1. Embedding Early Intervention into the Culture of Daily Practice A Day of Conversation for Administrators SERC Consultants: Alice Henley Kimberly A. Mearman 25 Industrial Park Road Middletown, CT 06457-1520 (860) 632-1485

2. Today’s Objectives  To connect EIP to the various initiatives/projects already underway in your school/district  To develop shared meaning regarding an “early intervention process”

3. Framework for Coherence

4. 1.All innovations should share common goals and premises. 2.No single innovation strategy can do everything. 3.The innovative strategies should complement each other. 4.All innovative strategies need to be adapted to individual classroom and building conditions. 5.When innovations are combined strategically, the results will be greater than any single innovation. T. Guskey. (1990). Integrating innovations. Education Leadership, pp. 11-15.

5. Instructional Program Coherence  “A set of interrelated programs for students and staff that guided by a common framework for curriculum, instruction, assessment and learning climate and that are pursued over a sustained period.” p. 100 Burrello, L. C., Hoffman, L. P. & Murray, L. E. (2005). School leaders building capacity from within: Resolving competing agendas creatively. Thousand Oaks, California: Corwin Press.

6. Instructional Program Coherence  As evidenced by:  Common instructional framework coordinated among teachers and grade levels  Curriculum  Teaching  Assessment  Learning climate Burrello, L. C., Hoffman, L. P. & Murray, L. E. (2005). School leaders building capacity from within: Resolving competing agendas creatively. Thousand Oaks, California: Corwin Press.

7. Instructional Program Coherence  As evidenced by:  Working conditions of implementing the framework  Expectations of administrators and staff  Criteria for hiring that aligns with framework  Professional development is consistent with framework  Allocation of resources to advance the framework  Materials, time, funding, staff assignments Burrello, L. C., Hoffman, L. P. & Murray, L. E. (2005). School leaders building capacity from within: Resolving competing agendas creatively. Thousand Oaks, California: Corwin Press.

8. Making Coherence  Lateral accountability  Everyone’s responsibility to make coherence  Sorting  Does it work?  Does it feed into our overall purpose?  Shared commitment  People motivate one another to contribute and implement the best ideas Fullan, M. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco: Jossey-Bass.

9. What Initiatives Are the Focus?  A Step-by Step Approach for Inclusive Schools  Co-Teaching  Early Intervention Project  Positive Behavior Supports  Create Perform Respond

10. A Step-by Step Approach for Inclusive Schools  Specifically designed to explore all aspects of responsible inclusive practice for all students  Supports districts in addressing the five settlement agreement goals and outcomes

11. PJ Goals  Increase in the % of students with MR (ID) who are placed in regular classes (80% or more of day with nondisabled peers )  Reduction in the disparate identification of students by LEA, race, ethnicity, gender  Increase in the mean and median % of the school day spent with nondisabled peers

12. PJ Goals (con’t)  Increase in the % of students who attend their “home school” (school they would otherwise attend if not disabled)  Increase in the % of students who participate in school-sponsored extracurricular activities with nondisabled students

13. Co-teaching is a Service Delivery Model in Which:  Two (or more) educators or other certified staff,  Contract to share instructional responsibility,  For a single group of students,  Primarily in a single classroom or workspace,  For specific content (objectives),  With mutual ownership, pooled resources, and joint accountability,  Although each individual’s level of participation may vary. Marilyn Friend, Ph.D.

14. EIP  To assist teachers, administrators, families, and student support services professionals in their endeavors to help all students learn and experience success  To empower educators to meet the instructional and behavioral needs of students in the classroom as schools and families come together to form interdependent partnerships focused on student progress.

15. PBS Definition  Positive behavior support (PBS) is proactive, comprehensive, systemic and individualized continuum of support designed to provide opportunities to all students, including students with disabilities, for achieving social and learning success, while preventing problem behaviors.

16. CPR  C reate  Initiation  Objective  Input   P erform  Modeling  Checking for understanding  Guided practice  R espond  Independent practice  Closure  Evaluation Dr. Paul V. Sequeira, Assistant Superintendent for Curriculum and Instruction, Waterbury Public Schools

17. CPR  CPR is a strategy to be used by administrators and teachers to improve on the delivery of instruction and the way in which we reflect on student’s performance. Dr. Paul V. Sequeira, Assistant Superintendent for Curriculum and Instruction, Waterbury Public Schools

18. The “------” empowers people to create interdependent partnerships to help all children learn and experience success. Shared Vision

19. VOCAB  V erify the terms  O rganize your cards  C ommunicate to a partner  A ssess your understanding  B uild on it

20. Terms Co-teachingStep by StepEIP PBS C reate P erform R espond ?? ???

21. Organizing Your Cards  Use these headers  Curriculum  Instruction  Assessing  Learning Climate  Place the initiatives under the headers in a way that make sense to you. They may go under more than one header. You may want to specify which part of the initiative relates to that header.

