Embedding Early Intervention into the Culture of Daily Practice An Orientation for Administrators SERC Consultants: Ann Marie Dubuque Rochelle Abraitis.

Embedding Early Intervention into the Culture of Daily Practice An Orientation for Administrators SERC Consultants: Ann Marie Dubuque Rochelle Abraitis 25 Industrial Park Road Middletown, CT 06457-1520 (860) 632-1485 Session 2

Today’s Objectives: 1.To examine the skills, instructional practices and organizational structures necessary to address student progress based on a continuum of support. 2.To analyze how the components of an effective early intervention process are implemented within individual schools in order to increase instructional options, ensure implementation integrity, and reduce gaps in student performance.

What you had to say…

AGENDA:

Building your schools’ vision jigsaw And compare to theirs

Organization for EIP

Case Study Review: Using a Strategic Decision- Making Process Purpose:  to review a sample case, using a seven-step problem solving process

Step 1: Identify the concern/problem— What is happening? Examine and analyze background information and data (e.g., student work samples, observations, interviews, record reviews, etc.) Examine symptoms to determine underlying cause(s) and define problem

What is it?

How is Chad Alphabetizing?   What does Chad know?   What are his strengths?   How does he approach alphabetizing?  Dog3  Cat4  Apple2  Ball1

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 evaluated by context.  e.g., compared to peers  e.g., how we influence, escalate, or create the problem

Descriptions vs. Judgments  Descriptions  See, Hear, Touch  Evidence based  Specific language   Judgments  Inferences  Feelings  Assumptions Perceptions

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 vs. Causes Symptoms  Lack of fluency  Frequent word recognition errors  Errors tend to be visual  Mispronounces words  Frequent spelling errors Cause   Decoding/ phonics skills?   Other possible causes?

Symptoms vs. Causes Symptoms  Does not complete work  Frequently moves around the room during academic tasks  Acts out during teacher directed lessons Cause   Academic level is too hard?   Other possible causes?

Circle of Concern Circle of Influence Concer n Circle of Concern/Circle of Influence (The 7 Habits of Highly Effective People by Stephen R. Covey 1990) Circle of Concern Proactive Focus 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, enlarging and magnifying, causing the Circle of Influence to grow. Where do we focus our time and energy? Our range of concerns (I.e. health, children, problems a work, poverty, national debt…) As we look at those things within our Circle of Concern, it becomes apparent that there are some things we have no real control over.

Problem Identification Looking at Will’s case:  Which areas are symptoms? Which ones are possible causes?  Which symptoms are supported by evidence? What is the evidence?  Can any symptoms can be grouped together?  What is the most likely cause? What evidence supports this educated guess? Complete page 1 of the worksheets

Step 2: Determine the desired outcome— What will the student be able to do? Establish baseline Write the desired outcome Specific Observable Measurable

Desired Outcome Based on Will’s case: Write 1 desired outcome on the top of page 2 of the worksheets

Step 3: Generate alternative strategies— What can we do? Consider interventions that prevent the problem, teach the skills or strategies needed, and respond to student actions

Three Components to Consider… Prevent  Environment  Instruction  Social/ Interpersonal Teach  Strategies  Skills Respond  Reinforcement  Cueing and Feedback  Management Adapted from Ayers

Let’s Talk About Words  What is the difference between these terms?  Strategies  Skills  Interventions  Services  General Teaching Practices  Accommodations  Modifications

Step 4: Examine strategies for feasibility—What will work best? Greatest potential for impacting change in student progress Primary implementers have the skills, will and resources to implement intervention effectively Able to be integrated into classroom routines/instruction

Examining Impact of Selected Accommodations High Impact on Learning High Access to General Curriculum Fosters Independence Low Impact on Learning No Access Fosters Dependence

Examining Feasibility of elected Accommodations Most Like Peers Easy to Implement Least Like Peers Difficult to Implement What changes in the current system/practice would move the selected accommodations into the “ green zone ” ?

Establishing Shared Meaning Accommodation  A change made to the teaching or testing procedures in order to provide a student with access to information and to create an EQUAL OPPORTUNITY to learn and demonstrate knowledge and skills (HOW) Modification   A change in what the student is expected to learn and/or demonstrate (WHAT)

Let’s Give it a Try!  Identify each of the following as an accommodation or modification…

Accommodation or Modification?  Allow a student to complete a project as an alternative to a test

Accommodation or Modification?  Provide alternative books with similar concepts, but at an easier reading level

Accommodation or Modification?  A student in 8th grade is assigned work on long division while his classmates work on algebra

How to Determine This Begin with this question for each lesson being taught…  Can my students learn this information AS IT IS DESIGNED?  Our goal is to design lessons that meet multiple students’ needs; however if our lesson design does not meet individual student’s needs, then…  We need to provide accommodations.

