Download - Changing Roles of Teams Putting all the pieces together to develop a strategic problem solving team
Changing Roles of TeamsChanging Roles of TeamsPutting all the pieces together to develop a strategic problem solving teamPutting all the pieces together to develop a strategic problem solving team
Goals of sessionGoals 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
Collaborative Consultation and Teaming
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
School CapacitySchool 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
School Effectiveness Factors
School Effectiveness Factors
1. Strong instructional leadership by principal
2. Clear instructional focus3. High expectations and standards4. Safe and orderly climate5. Frequent monitoring of student
achievement.“… All must coexist for significant
positive result to occur”
1. Strong instructional leadership by principal
2. Clear instructional focus3. High expectations and standards4. Safe and orderly climate5. Frequent monitoring of student
achievement.“… All must coexist for significant
positive result to occur”Adapted from Steller, 1988
History of RI TeamsHistory 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
Current RI LegislationCurrent 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 16-7.1-2
"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 16-7.1-2
TST vs. RTITST 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
RTI
A collaborative strategic problem solving intervention process that supports teachers and leads to improved student outcomes
TST RTI
Goals Teacher Support Teacher support resulting in improved outcomes for all students
Early Intervention
Membership Primarily general educators
General educators Other professionalsBuilding Leader
Experts Teachers Teachers and specialists
Teacher Support & Response to Intervention Teams
TST RTI
Timing of Assistance
Proactive and reactive
Proactive, preventive and responsive
Parent Involvement
Parent notification is not required (unless student on IEP)
Parent communication from the beginning
Student Involvement
All students All students, particularly those who do not achieve benchmark
Teacher Support & Response to Intervention Teams
TST RTI
Tasks Identifying ProblemBrainstorming SolutionsFollow-up with Teacher
Identifying problemDesigning InterventionEvaluating Implementation FidelityEvaluating Response to Intervention
Evidence Student Work SamplesTeacher reports
Benchmark DataProgress monitoring data: CBM, CBA, FBAStudent Work SamplesTeacher Reports
Teacher Support & Response to Intervention Teams
Are your teams ready for RTI?
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)
Readiness to be an RTI team
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
Activity :Activity :
Team Members Purpose/Functions
What is the current process for defining educational needs of
student(s) and providing support?
What is the current process for defining educational needs of
student(s) and providing support?
Team EffectivenessTeam Effectiveness
1. Team Goals/Purpose 2. Team Competency and
Commitment3. Team Leadership and Support4. Team Logistics5. Team Communication and
Collaboration
1. Team Goals/Purpose 2. Team Competency and
Commitment3. Team Leadership and Support4. Team Logistics5. Team Communication and
CollaborationAdapted from Fleming and Monda-Amaya, 2001 and Larson and LaFasto, 1989
How effective is the team? Ratings: Ineffective, Limited Effect, Effective, Very
Effective 1 2 3 4
How effective is the team? Ratings: Ineffective, Limited Effect, Effective, Very
Effective 1 2 3 4
Team Members
Purpose/Functions
Effectiveness
Components and Essential Skills of Effective RTI
Team(s)
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
Professional Development
Change Process Fidelity of
Implementation Reflecting on the
Process Coherence Celebration
Teams and Professional Roles
Self-Assessment Rating Scale
Teams and Professional Roles
Self-Assessment Rating Scale
ElementsSelf-
Assessment Rating
The team that is involved in problem-solving is seen as both a general education and special education process.
1 2 3 4
Participation on teams is fluid and includes individuals based on the problem that is being addressed.
1 2 3 4
Individuals collaborate regularly to share knowledge, expertise and instruction to support learning.
1 2 3 4
Level 1: Awareness
Level 2: Planning
Level 3: Initial Implementatio
n
Level 4: Advanced
Implementation
What? We don’t do
that(but maybe we
should)
We know it’s important and have
started the planning process.
We’ve started to build our
system, but we’re not there
yet.
We’ve doing it and have
evidence that it is effective.
Action PlanAction Plan
What will be done?
Who will do it?
What resources are necessary?
When will it happen?
What are the anticipated outcomes?