Embedding Early Intervention into the Culture of Daily Practice

Embedding Early Embedding Early Intervention into the Intervention into the

Culture of Daily Culture of Daily PracticePractice

A Day of Conversation for AdministratorsA Day of Conversation for Administrators

SERC Consultants:

Alice Henley

Kimberly A. Mearman

25 Industrial Park Road

Middletown, CT 06457-1520

(860) 632-1485

Today’s ObjectivesToday’s Objectives To connect EIP to the various

initiatives/projects already underway in your school/district

To develop shared meaning regarding an “early intervention process”

Framework for Framework for CoherenceCoherence

Framework for CoherenceFramework for Coherence1. All innovations should share common goals and

premises.2. No single innovation strategy can do

everything.3. The innovative strategies should complement

each other. 4. All innovative strategies need to be adapted to

individual classroom and building conditions.5. When innovations are combined strategically,

the results will be greater than any single innovation.

T. Guskey. (1990). Integrating innovations. Education Leadership, pp. 11-15.

Instructional Program Instructional Program CoherenceCoherence “A set of interrelated programs for students

and staff that guided by a common framework for curriculum, instruction, assessment and learning climate and that are pursued over a sustained period.” p. 100

Burrello, L. C., Hoffman, L. P. & Murray, L. E. (2005). School leaders building capacity from within: Resolving competing agendas creatively. Thousand Oaks, California: Corwin Press.

Instructional Program Instructional Program CoherenceCoherence As evidenced by:

Common instructional framework coordinated among teachers and grade levels Curriculum Teaching Assessment Learning climate

Burrello, L. C., Hoffman, L. P. & Murray, L. E. (2005). School leaders building capacity from within: Resolving competing agendas creatively. Thousand Oaks, California: Corwin Press.

Instructional Program Instructional Program CoherenceCoherence As evidenced by:

Working conditions of implementing the framework Expectations of administrators and staff Criteria for hiring that aligns with framework Professional development is consistent with

framework Allocation of resources to advance the

framework Materials, time, funding, staff assignments

Burrello, L. C., Hoffman, L. P. & Murray, L. E. (2005). School leaders building capacity from within: Resolving competing agendas creatively. Thousand Oaks, California: Corwin Press.

Making CoherenceMaking Coherence Lateral accountability

Everyone’s responsibility to make coherence Sorting

Does it work? Does it feed into our overall purpose?

Shared commitment People motivate one another to contribute and

implement the best ideas

Fullan, M. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco: Jossey-Bass.

What Initiatives Are the What Initiatives Are the Focus?Focus? A Step-by Step Approach for Inclusive

Schools Co-Teaching Early Intervention Project Positive Behavior Supports Create Perform Respond

A Step-by Step Approach for A Step-by Step Approach for Inclusive SchoolsInclusive Schools Specifically designed to explore all aspects

of responsible inclusive practice for all students

Supports districts in addressing the five settlement agreement goals and outcomes

PJ GoalsPJ Goals Increase in the % of students with MR (ID) who

are placed in regular classes (80% or more of day with nondisabled peers )

Reduction in the disparate identification of students by LEA, race, ethnicity, gender

Increase in the mean and median % of the school day spent with nondisabled peers

PJ Goals (con’t)PJ Goals (con’t) Increase in the % of students who attend

their “home school” (school they would otherwise attend if not disabled)

Increase in the % of students who participate in school-sponsored extracurricular activities with nondisabled students

Co-teaching is a Service Co-teaching is a Service Delivery Model in Which:Delivery Model in Which: Two (or more) educators or other certified staff, Contract to share instructional responsibility, For a single group of students, Primarily in a single classroom or workspace, For specific content (objectives), With mutual ownership, pooled resources, and

joint accountability, Although each individual’s level of participation

may vary.Marilyn Friend, Ph.D.

EIPEIP To assist teachers, administrators, families, and

student support services professionals in their endeavors to help all students learn and experience success

To empower educators to meet the instructional and behavioral needs of students in the classroom as schools and families come together to form interdependent partnerships focused on student progress.

PBS Definition PBS Definition Positive behavior support (PBS) is

proactive, comprehensive, systemic and individualized continuum of support designed to provide opportunities to all students, including students with disabilities, for achieving social and learning success, while preventing problem behaviors.

