Gail VarneyTitle I School Improvement CoordinatorGail VarneyTitle I School Improvement Coordinator

How Professional Learning Communities Respond When Kids Don’t Learn

How Professional Learning Communities Respond When Kids Don’t Learn

Title I School Improvement WorkshopJune 17 & 18, 2009Title I School Improvement WorkshopJune 17 & 18, 2009

The most promising and research-supported way to implement Response to Intervention is to operate as a professional learning community.

The most promising and research-supported way to implement Response to Intervention is to operate as a professional learning community.

The Inescapable Question of a PLC

The Inescapable Question of a PLC

How will we respond when some students don’t learn?How will we respond when some students don’t learn?

PLCs and RTIs: Natural PartnersPLCs and RTIs:

Natural Partners

• Focus on learning• Collaborative culture• Focus on results

• Focus on learning• Collaborative culture• Focus on results

Which School is Like Yours?Which School is Like Yours?

• Charles Darwin School• Pontius Pilate School• Chicago Cub Fan School• Henry Higgins School

• Charles Darwin School• Pontius Pilate School• Chicago Cub Fan School• Henry Higgins School

“We believe all kids can learn…”“We believe all kids can learn…”

…based on their ability.”…if they take advantage of the opportunity

we give them.”…something, and we will help all students

experience academic growth in a warm and nurturing environment.”

…and we will work to help all students achieve high standards of learning.”

…based on their ability.”…if they take advantage of the opportunity

we give them.”…something, and we will help all students

experience academic growth in a warm and nurturing environment.”

…and we will work to help all students achieve high standards of learning.”

Model RTI SchoolsModel RTI Schools

• Clarity of purpose• Collaborative culture• Collective Inquiry into best practices

and current reality• Action orientation• Commitment to continuous

improvement

• Clarity of purpose• Collaborative culture• Collective Inquiry into best practices

and current reality• Action orientation• Commitment to continuous

improvement

Model RTI SchoolsModel RTI Schools

• Focus on results• Strong principals who empower

teachers• Commitment to face adversity,

conflict, and anxiety• The same guiding phrase

• Focus on results• Strong principals who empower

teachers• Commitment to face adversity,

conflict, and anxiety• The same guiding phrase

RTI is Not…RTI is Not…

A system of hoops to jump through before placing struggling students

into special education.

The sole responsibility of special education or Title I teachers.

A system of hoops to jump through before placing struggling students

into special education.

The sole responsibility of special education or Title I teachers.

Staff Roles in RTI ProcessStaff Roles in RTI Process

1. Who will oversee the process?2. Which interventions will take place in the

regular classroom and which outside it?3. Who will undertake these interventions –

regular classroom teachers, specialists, or special education teachers?

4. At what stage or tier should special education staff begin intervening with students at risk?

1. Who will oversee the process?2. Which interventions will take place in the

regular classroom and which outside it?3. Who will undertake these interventions –

regular classroom teachers, specialists, or special education teachers?

4. At what stage or tier should special education staff begin intervening with students at risk?

Shift in AssumptionsShift in Assumptions

• LEARNING as the Constant• Time and Support as the Variables

• LEARNING as the Constant• Time and Support as the Variables

Alan Sandler(the “Cool Teacher”) Charlotte Darwin

(lots of transfers out by early October)

Henrietta Higgins (monitors student progress & requires tutoring for those who are behind)

Peter Pilate (most problematic teacher on team, with student failure 3X higher than other team members)

Meet the 8th grade algebra teachers at Puff Daddy Middle School

(Pyramid Response to Intervention; Buffum, Mattos, & Weber: 2009)

Confronting the Question, “How will we respond when our

students don’t learn?”requires…

Confronting the Question, “How will we respond when our

students don’t learn?”requires…

a school-wide plan that guarantees students

the time and support they need regardless

of who their teacher might be.

a school-wide plan that guarantees students

the time and support they need regardless

of who their teacher might be.

