System of support for diverse learners- Part II

Responding Educationally to All

LearnersSYSTEM OF SUPPORT FOR DIVERSE LEARNERS- PART

II

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Objectives for this Module-Day 2

• To understand how effective instruction, effective behavior management and accurate progress monitoring support diverse students by preventing difficulties before they occur

• To examine strategies for providing early intervention to students who experience difficulty, including clinical teaching and campus-based problem solving

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Opening Thoughts

Take a minute to review the following:

• Critical Components of SOS Teams

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A Fishing Story

In a small town, one weekend a group of school staff decided to go fishing together at a popular fishing spot.

Story adapted from Center for Mental Health in Schools

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A Fishing Story

Not long after they arrived, the teachers noticed a child caught in the rapids calling for help.


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A Fishing Story

A teacher jumped in and quickly pulled the child to the shore.


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The Fishing Story

Soon the teachersnoticed more children coming down the river.

Some time later, there was another child caught in the current. One of the teachers jumped in again.


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A Fishing Story

The teachers worked together to pull out the children from the river and worked to resuscitate those who needed the help but…


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A Fishing Story

… the harder they worked, the more kids floated by in the river. For every one they saved, several more floated by.

In the midst of the frenzy, one of the teachers got out of the river and

walked away. Story adapted from Center for Mental Health in Schools

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A Fishing Story

The colleagues were angry and amazed that this teacher could just walk away in a time of need.

When the teacher returned they asked, “How could you leave us in a time of need?”


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A Fishing Story

The teacher replied:

I went upstream to see what was causing so many children to fall into the water. What I found was that the bridge was missing

several planks.

Some children were trying to jump over the gap but fell through into the river…


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A Fishing Story

…so I had someone fix the bridge.


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Reflection Journal

Page 11

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What is PREVENTION?

pre·ven·tion \pri-ven(t)-shən\

–noun

• to deal with beforehand; • take advance measures against something

possible or probable;

• to anticipate or get ahead so as to stop or

interrupt something in its course

Adopted from Webster’s Dictionary

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What is INTERVENTION?

in·ter·ven·tion -ven(t)-shən\ noun

• To involve oneself in a situation so as to alter or

hinder an action or development

• An attempt to compel a subject to "get help" for a problem

• A term used for maintenance and repair

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Prevention

Prevention involves:

• Effective Instruction• Early Intervention• Positive Behavioral Supports• Accurate Progress Monitoring

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Reflection Journal

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Prevention: Effective Instruction

• Is highly responsive to students’ language(s)/ dialect(s), cultures, and background knowledge

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Prevention: Effective Instruction

• Incorporates universal design principles:– Equitable Use– Flexibility in Use– Simple and Intuitive– Perceptible Information– Tolerance for Error– Low Physical Effort– Size and Space for Approach and Use– Community of Learners– Instructional Climate

(Shaw, Scott & McGuire, 2001)

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Early Intervention

• Occurs as soon as the teacher perceives a difficulty

• Moves from interventions that are designed and implemented by the classroom teacher to efforts which involve other school personnel

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Effective Early Interventions

• Occur in a context of quality instruction• Provide access to the general

curriculum

• Use evidence-based strategies

(Moll, 2003; Stetson, 2003; Capper et al., 2000; Cole, 1995;Stainback & Stainback, 1990)

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Effective Early Interventions

• Incorporate academic and behavioral support

• Create self-responsibility and a sense of efficacy in educators and students

• Are matched to the student’s individual characteristics and needs

• Include collaboration across people and programs

(Moll, 2003; Stetson, 2003; Capper et al., 2000; Cole, 1995; Stainback & Stainback, 1990)

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Using the Clinical Teaching Cycle to Provide Early Intervention

2. Re-teach using significantlydifferent strategies for strugglingstudents.

3. Pinpoint nature of difficulty withinformal assessments.

4. Monitorstudent progress.

5. Modify instructionusing assessmentoutcomes

1.Teach skills orcontent.

(University of Texas Center for Reading and Language Arts and Texas Education Agency, 2003)

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Prevention: Positive Behavioral Supports

• Classroom behavior plans are part of a school-wide system.

• Classroom behavior expectations are defined and explicitly taught.

• Appropriate behaviors are acknowledged.

(Adapted from OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports, 2004)

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Prevention: Positive Behavioral Supports

• Behavioral errors are corrected proactively.

• Unwanted behaviors receive little attention.

(OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports, 2004)

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Prevention: Accurate Progress Monitoring

“A scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction” (National Center on Student Progress Monitoring,

2004)

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Using Structured Early Reading Interventions: Considerations for Diverse Students

• The language of intervention should match the language of instruction.• Previously successful modifications or accommodations should be used.• Reading materials should be culturally relevant.• Reading materials should be chosen considering the student’s proficiency in standard English.