CPRCPR Create

Initiation Objective Input

Perform Modeling Checking for

understanding Guided practice

Respond Independent practice Closure Evaluation

Dr. Paul V. Sequeira, Assistant Superintendent for Curriculum and Instruction, Waterbury Public Schools

CPRCPR CPR is a strategy to be used by

administrators and teachers to improve on the delivery of instruction and the way in which we reflect on student’s performance.

Dr. Paul V. Sequeira, Assistant Superintendent for Curriculum and Instruction, Waterbury Public Schools

The “------” empowers people to create interdependent partnershipsto help all children learn and

experience success.

Shared VisionShared Vision

VOCABVOCAB Verify the terms Organize your cards Communicate to a partner Assess your understanding Build on it

TermsTerms

Co-teaching Step by Step EIP

PBS Create Perform

Respond ? ?? ? ?

Organizing Your CardsOrganizing Your Cards Use these headers

Curriculum Instruction Assessing Learning Climate

Place the initiatives under the headers in a way that make sense to you. They may go under more than one header. You may want to specify which part of the initiative relates to that header.

A Closer Look at EIPA Closer Look at EIPWhat does early intervention

mean to members of your staff?

Why Build Collaborative Why Build Collaborative Relationships Focused on Student Relationships Focused on Student Learning?Learning?

No Child Left Behind IDEA ‘97 Standards Movement The Achievement Gap

Student Student OutcomesOutcomes

(Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)

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Address Intensity of Need for a Few Students

Address Specific Performance Gaps for

Some Students

Ensure Effective Instructional Practices and Promote Positive Educational

Outcomes for All Students

All Students in School

(Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)

Intensive1-7%(Specialized/Individual Support System)

Intervention5-15%

(At-Risk System, Supplemental, Small Groups)

Universal80-90%

(District, School-Wide, & Classroom Systems)

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All Students in School

Continuum of Continuum of SupportSupport

Components EIP Co-Teaching

Step by Step PBS CPR

Leadership

Collegial Support & Family Partnerships

Strategic Decision-Making

Assessment & Reflective Practice

Instructional Repertoire

Accountability &Documentation

Components of “EIP”Components of “EIP” Leadership Collegial Support & Family Partnerships Strategic Decision-Making Assessment & Reflective Practice Instructional Repertoire Accountability & Documentation

LeadershipLeadershipOur Key to Success

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Leader:The architect of sustained improvement of individual

and organizational performance

Doug Reeves, 2002

Lessons LearnedLessons LearnedConcepts of pre-referral tend to

impede the overall philosophy of EIP.

EIP is not a specific model. EIP needs to be marketed as a philosophy.

One Example One Example of the of the Three Tiered Three Tiered ApproachApproach

(Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)

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All Students in School

Partnerships with Families

Informal Collaboration

District Curriculum & CPR

School-Improvement Process

School-wide PBS

Case Partner

Grade Level/Ad Hoc Team

Focused Team Support

Differentiated Instruction

Common Planning Time

Lesson LearnedLesson LearnedSchools with productive and

effective early intervention processes have committed building level leadership, who understand and embed the concepts and principles of early intervention within the school culture.

LeadershipLeadership The principal is responsible for creating the

conditions needed for each of the components. For example: Organizational structures (e.g., scheduling,

monthly Student Academic Reviews) Aligning professional development with school

improvement plans Linking supervision and evaluation with

implementation of effective practices

(Horner, 1998)

LeadershipLeadership

Culture of School

Common Planning

School-Improvement Plan

Professional Development

Mentoring/Extra Support

Time for Process

Focused Assistance

Allocation of Resources

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All Students in School

Family Partnerships

Accountability

Strategic Resources

Collegial Support Collegial Support & Family & Family

PartnershipsPartnershipsOur Learning Community Culture

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Lessons LearnedLessons LearnedEarly intervention is a philosophy

focused on collective responsibility that should be part of a whole school culture, not particular to a core team.

Families are an integral part of the whole school culture.

Lesson LearnedLesson LearnedGeneral education membership has

been a consistent and steady part of EIP. This practice needs to continue as an integral part of the process in order to ensure that EIP is maintained as a function of general education.

