RtI: Challenges to Implementation

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The Challenges. Concurring on a VisionDefining Problem-Solving/RtIAgreeing on the

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RtI: Challenges to Implementation MEGA-2008 Mobile, AL July 16-17, 2008 Dr. George M. Batsche Professor and Co-Director, Florida Statewide Problem-Solving/RtI Project School Psychology Program University of South Florida

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The Challenges Agreeing on a Vision Defining Problem-Solving/RtI Agreeing on the "Display" Ensuring it is a General Education Initiative Creating Policies and Procedures Professional Development Creating Decision Rules Developing Interventions Intervention Support and Integrity

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The Vision 95% of understudies at "capable" level Students have social and passionate practices that support "dynamic" taking in A "brought together" arrangement of instructive administrations One "ED" Student Support Services saw as a vital part for fruitful tutoring

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Defining RtI

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Response to Intervention RtI is the act of (1) giving fantastic guideline/mediation coordinated to understudy needs and (2) utilizing learning rate after some time and level of execution to (3) settle on critical instructive choices. (Batsche, et al., 2005) Problem-unraveling is the procedure that is utilized to create successful direction/intercessions.

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Problem Solving Process Define the Problem Defining Problem/Directly Measuring Behavior Problem Analysis Validating Problem Ident Variables that Contribute to Problem Develop Plan Evaluate Response to Intervention (RtI) Implement Plan Implement As Intended Progress Monitor Modify as Necessary

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Steps in the Problem-Solving Process PROBLEM IDENTIFICATION • Identify substitution conduct • Data-current level of execution • Data-benchmark level(s) • Data-peer execution • Data-GAP investigation PROBLEM ANALYSIS • Develop theories( conceptualizing) • Develop expectations/appraisal INTERVENTION DEVELOPMENT • Develop intercessions in those regions for which information are accessible and speculations confirmed • Proximal/Distal • Implementation bolster Response to Intervention (RtI) • Frequently gathered information • Type of Response-great, flawed, poor

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The Model Basic Assumptions

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Problem-Solving/Response to Intervention: Basic Issues Effective Core Instruction is the reason for this model. The model can't "settle" center direction issues through understudy evacuation Academic Engaged Time (AET) is the treatment "dose" for this model Cannot do "more" in "same" time period The "unit of investigation" is the school building, not the region Role of the building essential is basic to the accomplishment of the model

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Problem-Solving/Response to Intervention: Key Issues Supplemental guideline is best conveyed through "standard conventions" of mediation to gatherings of understudies with normal needs Data drive choices Time is our partner and our foe Early intercession and Prevention Its about the rate of understudy advance in the measure of time remaining Data accumulation WITHOUT mediation honesty is pointless Staff, assets and time must match the request

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Components of the Model: Standard Procedures All intercession and qualification choices depend on the suspicion that the "center" guideline - scholastic and conduct - is successful. A solitary critical thinking process exists and the execution steps and aptitudes are institutionalized. Criteria exist for various sorts of RtI Criteria and systems exist for qualification Procedures exist to bolster intercession uprightness and to record the "measurement" of mediation gave Intervention choices are base on the kind of RtI A unit of mediations exist that the whole school is proficient about

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Problem-Solving/RtI Resource Management 1-5% 1-5% 5-10% 5-10% Students 80-90% 80-90% Public Education Resource Deployment Support staff can't asset over 20% of the understudies Service versus Effectiveness- - BIG ISSUE Academic Behavior

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Intervention Framework 1-5% 1-5% 5-10% 5-10% Students 80-90% 80-90% Intensive Interventions A couple of Supplemental Interventions Some Core/Universal Interventions All Academic Behavior

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How Does it Fit Together? Standard Treatment Protocol Results Monitoring Addl. Analytic Assessment Instruction All Students at a review level Individualized Intensive Individual Diagnostic Intensive 1-5% week after week Small Group Differen-tiated By Skill Supplemental 5-10% Standard Protocol Behavior Academics 2 times/month Core Bench-Mark Assessment Annual Testing ODRs Monthly Bx Screening None Continue With Core Instruction Grades Classroom Assessments Yearly Assessments 80-90% Step 2 Step 3 Step 4 Step 1