What is the Difference?  The difference between an accommodation and effective instructional practice comes down to what a student must have to learn.  For example…  Graphic organizers, such as concept maps, are embedded within effective instruction and taught to the whole class.  However, this student must have a graphic organizer with every lesson in order to organize information.

Two Words About Modifications  USE SPARINGLY!!!  Modifications should only be used after all possible accommodations are exhausted.  Modifications change the WHAT will be learned and therefore change to amount of accessibility to general curriculum.

Two Types of Modifications  Change in the amount of concepts or performance expectations within the grade level standard  e.g., Learn math facts from 0 to 5, instead of 0 to 9.  Change of level of performance standard  e.g., Comprehend a lower instructional level reading material

Step 5: Develop a plan of action—What will we do? Determine who will do what, when, how often, and with what materials/resources Predetermine intervals for monitoring connected to the baseline Determine a timeline for evaluation

Time to Reflect  Where is the intervention plan?  What are the areas for…  What the student needs to learn  Strategies  Skill development  What the teacher needs to do with instructional planning  General teaching practices  Accommodations

Time to Reflect (cont’d.)  What specific areas addressed the suspected cause of the concern?  What areas did not?  Did they address symptoms?  What areas are not interventions?  e.g., sending student to another person/place in building without qualifying what will be done, why, and for how long

Course Knowledge University of Kansas Center for Research on Learning (KU-CRL) Critical Knowledge

One Slice of the Course Curriculum Pie KU-CRL

One Slice of the Curriculum What is the essential content that all people need to know? What content should most people know? What content could some people know? KU-CRL

Prevent Does the plan address…  How the concern can be prevented?  Changes in environment/organization  Space  Transitions  Clear expectations

Prevent Does the plan address…  How the concern can be prevented?  Changes in instructional delivery  Instructional level  Student interest/choice  Grouping  Accommodations

Prevent Does the plan address…  How the concern can be prevented?  Changes in social/interpersonal connections  Use of peers  Adult-student relationship  Providing attention

Teach Does the plan address…  What the student needs to learn?  Strategies  Problem-solving  Study skills  Coping  Compensation  Self-Monitoring

Teach Does the plan address…  What the student needs to learn?  Skills  Pre-requisite/foundational  Concepts  Facts  Application  Principles  Categorization/Connections  Relationships/Social Skills

Respond Does the plan address…  How to respond to student actions?  Reinforcement  To increase the likelihood of it occurring again  To move from short term to long term memory (practice)  To create automaticity

Respond Does the plan address…  How to respond to student actions?  Cueing and Feedback  To provide prompts for recall  To provide guided practice  To provide specific information on what is done well and what needs to change

Respond Does the plan address…  How to respond to student actions?  Management  To decrease the likelihood of it occurring again  To redirect an incorrect or inappropriate action  To address safety and disruptions to learning

EIP Component: 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.

What is the Purpose for Assessment?  To determine if there is a performance gap  Conduct pre-assessment for planning  To address specific strengths and needs  Determine target areas for instruction  To evaluate student learning  Monitor student progress, reflect, and adjust

Monitoring vs. Evaluating Monitoring  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

What is the Purpose for Assessment?  To determine if there is a performance gap  Conduct pre-assessment for planning  To address specific strengths and needs  Determine target areas for instruction  To evaluate student learning  Monitor student progress, reflect, and adjust

Monitoring vs. Evaluating Monitoring  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

What Data Are We Using? Looking at Numbers  Quantitative data (Numbers)  Defining the gap between expectations and current performance  Monitoring the progress and growth Move Beyond Numbers   Qualitative data (Descriptions)  Developing a focus area or the cause of a concern  Defining the context  Examining the implications of decisions

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

Effective Questions to Analyze Curriculum  What content standards does this address?  What are the performance standards?  What is the essential content?   What is the level of expectation?   How are the curricula standards and materials adapted to meet instructional level?

Effective Questions to Analyze Environment  How are expectations clearly communicated?  What are the task directions?  What are the opportunities for student choice?   What are the physical influences on the learning?   What are the social/interpersonal influences on the learning?   How does the student and teacher collaborate in the learning process?

Effective Questions to Analyze Instruction  What is the amount of student engagement and relevant practice?  Is there appropriate pacing?  What teaching strategies are used?   How are tasks organized for students?   Is there an instructional match?   How does the feedback support student learning?

Essential Questions to Analyze Student Performance  What does the student know?  What can the student do?  What are the student’s strengths?  What are the student’s interests?  What it the instructional level?   What learning strategies does the student use?   How does the student organize information and approach new learning?   How does the student self-monitor?   What are the patterns in errors?

