Collaborative Strategic Decision-Making

Collaborative Strategic Decision-Making
Developing Effective Learning Communities

The Layout of Professional Development for EIP
Day 1 -Collaborative Strategic Decision-Making Developing a process and framework Day 2 -Assessment and Reflective Practice Examining the use of assessment Identifying how reflective practice works Day 3 -Instructional Repertoire Building new ways to develop strategies focused on improved student outcomes

Training vs. Technical Assistance
Provide direct instruction on EIP components Build a foundation of skills Dialogue about the implementation of EIP from both a school and district perspective Technical Assistance Provide guided practice with EIP components Apply skills within the context of your school and district Provide direct assistance in building the capacity to expand EIP school-wide and district-wide

Central Themes Building a Collaborative Learning Community
Using Strategic Decision-Making Building Capacity to Develop, Implement and Sustain an Effective Process

Objectives for Today  To define an overall climate of collaboration among staff, families, and students that will lead to improved student success; and To develop a strategic decision-making process that will drive high quality instructional practices focused on outcomes for ALL students.

Culture and Climate Organizational Structures Practices Core Values
Teacher as Learner Collegiality Policies Knowledge & Skills Instructional Program Coherence Instructional Practices Family & Student Centered Student Outcomes Leadership Commitment Shared Purpose Community Dispositions Data-based Decision-Making Infrastructure Resources Research Family Partnerships Elements of a learning community

Community District School Grade Level Classroom Student
Location of those elements

School Capacity School capacity is the collective power of the full staff to improve student achievement. Student achievement is affected by the quality of instruction. Instruction is affected by school policy or programs. Aspects of school capacity include educators’ knowledge, skills, and dispositions; learning community; program coherence; resources; and leadership. The classroom teacher is the most important variable in how well students will do, all staff members need to have the skills, knowledge and dispositions which will enable them to provide effective instruction for ALL students. It is not adequate to have a single trained “team” of teachers any longer—we need to build the capacity of each staff member and create opportunities for them to collaborate in a variety of ways—partners, grade level teams, committees of various types, etc. Newmann, King, & Young (2000)

“When principals work with staff to build processes to monitor each student’s learning and to develop systems of intervention that give students additional time and support when they experience difficulty, they create the structures that support the concept of learning for all. When they give staff clear parameters to guide their work by considerable autonomy in implementation, they increase the likelihood that staff members will embrace that concept.” Rick DuFour, JSD, Vol. 25 No. 4 Fall 2004, “ Leading Edge”

Address Specific Performance Gaps for Some Students
School-Wide Individual Support Address Intensity of Need for a Few Students Student Outcomes Address Specific Performance Gaps for Some Students Ensure Effective Instructional Practices and Promote Positive Educational Outcomes for All Students Given each of the tiers, there are specific outcomes we have students. For all students (100%) (in green) we want to ensure effective instructional practices and promote positive educational outcomes. For some students who are at-risk (5-15%) (in blue) we want to address their specific performance gaps in order to ensure positive educational outcomes. These students need a specific intervention plan that targets their areas of concern. These students can be frequently supported as a group, as well as individuals. For a few students who have intense level of need, we need to address the factors that create the intense need in addition to addressing their specific performance gaps in order to ensure positive educational outcomes. These students need comprehensive intervention plans that target their individual needs. All Students in School (Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)

Continuum of Support Special Education/504 EIP Individual Support
School-Wide Individual Support Intensive 1-7% (Specialized/Individual Support System) Continuum of Support Intervention 5-15% (At-Risk System, Supplemental, Small Groups) EIP Special Education/504 Special education and Sec. 504 are part of the full continuum. Students with disabilities can be very successful in universal practices (in green) and may not need much additional support at all. Vice Versa, there are students with high levels of concern or need (in purple) who need as much if not more support than students who qualify for special education or These students have needs that are not a direct result of a disability and therefore do not qualify for special education or 504, however, they still need support. EIP is the entire continuum of support, not just the top two areas. Activity # 3: GROUP DISCUSSION Reflection question: Now look at what was defined as early intervention. How does this information change it? How does it support it? Refection question: Does this continuum look like our school? Why or why not? Universal 80-90% (District, School-Wide, & Classroom Systems) All Students in School (Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)

Components of EIP Leadership Collegial & Family Partnerships
Strategic Decision-Making Assessment & Reflective Practice Instructional Repertoire Accountability & Documentation Each of these components align along the continuum of support. These are universal practices that support effective instructional for ALL students. As specific needs intensify, so does the types of support provided from each of these components.