Principal’s RolePrincipal’s Role• Present the current reality to the staff and ask

them to assess the effectiveness, efficiency, and equity.

• Lead staff through an analysis of best practices in responding to students who aren’t learning.

• Assist staff in brainstorming ideas to create an intervention system that is timely, direct, targeted, systematic, and during the school day.

• Present the current reality to the staff and ask them to assess the effectiveness, efficiency, and equity.

• Lead staff through an analysis of best practices in responding to students who aren’t learning.

• Assist staff in brainstorming ideas to create an intervention system that is timely, direct, targeted, systematic, and during the school day.

There should be a…There should be a…

Collective Response Collective Response

Systematic ProgramSystematic Program

• Directive• Timely• Targeted

• Directive• Timely• Targeted

Why?Why?

When schools do not create systems of time and support for struggling students, teachers are forced to enter into an unstated, implicit contract with their students.

When schools do not create systems of time and support for struggling students, teachers are forced to enter into an unstated, implicit contract with their students.

Formula for Learning in a PLCFormula for Learning in a PLC

Targeted Instruction + Time = Learning

Variable Variable Constant

Targeted Instruction + Time = Learning

Variable Variable Constant

STEPS in the RTI ProcessSTEPS in the RTI Process• Solid core program (Tier 1)• Universal screening• Differentiated support within Tier 1• Progress monitoring of students in the core• Supplemental (Tier 2) interventions to students

slightly below level• Progress monitoring of students within a

supplemental intervention

continued…

• Solid core program (Tier 1)• Universal screening• Differentiated support within Tier 1• Progress monitoring of students in the core• Supplemental (Tier 2) interventions to students

slightly below level• Progress monitoring of students within a

supplemental intervention

continued…

STEPS in the RTI ProcessSTEPS in the RTI Process• Intensive interventions (Tier 3) to students

well below grade level• Progress monitoring of students within an

intensive intervention• Referral for formal evaluation for special

education eligibility

• Intensive interventions (Tier 3) to students well below grade level

• Progress monitoring of students within an intensive intervention

• Referral for formal evaluation for special education eligibility

Tier 1: Strengthening the CoreTier 1: Strengthening the Core• Differentiated instruction and small-group

activities• Prioritized curriculum so students have ample

opportunity to master power standards• Analysis of assessment data to help inform

staff about quality of the core• Focused PD for quality teaching• Programs implemented with fidelity• Maximized instructional time

• Differentiated instruction and small-group activities

• Prioritized curriculum so students have ample opportunity to master power standards

• Analysis of assessment data to help inform staff about quality of the core

• Focused PD for quality teaching• Programs implemented with fidelity• Maximized instructional time

“Educators who rely on interventions alone to meet the needs of students who score below proficiency will

never solve the basic problem these children face.”

Buffum, Mattos, & Weber, Pyramid Response to Intervention, 2009

“Educators who rely on interventions alone to meet the needs of students who score below proficiency will

never solve the basic problem these children face.”

Buffum, Mattos, & Weber, Pyramid Response to Intervention, 2009

Tier 2: The Supplemental LevelTier 2: The Supplemental Level

Intentional NonlearnersIntentional Nonlearners• Mandatory study hall• Mandatory homework help• Frequent progress reports• Study skills classes• Goal-setting & career

planning support• Targeted rewards

• Mandatory study hall• Mandatory homework help• Frequent progress reports• Study skills classes• Goal-setting & career

planning support• Targeted rewards

Failed LearnersFailed Learners• Targeted, differentiated

instruction• Time• Prerequisite skill review to

address the learning gap• Prevention (Extremely

effective with ELL students)

• Targeted, differentiated instruction

• Time• Prerequisite skill review to

address the learning gap• Prevention (Extremely

effective with ELL students)