(Brice & Roseberry-McKibbin, 2001; Montgomery, 2001)

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Types of Struggling Students

Type I

The student’s difficulties result from a teaching/learning environment that does not meet the student’s needs; the student is typically developing.

(Adapted from Adelman, 1971)

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Type II

The student’s difficulties result from a lack of accommodations and/or modifications; the student has a condition or experiences that require instructional modifications.


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Type III

• The student has special needs resulting from a disability and requires special education services.

• The instructional program for a Type III student will be based on goals and objectives from an Individual Family Service Plan, Individual Educational Plan and/or Individual Transition Plan, and will require collaborative planning between general and special education.


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Using Campus-Based Problem-Solving Teams to Support Students who Struggle

• Teams may design interventions for individual students, for all students in a class or for a whole school.

• Teams go by many names.

(Pysh & Chalfant, 1993)

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No matter which name is used, the team’s purposes should be to:

– Document difficulties– Identify strategies, interventions or other supports

that can be used in general education classroom– Gather data to support the intervention– Develop a written plan for implementation

( Adapted from the National Alliance of Black School Educators (NASBE) & ILIAD Project, 2003)

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No matter which name is used, the team’s purposes should be to:

– Assess outcomes by collecting data– Monitor the student’s progress for a significant

period of time– Identify students for whom learning or behavioral

difficulties persist after intervention

( Adapted from the National Alliance of Black School Educators (NASBE) & ILIAD Project, 2003)

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How to Implement Campus-Based Teams

1. Meet with school faculty2. Have them elect team members3. Hold a second meeting to explain how

team will operate 4. Field-test procedures 5. Refine procedures6. Hold team meetings as needed7. Evaluate effectiveness

(Chalfant, Pysh & Moultrie, 1979 )

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Team Membership

• The teacher or individual requesting assistance

• A teacher who acts as the team coordinator• Three or four elected members• Invited members

(Adapted from Pysh & Chalfant, 1993)

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What kinds of concerns are addressed by the team?

• Academic achievement

• Behavior difficulties

• Organization/ personal responsibility

• Attendance/ tardiness

• Social difficulties

• Emotional growth• Mental health

issues• Suspicion of drug

or alcohol abuse• Health concerns• Other issues of

concern

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Reflection Journal

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The Problem-Solving Meeting: Reaching Consensus

1. Read the list of descriptors on the handout.

2. With your group, draw arrows between those you think may belong together.

3. Think of a name for this cluster.4. Be ready to share.

(Adapted from Chalfant, Pysh & Moultrie,

1979)

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Team Operating Procedures

1. Teacher requests support/collaboration

2. Team Coordinator reviews the request

3. Problem-solving meeting is held

4. Follow-up meeting(s) is held

5. Effectiveness of Intervention(s) is evaluated

(Chalfant,

Pysh & Moultrie, 1979)

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1. Teacher Request for Support/Collaboration

• The teacher completes a Request for Support/Collaboration form.

• When the student is an ELL, data about oral proficiency and literacy levels in the native language and in English, and about the current language of instruction should be provided or collected.

• When the student is culturally diverse, data about the student’s and family’s level of acculturation should be provided or collected.

(Bilingual Education Program UT Austin, 2003; Chalfant, Pysh & Moultrie, 1979)

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2. Team Coordinator Reviews the Request for Support/Collaboration

• Arranges a classroom observation or talks with teacher

• Requests additional information, if needed

• Plans for the involvement of the family in the team process

• Schedules team meeting(Chalfant, Pysh &

Moultrie, 1979)

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4a. The Problem-Solving Meeting: Developing Interventions

Steps: • Formulate a measurable, observable

objective the teacher wants to address

• Brainstorm possible research based interventions

• Decide on an effective intervention that the teacher is willing to implement

(Adapted from Chalfant & Pysh, 1993)

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4b. The Problem-Solving Meeting: Refining the Intervention

• The team should assure that the teacher and all others who will implement the intervention understand its procedures.

• The teacher and team should set a criterion for success that is observable and measurable.

• The team should design a plan for collecting follow-up data.

• The length of time for which the intervention will be implemented should be set.

(Bartels & Mortenson, 2002; Marston, Muyskens, Lau & Carter, 2003)

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5. Evaluating Success during the Follow-up Meeting

• The teacher should provide:

– Details regarding the implementation of the intervention

– Evidence of whether the intervention achieved the preset criteria for success

– Any other evidence important to evaluating success

(Developed by Garcia from Wilkinson, Kushner and Trainor, 2002; Rock and Zigmond,2001)

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5. Evaluating Success during the Follow-up Meeting

• Based on all evidence, the team may close the case, design and evaluate another intervention or begin considering a special education referral.