Collegial Support & Family Partnerships
Consultation The continuum of collegial and family support ranges from collaboration to consultation. Our Learning Community Culture Collaboration

Continuum Collaboration Coaching Consultation Grade Level Teams
Collaboration involves equal skills and knowledge. There is parity and a mutual exchange in collaboration. Examples of collaboration include parent-teacher communication, co-planning, co-teaching, grade level teams, etc. Coaching involves one person providing guidance to another. There may be a slight elevation of skills and knowledge, but the primary skills needed to be a coach are facilitation and reflective listening. Examples of coaching include peer coaching, mentoring, modeling-observation, case partner, etc. Consultation involves one person providing specific advise/skills/strategies to another. This person may be needed to demonstrate or model these skills. Examples of consultation include content area or special area of expertise, crisis support, etc. Grade Level Teams Co-teaching Peer Coaching Mentoring Specific Expertise Crisis Support Parent-Teacher Communication Parent Expertise of Child S. Gerber

Building a Staff Support Structure
Information Delivery, Learning Styles Collaboration, Communication/Listening Coordinating & Co-planning Instruction (with colleague or team) Co-teaching Peer Coaching Mentoring Consulting: Prescriptive (team or individual) Consulting: Focus (individual) Consulting: Objectivity Enhancement (individual) Crisis Support As we build that collegial support system, we begin with foundational skills, knowledge and dispositions. As we move up the pyramid to work with youngsters with more intense needs we need the assistance of staff who bring to the table unique skills and expertise. Skill Building Sequence Stuart Gerber

What Does it Look Like? Elements of Collaboration:
Examine student(s) needs; Facilitate decision-making in the school setting; Promote classroom alternatives as first interventions for all students; Provide support for classroom teachers; Assist in designing and implementing instructional change; and Share skills, resources, ideas, and materials with colleagues. (Adapted from Dettmer, Dyck, & Thurston, 1996)

Portraits of Early Intervention
School-wide can look like… Core Team Grade Level Teams Primary & Intermediate Core Teams Cross Grade Level Core Teams Case Partner and Classroom Teacher Ad Hoc Teams (based on student needs) Refer to handout describing types of “team” configurations and their explanations

Strategic Decision-Making
Specialized Strategies Our Framework for Operation Strategic Decision-Making operates on a continuum of deciding universal practices to specific specialized intervention strategies Universal Practices

Strategic Decision-Making…
Utilizing a systematic, purposeful process to make evidence-based decisions that focus on student achievement and take into account the full context of the school setting: Curriculum Environment Instruction Student(s)

Decision Making vs. Problem Solving
Proactive Reactive Preventative Problem Solving Past Decision Making Future Present EIP Problem Solving = addressing an issue that has already occurred Decision Making = fore planning, designed to consider future potential issues Reactive = acting as a result of something, driven by circumstance Prevention = stopping something from occurring Proactive = fore planning and thinking for future events C. Torres & D. Fairbanks,The ASTD Trainer’s Sourcebook

A Paradigm Shift From To Problem Solving Problem Solving
Decision Making Problem Solving Decision Making

What Makes it Strategic?
Data Driven Action Perception of an Issue Action From Data to Verify To Action Perception of an Issue Based on SWIS

Strategic Decision-Making
Intensive Interventions & Monitoring Strategic Decision-Making Specialized Strategies In-Depth Analysis Interventions & Monitoring School-Improvement Process Data-Driven Decisions on Practice Universal Practices Continue matrix Ensuring Implementation Integrity Monitoring & Ensuring Student Progress for All Students All Students in School (Horner, 1998)

Let’s Dialogue… As you reflect on what you have heard thus far, how does your current decision-making practice take into account the full context of the school setting? Curriculum Environment Instruction Student Problem-solving is a form of decision-making. All decision-making and problem-solving processes follow common formats such as using data, defining a focus, developing a plan, implementing the plan, and evaluating the plan. After many observations and conversations with EIP teams across the state, SERC learned several lessons about the use of problem-solving.

Decision-Making Process
What is happening? What do we want to happen? What can we do? What will work best? What will we do? How are we doing? What changes occurred? Problem-solving is a common form of strategic decision-making. EIP frequently uses problem-process as a means to promote collaborative conversations that result in interventions for students. These steps are effective in providing a framework for the conversations during grade level team meetings. One word of caution: people can get caught in a web of problem admiration. They will focus their conversations on the problem and what cannot be changed, instead of systematically working towards changing the instructional environment in order to solve the problem.

Indicators of a Quality Decision-Making Process
Identify the focus area or concern Determine the desired outcome Generate alternative strategies Examine strategies for feasibility Develop a plan of action Implement & monitor student progress & the plan Evaluate student progress & the plan Problem-solving is a common form of strategic decision-making. EIP frequently uses problem-process as a means to promote collaborative conversations that result in interventions for students. These steps are effective in providing a framework for the conversations during grade level team meetings. One word of caution: people can get caught in a web of problem admiration. They will focus their conversations on the problem and what cannot be changed, instead of systematically working towards changing the instructional environment in order to solve the problem.