22. A Closer Look at EIP  What does early intervention mean to members of your staff?

23. Why Build Collaborative Relationships Focused on Student Learning?  No Child Left Behind  IDEA ‘97  Standards Movement  The Achievement Gap

24. Student Outcomes (Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001) School-Wide Individual Support Address Intensity of Need for a Few Students Address Specific Performance Gaps for Some Students Ensure Effective Instructional Practices and Promote Positive Educational Outcomes for All Students All Students in School

25. (Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001) Intensive 1-7% (Specialized/Individual Support System) Intervention 5-15% (At-Risk System, Supplemental, Small Groups) Universal 80-90% (District, School-Wide, & Classroom Systems) School-Wide Individual Support All Students in School Continuum of Support

26. ComponentsEIP Co- Teaching Step by Step PBSCPR Leadership Collegial Support & Family Partnerships Strategic Decision-Making Assessment & Reflective Practice Instructional Repertoire Accountability & Documentation

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

28. Leadership Our Key to Success School-Wide Culture Individual Support

29. Leader: The architect of sustained improvement of individual and organizational performance Doug Reeves, 2002

30. Lessons Learned Concepts of pre-referral tend to impede the overall philosophy of EIP. EIP is not a specific model. EIP needs to be marketed as a philosophy.

31. One Example of the Three Tiered Approach (Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001) School-Wide Individual Support All Students in School Partnerships with Families Informal Collaboration District Curriculum & CPR School-Improvement Process School-wide PBS Case Partner Grade Level/Ad Hoc Team Focused Team Support Differentiated Instruction Common Planning Time

32. Lesson Learned Schools with productive and effective early intervention processes have committed building level leadership, who understand and embed the concepts and principles of early intervention within the school culture.

33. Leadership  The principal is responsible for creating the conditions needed for each of the components. For example:  Organizational structures (e.g., scheduling, monthly Student Academic Reviews)  Aligning professional development with school improvement plans  Linking supervision and evaluation with implementation of effective practices

34. (Horner, 1998) Leadership Leadership Culture of School Common Planning School-Improvement Plan Professional Development Mentoring/Extra Support Time for Process Focused Assistance Allocation of Resources School-Wide Culture Individual Support All Students in School Family Partnerships Accountability Strategic Resources

35. Collegial Support & Family Partnerships Our Learning Community Culture Collaboration Consultation

36. Lessons Learned Early intervention is a philosophy focused on collective responsibility that should be part of a whole school culture, not particular to a core team. Families are an integral part of the whole school culture.

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

38. Collegial Support & Family Partnerships  Support operates on a continuum from collaboration to consultation depending on the level of need.  Collegial support and family partnerships are necessary in order to support student success.  The focus should be on school-family partnerships.

39. Information Delivery, Learning Styles Collaboration, Communication/Listening Coordinating & Co-planning Instruction (with colleague or team) Co-teaching Peer Coaching Mentoring Building a Staff Support Structure Skill Building Sequence Stuart Gerber Consulting: Prescriptive (team or individual) Consulting: Focus (individual) Consulting: Objectivity Enhancement (individual) Crisis Support

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

41. THE KEYS TO SUCCESSFUL SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS EPSTEIN’S SIX TYPES OF INVOLVEMENT PARENTING: Assist families with parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level. Assist schools in understanding families. COMMUNICATING: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications. VOLUNTEERING: Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at school or in other locations to support students and school programs. LEARNING AT HOME: Involve families with their children in learning activities at home, including homework and other curriculum-related activities and decisions DECISION MAKING: Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, action teams, and other parent organizations. COLLABORATING WITH COMMUNITY: Coordinate resources and services for students, families, and the school with businesses, agencies, and other groups, and provide services to the community. Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press. 4 Type 1 Type 2 Type 6 Type 5 Type 4 Type 3

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

43. Strategic Decision-Making Our Framework for Operation Universal Practices Specialized Strategies

44. Lesson Learned Data are collected regularly. However, the analysis of assessments need to be used as a strategic part of decision-making and to assist with more accurate problem identification.

45. Lessons Learned Problem “admiration” tends to be a focus rather than actual problem- solving. Problem-solving needs to be viewed as a form of data-based decision-making.

46. Words & Numbers, 2000

47. Strategic Decision-Making  Strategic decision-making is the framework for providing positive outcomes for ALL students.  Strategic decision-making drives changes in instruction in order to effectively meet students’ needs.  There are various kinds of strategic decision- making steps/processes/protocols.

48. Strategic-Decision Making Process 1.Identify the concern/problem- What is happening? 2.Determine the desired outcome- What do we want to happen? 3.Generate alternative strategies- What can we do? 4.Examine strategies for feasibility- What will work best? 5.Develop a plan of action- What will we do? 6.Implement and monitor student progress- How are we doing? 7.Evaluate the process and plan- What changes occurred?