Targeted InterventionsTargeted Interventions

• More targeted = more effective• Group by cause of difficulties – not by

symptoms• Broad interventions don’t meet any

particular need• Crucial to have an effective identification

and placement system

• More targeted = more effective• Group by cause of difficulties – not by

symptoms• Broad interventions don’t meet any

particular need• Crucial to have an effective identification

and placement system

Tier 3: The Intensive LevelTier 3: The Intensive Level• Designed for students who show low content area

skills and/or lack of progress over time when provided Tier 1 and Tier 2 interventions

• Generally last 12-18 weeks and usually serve no more than 5-10% of the student population

• Small group (1-3 optimal) pull-out setting • Sustained, research-based instruction that may

include alternate programs.• Students not “locked in” to intervention : ongoing

progress monitoring is vital

• Designed for students who show low content area skills and/or lack of progress over time when provided Tier 1 and Tier 2 interventions

• Generally last 12-18 weeks and usually serve no more than 5-10% of the student population

• Small group (1-3 optimal) pull-out setting • Sustained, research-based instruction that may

include alternate programs.• Students not “locked in” to intervention : ongoing

progress monitoring is vital

Is Your Answer “YES” to…Is Your Answer “YES” to…

1. Is our response based upon intervention rather than remediation?

2. Is our response systematic?3. Is our response timely?4. Is our response directive?5. Is our response targeted?6. Is our response flexible?

1. Is our response based upon intervention rather than remediation?

2. Is our response systematic?3. Is our response timely?4. Is our response directive?5. Is our response targeted?6. Is our response flexible?

Tier 1 Behavioral InterventionsTier 1 Behavioral Interventions• Provide positive environment for all students through

the use of effective classroom management along with differentiated instruction.

• Adopt a schoolwide behavioral curriculum.• Maximize instructional time to provide predictable

structures.• Train students at beginning of the year on procedures.• Model and demonstrate appropriate academic

behaviors in the classroom.• Set high expectations.

• Provide positive environment for all students through the use of effective classroom management along with differentiated instruction.

• Adopt a schoolwide behavioral curriculum.• Maximize instructional time to provide predictable

structures.• Train students at beginning of the year on procedures.• Model and demonstrate appropriate academic

behaviors in the classroom.• Set high expectations.

Tier 2 Behavioral InterventionsTier 2 Behavioral Interventions• More targeted, individualized, and intensive• Provided to small groups of student on a weekly basis,

often in the form of a social skills club, group counseling, mentoring programs, or an actual behavior plan

• Progress monitoring can be conducted by using teacher rating scales and providing specific feedback to the student.

• Tier 2 interventions must be carried out with fidelity before accurate decisions can be made.

• All staff collect and analyze behavioral data.

• More targeted, individualized, and intensive• Provided to small groups of student on a weekly basis,

often in the form of a social skills club, group counseling, mentoring programs, or an actual behavior plan

• Progress monitoring can be conducted by using teacher rating scales and providing specific feedback to the student.

• Tier 2 interventions must be carried out with fidelity before accurate decisions can be made.

• All staff collect and analyze behavioral data.

Tier 3 Behavioral InterventionsTier 3 Behavioral Interventions

• Provided by a team rather than single expert• Focus on the specific characteristics of the student’s

behavior• Focus on analysis of evidence from previous

interventions and functional assessments• Goal is to decrease problematic behaviors AND help

student build new replacement skills and behaviors• Leverage community agencies to assist students and

families• Consider functional behavior assessments

• Provided by a team rather than single expert• Focus on the specific characteristics of the student’s

behavior• Focus on analysis of evidence from previous

interventions and functional assessments• Goal is to decrease problematic behaviors AND help

student build new replacement skills and behaviors• Leverage community agencies to assist students and

families• Consider functional behavior assessments

Is Your Answer “YES” to…Is Your Answer “YES” to…

1. Is our response based upon intervention rather than remediation?

2. Is our response systematic?3. Is our response timely?4. Is our response directive?5. Is our response targeted?6. Is our response flexible?