Example Clarify values Envision desired state Anticipate challenges
Identify and test various approaches Decide outcome criteria, timeline and monitoring process Implement and monitor the plan Evaluate the plan This is a series of steps or process is adapted from Garmston and Wellmen. This form of decision-making is useful for school-improvement or professional development planning. Adapted from Garmston and Wellman

Example Problem identification
Defining the concern Baseline data-Current level of performance Problem validation-Is this a real problem or a perception of a problem? Problem analysis-Why is the problem occurring? Plan implementation Goal setting Selection of strategy and writing the plan Determine benchmarks of accomplishment Program evaluation Monitoring the implementation integrity of the plan Monitoring and evaluating student progress Decision-making of next steps Heartland Area Education Agency developed a systematic process for examining and analyzing areas of concerns. The process includes validation that the concern really is a problem rather than an issue of adult perception and an analysis of the problem to determine the root cause of the concern. Adapted from Heartland Area Education Agency

Example Problem identification and analysis Goal setting
Intervention planning Intervention implementation Resolution/termination Rosenfield & Gravois

Example Identify the issues of concern (These are symptoms)
Prioritize the symptoms (What you would like to change?) Gather information about the problem situation Identify the real problem Record baseline data Set objectives for problem solving Develop an intervention plan to meet the objectives Monitor the implementation of the plan with observations and data recording. Modify the plan as necessary. Evaluate the effectiveness of the intervention by comparing baseline and outcome data. Heartland Area Education Agency developed a systematic process for examining and analyzing areas of concerns. The process includes validation that the concern really is a problem rather than an issue of adult perception and an analysis of the problem to determine the root cause of the concern. S. Gerber, SCSU

Example Develop an awareness of change and/or a need for change
Establish new and/or redefine exiting goals Identify and define problems and change contexts Select and analyze a priority problem and its change context Derive performance requirements for problem resolution Select and/or generate alternative solution methods and strategies Test and verify feasibility and practically of solution methods and strategies Select and implement priority solution method and strategy Evaluate performance effectiveness of solution method and strategy Heartland Area Education Agency developed a systematic process for examining and analyzing areas of concerns. The process includes validation that the concern really is a problem rather than an issue of adult perception and an analysis of the problem to determine the root cause of the concern. T. Sergiovanni & F. Carver

Making a Selection Which decision-making process do you currently use or would like to use? Select one in order to do the following work. Place out several different decision-making or problem-solving processes for participants. There is not particular one that is more effective than another. It comes to personal preference. Handouts: Provide selected problem solving and decision-making processes from which to select.

Identify the Focus Area or Concern
What is happening? Frame a question regarding focus area or concern in terms of the impact on student learning Examine the context of the focus or concern by collecting and analyzing data Develop a hypothesis to define a central focus Identify the necessary key conditions for accelerated learning

Frame a Question Frame a question regarding focus area or concern in terms of the impact on student learning Provides a means of inquiry Aligns our thinking to student learning

Framing a Question What do we want to change? Why do we see a need to change? What are the student outcomes that are/will be impacted by this? What do we know about the focus area or concern? What is the question about the student learning that needs to be answered?

Examine the Context Examine the context of the focus or concern by collecting and analyzing data Determine when, where, how long, with whom, and under what conditions Develop a rationale for the occurrence using data Use evidence to explain what we see

The Context Curriculum Environment Instruction Student What we teach
Context of learning What we teach Outcomes of Learning How we teach Student Instruction Environment Curriculum It is important to note that assessment includes assessing the curriculum, environment, instruction, and student learning. Curriculum areas: Were the standards addressed? Was the essential content taught? Did we teach content that meet the standards vs. a topic. (E.g. how to respond to historical text by reading Ann Frank, not Ann Frank; or the concept of change, not a butterfly theme.) Did the curriculum allow for differentiation? Environment: How was the classroom managed? How much transition time was there? How much interaction was provided? Were task directions clear and understandable? How does the environment respect the cultural diversity and varied interests of students? Instruction: Was instructional match for each and every student honored? Were learning principles honored? Did the lesson build on student prior knowledge? Did the lesson include diverse culture experiences? Did the instruction provide opportunity for students to pursue interests? Did the instruction provide for ample opportunity to practice and to demonstrate learning? How was the lesson monitored for the understanding of students? Student: What new learning did the student acquire? What evidence do we have of the learning? How did the student best demonstrate that learning? Was each student measured against themselves vs. compared to peers? Activity: List the assessments that you use and mark which area they assess? Handout: Assessment Matrix Adapted from Heartland Area Education Agency

Analyzing & Examining Student Work
What Evidence Do We Use? Test Diagnostic tests Classroom Tests Norms Review Student records School Handbook Analyzing & Examining Student Work Work samples Decision Observation Setting analysis Anecdotal Systematic Interview Student Parent Teacher

Develop a Hypothesis Develop a hypothesis to define a central focus
Examines the relationship among the context variables Determines why this is or develops a perceived function for a problem

Symptoms vs. Causes Symptoms Observable Details
A list of separate concerns Causes Inferred from behaviors Underlying reason/function Determined by grouping and analyzing objective, observable evidence Symptoms are outcomes of a concern. They are observable in nature. They are similar to things like, fever, rash, “feeling tired”, etc. Causes are the actual reasons for the symptoms. They are not observable, but are inferred from the symptoms. The cause needs to be identified in order to align the right strategy and support. However, it is not an exact science, so one caution is that causes are developed from carefully analyzing objective, observable evidence, not based on perceptions. For example, the above symptoms could be a result of any number of causes. Further probing and investigating is needed to narrow to the most likely cause. It becomes on educated guess in lieu of the provable “blood-test”.