Collegial Support & Family Collegial Support & Family PartnershipsPartnerships Support operates on a continuum from

collaboration to consultation depending on the level of need.

Collegial support and family partnerships are necessary in order to support student success.

The focus should be on school-family partnerships.

Information Delivery, Learning Styles

Collaboration,Communication/Listening

Coordinating & Co-planning Instruction(with colleague or team)

Co-teaching

Peer Coaching Mentoring

Building a Staff Support Structure

Skill Building SequenceStuart Gerber

Consulting: Prescriptive (team or individual)

Consulting: Focus (individual)

Consulting: ObjectivityEnhancement (individual)

Crisis Support

(Horner, 1998)

Collegial SupportCollegial Support

Reflective Practice

Collective Responsibility

Shared LeadershipParity Co-teaching

Mentoring/Modeling

Specialized Support

“Expert” Assistance

Peer-Coaching

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All Students in School

Communication Skills

Collegial Climate

THE KEYS TO SUCCESSFULSCHOOL-FAMILY-COMMUNITY PARTNERSHIPS

EPSTEIN’S SIX TYPES OF INVOLVEMENTPARENTING: Assist families with parenting and child-rearing skills, understanding child and adolescent development, and settinghome conditions that support children as students at each age and grade level. Assist schools in understanding families.

COMMUNICATING: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.

VOLUNTEERING: Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at school or in other locations to support students and school programs.

LEARNING AT HOME: Involve families with their children in learning activities at home, including homework and other curriculum-related activities and decisions

DECISION MAKING: Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, action teams, and other parent organizations.

COLLABORATING WITH COMMUNITY: Coordinate resourcesand services for students, families, and the school with businesses, agencies, and other groups, and provide services to the community.

Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.

4

Type 1

Type 2

Type 6

Type 5

Type 4

Type 3

(Horner, 1998)

Family Family PartnershipsPartnerships

Volunteer Programs Collective Responsibility

Shared Decision-Making

Parent to Parent Partnerships

Parent to Parent Support

Specialized Support

Specialized Assistance

Community Partnerships

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All Students in School

Communication & Information Sharing

Strategic Strategic Decision-MakingDecision-Making

Our Framework for Operation

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Lesson LearnedLesson LearnedData are collected regularly.

However, the analysis of assessments need to be used as a strategic part of decision-making and to assist with more accurate problem identification.

Lessons LearnedLessons LearnedProblem “admiration” tends to be a

focus rather than actual problem-solving.

Problem-solving needs to be viewed as a form of data-based decision-making.

Reported Consistency of Problem Solving

0%10%20%30%40%50%60%70%80%

GatherInformation

DefineProblem

DetermineObjective

ImplementPlan

MonitorPlan

Always Done Often Done Sometimes DoneRarely Done Linear (Always Done)

Words & Numbers, 2000

Strategic Decision-MakingStrategic Decision-Making Strategic decision-making is the framework for

providing positive outcomes for ALL students.

Strategic decision-making drives changes in instruction in order to effectively meet students’ needs.

There are various kinds of strategic decision-making steps/processes/protocols.

Strategic-Decision Making Strategic-Decision Making ProcessProcess

1. Identify the concern/problem-What is happening?

2. Determine the desired outcome-What do we want to happen?

3. Generate alternative strategies-What can we do?

4. Examine strategies for feasibility-What will work best?

5. Develop a plan of action-What will we do?

6. Implement and monitor student progress-How are we doing?

7. Evaluate the process and plan-What changes occurred?

(Horner, 1998)

Strategic Decision-MakingStrategic Decision-Making

Data-Driven

Monitoring of Student Progress

School-Climate & BehaviorInstructional Practice

In-Depth Analysis

Interventions & Monitoring

Intensive Interventions & Monitoring

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All Students in School

Implementation Integrity

Assessment & Assessment & Reflective PracticeReflective Practice

Our Cornerstone for Change

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Lessons LearnedLessons LearnedReflective practice is consistently

proving to result in refining and enhancing instructional practice.

EIP is a vehicle for this type of job-embedded professional development.

Assessment & Reflective Assessment & Reflective PracticePractice Using assessment and reflection should result in

a change in instructional practice.

