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 Set the course of the training over the three days. Today is the framework for the other two days.

Training vs. Technical Assistance (For New Teams)
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 Provide information on the distinction between what will occur in training vs. TA.

Central Themes Building a Collaborative Learning Community
Using Strategic Decision-Making Building Capacity to Develop, Implement and Sustain an Effective Process These themes will be consistent within training and TA.

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. Objectives for the day. The majority of the training will be on the second objective. TA will provide additional time on objective number 1.

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 We must begin with a clear understanding of our core values. We then build our practice around those values and establish organizational structures to support the practices. As a result of what is developed becomes the culture and climate of our school. An effective set of values, practices, and structures will lead to culture of a learning community where both the adults and students are learning.

Community District School Grade Level Classroom Student
Location of those elements Each of the become a learning community where values, practices, structures, and the development of a culture occurs.

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.” Leadership is a key ingredient to establishing the capacity and collective responsiblitiy. 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. 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 Support & 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

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. Today will simply set the course of what will occur in TA in addressing collegial support and family partnerships.

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. Part of the purpose of collaboration is to develop an understanding student (s) cultural and linguistic diverse background. The intent is to meet the needs of all students and working together to accomplish this. (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) EIP is a school-wide process. It can take many shapes and be tailored to the needs of your learning community. These are some examples of how schools have operationalize EIP.

What Do You Currently Do?
Dialogue in your team about your current process. What team make ups do you currently have? How much of your process is school-wide?

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

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. This is the major emphasis of the day. The product of the day will be a draft of your process. The following days will provide further detail to what is developed today.

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) This definition has been developed as a result of examining many various forms of decision-making.

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 EIP is the whole dimension of this slide. C. Torres & D. Fairbanks,The ASTD Trainer’s Sourcebook

A Paradigm Shift From To Decision Making Decision Making
Problem Solving Decision Making Problem Solving Decision Making Lessons learned EIP has always focused on problem-solving as the central focus. We now realized that decision-making is as important as problem-solving and he two work in unison. Problem-solving is a form of decision-making.

What Makes it Strategic?
Data Driven Action Perception of an Issue Action From What makes decision-making strategic? DATA We tend to collect much data, but how often are we using it. In the past we tended to look at an issue and then move right into action. The problem with this is that we tend to identify an issue according to our perceptions. We now know that we need to use data to verify and clarify the issue. It is this data that supports the strategic part of our action. 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 School-wide use of strategic decision-making expands the entire continuum. Some examples of how it can look are listed here. 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(s) 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.

Indicators of Strategic Decision-Making
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action Implement the plan & monitor student progress Evaluate student progress & the plan These indicators are effective in providing a framework for the process. These indicators were developed as a result of comparing many various decision-making and problem-solving processes. The examination of these illuminated indicators as to what makes a quality process. We will be using these indicators as the basis of the day to assist you developing your own process.

Problem Solving Process Shared in Waterbury
Gather Information, Identify Focused Concern and Collect Data Determine Objective(s) Generate Strategies/Solutions Develop and Implement Plan Monitor Progress and Evaluate

Making a Selection Which decision-making process do you currently use?
Use your current one or the one previously shared in Waterbury 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.

Indicators of a Strategic Decision-Making Process
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action Implement the plan & monitor student progress Evaluate student progress & the plan We will focus on the first indicator.

Identify the Focus Area for Improvement
What is happening? Frame a question in terms of the impact on student learning Examine the context by collecting and analyzing data Develop a hypothesis to define a central area of focus The first indicator is designed to help us assess what is our current reality. We being with framing a question, then use assessment to examine the context of our question. We use this information to develop a hypothesis about what we are seeing as the issue.

Frame a Question Frame a question in terms of the impact on student learning Frames our thinking in terms of inquiry vs. judging Aligns our thinking to student learning The intent of creating a question is emphasis inquiry as the drive behind our decision-making. It will also provide us with a focus directly connected to student learning.

Framing a Question Why do we see a need to change?
What are the student outcomes that are/will be impacted by this? What do we already know about the focus area or concern? What is the question about the student learning that needs to be answered? In framing our question, these are some things to think about.

Examine the Context Examine the context 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 as reason for performance gaps Examining our context we need to take into account the when, where, and with whom this issue is occurring. We need to recognize that we ourselves influence the issue.