Is it Really a Problem? Perceptions are made from inferences based on our prior experiences, not evidence. Perceptions can be misleading. Problems need to be defined with objective, specific, and concrete evidence. Problems need to be defined in context. e.g., compared to peers, age-appropriate e.g., how we influence, escalate, or create the problem Many times problems become define as “something is wrong with the kid”, rather than the contextual relationship and validity of the problem. We need to move from defining problems by our perceptions to problems defined by evidence. We also need to compare the “problem” to what peers do. For example, a student may be considered to be out of his seat a great deal, however, when the time is calculated, the student is no more out of his seat than other children in the room. The real problem maybe more connected to how the student gets out of his seat. The hardest part of this examination is that we need to be willing to admit we are part of the problem. Our mere presence contributes to the occurrence of the problem. We need to examine how we contribute to the problem and some cases actually cause the problem. Reflection: How was the problem defined, based on perceptions or evidence? How do you know? Was the student’s current performance compared to peers to validate the level of the concern? Was the student’s performance examined in comparison to the environment? The instructional format? The teacher’s actions? List the areas of concern for the next part.

CAUTION! Problem “admiration” tends to be the focus rather than strategic decision-making. If it is only about the “kid”, then we miss a larger understanding of the learning process. Curriculum Environment Instruction Student

Making a Statement About the Focus Area or Concern
When {condition or trigger} occurs {the student} does {focus area or concern} in order to {perceived function}. When provided a reading passage at frustration level, David yells out and throws his books, in order to avoid reading. Paul Lowery, Initial Line of Inquiry

Let’s Refine Your Process
Given the various aspects of our discussion, which step or steps focus on identifying a focus area or concern? What revisions if any would you make? Why? Create your step or steps on your worksheet.

Determine the Desired Outcome
What do we want to happen? Define the desired level of performance in terms of student learning Establish baseline of current level of performance Determine the specific gap between current and desired performance Set a target for expected outcome and timeframe for accomplishment Write the desired outcome in measurable terms

Define the Desired Performance
Define the desired level of performance in terms of student learning Dialogue about the ideal performance Discuss what we want for all students Determine the relationship between the desired outcome and the conditions we need to put into place

Content Standards vs. Performance Standards
What gets taught, the subject matter, the skills and knowledge, and the applications Set the broad curriculum goals Performance standards Set the levels of mastery that must be met in various subject matter Translate content into specific knowledge and skills that are expected to be demonstrated Defined at specific grade levels or benchmark years When examine our curriculum, we need to break it down by content standard and performance standard. Content standard is the overarching goal of what will be taught. Performance standard is the specific demonstration of that goal. Many performance standards may be listed under a single content standard. Performance standards are often articulated by grade level, while content standards could remain the same for multiple grade levels.

One Slice of Curriculum Pie
What is the essential content that all people need to know? What content should most people know? Our unit content is divided by essential content all people need to know (including student with disabilities), core content most people should know, and extended content some people should know. Activity: Take the sample curriculum and determine the essential, core, and extended content. Where does the student case fall within this? Materials: Sample curriculum Handout: Content Curriculum Pie What content could some people know? KU-CRL

Establish Baseline Establish baseline of current level of performance
Determine a starting point before anything is implemented Determine what the student is currently able to do and know

Baseline Data Baseline data needs to align with the focus area or concern. Clearly define the focus Observable (can be seen) Measurable (can be counted) Specific (clear terms, no room for a judgment call) A general rule of thumb is 3.

Determine the Gap Determine the specific gap between current and desired performance Determine what needs to specifically change Establish what the student needs to learn Establish what conditions are needed to accelerate the learning

  The Achievement Gaps Years in School Demands/ Skills
Accommodations & Modifications  Skills & Strategies The achievement or performance gap is created when there is a difference between what is expected and what actually occurs. It is important to define that gap. An effective way to close these gaps is to analyze data to determine what the student needs to learn (skills and strategies) and what the teacher needs to provide in instructional planning (accommodations and modifications). Accommodations and modifications are only provided as a means to bridge the gap until the student learns the necessary skills and strategies to meet the expectation. In some cases it may be necessary for the accommodations & modifications to stay in place. A mistake that can be made is to remove the accommodation and/or modification because the student is doing well without regard for the fact that the student is doing well due to the use of the accommodation and/or modification. Years in School

Set a Target Set a target for expected outcome and timeframe for accomplishment Determine the grade level performance standard Determine the rate of learning for most students in this area Use the gap analysis to determine a reasonable target and a specific timeframe for this target to be achieved

Writing a Desired Outcome
Clearly define the outcome Observable (can be seen) Measurable (can be counted) Specific (clear terms, no room for a judgment call) May require smaller objectives to meet the outcome When {condition} occurs, {the student} will {desired outcome}.

Given the various aspects of our discussion, which step or steps focus on determining the desired outcome? What revisions if any would you make? Why? Create your step or steps on your worksheet.