• The team should develop a plan for informing other/the next year’s teachers about successful interventions.

(Developed by Garcia from Wilkinson, Kushner and Trainor, 2002; Rock and Zigmond, 2001)

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Family Roles in Campus-Based Problem Solving

• Describing strategies that have worked with the student at home

• Describing strategies that have not been successful at home

• Attending team meetings or meeting with the teacher and/or team coordinator

(Adapted from National Alliance of Black School Educators (NASBE) & ILIAD Project, 2003; Office of Bilingual Education,2003)

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Family Roles in Campus-Based Problem Solving

• Sharing information about the student’s strengths, and interests

• Sharing information about the student’s needs

• Providing information about the student’s health and educational history

• Providing information about the family’s language and/or cultural background

(Adapted from National Alliance of Black School Educators (NASBE) & ILIAD Project, 2003; Office of Bilingual Education,2003)

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Select Team Roles

•Case Liaison-introduces the case to the team and provides critical information and provides support to the teacher throughout

•Facilitator- summarizes group’s thoughts intermittently

•Recorder- keeps the minutes

•Time Keeper- follows the meeting agenda and keeps the group focused

•Referring Teacher

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Reflection Journal

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Sample Problem-Solving Meeting Agenda

• Assess Teacher Concerns (5 minutes)• Inventory Student Strengths and Talents (5 minutes)• Review Baseline Data (5 minutes)• Select Target Teacher Concerns (5-10 minutes)• Set Academic and/or Behavioral Goals: Set observable,

measurable, and realistic goals for change (5-10 minutes)• Design an Intervention Plan (15-20 minutes)• Method of Monitoring Progress (5 minutes)• Plan how to share meeting information with the student’s

parent(s)/guardian(s) (5 minutes)• Review the intervention and monitoring plans (5 minutes)

SBIT Resource Packet from Jim Wright www.interventioncentral.org

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Problem-Solving Team Meeting Simulation

You will have 10 minutes to review the case and 40 minutes to simulate the meeting.

It is important that the timekeeper manage

these timeframes for your group.

Be prepared to report out on your findings and proposed interventions for your case study.

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Reflection Journal

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ICEL/RIOT Data Collection MethodInformation

KNOWNInformationUNKNOWN

Instruction (R.I.O.T.)

Curriculum (R.I.O.T.)

Environment (R.I.O.T.)

Learner (R.I.O.T.)

Adapted from http://www.k12.wa.us/Curriculuminstruct/pubdocs/RTI

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Problem-Solving Team Meeting Simulation #2

You will have 10 minutes to review the case and 40 minutes to simulate the meeting.

It is important that the timekeeper manage

these timeframes for your group.

Be prepared to report out on your findings and proposed interventions for your case study.

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Reflection Journal

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Reflection Journal

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Questions to Consider Before Early Intervention Ends

1. Have all factors which might be contributing to the student’s difficulty(ies) been identified?

a. Can the difficulty(ies) be explained by dialectical features or by a lack of English proficiency? b. Can the difficulty(ies) be explained by a mismatch between

the culture of the home and the culture of the classroom or school?c. Are there significant life events that may be affecting performance?d. Is there evidence that the student has normal vision and hearing?

(Bilingual Special Education Program, UT Austin, 2003)

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1. Have all factors which might be contributing to the student’s difficulty(ies) been identified (continued)?

e. Has the student been enrolled in school consistently? If so, have there been numerous absences or has there been high mobility between schools?f. Has the student been placed or retained?g. Has the student had consistent native language instruction?h. Has the student had consistent English as a Second Language instruction?



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1. Have all factors which might be contributing to the student’s difficulty(ies) been identified (continued)?

i. Are there other student variables that may be affecting performance (e.g., lack of motivation)? If so, what are

they?j. Are there teacher variables that may be affecting performance? If so, what are they?k. Are there school variables that may be affecting performance? If so, what are they?


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2. Have all identified factors been explored by gathering information and/or through the implementation and evaluation of an intervention?

3. What evidence suggests that a disability is contributing to the student’s difficulty(ies)?

a. Have school personnel other than the teacher who initiated early intervention noticed the same difficulty(ies)?b. Have family members noticed similar difficulty(ies)?c. Is the student’s progress in reading and/or other content

areas significantly different from that of peers who have a similar background and have had comparable exposure

and instruction?


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3. What evidence suggests that a disability is contributing to the student’s difficulty(ies) (continued)?

For students who are ELLs:

d. Does the student exhibit the same type of difficulty(ies) in the native language and in English?

e. Is the student acquiring English significantly more slowly than peers who started with the same level of English proficiency and have had comparable exposure and instruction?


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Systems of Support Team Video

Documents

System of support for diverse learners- Part II