AS600: Session I External Coaches Role in Collaborative Initiatives for School Improvement

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AS600 Session IExternal Coaches Role in
Collaborative Initiatives for School Improvement

• Barbara Sims
• ISBE/SISEP
• Principal Consultant
• Statewide Implementation for Scaling-up of
  Evidence-Based Practices

• Brenda Melcher
• IL PBIS Network
• Central Illinois Region

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Outcomes

• Identify current issues and initiatives in your
  schools
• Recognize common core components
• Describe areas of potential braiding
• Plan steps to support your schools
• Understand SISEP and its potential impact on how
  we support Illinois Schools

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Current Issues

• Standards Aligned Classrooms
• Positive Behavioral Interventions and Support
• No Child Left Behind
• School Improvement Planning Process
• Response to Intervention
• Social and Emotional Learning
• Inventory Your Current Initiatives

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Current Issues

• Standards Aligned Classrooms
• Positive Behavioral Interventions and Support
• No Child Left Behind
• School Improvement Planning Process
• Response to Intervention
• Social and Emotional Learning

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SAC Begins

• Illinois Learning Standards established in 1997
• Survey indicated they were not being used in
  classrooms
• SAC developed as 1st statewide professional
  development initiative to assist teachers in
  using the standards for classroom implementation
• Team-driven coaching component provided

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SAC addresses

• Breaking down content and instructional targets
  into discreet teachable units.
• Designing or choosing assessments to measure
  student progress toward meeting the targets.
• Determining the targets to be achieved as a
  beginning point for differentiating within a
  lesson or unit.
• Determining entry points for students into the
  instructional sequence of addressing a standard.

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Assessment FOR Learning

• Where am I going?
• Where am I now?
• How am I going to get there?

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Keys To Quality Assessment Dr. Rick Stiggins - ATI
Accurate Assessment


2. Assess What?
1. WhyAssess?
What are learning targets? Are they clear? Are
they good?
Whats the purpose? Who will use the results?

3. Assess How? Design
What method? Sampled how? Avoid bias how?
Be sure students understand targets.
Students are users, too.

Students can participate in assessment process
4. Communicate How?
Students track progress and communicate.
How to manage information? How to report?
Effectively Used
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Current Issues

• Standards Aligned Classrooms
• Positive Behavioral Interventions and Support
• No Child Left Behind
• School Improvement Planning Process
• Response to Intervention
• Social and Emotional Learning

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School-Wide Systems for Student SuccessA
Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems

• Tier 3/Tertiary Interventions 1-5
• Individual students
• Assessment-based
• High intensity

• 1-5 Tier 3/Tertiary Interventions
• Individual students
• Assessment-based
• Intense, durable procedures

• Tier 2/Secondary Interventions 5-15
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

• 5-15 Tier 2/Secondary Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

• Tier 1/Universal Interventions 80-90
• All students
• Preventive, proactive

• 80-90 Tier 1/Universal Interventions
• All settings, all students
• Preventive, proactive

Illinois PBIS Network, Revised May 15, 2008.
Adapted from What is school-wide PBS? OSEP
Technical Assistance Center on Positive
Behavioral Interventions and Supports. Accessed
at http//pbis.org/school-wide.htm
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Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Adapted from What is a systems Approach in
school-wide PBS? OSEP Technical Assistance
on Positive Behavioral Interventions
and Supports. Accessed at http//www. Pbis.org/sch
oolwide.htm
Supporting Student Behavior
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Improving Decision-Making
From
Problem
Solution
To
Problem Solving Using Data
Solution Monitor Outcome
Problem

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Current Issues

• School Improvement Planning Process
• Positive Behavioral Interventions and Support
• No Child Left Behind
• Response to Intervention
• Standards Aligned Classrooms
• Social and Emotional Learning