Generate Alternative Strategies
What can we do? Generate all possible strategies Determine which strategies are different from strategies used in the past or currently being used

Generate All Possibilities
Generate all possible strategies Use analysis of focus area or concern Align with the desired outcome Create open perspective to examine all possibilities

Generating Alternative Strategies
Brainstorming Works well to develop creative and innovative ideas Tends to focus on ideas that already exist Becomes a “brain dump” Generating alternative strategies Focuses on strategies that are different from what is currently being used Requires new expertise Structures the process on strategically developed ideas

Determine Different Strategies
Determine which strategies are different from strategies used in the past or currently being used Focus on what needs to change

What is Change? Incremental Change Deep Change Limited in scope
Often reversible Aim to improve the efficiency and effectiveness of an existing structure Basic structure is sound, but in need of improvement Deep Change Requires new ways of thinking and behaving Irreversible Aim to transform and permanently alter the structure Basic structure is “flawed” in need of a complete “overhaul” Quinn, R. E. (1996) & Cuban, L. (1996) .

What Can We Change? Curriculum Environment Instruction
Context of learning What we teach Outcomes of Learning How we teach Student Instruction Environment Curriculum It is important to note that assessment includes assessing the curriculum, environment, instruction, and student learning. Curriculum areas: Were the standards addressed? Was the essential content taught? Did we teach content that meet the standards vs. a topic. (E.g. how to respond to historical text by reading Ann Frank, not Ann Frank; or the concept of change, not a butterfly theme.) Did the curriculum allow for differentiation? Environment: How was the classroom managed? How much transition time was there? How much interaction was provided? Were task directions clear and understandable? How does the environment respect the cultural diversity and varied interests of students? Instruction: Was instructional match for each and every student honored? Were learning principles honored? Did the lesson build on student prior knowledge? Did the lesson include diverse culture experiences? Did the instruction provide opportunity for students to pursue interests? Did the instruction provide for ample opportunity to practice and to demonstrate learning? How was the lesson monitored for the understanding of students? Student: What new learning did the student acquire? What evidence do we have of the learning? How did the student best demonstrate that learning? Was each student measured against themselves vs. compared to peers? Activity: List the assessments that you use and mark which area they assess? Handout: Assessment Matrix In order to improve Adapted from Heartland Area Education Agency

Given the various aspects of our discussion, which step or steps focus on generating alternative strategies? What revisions if any would you make? Why? Create your step or steps on your worksheet.

Examine Strategies for Feasibility
What will work best? Analyze possible outcomes for each strategy and select specific strategies Test and verify the impact, feasibility, and practically of selected strategies Select the strategy or strategies with the highest impact and feasibility

Analyze Possible Outcomes
Analyze possible outcomes for each strategy and select specific strategies Dialogue about possible outcomes for each generated strategy Determine which strategies have the greatest potential for impact on student learning

Examining Impact High Impact on Learning High Access to
General Curriculum Fosters Independence Low Impact on Learning No Access Fosters Dependence When we select accommodation we need to first consider the impact or the likelihood of effectiveness. The impact needs to be examine by three indicators: Actual impact on learning: the level of learning that will occur Accessibility to general curriculum: the amount of access to the general curriculum (should be access to all of the content Fostering independence: the potential independent use of the accommodation by the student. Some accommodations may need to be taught to the student and therefore may begin as being dependent, but over time the accommodation should ultimately lead to independent use without the assistance of an adult. For example, the use of a peer tutor could lead to independent use, because we always have peer available and knowing how to access help from a peer can be a useful life skill, however assistance from a paraprofessional is a dependent accommodation because paraprofessional are only available in certain places at certain times. Reflection: Using the list of accommodations, examine each one for the level of impact. Which ones meet the criteria? Use only these for the next part.

Test and Verify Test and verify the impact, feasibility, and practically of selected strategies Determine which strategies have research to support their success Determine which strategies can easily be implemented with quality Determine which strategies can be incorporated into the classroom routine and instruction

Identifying Key Conditions
What has the greatest impact on the concern? What has the greatest chance of successful change? High impact on student outcomes Rate Progress Circle of Influence

Issues Circle of Concern Circle of Influence
Proactive people focus their efforts and energy in the Circle of Influence. They work on things they can control. The nature of their energy is positive, causing the Circle of Influence to grow. Circle of Concern Circle of Influence Covey, S.R. (1989). The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. New York, NY: Fireside

What is the Feasibility of Each Strategy?
High-Low Impact =Level of change from baseline to outcome Good-Poor Attitude =Implementer's perception of success High-Low Skill =Implementer’s ability to perform the strategy High-Low Cost =Time, Resources, Money