Analyzing & Examining Student Work
What Evidence Do We Use? Test Diagnostic tests Classroom Tests Review Student records School Handbook Curriculum Lesson Plans Analyzing & Examining Student Work Work samples Lesson Plans Decision These are the four major types of data that we collect. Observation Setting analysis Anecdotal Instruction Interview Student Parent Teacher

The Context Curriculum Environment Instruction Student(s)
Context of learning What we teach Outcomes of Learning How we teach Student(s) 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? Adapted from Heartland Area Education Agency

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.

Lesson Learned 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 Two big cautions to consider in this indicator: Are actually creating actions/solutions or are we admiring a problem? Are we blaming the child or examining the whole context.

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 We use our assessment to develop a hypothesis. The purpose of the hypothesis to develop an education guess as the root cause of the issue or to explain why something is occurring.

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”.

Making a Statement About the Focus Area for Improvement
When {condition or trigger} occurs {the student(s)} does/do {focus area for improvement} 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. An example of hypothesis can look like this. Paul Lowery, Initial Line of Inquiry

Let’s Refine Our Process
Given the various aspects of our discussion, which step(s) focus on identifying a focus area for improvement? What revisions, if any, would you make? Why? Create your step(s) on your worksheet. Time for participants to work Have participants use their selected process and revise it as needed to reflect the key factors needed in identifying a focus or concern. They can develop this as a single step or multiple steps. TAs should facilitate this conversation.

Indicators of Strategic Decision-Making
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 The focus is now on the second indicator.

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 This indicator is designed to help define what we want to happen in the future. It is looking a desire performance and comparing that to our current baseline. Based on a gap analysis we set a target and write a desire outcome.

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 We need to first set what is the ideal performance for all students (all means all). This is what we want for all kids to achieve and what we know any successful adult needs to exist in our society.

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. Note- this refers to people because we are talking about valued life outcomes, not just what is needed as a student. What content could some people know? KU-CRL

Establish Baseline Establish baseline of current level of performance
Determine what the student currently knows and is able to do Determine a starting point before anything is implemented Baseline set the level of our starting point. It is quantifiable data that can be used to measure the growth.

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) Baseline must be observable, measurable, and specific data. It needs to be high quality assessment.

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 student learning Using the baseline and the expected outcome for ALL students, we need to do a gap analysis to determine the actually missing pieces of our practice and organization.

  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. Make reference to the achievement gaps that affect a selected group of students, and how we can begin to address those gaps at the classroom level. Years in School KU-CRL

Strategies vs. Skills Strategies Skills Pre-requisite/foundational
Problem-solving Study skills Coping Compensation Skills Pre-requisite/foundational Concepts Facts Application Principles Categorization/connections 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?

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 Setting a target takes into consideration our gap analysis. The rate of the progress is as important as the goal itself. We must consider what the ultimate expected outcome is and that it is a moving target over time.

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 sometimes require smaller objectives under a broader goal When {condition} occurs, {the student} will {desired outcome} from {baseline} to {target} by {timeline}. The desired outcome needs to be written in a clear, specific, and measurable format. (Similar to baseline.)

Given the various aspects of our discussion, which step(s) focus on defining a desired outcome? What revisions, if any, would you make? Why? Create your step(s) on your worksheet. Time for participants to work Have participants use their selected process and revise it as needed to reflect the key factors needed in defining a desired outcome. They can develop this as a single step or multiple steps. TAs should facilitate this conversation.

Indicators of a Strategic Decision-Making
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action Implement the plan & monitor student progress Evaluate student progress & the plan The next focus is on the third component.

Generate Alternative Strategies
What can we do? Generate all possible strategies Address the focus area and accelerate learning Determine which strategies are different from strategies used in the past or currently being used Generating strategies must examine two areas-strategic and different.

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 The distinction between brainstorming and generating alternative strategies is listed on this slide. Brainstorming is a creative process and can be very helpful in generating different ideas, however, it tends not be strategic and can become “shared ignorance”. Generating alternative strategies does not necessarily need to have brainstorming. Generating alternative strategies is strategic. They are strategies that clearly differ from what we are currently doing. Many times we need to elicit the support of additional “experts”.