1. Is our response based upon intervention rather than remediation?

2. Is our response systematic?3. Is our response timely?4. Is our response directive?5. Is our response targeted?6. Is our response flexible?

RTI Success Will be Relevant to How a School Answers…

RTI Success Will be Relevant to How a School Answers…

1. How many tiers of intervention will be provided?2. How will the school identify students who need

intervention?3. What is an adequate response to intervention?4. What does formal special education evaluation

look like?5. What is the function of special education in the

context of the entire system?

1. How many tiers of intervention will be provided?2. How will the school identify students who need

intervention?3. What is an adequate response to intervention?4. What does formal special education evaluation

look like?5. What is the function of special education in the

context of the entire system?

Tips for Moving ForwardTips for Moving Forward1. Be aware of appeals to mindless precedent.2. Make sure the system of intervention is fluid.3. Systems of intervention work better when they

are supporting teams rather than individual teachers.

4. Realize that no support system will compensate for bad teaching.

5. Ensure a common understanding of “system of interventions.”

1. Be aware of appeals to mindless precedent.2. Make sure the system of intervention is fluid.3. Systems of intervention work better when they

are supporting teams rather than individual teachers.

4. Realize that no support system will compensate for bad teaching.

5. Ensure a common understanding of “system of interventions.”

SPEED Intervention ChecklistSPEED Intervention Checklist

• Systematic

• Practical

• Effective

• Essential

• Directive

• Systematic

• Practical

• Effective

• Essential

• Directive

“It is disingenuous for any school to claim its purpose is to help all students to learn at high levels and then fail to create a system of interventions to give struggling learners additional time and support for learning.”

Learning by Doing. DuFour, DuFour, Eaker , and Many

“It is disingenuous for any school to claim its purpose is to help all students to learn at high levels and then fail to create a system of interventions to give struggling learners additional time and support for learning.”

Learning by Doing. DuFour, DuFour, Eaker , and Many

Elements of RTI in a PLCElements of RTI in a PLC• Collective responsibility by all staff for all students• Access to a high-quality core curriculum• True differentiation in the classroom• Universal screening• Analyses of student work to evaluate overall

curriculum and diagnose individual student needs• Tiers of instruction• Systematic, explicit, and research-based programs

• Collective responsibility by all staff for all students• Access to a high-quality core curriculum• True differentiation in the classroom• Universal screening• Analyses of student work to evaluate overall

curriculum and diagnose individual student needs• Tiers of instruction• Systematic, explicit, and research-based programs

School Culture: The FoundationSchool Culture: The Foundation• Assess current reality• Focus on learning – not teaching• Honestly try to answer the four critical PLC

questions• Empowered teacher teams • Embedded collaboration • Effective assessment to guide learning• Focus on results – examine learning

• Assess current reality• Focus on learning – not teaching• Honestly try to answer the four critical PLC

questions• Empowered teacher teams • Embedded collaboration • Effective assessment to guide learning• Focus on results – examine learning

VideoVideo

ResourcesResourcesWhatever It Takes: How Professional Learning Communities

Respond When Kids Don’t Learn; DuFour, DuFour, Eaker, & Karhanek, 2004

Pyramid Response to Intervention, RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn; Buffum, Mattos, & Webster, 2009

Learning by Doing: A Handbook for Professional Learning Communities at Work; DuFour, DuFour, Eaker, & Many, 2006

“Myths About Response to Intervention” National Association of State Directors of Special Education, May 2008

Whatever It Takes: How Professional Learning Communities Respond When Kids Don’t Learn; DuFour, DuFour, Eaker, & Karhanek, 2004

Pyramid Response to Intervention, RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn; Buffum, Mattos, & Webster, 2009

Learning by Doing: A Handbook for Professional Learning Communities at Work; DuFour, DuFour, Eaker, & Many, 2006

“Myths About Response to Intervention” National Association of State Directors of Special Education, May 2008