Examining the Implementor(s)
High Confidence Qualified Skills Easy to Use Resources Low Confidence Lack of Skills Difficult to Use Resources We then need to examine accommodations by the feasibility with which they can be implemented. There are two major areas to examine: Most like peers: How will this accommodation blend into the classroom instruction and routine so as to not stand out as different from peers? Easy to implement: What is needed to implement this accommodation? What resources are needed? (Resources (time, materials, programs, personnel) that are presently available vs. additional resources) What skills are needed by those implementing the accommodation? (Does this person need professional development? Does this person need consultation or coaching?) We sometimes need to adjust the current system or practice in order to create the conditions needed to feasibly implement an accommodation. We need to examine the ways that can be done. We should examine our selection of accommodations based on the minimum adjustments needed as our first line before moving to more involved accommodations, however, one word of caution, we should not allow rule out the selection of accommodation that requires major adjustments if that accommodation is needed. Reflection: Using the selected accommodations, examine each one for the feasibility of implementation. Which ones could be implemented with only minor adjustments to the current system/practice? Which ones are absolutely needed and require major adjustments? Based on this examination, which accommodations make the most sense to use? What changes in the current system/practice would move the selected strategies into the “green zone”?

Examining the Integration with Universal Practice
Most Like Peers Enriches Other’s Learning Easy to Put in the Routine Least Like Peers Deters Other’s Learning Difficult to Put in the Routine We then need to examine accommodations by the feasibility with which they can be implemented. There are two major areas to examine: Most like peers: How will this accommodation blend into the classroom instruction and routine so as to not stand out as different from peers? Easy to implement: What is needed to implement this accommodation? What resources are needed? (Resources (time, materials, programs, personnel) that are presently available vs. additional resources) What skills are needed by those implementing the accommodation? (Does this person need professional development? Does this person need consultation or coaching?) We sometimes need to adjust the current system or practice in order to create the conditions needed to feasibly implement an accommodation. We need to examine the ways that can be done. We should examine our selection of accommodations based on the minimum adjustments needed as our first line before moving to more involved accommodations, however, one word of caution, we should not allow rule out the selection of accommodation that requires major adjustments if that accommodation is needed. Reflection: Using the selected accommodations, examine each one for the feasibility of implementation. Which ones could be implemented with only minor adjustments to the current system/practice? Which ones are absolutely needed and require major adjustments? Based on this examination, which accommodations make the most sense to use? What changes in the current system/practice would move the selected strategies into the “green zone”?

Select Strategies Select the strategy or strategies with the highest impact and feasibility Determine which strategy or strategies to use Based on analysis of impact and feasibility Based on a comprehensive approach

Three Components to Consider…
Prevent Environment Instruction & Curriculum Social/ Interpersonal Teach Strategies Skills Respond Reinforcement Cueing & Feedback Management High quality action plans (school-wide or individual based) include three parts: How can we reorganize the environment, instruction, and/or social structures to prevent concerns from occurring in the first place? What do we need to teach? What do students need to learn? How do we respond to the student demonstration of learning or behavior? Reflection Question: Locate these components on your school-wide plan. Locate them on your student intervention plan. Adapted from Ayers

Given the various aspects of our discussion, which step or steps focus on examining strategies for feasibility? What revisions if any would you make? Why? Create your step or steps on your worksheet.

Develop a Plan of Action
What will we do? Determine what the student(s) need(s) to learn Determine what conditions will create accelerated learning Develop a monitoring system that aligns with the baseline data and a criteria for measuring the success Align each selected strategy with a primary implementer, location, frequency and duration of implementation, and a description of how it will be done

Determine What Needs to be Learned
Determine what the student(s) will learn Determine what strategies does the student(s) need to learn Determine what skills does the student(s) need to learn

Teach What does the student need to learn? Strategies Problem-solving
Study skills Coping Compensation Self-Monitoring Gaps are created because the student has not had the right opportunity for learning. We need to be sure we actually taught the student what he/she needed to learn. What strategies were taught to the student?

Teach What does the student need to learn? Skills
Pre-requisite/foundational Concepts Facts Application Principles Categorization/Connections Relationships/Social Skills What skills were taught to the student?

Determine Conditions for Learning
Determine what conditions will create accelerated learning Determine what can be done AS IS Determine what changes need to be made

Prevent How can the concern be prevented? Changes in environment Space
Transitions Clear expectations A comprehensive plan contains three parts: Prevent, Teach, and Respond. Many concerns can be addressed by simply changing the environment, instruction or social connections a student has. How was environment changed to prevent a concern?

Prevent How can the concern be prevented?
Changes in instruction & curriculum Essential Content Instructional level Student interest/choice Grouping Accommodations How was the instruction changed to prevent the concern?

Prevent How can the concern be prevented?
Changes in social/interpersonal connections Use of peers Adult-student relationship Providing attention How was the social/interpersonal connections changed to prevent the concern?

Respond How will we respond to student actions?
Changes in reinforcement To increase the likelihood of it occurring again To move from short term to long term memory (practice) To create automaticity We need to have a plan to address the student after the had provided us with their demonstration of learning or after a student behavior. We need to reinforce what we want more of? Reinforcement is different from rewards. The pure definition of reinforcement is the likelihood of increasing the action or behavior. We want the student eventually perform this act or behavior on an automatic level. How were students with practice? How was what we wanted the student do more often reinforced (actually increased)?