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No Child Left Behind

• Each state has learning standards aligned to
  national goals
• Each state has assessments to measure achievement
  of learning standards
• Each school must comply with proficiency
  requirements in all categories of students
  (AYP-adequate yearly progress) until 100
  proficiency rate reached
• Sanctions of offering public school choice,
  supplemental services, corrective action,
  restructuring for those not in compliance

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Current Issues

• Standards Aligned Classrooms
• Positive Behavioral Interventions and Support
• No Child Left Behind
• School Improvement Planning Process
• Response to Intervention
• Social and Emotional Learning

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School Improvement Planning (SIP)

• Required for each school to submit plan to state
  to assure compliance with NCLB
• Must create plans to meet or exceed Adequate
  Yearly Progress toward achievement for all
  students in meeting state standards
• Includes how resources will be used especially
  for populations not meeting standards and
  measurements for determination of success
• Allows time during school year for principal
• and staff to plan/evaluate

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Current Issues

• Standards Aligned Classrooms
• Positive Behavioral Interventions and Support
• No Child Left Behind
• School Improvement Planning Process
• Response to Intervention
• Social and Emotional Learning

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National Center on Response to Intervention
Definition of RTI Response to intervention
integrates assessment and intervention within a
multi-level prevention system to maximize student
achievement and to reduce behavior problems.
With RTI, schools identify students at risk for
poor learning outcomes, monitor student progress,
provide evidence-based interventions and adjust
the intensity and nature of those interventions
depending on a students responsiveness, and
identify students with learning disabilities.
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Problem Solving/RTI Core Principles

• Problem Solving is about building a better
  support system for general education
• Prevention and Early Intervention
• Use a multi-tier model of service delivery

Batsche, Elliott, Graden, Grimes, Kovaleski,
Prasse, Reschly, Scharg, Tilley, 2005. NADSE
(National Association of Directors of Special
Education
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Tier 1 Core Instruction

• All Students Receive
• District curriculum that is scientifically,
  research-based and aligned to Illinois Learning
  Standards
• Curriculum-based measures and assessments for
  screening, diagnostic and continuous progress
  monitoring
• Differentiated instruction designed to meet the
  broad range of their needs

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Tier 2 Intervention

• Some Students Receive
• Individualized Intervention Plan
• Core curriculum in the large group
• Supplemental interventions in the small group
  inside the general education classroom or outside
  of the general education classroom
• Interventions targeted to remediate a specific
  skill
• Interventions implemented with integrity (e.g.,
  number of minutes/day and per week, materials
  used, progress monitoring and implementer) tied
  to an individualized intervention plan

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Tier 3 Intervention

• Very Few Students Receive
• Individualized Intervention Plan
• Integrated instruction from all three tiers to
  strengthen the accumulated impact of the
  interventions and instruction
• Interventions delivered to very small groups of
  2-3 students or individual students
• Interventions focused on narrowly defined skill
  areas identified from the results of frequent
  progress monitoring
• Interventions implemented with integrity (e.g.,
  number of minutes/day and per week, materials
  used, progress monitoring and implementer) tied
  to an individualized intervention plan

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Building Level Intervention Team Problem-Solving
Actions

• Promote collaboration in the decision-making
  process
• Analyze building and classroom level data
• Collaboratively develop individual intervention
  plans for struggling learners
• Assist teachers in selecting research-based
  interventions
• Support teachers in implementing interventions
  with integrity

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IDEA Regulations- October 13, 2006

• The Team
• must document how the child responds to
  scientific, research-based interventions
• must document that the child does not achieve
  adequately or make sufficient progress in
  state-approved grade-level standards
• must consider data that demonstrates appropriate
  instruction delivered by qualified personnel and
  documentation of repeated assessments of
  achievement at reasonable intervals

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The Link Between RtI, Problem-Solving and SLD

• RtI is the problem-solving method for identifying
  a students strengths and weaknesses both
  academically and behaviorally
• RtI matches instructional resources to
  educational needs
• RtI provides the historical data needed to
  determine what the school needs to do to ensure a
  students success in the general education
  curriculum