Effective Ways to Examine Behavior To look at behavior in context  Settings  Relationships  Environmental conditions  Developmental level To determine the motivation for the behavior  Avoidance (what is avoided by the behavior?)  Gains (what is gained or achieved by the behavior?)  Communicating a need (what is the behavior saying?)

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

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

The Learning Pyramid National Training Laboratory, Bethel, Maine

Processing New Information is Defined by Context  Mode of input (only auditory vs. auditory and visual)  Degree of prior knowledge (making meaning using associations)  Complexity of material (concrete vs. abstract)  Novelty of task (hook to learning)  Emotional attachment (stress response)  Opportunity for repetition (practice) Wolfe, 2001

Automaticity  “High” ability  25 successful repetitions  “Average” ability  35 successful repetitions  “Low” ability  55 successful repetitions

What are the NORMAL variances in the measured intelligence of an average class of students? At age 6—the age at which most children enter grade 1: IQ 80 = mental age of 4.8 yrs IQ 120 = mental age of 7.2 yrs (a spread of about 2.4 years or about 29 months) The variance increases by.2 upward and.2 downward each year. By 4 th grade, the variance is: IQ 80 = mental age of 7.2 yrs IQ 120 = mental age of 10.8 yrs (that is a spread of 43.2 months)

A Research Study On the Impact of Instructional Level  Frustration Level  Less than 70% known for seatwork  Less than 90% known for reading  Instructional Level  70%-85% known for seatwork  93%-97% known for reading  Independent Level  More than 90% known for seatwork  More than 97% known for reading Gickling, E. & Armstrong, D. (1978) Journal of Learning Disabilities, vol.. 11, pp.. 559-566.

EIP Component: Accountability & Documentation  Documenting strategies and interventions tried is part of the accountability for student progress.  Documentation, such as an action plan, should clearly define who does what, when, where, and how; it should be explicit.  Data to reflect student progress must be documented to provide evidence of our work. Information about individual students is necessary in order to communicate from teacher to teacher and school to school.  Accountability includes implementation integrity. Did we do what we said we were going to do?

What Needs to be Documented? School procedures for ensuring that we document:  What was done to improve/enhance student learning  Student progress/outcomes

Ways to Ensure Documentation and Accountability  Develop school-wide/district procedures to communicate the expectations for how the process will occur:  Vision/Mission statements  Flow charts  Record keeping procedures  Data collection and analysis  Collaboration time

Is the Action Plan Clear & Explicit?  Who is doing  What,  Where,  When,  How Often, and  With what resources?

Integrity  Did we do what we said we would do?  Reasons why we tend not to follow through:  Lack of defined or appropriate focus  Plan was not clearly defined or comprehensive to include appropriate strategies  The skill level needed to implement the plan was not adequate  The appropriate resources (time, money, personnel) were not supplied

Measuring Effectiveness of Implementation  Did we achieve our goal for student outcomes?  Did we do what we said we were going to do to promote student success?  How do we know this?  Did we set a predetermined goal line?  Did we monitor student progress toward this goal line (i.e., predetermine benchmarks)?  Did we examine why the goal was met or not met?

Are Grades Enough to Show Student Progress?

What Grade Would You Give?

What Are We Really Grading?

Documenting Student Progress  Quantitative Information  Graphing progress (e.g., attendance, homework completion, correct words per minute, etc.)  Noting scores/levels and assessments used  Stating student growth in terms of numbers  Qualitative Information  Narratives written in objective, observable language  Noting the analysis of scores and the relationship of context with student growth (curriculum, instruction, and environment)

Demands/ Skills Time The Goal Line Expectations for All Students  Baseline/Current Level of Performance  Goal Student’s Projected Line of Growth

Demands/ Skills Time Monitoring Student Progress Expectations for All Students  Baseline/Current Level of Performance  Goal Student’s Actual Growth

Developing a Desired Outcome Statement  Clearly define the outcome  Observable (can be seen)  Measurable (can be counted)  Specific (clear terms, not vague, no room for a judgment call)  When {condition}, {the student} will {desired outcome} from {baseline/current level of performance} to {expected growth that can be achieved} within given timeframe.

Tips for Documenting Student Progress  The same assessment process and tools need to be used to track progress.  Report the information in the same format.  Align the assessment information with the strategy/intervention.  Monitoring of student progress should occur on a frequent and regular basis in order to make quality judgments about the progress.

Understanding Change  Not to change for change sake  Good ideas are not enough  Implementation dip  Understanding resistance  Transforming culture Fullan (2001)

Content Standards vs. Performance Standards Content 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

Embedding Early Intervention into the Culture of Daily Practice An Orientation for Administrators SERC Consultants: Ann Marie Dubuque Rochelle Abraitis.

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Embedding Early Intervention into the Culture of Daily Practice An Orientation for Administrators SERC Consultants: Ann Marie Dubuque Rochelle Abraitis.

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