Respond How will we respond to student actions?
Changes in cueing & feedback To provide prompts for recall To provide guided practice To provide specific information on what is done well and what needs to change Students may need cues and guidance to promote the action or behavior. Cues should be provided when the student needs guided practice or reminders of what to do. Feedback should always be specific and provide information on how well something was done and what can be done to improve. How did we cue the student? What feedback was provided to the student?

Respond How will we respond to student actions? Changes in management
To decrease the likelihood of it occurring again To redirect an incorrect or inappropriate action To address safety and disruptions to learning Managing is synonymous with control. It is only a short term effect, however it may be necessary in some cases. (Not all cases need a system of management.) It should be used to address serious concerns of safety and major disruptions to learning. The effect should actually decrease the action or behavior. Often we can be caught in a trap of thinking we are managing a behavior when in fact we are reinforcing that behavior. E.g., sending a student to the office provides that student with the special attention he/she wants. What behavior needed to be managed? Why? How did we manage them?

Develop a Monitoring System
Develop a monitoring system that aligns with the baseline data and a criteria for measuring the success

How Will We Monitor? Determine who will monitor the progress
Determine the assessment process to use and connect it to the baseline Predetermine intervals for monitoring Determine a timeline for evaluation

Monitoring vs. Evaluating
On-going and frequent Part of the implementation process Provide information for adjustments in plan Evaluating A specific point in time A review of the implementation process Provide information for decisions on next steps There is a distinction between monitoring and evaluating. Monitoring is an on-going piece of the implementation process. It is done at least weekly and provides information to adjust the plan. Evaluation is more of a summative assessment of what actually occurred. It focuses on how was the plan implemented and the student outcomes of that plan. The information is used to make decisions on what needs to occur next. Reflection: What were the student outcomes? Did the student make adequate progress? How do you know? How often was the student progress monitored? When was the overall progress evaluated? Was the data used to make decisions?

Develop a Plan of Action
Align each selected strategy with a primary implementer, location, frequency and duration of implementation, and a description of how it will be done

  The Goal Line Time Demands/ Skills Goal
Expectations for All Students Student’s Projected Line of Growth  Baseline/Current Level of Performance First Step: Expectations for all students need to be the first determination. It needs to be remembered that these expectation of their own rate of increase over time. This should be accounted for when setting the goal. Second Step: The student’s current level of performance needs to be determined (whether school-wide average or as an individual student). Third Step: The targeted goal needs to be set be examining the rate of acquisition of learning that can be expected. This defines the line of projected growth. Reflection Question: What was the targeted goal for the school-wide improvement? What was the targeted goal for the student case? Was this clearly articulated? How long was it projected that it would take to meet this goal? Was the natural increase of expectations for all students taken into account when setting this goal? Time

Writing an Action Plan Effective action plans are clear and concise.
What will be done? When will it be done? (Frequency and Duration) Where will it be done? Who will do it? How will it be done?

Action Plan Progress Timeline How Will it be done When Who will do it
What will be done Student: Grade: Desired Outcome: Baseline Assessment:

Given the various aspects of our discussion, which step or steps focus on developing a plan of action? What revisions if any would you make? Why? Create your step or steps on your worksheet.

Implement and Monitor Student Progress and the Plan
How are we doing? Monitor the implementation of the plan and provide the supports needed Monitor the level and rate of progress of student learning

Monitor the Plan Monitor the implementation of the plan and provide the supports needed Determine what was actually implemented Determine contributing factors as to the quality of implementation

Words & Numbers, 2000 Lessons learned:
This data was gathered through a survey to EIP team members in The members were asked to report how frequently do they conduct each step of the problem-solving process. Of the 139 respondents, these percentages reflect how they perceive (no evidence exists that actually supports the perceptions) the frequency of each step. Highlight the percent that respond they feel the step is ALWAYS done. Reflection Question: What does this tell us about the integrity of problem-solving? What is your theory about why the trend line reflects this direction? Would other professions accept this trend line for implementing steps?

Impacts on Examining the Problem-Solving Process
“These data suggested that the teams did not use a problem-solving model... This limited their effectiveness because they neither collected the relevant data nor defined problems before working on interventions. The {teams} also frequently discussed the same children repeatedly without planning interventions and seldom evaluated the outcomes of their efforts.” S. Truscott, et. al. (2000) The acceptability of organizational consultation with prereferral intervention teams. School Psychology Quarterly.

Monitor the Progress Monitor the level and rate of progress of student learning Monitor on a frequent basis (daily or weekly) Student progress Implementation Integrity Check for rate of progress as it relates to the target goal line

  The Goal Line Time Demands/ Skills Goal
Expectations for All Students Student’s Projected Line of Growth  Baseline/Current Level of Performance First Step: Expectations for all students need to be the first determination. It needs to be remembered that these expectation of their own rate of increase over time. This should be accounted for when setting the goal. Second Step: The student’s current level of performance needs to be determined (whether school-wide average or as an individual student). Third Step: The targeted goal needs to be set be examining the rate of acquisition of learning that can be expected. This defines the line of projected growth. Reflection Question: What was the targeted goal for the school-wide improvement? What was the targeted goal for the student case? Was this clearly articulated? How long was it projected that it would take to meet this goal? Was the natural increase of expectations for all students taken into account when setting this goal? Time

Given the various aspects of our discussion, which step or steps focus on implementing and monitoring the plan? What revisions if any would you make? Why? Create your step or steps on your worksheet.

