Student Data

Goals

Assessment

Research-Based Curriculum and Instruction On-going Assessment Collaborative Teaming Data-based Decision Making and Problem

Solving Fidelity of Implementation On-going Training and Staff Development Community and Family Involvement Leadership

Understanding of collaborative teaming and its importance within the implementation of RtI.

Know a problem solving process

A collaborative team is a group of individuals who share common beliefs and work towards common

goals.

All participants understand the goal; All students in this school are everyone’s responsibility.

The mission is to build a structure where collaboration is a key component

The composition and number of collaborative teams needed will be based on the needs of ◦ students◦ staff ◦ the local culture◦ resources available◦ size of school◦ goals of the team

Schools with chronically weak relational trust have

virtuallyno chance

for improvement in either reading or math.

Bryk and Schneider, 2004

Trust

Conflict Capable

Commitment

Accountable

Results

Trust Worthiness◦ Consistency◦ Integrity◦ Capability – interpersonal

Trust Willingness◦ Vulnerability◦ Willingness to risk◦ Willingness to question own assumptions

Understanding how/why conflict occurs Communication skills

◦ Unfolding our own thinking (advocacy)◦ Exploring other’s thinking (inquiry)

Ability to compromise Establish norms to deal with conflict

◦ Confront the conflict◦ Jointly define the conflict/issue◦ Share your feelings and try to take the other

person’s perspective◦ Reach an agreement

Problem-solving skills Decision-making skills Personal investment

◦ Think about your own personal investments in this effort – What draws you to this team?

◦ What problem-solving/decision-making skills do you have that could be useful to the team?

Blame, intentions, and impact Separating individual responsibility from

justifying and blaming Feedback skills to encourage

accountability◦ Appreciation◦ Advice/Coaching

Commitment to a higher purpose◦ Need of child vs. need of adult

Loyalty to team◦ Making others look good even not present

Team-orientation Celebrating team accomplishments

Who communicates information to members not attending a particular meeting?

Who is the designated contact person Who arranges meetings? Who has the power to cancel a meeting,

and for what reasons? How can team members be encouraged to

participate?

The lack of time for adults to collaborate is a persistent barrier to systematic change.

How can your team create time for collaboration?

Active listening◦ Sincerely pay attention◦ Relate to their perspective and empathize◦ Ensure you have interpreted the message as

intended through feedback, confirming, restating, or paraphrasing

◦ Reflect on what is being said◦ Clarify the information by asking questions◦ Keep the conversation on what the speaker says◦ Be aware of your biases and perceptions◦ Encourage the speaker; provide feedback and

paraphrase to show you are listening

1. All team members viewed as equals2. Develop collaborative goals3. Communication4. Decision making5. Brainstorming

Examine the handout with your team

Discuss—how will this help to give your team a direction?

What are some activities you could do with your team to build trust?

Do you need an inservice opportunity related to team building?

What do you do to make sure you have a healthy team?

Student Data

Goals

Assessment

“To truly improve achievement, educators must focus on desired results, set clear and obtainable

goals, and discuss progress on these goals throughout the learning process. As educators

discuss progress, they must use the data to inform, and possibly change, teaching methods.”

Cara Shores & Kim Chester, 2009, Using RTI for School Improvement

Changes in mind-set that are necessary for all of those involved◦Student problems are defined◦Questions drive assessments◦Engage in instruction that addresses

learning (meaningful, relevant learning opportunities)

◦Intervention is derived from analysis of baseline data

Systematically defines levels of need within a school/grade/program

Addresses academic and behavioral problems of individual students

Illustrates areas that need improvement without assigning blame

Empowers all stakeholders to be part of the solution

Agreement through CONSENSUS We agree to “try and see” No one person is an expert-a show maker

or a show stopper People stay focused on common goals Interpersonal conflicts do not affect

outcome This is about “the student” We are seeking an significant

improvement-not a cure Resources must be managed well Primary resource is “time”

Step 1: What is the Problem ?

Problem Identification & Validation

Step 2: Why is it Occurring?

Problem Analysis

Step 3: What Should be Done About It?Intervention Development & Implementation

Step 4: Did It Work?

Outcome Evaluation & Follow-Up

Data

The Problem Solving Process

Define the problem Analyze why it is occurring Develop an intervention plan

◦ based on data Monitor student progress

◦ based on data Monitor fidelity of implementation

◦ based on data Evaluate plan effectiveness

◦ based on data

1) Define the problem

2) Analyze the problem

3) Generate solutions and Implement a plan

4) Evaluate outcomes

◦Expectation versus current performance

Identify & validate the “discrepancy”

◦Select appropriate measurement – define “problem” in terms that are

objective observable measurable

Measurement precision pivotal to progress monitoring, goal setting, and outcome evaluation

Step 1: Define the Problem

◦Why is it happening◦Separate “Can’t do” from “Won’t do”◦Individual skill or application-level skill◦Form a hypothesis as a team◦Check your existing data

– review records/data– interview student/parent– observe student– teacher based assessments

Step 2: Analyze the problem

Write a GoalBrainstorm InterventionsDevelop a PlanImplement the Plan

Step 3: Generate Solutions and Implement a Plan

Determines whether the individual is making improvement

Guides decision-making relative to intervention activities

Determines the relative effectiveness of an intervention or instructional program

Y

X

Progress monitoring data Fidelity of implementation Positive Response, questionable response,

or poor response

Start the problem solving cycle again

A few questions… Do you think you can adapt this process to

use in your school? How can you document the use of a specific

problem solving process? How will you communicate the problem

solving process you choose to everyone in the school?

A process designed to maximize student achievement

A method focused on outcomes not “story telling”

A method to ensure accountability and intervention evaluation

It is all about student progress, regardless of where or who that student is

Problem Solving: What it is

36

• Assigning Blame • A Cheaper and Faster Way of Assigning Disability Labels or

Avoiding Entitlement--Creating New Categories of Kids• Putting Barriers in the Way of Assisting Students (or

Teachers)• A way to avoid special education placements• A less expensive way of schooling• Evaluating Teachers• Providing an Easy (Easier) Way of Transferring the Problem

to Others• Getting Students into Special Education with Less

Paperwork (without Legal Safeguards)• Using the Same “Hammers” We’ve Always Used

Problem Solving: It is not

Leadership

Staffing

Training

Intervention Implementation Assistance

Intervention IntegrationData Based Decision MakingStructured Meeting Process

Develop & implement an RTI model Predict needed interventions based on

universal screening data Identify low-responding and high ability

students that need additional services at Tier 2 or 3

Identify intervention services for students at Tier 2 or 3

Analyze progress monitoring data for students at Tier 2 or 3

Decide whether to fade, continue, or change intervention for student(s) based on progress monitoring data

Evaluate fidelity of implementation of interventions

RTI Teams are efficient and effective; data focused Team meetings should be no more than 10 minutes per

student when fully implemented Roles are assigned to facilitate meetings

◦ Meeting Facilitator - directs team through the meeting.

◦ Case Manager - makes sure all stakeholders are invited and present; coordinates implementation of team decisions

◦ Scribe - takes notes and completes the RTI intervention plan document

◦ Timekeeper - redirects team to immediate focus of meeting; keeps and calls “time” for various meeting components in problem solving

◦ Others?

Maintain confidentiality Hold meetings in a timely manner (within two weeks of referral) Display agenda during meeting Set clear time limits Are responsive to staff and student needs. Access and use auxiliary personnel and other appropriate resources Have members that represent a variety of experience and expertise: knowledge of classroom management, curriculum and instruction, and student motivation Continue to stretch and grow

Discuss what you saw in the video with your team.