Assessments use student work and observations of behavior to focus on environment, curriculum, and instruction, not just “fixing” the student.

Reflection is a process that focuses on how teachers can enhance their practice.

AssessmentAssessment“Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.”

Salivia & Ysseldyke (2001)

Nation/International AssessmentsAre students performing optimally?

Large Scale AssessmentsAre students meeting the state standards?

Diagnostic AssessmentsWhat are students’ cognitive strengths and needs?

Student Report CardsHow are students performing in general?

Performance AssessmentCan students apply and generalize what they’ve learned?

Classroom Curriculum Unit Tests, QuizzesDid Students learn it?

Formative AssessmentsAre students learning it?

Figure 1.The Richness and Complexity of Student Assessment DataFigure 1.The Richness and Complexity of Student Assessment Data

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North Central Regional Educational LaboratoryPolicy Issues

Issue 6 Nov 2000

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1. Using Student Assessment Data: What can We Learn from Schools? Allison Cromley

Annually to students in selected grades

As needed/usually 1X/year

Once/curriculum unit

Weekly

Daily

What Do We Assess?What Do We Assess?

Context of learning

What we teach

Outcomes of Learning

How we teach

Student

Instruction

Environment

Curriculum

(Horner, 1998)

Assessment & Assessment & Reflective PracticeReflective Practice

Behavior/Discipline

Environment

Curriculum-BasedInstructional Practice

In-Depth Analysis

Focused Assessment

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All Students in School

Reflection

Examining Student Work

Problem Validation

Monitoring Student Progress

Instructional Repertoire

Our Impact on Student Learning

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Lessons LearnedLessons LearnedInterventions tend to mirror general teaching

strategies rather than research-based, quality interventions. Brainstorming in and of itself does not necessarily result in quality intervention development.

The skills and strategies we teach must match specific student needs and reflect cultural and linguistic influences.

Instructional RepertoireInstructional Repertoire Effective instructional practices are the key to

student achievement, to support appropriate behavior, and to promote healthy growth and development.

Instructional practices must honor learning principles.

Educators must be able to critically analyze the research and effectiveness of strategies and programs.

Accommodations & Modifications

Demands/Skills

Years in School

Skills & Strategies

The Achievement GapsThe Achievement Gaps

TeachTeach

Strategies Problem-solving and

decision-making Study skills Coping Compensation Metacognition Self-management

Skills Pre-requisite Concepts Facts Application Principles Categorization Relationship/social

skills

What the student needs to learn?

(Horner, 1998)

Instructional Instructional RepertoireRepertoire

Cooperative Learning Strategies

Embedded Strategic InstructionSchool-wide PBS

Specific Accommodations

Skill &/or Strategy Instruction

Intensive Skill Development

Differentiated Instruction

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All Students in School

Sheltered InstructionClassroom Routines

CPR

Accountability & Documentation

Our Responsibility

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Lesson LearnedLesson LearnedIn order to ensure implementation

integrity of interventions, school leaders need to increase accountability for instructional changes to improve student outcomes.

Lessons LearnedLessons LearnedSchools need to have effective and

efficient ways of documenting student progress as evidence of the impact of instructional practices.

Monitoring needs to be emphasized as accountability for implementation integrity of interventions to ensure successful student outcomes.

Accountability & Accountability & DocumentationDocumentation Documenting strategies is the part of the

accountability for student progress. Documentation should clearly define who does

what, when, where, and how. Data to reflect student progress must be

documented to provide evidence of our work. Accountability includes implementation integrity.

Did we do what we said we were going to do? Information about students is necessary in order

to communicate from teacher to teacher and school to school.

(Horner, 1998)

Accountability & Accountability & DocumentationDocumentation

Record Keeping

School-Improvement Plans

Utilize School-wide & Classroom Data

Documentation of Student Outcomes

Grade Level Transitioning

Graphing of Student Progress

Individualized/ Group Action Plans

Comprehensive Documentation

Communication

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Next StepsNext Steps New Schools to EIP

Core Skills Training Schools with EIP

Core Skills Training Reflective Team Process

Whole District Training of Trainers

Core SkillsCore Skills Who to send

Mars Group-If you had to send a group of your staff to Mars to start a new and ideal school, who would you send???

What it can look like Principal General education Special education Support professionals