Evaluate the Student Progress and Plan
What changes occurred? Evaluate and analyze the overall progress by comparing the baseline data to the outcome data Examine the degree of implementation integrity of the plan Determine what changes occurred Use a decision guide to make adjustments and/or revisions to the plan

Evaluate the Overall Progress
Evaluate and analyze the overall progress by comparing the baseline data to the outcome data Determine the amount of growth Determine the rate of growth

Evaluate the Implementation Integrity
Did we do what we said we would do? Examine what was done through reflective practice Quality Frequency Addressing focus area Examine reasons for non-completion or non-compliance The research behind implementation integrity is not very encouraging. We are likely not to implement the plans we said we would do. Reflect: Was the plan actually implemented exactly as it was defined? Why or why not?

Reasons for Non-completion or Non-compliance
Focus area was either not clearly defined or directly addressed Plan was too narrow or too broad Plan to not address changes in action Plan was not analyzed for impact or feasibility Implementers did not have the right skills or resources Reflect: What factors lead to the plan being implemented vs. what factors led the plan not to be implemented?

Determine Changes Determine what changes occurred
Determine which factors actually changed Determine if they are incremental or deep change Determine the relationship between the outcome and these changes

What Did We Change? Curriculum Environment Instruction
Context of learning What we teach Outcomes of Learning How we teach Student Instruction Environment Curriculum It is important to note that assessment includes assessing the curriculum, environment, instruction, and student learning. Curriculum areas: Were the standards addressed? Was the essential content taught? Did we teach content that meet the standards vs. a topic. (E.g. how to respond to historical text by reading Ann Frank, not Ann Frank; or the concept of change, not a butterfly theme.) Did the curriculum allow for differentiation? Environment: How was the classroom managed? How much transition time was there? How much interaction was provided? Were task directions clear and understandable? How does the environment respect the cultural diversity and varied interests of students? Instruction: Was instructional match for each and every student honored? Were learning principles honored? Did the lesson build on student prior knowledge? Did the lesson include diverse culture experiences? Did the instruction provide opportunity for students to pursue interests? Did the instruction provide for ample opportunity to practice and to demonstrate learning? How was the lesson monitored for the understanding of students? Student: What new learning did the student acquire? What evidence do we have of the learning? How did the student best demonstrate that learning? Was each student measured against themselves vs. compared to peers? Activity: List the assessments that you use and mark which area they assess? Handout: Assessment Matrix In order to improve Adapted from Heartland Area Education Agency

Decide Next Steps Use a decision guide to make adjustments and/or revisions to the plan Determine the next set of actions Determine how the plan can be further enhanced Determine what was learned from the experience

Decision-Making Process

Given the various aspects of our discussion, which step or steps focus on evaluating the student progress and plan? What revisions if any would you make? Why? Create your step or steps on your worksheet.

So Let’s Take a Look Examine your work today
What new learning do you have? How does this compare to what you currently do? What will you change?

Next Technical Assistance Visit
Examine the continuum of collegial support and family partnerships within your school and district What currently exists What needs to change Information Delivery, Learning Styles Collaboration, Communication/Listening Coordinating & Co-planning Instruction (with colleague or team) Co-teaching Peer Coaching Mentoring Consulting: Prescriptive (team or individual) Consulting: Focus (individual) Consulting: Objectivity Enhancement (individual) Crisis Support

Collegial Support “Expert” Advice Specialized Assistance
Collaborative Consultant Specialized Support Mentoring/Modeling Shared Leadership Parity Co-teaching Collaboration Peer-Coaching Continue with the matrix Collective Responsibility Collegial Climate Effective Communication Skills Reflective Practice All Students in School (Horner, 1998)

Family Partnerships Specialized Assistance Specific Assistance
Specialized Support Parent to Parent Support Shared Decision-Making Parent to Parent Partnerships Partnerships Continue with the matrix Community Partnerships Volunteer Programs Collective Responsibility Communication & Information Sharing All Students in School (Horner, 1998)

Your Homework 1. Revise the wording and flow of the process you developed today Bring in key stakeholders to help you make the revisions Share and seek input from the entire school and/or selected district level representation

Your Homework 2. Select a “case” to use for the next session
Single student e.g., a gifted student A specific group of students e.g., ELL A classroom or grade level e.g., improving math instruction A whole school e.g., lunchroom behavior A whole district e.g., increasing time with non-disabled peers or a new science curriculum

Bring with You Next Time
Curriculum guides and example lesson plans related to the focus area General observations and anecdotal records Student work samples and curriculum-based assessments General background information Any strategies or plans already been tried

Collaborative Strategic Decision-Making

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