independent Learner:Is engaged, confident, motivated, and aware of when s/he knows and does not knowKnows how to create and sustain positive and productive learning environmentsCan 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 solutionsIs able access, use, and learn from resources to enhance learning or to close knowledge, skill, or application gaps
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 Integrating Knowledge and Application toward Independent LearningLevels of Independent LearningC DA BKnowledge654321Application:
14 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 othersDemonstrate successful interpersonal, social problem solving, conflict prevention and resolution, and social-emotional coping and behavioral skillsEffectively control their own emotions and behavior
15 Operationalizing “Social Competency” Social-EmotionalCompetency(How you Feel. . . )Behavioral Competency(What you Do. . . )Slide 49
16 A journey of a thousand miles begins with a single step. ChinesephilosopherLaozi
17 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.
18 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 Project ACHIEVE Press
19 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 practicesRtI2 involves determining students’ mastery of material and response to classroom management through effective assessments and progress monitoringWhen 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
20 Students Succeed Because of their Instructional Environments Teacher-InstructionalFactors:Are teacherswell-matchedto theirstudents andcurricula?Curricular Factors:Are curriculawell-matched tostudents and teachers?Student Factors:Are students preparedand “programmed”for success?
21 The Scientifically-Based Components of Effective Classrooms: Academics Positive School and Classroom ClimatesEffective Instructional GroupingEffective Academic (Differentiated) InstructionStudent Instruction in their “Zones of Success”Well-Designed and Implemented ProgressMonitoring and Authentic AssessmentSystemsModifications, Remediations, AccommodationsEarly Academic Intervention
22 Critical Elements in Successful Instructional Environments Curriculum Instruction StudentsCurriculum Alignment/Total Instructional Alignment (TIA)Differentiated Lesson Development, Delivery, and EvaluationSetting, Communicating, and Evaluating Measurable Criteria for Student Skill or Performance MasteryReadiness, Motivation, Preparation, Engagement, Self-Managementc- Knoff Project ACHIEVE, SPRINT Process
23 The Scientifically-Based Components of Effective Classrooms: Social, Emotional, and Behavioral Positive School and Classroom ClimatesEffective Classroom ManagementSocial Skill Instruction/Infusion and UseEffective Student Motivation andBehavioral Accountability ApproachesConsistencyEarly Behavioral Intervention
24 The “Core” of Project ACHIEVE’s Positive Behavioral Self-Management System SkillAccountabilityConsistencySpecial Situations
25 The “Core” of the Positive Behavioral Self-Management System Skill The Stop & Think Social Skills Interpersonal, Problem-Solving, and Conflict Resolution SkillsClassroom/Building RoutinesAccountability The Behavioral MatrixGrade-Level Classroom Expectations Building and Common Area ExpectationsThe Educative Time-Out ProcessConsistency Skills, Accountability, Staff,Students, ParentsSpecial Situations- Setting and Student
26 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.
27 Components of Effective Classrooms: Academic and Behavioral InstructionEffective Teaching Skills and Practices*:Instructional PlanningPositive Classroom Climate/EnvironmentTeacher ExpectationsCognitive EmphasisMotivational StrategiesInstructional PresentationPrompts for Student UnderstandingRelevant PracticeAcademic Engaged TimeInformed FeedbackAdaptive InstructionProgress Monitoring and Evaluation* From The Instructional Environment System-II (TIES-II; Ysseldyke & Christenson, 1993)
28 BUTSome 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 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 outcomesThe intensity of services delivered are drivenby student outcomes!!
30 The hardest thing to do in life. . . Is to learn which bridge to cross and which bridgeto burn.Lawrence J. Peter
31 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 interventionsProviding 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.
32 The Primary RtI2 Service Delivery Approach involves: Problem-Solving – Consultation –InterventionNOTWait to Fail–Refer–Test – Place
33 Data-based Problem Solving Determines the Success of RtI2 Accurately Identifying the ProblemIdentifying the Skill GapFunctional Analysis (Explaining) the Skill GapSelecting Scientifically-based InterventionsSuccessfully Implementing and Evaluatingthe Intervention
34 Finding ConsultantsEvery staff person is a potential consultant for someone elseSchools need to systematically identify every staff person’s skillsStaff need to use the skills of every staff memberFinding 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.
35 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.
36 Problem Solving and RtI2 Problem IdentificationIResponsetoInterventionIIProblem AnalysisIIIIntervention Designc Project ACHIEVE Press
37 The Interdependency between Academics and Behavior Academic Instruction & InterventionSPRINTBehavioral Instruction & InterventionAcademic SuccessDo students act outdue to academicfrustration?Behavioral SuccessDo students have lessacademic successwhen they do nothave certain behavioralskills?Functional Assessmentand Data-BasedProblem SolvingHelps us to tell thedifference.
38 When Students do not Succeed: Analyzing their Instructional Environments Teacher-InstructionalFactors:Are teacherswell-matchedto theirstudents andcurricula?Curricular Factors:Are curriculawell-matched tostudents and teachers?Student Factors:Are students preparedand “programmed”for success?
