RISCA Spring ConferenceRI Convention Center

April 11,2013

Improving Instruction for ALL STUDENTS: HOPS

SpeakersLori LeBrun, Grade 7 School Counselor, Alan Shawn Feinstein Middle School, Coventry, RI2012 RI School Counselor of the Year.

Background: 25 years in education, 20 years as classroom teacher, 5 years as school counselor , Coventry School District

Email: lebrunlori@coventryschools.netTwitter: @lorilebrun

Nicole Bucka, Northern RI Collaborative

Educational ConsultantRI Systems of Support,

Secondary RTI

Background: English, ELD, and Special Education teacher, as well as Special Education, ELD coordinator and teacher leader in Southern California

Email: nbucka@nric-ri.orgTwitter: @nbucka

The Why

Define “College and Career Ready”ACT defines [it] as “acquisition of the knowledge and

skills a student needs to enroll and succeed in credit-bearing, first year courses at a post-secondary institution, such as a two or four year college, trade school, or technical school” (The Forgotten Middle, 2008)

There is a marked and important difference between “preparedness” and “readiness”. While “preparedness focuses on academic qualifications…. Readiness includes behavioral aspects of student performance—time management, persistence, and interpersonal skills…”

(Technical Panel on 12th Grade Preparedness Research Final Report, 2009)

Data: RI 2008

Rhode Island Board of Governors for Higher Education http://www.ribghe.org/pilot.htm

Data: RI 2008

Rhode Island Board of Governors for Higher Education http://www.ribghe.org/pilot.htm

Data: CCRI Fall 2011

PREVENTION IS KEY“Our research shows that…the level of

academic achievement that students attain by eighth grade has a larger impact on their college and career readiness by the time they graduate from high school than anything that happens academically in high school”

(from “The Forgotten Middle,” by ACT, 2008)

“The Forgotten Middle”, ACT, 2008

Just “Doing what works”…

What exactly do we expect all students to learn?

How will we know if and when they’ve learned it?

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

How will we respond when some students do?

Data Based Decision MakingResponse to Intervention

SL

O

KEY: GIVE “PERMISSION” TO CARE ABOUT MORE THAN NECAP/PARCC

What we are ACTUALLY doing…

Adapted from: Anderson, D.H. et al. (2008); Boller, B. (2008); & Finstein, R.F., Yang, F.Y., & R’Chele, J. (2007)

Evans, Serpell, & White (2005); Langberg, Epstein et al. (2008)

What does this issue look like in school settings?

•Forget to record assignments or record inaccurately (20%)•Forget to bring materials home•Frequently lose or misplace work•Disorganized binders and book bags•Procrastinate and fail to plan•Become discouraged and give up

Langberg et al. (2010); Power et al. (2006)

Limited Evidence-Based ADHD Interventions

•Interventions developed to date primarily target

noncompliance, disruptive and impulsive behaviors

•Do not adequately address homework performance

• Medication– Significant impact on ADHD symptoms

• Behavioral Parent Training– Compliance with rules and parent/child

interactions• Classroom Contingency Management

– Distractibility, off-task behaviors, and compliance

Pelham & Fabiano (2008)

The How

HOPS within an RTI Framework

Systematically identify students (e.g. HW grades, ADHD label, teacher ratings, use HOPS baseline, esp. transition times OR do eventually for all-Tier 1)

Baseline and Progress Monitoring are w/in the Program (also visual/graph, student reflection/analysis, teacher use formatively, parent use-also for check-ins for maintenance)

Tier 1/Core = Do for all kids at a grade level, large group, can peer coaching as well

Tier 2/Supplementary = Do for some kids, in small groups, 6-8 students, w/assistant

Tier 3/Intensive = Do for few kids who are still not successful, individually or close, 30 min daily

http://www.nasponline.org/publications/booksproducts/N1108.aspx

Manual available through NASP

$52 members$65 non-members

Teacher assigns work to be completed

Student records assignment

accurately and with sufficient detail

Student ensures all materials needed to complete work are

brought home

Student plans for the completion of homework and

studying of tests

Student manages time after school

effectively

Student physically completes work and

ensures it is accurate

Student ensures that materials and

assignments are brought back to school

Student turns in homework assignment

The Homework Completio

n Cycle

3 Main Skills Covered in HOPS School Materials Organization

Student is taught specific system for organizing school binder, book bag and locker

Student taught an organization system for transferring homework materials to/from school

Homework Management Student taught how to accurately and

consistently record homework assignments, projects and tests in a planner/agenda

Time Management and PlanningStudent is taught to break up work on projects

and studying for test into small, manageable pieces and plan for timely completion of each piece

Organization of HOPS sessionsFirst few sessions focus on materials

organization and homework managementMiddle sessions focus on time management

and planningFinal sessions focus on teaching students

to self-monitor and maintain their systems

2013 Coventry HOPS SCREENING Process Ensure Tier 1 homework expectations are appropriate (following district homework policy) Generate a school SWIS custom report, selecting grades 4 and 5, other information and extra info field (noncompliance – work related). Elementary School Seek grade level teacher recommendations for students with organization and work-completion concerns. Be wary of students with underlying academic concerns who may not have all the skills needed to complete work. Generate a school attendance report of all students identified. Be wary of students who have attendance concerns. Meet with RTI Behavior Team / RTI- CPT team to determine best matched students for the intervention.

Hopkins Hill SWIS Noncompliance work related concerns 2/27/13

DateStudent Id

Grade

Staff Id Time

Location

Problem Behavior Motivation

Others Involved

Admin Decision Other Information

Defiance/Disrespect/Noncompliance

10/5/201258469

16 4

569770

21:30:PM Class

M-Disrespt Avoid task

Teacher

Loss priv

not doing her work after several reminders Noncompliant-Work related

10/16/201242639

04 4

849229

11:00AM

Music rm

M-Disrespt Avoid task None

Loss priv unprepared for class Noncompliant-Work related

10/23/201258469

16 4

828967

1:15:PM Class

M-Disrespt Avoid task

Teacher Conf

did not follow directions she continued drawing/tearing out paper after 3 warnings Noncompliant-Work related

11/15/201250977

69 4

829155

9:00:AM Class

M-Disrespt Avoid task None Parent

did not follow directions about doing his own homework, someone else did it for him Noncompliant-Work related

12/11/201267953

36 4

828967

11:30AM Class

M-Disrespt Avoid task

Teacher

Loss priv

after many attempts at repeating directions, breaking down directions step by step, asking to repeat/verbalize directions to teacher, was given 2 choices to do his work. Finally went to Noncompliant-Work related

12/18/201240347

99 4

849229

11:00AM

Music rm

M-Disrespt Avoid task None

Loss priv unprepared for music Noncompliant-Work related

12/18/201267953

36 4

828967

2:30:PM Class

M-Disrespt Avoid task

Teacher Office

refused to work with his Science group ( he says due to his chair) and when repeating directions, giving choices, he finally went to Noncompliant-Work related

Letter to Parents

Video-Parent Toolkit

Video-Parent Toolkit

Planning

Establish Baseline

Organizational Skills Checklist

HOPS in ACTION!

**Please note that this video is ONLY showing the progress monitoring and feedback aspect**

Progress Monitoring

Graphing Progress-An Evolution

Graphing Progress-An Evolution

Graphing Progress-An Evolution

Graphing Progress-An Evolution

http://nces.ed.gov/nceskids/createagraph/

Outcomes

How did students feel it worked?

Outcomes9 out of 9 improved by HOPS data (all will

exit with periodic monitoring)9 out 9 students improved in grades

All improved in ‘Work Completion’From progress report to report card, students

went from ‘in danger of failing’ three core classes to none or one

How Are They Doing on their Own?Student A

How Are They Doing on their Own?Student B

What do the teachers see?

Teacher Survey–

Prior to the HOPS Intervention, did this student use his/her agenda effectively?

Is the student writing assignments in his/her agenda?

Is the student showing a better attitude towards work completion?

Have you noticed a change in the students motivation to do better in school? For example: staying for extra help, revising work...

Do you feel that the HOPS Intervention was helpful to students?

Parent’s Perspective

What did the students think of HOPS?

Video of students reflecting

The DO

Key QuestionsReadiness:

Is your leadership (Principal, District, etc) ready to support you?

Pilot Plan? (start small, learn what works/what doesn’t, celebrate, share, build into bigger)

Communication and Collaboration Plan (teacher & parent)

Logistics:Who will work with students (personal connection is key)?

Who will support you?When will this occur? (During school day? Not pull out of

core? Students w/mult areas of need?)Where will you meet?How many students will you pilot with?Materials? School provide?Rewards?

Sustainability and Scaling Up

Aligning resources, structures, and supports

From “Alignment Nashville” from NHSC June 26, 2012: Aligning Resources, Structures and Supports for Actualizing College and Career Readiness

Stages of Implementation (Goodman—Adapted from FIXSEN)

FocusFocus StageStage DescriptionDescription

Exploration/Adoption Decision regarding commitment to adopting the program/practices and supporting successful implementation.

Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.

Initial Implementation Try out the practices, work out details, learn and improve before expanding to other contexts.

Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.

Continuous Improvement/ Regeneration

Make it easier, more efficient. Embed within current practices.

Lessons LearnedTier 2 or Tier 3 group needs to be SMALL (Tier 2 = 5

students; Tier 3 = 3)Beforehand, really teach/inform your teachers so

they can help reinforce and monitor in the classrooms (pilot is pivotal to really understanding what to share and how teachers can contribute OR learn from others who have been implementing)

Pilot – Start with students from ONE team/group of teachersAllow more into the classroomsObserve them Connecting with the students/teachers better for

follow through

Next Steps for the Community of PracticeSurvey Parents and Teachers to improve

the communicationTool kit to address certain obstacles

(parent involvement and teacher involvement) based on data from surveys

Read “Coaching Student with Executive Functioning Deficits” to conceptualize Tier I implementation for ALL students (possibly across the 6th grade)