Determine Different Strategies
Determine which strategies are different from strategies used in the past or currently being used Focus on what needs to change The point of the process is do something different. We need to consciously and clearly articulate what will be different. What is the 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” There are two forms of change: incremental and deep. Incremental change is needed when there is evidence that what is currently happening if fundamentally sound and we simply need to enhance it. The change may be something as simple as more time or addition of another strategy on top of the current one. Deep change needs to occur when what we are doing has no evidence of real significant progress. We need to be willing to get rid of current strategies and practices and replace them with new ones. 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(s) Instruction Environment Curriculum We can only change ourselves. We can change our curriculum, the environment we create and/or the instruction we deliver. We cannot change the student. The intent is that the student will change as a result of our change. In order to improve Adapted from Heartland Area Education Agency

Given the various aspects of our discussion, which step(s) focus on generating alternative strategies? What revisions, if any, would you make? Why? Create your step(s) on your worksheet. Time for participants to work Have participants use their selected process and revise it as needed to reflect the key factors needed in generating alternative strategies. They can develop this as a single step or multiple steps. TAs should facilitate this conversation.

Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action Implement the plan & monitor student progress Evaluate student progress & the plan We will now focus on the fourth indicator.

Examine Strategies for Impact and Feasibility
What will work best? Determine which strategies have the greatest potential for impact on student learning Determine the feasibility of selected strategies Select the strategy or strategies with the highest impact and feasibility A crucial indicator is the examination of the strategies we have placed on the table for consideration. We must run our thinking through some rigor before finally selecting a strategy.

Examining Impact High Impact on Learning High Access to
General Curriculum Fosters Independence Low Impact on Learning No Access Fosters Dependence When we select strategy 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.

Test and Verify Determine the feasibility 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 The next layer of questions is around the practicality to implement the strategy.

Examining the Implementer(s)
High Confidence Qualified Skills Easy to Use Resources Low Confidence Lack of Skills Difficult to Use Resources We then need to examine strategies by the feasibility with which they can be implemented. This level is an examination of the implementers. There are these major areas to examine: What is the confidence level of the implementers on the success of this strategy? Attitudes are a factor. What would increase the confidence? What skills are needed by those implementing the strategy? (Does this person need professional development? Does this person need consultation, modeling, or coaching?) What resources are needed? (Resources (time, materials, programs, personnel) that are presently available vs. additional resources) We sometimes need to adjust the current system or practice in order to create the conditions needed to feasibly implement a strategy. We need to examine the ways that can be done. We should examine our selection of strategies based on the minimum adjustments needed as our first line before moving to more involved strategies, however, one word of caution, we should not allow rule out the selection of accommodation that requires major adjustments if that strategy is needed. 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 strategies by the feasibility with which they can be implemented. This level is examine the integration with universal practice. There are these major areas to examine: Most like peers: How will this strategy blend into the classroom instruction and routine so as to not stand out as different from peers? How does this strategy enrich the learning of others? How can other students benefit from using this strategy? How can this strategy be integrating within the daily routine of a classroom or school? How does it enhance the routine? How does it change the routine? We sometimes need to adjust the current system or practice in order to create the conditions needed to feasibly implement a strategy. We need to examine the ways that can be done. We should examine our selection of strategies based on the minimum adjustments needed as our first line before moving to more involved strategies, however, one word of caution, we should not allow rule out the selection of accommodation that requires major adjustments if that strategy is needed. 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 Prevent Teach Respond Based on analysis of strategies, we need to select the one that has the greatest impact and practicality.

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? Adapted from Ayers

Given the various aspects of our discussion, which step(s) focus on examining impact and feasibility? What revisions, if any, would you make? Why? Create your step(s) on your worksheet. Time for participants to work Have participants use their selected process and revise it as needed to reflect the key factors needed in examining feasibility. They can develop this as a single step or multiple steps. TAs should facilitate this conversation.

Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action Implement the plan & monitor student progress Evaluate student progress & the plan The next section will focus on the fifth indicator.

Develop a Plan of Action
What will we do? Determine what the student(s) need(s) to learn Determine what conditions will accelerate learning Develop a monitoring system that aligns with the baseline data and sets 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 We must develop a clear plan that is “stranger-poof”. We need to focus on a comprehensive plan with clearly defined actions and timelines.

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 The first focus of a plan is to address what needs to be taught.

Prevent Environment Instruction & Curriculum Social/ Interpersonal Teach Strategies Skills Respond Reinforcement Cueing & Feedback Management What do we need to teach? What do students need to learn? There are two types of instruction-actual skills and strategies to apply learning. Adapted from Ayers

Determine Conditions for Learning
Determine what conditions will accelerate learning Determine what can be done AS IS Determine what changes need to be made We then need to address what other factors can accelerate the learning rate of what we teach. This will create the comprehensiveness of the plan.

