using response-to-instruction and intervention to facilitate effective classrooms and successful...

Using Response-to-Instruction and Intervention to Facilitate Effective Classrooms and Successful Students  

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Dr. Howie KnoffDirector, Project ACHIEVEDirector, Arkansas State Personnel Development Grant

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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

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…

Independent Learner

Self-Manager

Academic Learning, Mastery, and Achievement

Social, Emotional, and Behavioral Development

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. Awareness2. Comprehension 3. Application4. Analysis5. 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

CC DD

AA BB 1 2 3 4 5

4

5

6

3

2

1

Application:

Integrating Knowledge and Application toward Independent Learning

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. . . )

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.

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

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.

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 Evaluatingthe 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

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.

Primary Principles of Intervention

I

II

III

Problem Identification

Problem Analysis

Intervention Design

Responseto

Intervention

Problem Solving and RtI2What is the Problem?

Why is itoccurring?

Is it working?

What are we going to do about it?

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

SPRINT

Behavioral Instruction &

Intervention

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

Teacher-Instructional Factors

Curricular Factors

Student Factors

Are students prepared and “programmed”for success?

Biological/Physiological Status

Skills

Motivation/Accountability

Consistency

Special Situations

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

Seven “High-Hit” Reasons When Independent Learning or Self-Management does not Occur

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

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 1Tier 1: Prevention for : Prevention for AllAll

Tier 2Tier 2: Strategic : Strategic Intervention for Intervention for SomeSome

Tier 3Tier 3: Intensive Need or : Intensive Need or Crisis Intervention Crisis Intervention for Fewfor Few

What is the Problem?

Why is itoccurring?

Is it working?

What are we going to do about it?

We STRONGLY Recommend:

Grade-level RtI2 Teams. . . .

That meet at least monthly

A “Permanent Member” Building-level RtI2 Team. . . .

That meets weekly

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)

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)

BIG IDEA #1: The First “Intervention” is Effective

Academic and Behavioral Instructionby an Effective Classroom Teacher Using Effective Classroom Management

BIG IDEA #2The 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 beAcademically or BehaviorallySuccessful

BIG IDEA #4 RtI2 —From Effective Instruction to Intensive Intervention—is Integrated into anEffective School and Schooling Model andGuided through the school’s annual School Improvement Plan and Process.

BIG IDEA #5 The RtI2 Problem-Solving Process is Taught

to, Modeled for, and Implemented byEVERYONE in the School.

It is:

Written and Resourced, Planned and Consistent, Evaluated and Continuously

Improved

BIG IDEA #6 RtI2 Success is about People, Professional

and Personal Success, and:

Communication Caring Collaboration Commitment Consultation Celebration Consistency

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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Resources

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Leadership AcademyLeadership AcademyBuilding Leadership CapacityBuilding Leadership Capacity

January 28 - 30, 2011January 28 - 30, 2011

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Quadrant D Leaders are

•Focused on Learning

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San Diego

19th Annual

Model Schools ConferenceJune 26-29, 2011 - Nashville

Showcasing the nation’s most successful practices for improving student achievement and growth!

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Howard M. Knoff, Ph.D.Director, Project ACHIEVE

Director, AR State Improvement Grant

49 Woodberry RoadLittle Rock, AR 72212

E-mail: knoffprojectachieve@earthlink.netPhone: 501-312-1484

Websites: www.projectachieve.info www.arstateimprovementgrant.com