49. (Horner, 1998) Strategic Decision- Making Data-Driven Monitoring of Student Progress School-Climate & Behavior Instructional Practice In-Depth Analysis Interventions & Monitoring Intensive Interventions & Monitoring Universal Practices Specialized Strategies All Students in School Implementation Integrity

50. Assessment & Reflective Practice Our Cornerstone for Change Universal Assessment Focused Assessment

51. Lessons Learned Reflective practice is consistently proving to result in refining and enhancing instructional practice. EIP is a vehicle for this type of job- embedded professional development.

52. Assessment & Reflective Practice  Using assessment and reflection should result in a change in instructional practice.  Assessments use student work and observations of behavior to focus on environment, curriculum, and instruction, not just “fixing” the student.  Reflection is a process that focuses on how teachers can enhance their practice.

53. Assessment “Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.” Salivia & Ysseldyke (2001)

54. Nation/International Assessments Are students performing optimally? Large Scale Assessments Are students meeting the state standards? Diagnostic Assessments What are students’ cognitive strengths and needs? Student Report Cards How are students performing in general? Performance Assessment Can students apply and generalize what they’ve learned? Classroom Curriculum Unit Tests, Quizzes Did Students learn it? Formative Assessments Are students learning it? Figure 1.The Richness and Complexity of Student Assessment Data Specificity of Information Rate of Feedback North Central Regional Educational Laboratory Policy Issues Issue 6 Nov 2000 2 1. Using Student Assessment Data: What can We Learn from Schools? Allison Cromley Annually to students in selected grades As needed/usually 1X/year Once/curriculum unit Weekly Daily

55. What Do We Assess? Context of learning What we teach Outcomes of Learning How we teach S tudent I nstruction E nvironment C urriculum

59. (Horner, 1998) Assessment & Reflective Practice Behavior/Discipline Environment Curriculum-Based Instructional Practice In-Depth Analysis Focused Assessment Universal Assessment Focused Assessment All Students in School Reflection Examining Student Work Problem Validation Monitoring Student Progress

60. Instructional Repertoire Our Impact on Student Learning Effective Teaching Practices Individualized Direct Instruction

61. Lessons Learned Interventions tend to mirror general teaching strategies rather than research-based, quality interventions. Brainstorming in and of itself does not necessarily result in quality intervention development. The skills and strategies we teach must match specific student needs and reflect cultural and linguistic influences.

62. Instructional Repertoire  Effective instructional practices are the key to student achievement, to support appropriate behavior, and to promote healthy growth and development.  Instructional practices must honor learning principles.  Educators must be able to critically analyze the research and effectiveness of strategies and programs.

63.  Accommodations & Modifications Demands/ Skills Years in School  Skills & Strategies The Achievement Gaps

64. Teach  Strategies  Problem-solving and decision-making  Study skills  Coping  Compensation  Metacognition  Self-management   Skills  Pre-requisite  Concepts  Facts  Application  Principles  Categorization  Relationship/social skills What the student needs to learn?

65. (Horner, 1998) Instructional Repertoire Cooperative Learning Strategies Embedded Strategic Instruction School-wide PBS Specific Accommodations Skill &/or Strategy Instruction Intensive Skill Development Differentiated Instruction Effective Teaching Practices Individualized Direct Instruction All Students in School Sheltered Instruction Classroom Routines CPR

66. Accountability & Documentation Our Responsibility Universal Documentation In-Depth Documentation

67. Lesson Learned In order to ensure implementation integrity of interventions, school leaders need to increase accountability for instructional changes to improve student outcomes.

68. Lessons Learned Schools need to have effective and efficient ways of documenting student progress as evidence of the impact of instructional practices. Monitoring needs to be emphasized as accountability for implementation integrity of interventions to ensure successful student outcomes.

69. Accountability & Documentation  Documenting strategies is the part of the accountability for student progress.  Documentation should clearly define who does what, when, where, and how.  Data to reflect student progress must be documented to provide evidence of our work.  Accountability includes implementation integrity. Did we do what we said we were going to do?  Information about students is necessary in order to communicate from teacher to teacher and school to school.

70. (Horner, 1998) Accountability & Documentation Record Keeping School-Improvement Plans Utilize School-wide & Classroom Data Documentation of Student Outcomes Grade Level Transitioning Graphing of Student Progress Individualized/ Group Action Plans Comprehensive Documentation Communication Universal Documentation In-Depth Documentation All Students in School

71. Next Steps  New Schools to EIP  Core Skills Training  Schools with EIP  Core Skills Training  Reflective Team Process  Whole District  Training of Trainers

72. Core Skills  Who to send  Mars Group-If you had to send a group of your staff to Mars to start a new and ideal school, who would you send???  What it can look like  Principal  General education  Special education  Support professionals