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How Do We Know If This is a General Education Initiative? Need of administrator and school board District Leadership Team Strategic Plan Focus is on viability of Tier 1 for disaggregated bunches Unit of Analysis is the BUILDING

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How Do We Know If This is a General Education Initiative? Central Led Regular information examination Data Days Team centers in enhancing effect of center direction Prevention and Early Intervention Screening and early intercession with Kindergarten understudies

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Policies and Procedures

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Initial Steps District Leadership Team Curriculum/General Education MIS Student Services Special Education Reading, Math, Behavior Building Leadership Teams Mirrors District Leadership Team

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Initial Steps Develop Implementation Plan 4 Years Consensus, Infrastructure, Implementation Begin with Tier 1 Issues Data Effectiveness Evaluate Effectiveness of Supplemental Services 70% Criterion

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Initial Steps Develop Implementation Plan Infrastructure Data Decision Rules Technology Cascade of Interventions (Integrated) Intervention Support Identify Professional Role and Development Needs Data Coach and Skills Problem-Solving Process Intervention Development and Support Parent Involvement

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Initial Steps Develop Implementation Plan Implementation Entire District Vertical Programming Pilot Schools Evaluation Plan

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Personnel Critical to Successful Implementation District-Level Leaders Building Leaders Facilitator Data Coach Teachers/Student Services Parents Students

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Role of District Leaders Give "authorization" for model Provide a dream for result based administration conveyance Reinforce compelling practices Expect responsibility Provide substantial support for exertion Training Coaching Technology Policies

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Role of the Principal Sets vision for critical thinking process Supports improvement of desires Responsible for allotment of assets Facilitates need setting Ensures follow-up Supports program assessment Monitors staff bolster/atmosphere

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Role of the Facilitator Ensures pre-meeting readiness Reviews ventures in process and sought results Facilitates development through strides Facilitates accord developing Sets take after timetable/correspondence Creates assessment criteria/convention Ensures parent contribution

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Data Coach Gathers and Organizes Tier 1 and Tier 2 Data Supports staff for little gathering and individual information Provides drilling for information translation Facilitates consistent information gatherings for building and grade levels

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Role of Participants Review Request for Assistance shapes preceding meeting Complete individual critical thinking Attitude of agreement building Understand information Research mediations for issue territory

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Role of Parent Review Request for Assistance frame before meeting Complete individual critical thinking Prioritize concerns Attitude of accord building

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Student Involvement Increases inspiration of understudy Reduces educator stack Teaches self-duty

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Change Model Consensus Infrastructure Implementation

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Stages of Implementing Problem-Solving/RtI Consensus Belief is shared Vision is settled upon Implementation necessities comprehended Infrastructure Development Problem-Solving Process Data System Policies/Procedures Training Tier I and II intercession frameworks E.g., K-3 Academic Support Plan Technology bolster Decision-production criteria built up Implementation

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The Process of Systems Change Until, and unless, Consensus (understanding the need and confiding in the support) is achieved no support will exist to set up the Infrastructure . Until, and unless, the Infrastructure is set up Implementation won't happen. A lethal imperfection is to endeavor Implementation without Consensus and Infrastructure Leadership must come both from the Principal and from the teachers in the building.

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Building Consensus Beliefs Understanding the "Require" Skills and additionally Support

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Consensus: Essential Beliefs No tyke ought to be deserted It is OK to give differential administration crosswise over understudies Academic Engaged Time must be viewed as first Student execution is affected most by the nature of the intercessions we convey and how well we convey them-not assumptions about tyke qualities Decisions are best made with information Our desires for understudy execution ought to be subject to an understudy's reaction to mediation, not on the premise of a "score" that "predicts" what they are "proficient" of doing.

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Why Problem-Solving ? Enormous IDEAS AYP and Disaggregated Data (NCLB) move center of consideration regarding understudy advance, not understudy names Building principals and directors need to know whether understudies are accomplishing benchmarks, paying little mind to the understudies "sort" Accurate "situations" don't ensure that understudies will be presented to intercessions that boost their rate of advance Effective mediations result from great critical thinking, as opposed to great "testing" Progress observing is done best with "bona fide" evaluation that is delicate to little changes in understudy air conditioning

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