39 Problem Analysis: Possible Reasons for Students’ Lack of Self-Management Progress or Success Biological/Physiological StatusSkillsMotivation/AccountabilityConsistencySpecial SituationsTeacher-InstructionalFactorsStudent FactorsAre students preparedand “programmed”for success?CurricularFactors
40 Seven “High-Hit” Reasons When Independent Learning or Self-Management does not Occur Area #1: Skill/Mastery DeficitArea #2: Speed of AcquisitionArea #3: Transfer of Training/Generalization/ApplicationArea #4: Conditions of EmotionalityArea #5: Motivation/Performance DeficitArea #6: Inconsistency (Specific where. . . )Area #7: Special Situation—Setting, Peer, Individual
41 Moving from Problem Analysis to Intervention Goal #1/Skill/Mastery Deficit:Goal #2/Speed ofAcquisition:Goal #3/Transfer of Training/Generalization/Application:Goal #4/Conditions ofEmotionality:Goal #5/Motivation/Performance Deficit:Goal #6/Inconsistency:Goal #7/Special Situation:TeachIncrease Learning RateTrain for the TransferPrevent/Control EmotionalityMotivateDecrease InconsistencyResolve Situation/Target Social, Emotional, Behavioral Skills
42 The Positive Academic Services and Support System (PASS): The Academic Intervention “Blueprint” Curricular ModificationSkill and InstructionRemediationFormal and InformalAccommodationStrategic or IntensiveInstruction or Intervention
43 The Positive Behavioral Self-Management System (PBSS): The Behavioral Intervention “Blueprint” Skill Instruction orInterventionMotivation/AccountabilityConsistencySpecial Situations
44 The Tiers of the Academic and Behavioral Intervention Tier 1: Prevention for AllTier 2: Strategic Intervention for SomeTier 3: Intensive Need orCrisis Interventionfor Few
45 We STRONGLY Recommend: Grade-level RtI2 TeamsThat meet at least monthlyA “Permanent Member” Building-level RtI2 TeamThat meets weeklySlide 3c- Knoff Project ACHIEVE, SPRINT Process
46 Composition of the Grade-Level RtI2 Team Every General Education Teacher at an identified instructional team levelSupport specialists assigned to the teamOne member of the Building-level RtI2 TeamOther 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.
47 Composition of the Building-Level RtI2 Team The “referring” General Education TeacherAdministrator or Administrative-designeeSchool-based Related Service professionalsSchool-based Instructional Specialists/ consultantsOther staff skilled in academic or behavioral interventionsOther school-based specialists (e.g., nurse, computer-assisted learning specialist, school-based mental health specialist)Slide 19
48 BIG IDEA #1: The First “Intervention” is Effective Academic and Behavioral Instructionby an Effective Classroom TeacherUsingEffectiveClassroomManagementc Project ACHIEVE Press
49 BIG IDEA #2 The Primary RtI2 Service Delivery Approach involves: Problem-Solving – Consultation –InterventionNOTWait to Fail – Refer –Test – Place
50 BIG IDEA #3 RtI2 Reflects the Intensity of Supports, Services, Strategies, orPrograms Needed by Students to beAcademicallyor BehaviorallySuccessfulc Project ACHIEVE Press
51 BIG IDEA #4 RtI2 —From Effective Instruction to Intensive Intervention—is Integrated into anEffective School and Schooling Model andGuided through theschool’s annualSchool ImprovementPlan and Process.c Project ACHIEVE Press
52 BIG IDEA #5The RtI2 Problem-Solving Process is Taught to, Modeled for, and Implemented byEVERYONE in the School.It is:Written and Resourced,Planned and Consistent,Evaluated andContinuouslyImprovedc Project ACHIEVE Press
53 BIG IDEA #6RtI2 Success is about People, Professional and Personal Success, and:CommunicationCaringCollaborationCommitmentConsultationCelebrationConsistencyc Project ACHIEVE Press
54 A great leader takes people where they don’t necessarily want to go. . . But where theyought to be.Rosalynn Carter
55 For more information www.LeaderEd.com Q&A with HowieThis 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
56 Thank you for Attending! Consulting ServicesAdvisors, Keynote Speakers, Turnaround SpecialistsNeeds Assessment, Strategic Planning, Intervention PlansLeadership DevelopmentEffective Teaching PracticesDifferentiated Instruction
58 Leadership Academy Building Leadership Capacity January 28 - 30, 2011 San DiegoQuadrant D Leaders areFocused on LearningFlexibleAnalyticalPassionate & MotivationalCommunicative
59 19th Annual Model Schools Conference June 26-29, NashvilleShowcasing the nation’s most successful practices for improving student achievement and growth!
60 Director, Project ACHIEVE Director, AR State Improvement Grant Howard M. Knoff, Ph.D.Director, Project ACHIEVEDirector, AR State Improvement Grant49 Woodberry RoadLittle Rock, AR 72212Phone:Websites: