Changing Roles of TeamsChanging Roles of TeamsPutting all the pieces together to develop a strategic problem solving teamPutting all the pieces together to develop a strategic problem solving team

Goals of sessionGoals of session

Explore the function/purpose of effective teams in a comprehensive RTI process

Evaluate status of existing teams: structure, purpose and effectiveness

Design individualized action plan that will define next step in implementation of an RTI process

Explore the function/purpose of effective teams in a comprehensive RTI process

Evaluate status of existing teams: structure, purpose and effectiveness

Design individualized action plan that will define next step in implementation of an RTI process

Collaborative Consultation and Teaming

Collaborative Consultation and Teaming

Collaboration is the essential element of effective instructional support

Lovaleski, Tucker, Stevens, 1996

Successful consultation entails having an authentic working relationship between the partners in the process

Block, 1981

Effective teams are purpose-driven…Strong, cohesive groups have a sense of who they are and a clear, definable identity.

Harvey and Drolet, 1994

Collaboration is the essential element of effective instructional support

Lovaleski, Tucker, Stevens, 1996

Successful consultation entails having an authentic working relationship between the partners in the process

Block, 1981

Effective teams are purpose-driven…Strong, cohesive groups have a sense of who they are and a clear, definable identity.

Harvey and Drolet, 1994

School CapacitySchool Capacity

The collective power of the full staff to improve student achievement school-wide.

“School achievement is affected most directly by the quality of instruction. Instruction in turn is affected by school policy or programs on a variety of issues.”

Aspects of school capacity include teachers’ knowledge, skills, and disposition; Professional community; program coherence; technical resources; and principal leadership.

Newmann, King & Young, 2000

The collective power of the full staff to improve student achievement school-wide.

“School achievement is affected most directly by the quality of instruction. Instruction in turn is affected by school policy or programs on a variety of issues.”

Aspects of school capacity include teachers’ knowledge, skills, and disposition; Professional community; program coherence; technical resources; and principal leadership.

Newmann, King & Young, 2000

School Effectiveness Factors

School Effectiveness Factors

1. Strong instructional leadership by principal

2. Clear instructional focus3. High expectations and standards4. Safe and orderly climate5. Frequent monitoring of student

achievement.“… All must coexist for significant

positive result to occur”

1. Strong instructional leadership by principal

2. Clear instructional focus3. High expectations and standards4. Safe and orderly climate5. Frequent monitoring of student

achievement.“… All must coexist for significant

positive result to occur”Adapted from Steller, 1988

History of RI TeamsHistory of RI Teams

1980 LD Ad-Hoc Committee Established Classroom Alternative Support Team

(CAST)

1991 Required in RI Special Education law

1999 RI Education Reform Legislation (Article 31) Student Intervention Teams requirement Name changed to Teacher Support Team General Education Initiative

1980 LD Ad-Hoc Committee Established Classroom Alternative Support Team

(CAST)

1991 Required in RI Special Education law

1999 RI Education Reform Legislation (Article 31) Student Intervention Teams requirement Name changed to Teacher Support Team General Education Initiative

Current RI LegislationCurrent RI Legislation

"The District Strategic Plan shall:.........(7) include establishment of student intervention teams to address the instructional needs of diverse learners, include high standards of student behavior designed to create an orderly educational environment with due regard for the rights of students............“

RI General Laws Section 16-7.1-2

"The District Strategic Plan shall:.........(7) include establishment of student intervention teams to address the instructional needs of diverse learners, include high standards of student behavior designed to create an orderly educational environment with due regard for the rights of students............“

RI General Laws Section 16-7.1-2

TST vs. RTITST vs. RTI

TST

A collaborative problem solving process that supports teachers

TST

A collaborative problem solving process that supports teachers

RTI

A collaborative strategic problem solving intervention process that supports teachers and leads to improved student outcomes

RTI

A collaborative strategic problem solving intervention process that supports teachers and leads to improved student outcomes

TST RTI

Goals Teacher Support Teacher support resulting in improved outcomes for all students

Early Intervention

Membership Primarily general educators

General educators Other professionalsBuilding Leader

Experts Teachers Teachers and specialists

Teacher Support & Response to Intervention Teams

TST RTI

Timing of Assistance

Proactive and reactive

Proactive, preventive and responsive

Parent Involvement

Parent notification is not required (unless student on IEP)

Parent communication from the beginning

Student Involvement

All students All students, particularly those who do not achieve benchmark

Teacher Support & Response to Intervention Teams

TST RTI

Tasks Identifying ProblemBrainstorming SolutionsFollow-up with Teacher

Identifying problemDesigning InterventionEvaluating Implementation FidelityEvaluating Response to Intervention

Evidence Student Work SamplesTeacher reports

Benchmark DataProgress monitoring data: CBM, CBA, FBAStudent Work SamplesTeacher Reports

Teacher Support & Response to Intervention Teams

Are your teams ready for RTI?

Are your teams ready for RTI?

Lessons learned by those developing teams to implement RTI in Rhode Island

Evaluating the Readiness of Pre-Referral Intervention Teams for Use in a Problem-Solving Model (Burns, Vanderwood and Ruby, 2005)

Lessons learned by those developing teams to implement RTI in Rhode Island

Evaluating the Readiness of Pre-Referral Intervention Teams for Use in a Problem-Solving Model (Burns, Vanderwood and Ruby, 2005)

Readiness to be an RTI team

Readiness to be an RTI team

What does the research say…

Team Format Assignment of Staff Professional Development Development of Interventions/Progress

Monitoring Fidelity of Implementation

Burns, Vanderwood, and Ruby, 2005;

Hauerwas and Dubuque, 2006

What does the research say…

Team Format Assignment of Staff Professional Development Development of Interventions/Progress

Monitoring Fidelity of Implementation

Burns, Vanderwood, and Ruby, 2005;

Hauerwas and Dubuque, 2006

Activity :Activity :

Team Members Purpose/Functions

What is the current process for defining educational needs of

student(s) and providing support?

What is the current process for defining educational needs of

student(s) and providing support?

Team EffectivenessTeam Effectiveness

1. Team Goals/Purpose 2. Team Competency and

Commitment3. Team Leadership and Support4. Team Logistics5. Team Communication and

Collaboration

1. Team Goals/Purpose 2. Team Competency and

Commitment3. Team Leadership and Support4. Team Logistics5. Team Communication and

CollaborationAdapted from Fleming and Monda-Amaya, 2001 and Larson and LaFasto, 1989

How effective is the team? Ratings: Ineffective, Limited Effect, Effective, Very

Effective 1 2 3 4

How effective is the team? Ratings: Ineffective, Limited Effect, Effective, Very

Effective 1 2 3 4

Team Members

Purpose/Functions

Effectiveness

Components and Essential Skills of Effective RTI

Team(s)

Components and Essential Skills of Effective RTI

Team(s) Communication Family Involvement Strategic Decision

Making Structures of Support Research-based

Strategies Efficient Process Comprehensive:

address student(s), class, grade, and school-wide concerns

Communication Family Involvement Strategic Decision

Making Structures of Support Research-based

Strategies Efficient Process Comprehensive:

address student(s), class, grade, and school-wide concerns

Professional Development

Change Process Fidelity of

Implementation Reflecting on the

Process Coherence Celebration

Professional Development

Change Process Fidelity of

Implementation Reflecting on the

Process Coherence Celebration

Teams and Professional Roles

Self-Assessment Rating Scale

Teams and Professional Roles

Self-Assessment Rating Scale

ElementsSelf-

Assessment Rating

The team that is involved in problem-solving is seen as both a general education and special education process.

1 2 3 4

Participation on teams is fluid and includes individuals based on the problem that is being addressed.

1 2 3 4

Individuals collaborate regularly to share knowledge, expertise and instruction to support learning.

1 2 3 4

Level 1: Awareness

Level 2: Planning

Level 3: Initial Implementatio

n

Level 4: Advanced

Implementation

What? We don’t do

that(but maybe we

should)

We know it’s important and have

started the planning process.

We’ve started to build our

system, but we’re not there

yet.

We’ve doing it and have

evidence that it is effective.

Action PlanAction Plan

What will be done?

Who will do it?

What resources are necessary?

When will it happen?

What are the anticipated outcomes?