Prevent Environment Instruction & Curriculum Social/ Interpersonal Teach Strategies Skills Respond Reinforcement Cueing & Feedback Management How can we reorganize the environment, instruction, and/or social structures to prevent concerns from occurring in the first place? How do we respond to the student demonstration of learning or behavior? Adapted from Ayers

Develop a Monitoring System
Develop a monitoring system that aligns with the baseline data and sets a criteria for measuring the success An essential piece of an action plan is to establish a monitoring plan.

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 functions much like baseline. The plan is needs to clearly articulate who will do what, how often, by when.

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.

  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. Time

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 plan needs to have clarity for everyone involved.

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? Think about a stranger following this plan.

Action Plan Progress Timeline How Will it be done When Who will do it
What will be done Student: Grade: Desired Outcome: Baseline Assessment: This is a generic example.

Let’s Refine Your Process
Given the various aspects of our discussion, which step(s) focus on developing an action plan? What revisions, if any, would you make? Why? Create your step(s) on your worksheet. Time for participants to work Have participants use their selected process and revise it as needed to reflect the key factors needed in developing an action plan. They can develop this as a single step or multiple steps. TAs should facilitate this conversation.

Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action Implement the plan & monitor student progress Evaluate student progress & the plan The next focus is on the sixth indicator.

Implement the Plan and Monitor Student Progress
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 Implementation seems like a simple part of the process, however, research indicates is the least part to be actually done.

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 We need monitor implementation on two levels: Is the plan actually being done? And What is the student progress?

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?

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 We need to monitor either daily or weekly.

  The Goal Line Time Demands/ Skills Goal
Expectations for All Students Student’s Projected Line of Growth  Baseline/Current Level of Performance We need to graph that progress compared to our projection line. Time

Given the various aspects of our discussion, which step(s) focus on implementing a plan and monitoring student progress? What revisions, if any, would you make? Why? Create your step(s) on your worksheet. Time for participants to work Have participants use their selected process and revise it as needed to reflect the key factors needed in implementing and monitoring a plan. They can develop this as a single step or multiple steps. TAs should facilitate this conversation.

Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action Implement the plan & monitor student progress Evaluate student progress & the plan The next focus is the seventh indicator.

Evaluate Student Progress and the 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 This is the point were we evaluate what was done. We need evaluate not just the progress, but also what we have actually done.

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 The point of an evaluation is to determine the exact level of growth. (including 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.

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 did not address changes in action Plan was not analyzed for impact or feasibility Implementers did not have the right skills or resources These are common reasons why plans are not 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 Essential to our own growth (learning community concept) is to determine what exactly changed in our practice. How did these changes influence the outcomes? What should we integrate as part of our regular practice/ What should we change further?

What Did We Change? Curriculum Environment Instruction
Context of learning What we teach Outcomes of Learning How we teach Student(s) Instruction Environment Curriculum Remember it is how we change that will influence change in student learning. We need to reflect on what did we change? 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 Our analysis of the student progress, the implementation integrity, and reflection of our change in practice, leads us to deciding next steps.

Decision-Making Process
We first need to decide if we met our goal or not. If we did what will we do with the information we learned?

Decision-Making Process
If we did not meet our goal, what do we need to further change in order to meet it. The process is not linear. We sometimes need to back to our first steps to refine our understanding of what we need to do. This slide represents an example of our decisions.

Given the various aspects of our discussion, which step(s) focus on evaluating student progress and the plan? What revisions, if any, would you make? Why? Create your step(s) on your worksheet. Time for participants to work Have participants use their selected process and revise it as needed to reflect the key factors needed in evaluating the plan and student progress. They can develop this as a single step or multiple steps. TAs should facilitate this conversation.

So Let’s Take a Look Examine your work today
How does this compare to what you currently do? What new learning do you have? What will you change? Time for participants to reflect on the whole process they have developed.

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 The TA will provide further detail on the collegial support and family partnerships.

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 HW-revise the wording on the process. Be sure to include others. This is a good opportunity to begin building capacity by helping others understand the framework of EIP.

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 HW-Have a dialogue in your group and decide on a good “case” to bring for next time.

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 tried There is no need to create or do anything extra to bring, just bring what currently exists about the case.

Collaborative Strategic Decision-Making

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