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Current Issues

• No Child Left Behind
• School Improvement Planning Process
• Positive Behavioral Interventions and Support
• Response to Intervention
• Standards Aligned Classrooms
• Social and Emotional Learning

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SEL Standards in Illinois A Brief History

• 2001 Childrens Mental Health Task Force
  Convened
• Purpose To address, systemically, Illinois
  fractured childrens mental health system.
• 2003 IL Childrens Mental Health Act Passed
• Created IL Childrens Mental Health Partnership
  (ICMHP).
• Required all school districts to develop policies
  that incorporate social and emotional development
  in their educational programs.
• Required IL State Board of Education (ISBE) to
  develop and implement social and emotional
  learning standards as part of the IL learning
  standards.
• 2005 SEL standards are developed and approved by
  ISBE
• Illinois becomes the first state to mandate that
  SEL standards be implemented in schools.

CASEL
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Social and Emotional Learning (SEL)

• SEL is the process whereby children and adults
  develop essential social and emotional skills,
  knowledge, and attitudes related to

Recognizing ones emotions and values as well as
ones strengths and limitations
Self-awareness
Making ethical, constructive choices about
personal and social behavior
Managing emotions and behaviors to achieve ones
goals
Self-management
SEL
Responsible decision-making
Social awareness
Relationship skills
Forming positiverelationships, working inteams,
dealing effectivelywith conflict
Showing understanding and empathy for others
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Social Emotional Learning (SEL) Goals

• Develop self-awareness self-management skills
  to achieve school life success
• Use social-awareness interpersonal skills to
  establish maintain positive relationships
• Demonstrate decision-making skills responsible
  behaviors in personal, school, and community
  contexts
• (www.isbe.net)

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Illinois Childrens Mental Health Act School
Responsibilities

• Develop a policy for incorporating social and
  emotional development into the districts
  educational program
• Teach and assess social and emotional skills
  based on the Illinois Social Emotional Learning
  Standards
• Develop protocols to respond to children with
  social, emotional, or mental health problems

CASEL
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SEL Implementation and Sustainability Process
A. Provide ongoing professional development
B. Monitor and evaluate for continuous improvem
ent
F. Communicate w/stakeholders (marketing)
2. Engage stakeholders and form steering
committee
3. Develop and articulate shared vision
1. Principal commits to school- wide SEL
4. Conduct needs and resources assessment
10. Continue cycle of implementing and
improving
Leadership
5. Develop action plan
9. Expand instruction and integrate SEL
school- wide
6. Select evidence- based program
8. Launch SEL instruction in classrooms
E. Nurture partnerships with families
communities
C. Develop infrastructure to support SEL
7. Conduct initial staff development
D. Integrate SEL framework school-wide
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Sample Teaming Matrix
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School-Wide Systems for Student SuccessA
Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems

• Tier 3/Tertiary Interventions 1-5
• Individual students
• Assessment-based
• High intensity

• 1-5 Tier 3/Tertiary Interventions
• Individual students
• Assessment-based
• Intense, durable procedures

• Tier 2/Secondary Interventions 5-15
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

• 5-15 Tier 2/Secondary Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

• Tier 1/Universal Interventions 80-90
• All students
• Preventive, proactive

• 80-90 Tier 1/Universal Interventions
• All settings, all students
• Preventive, proactive

Illinois PBIS Network, Revised May 15, 2008.
Adapted from What is school-wide PBS? OSEP
Technical Assistance Center on Positive
Behavioral Interventions and Supports. Accessed
at http//pbis.org/school-wide.htm
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Bridging the Gap
Special Education
Amount of Resources Needed to Solve Problem
Interventions
General Education
Intensity of Problem
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Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making How does this Look
at Your School? What Framework Do You Need To
Build?
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Adapted from What is a systems Approach in
school-wide PBS? OSEP Technical Assistance
on Positive Behavioral Interventions
and Supports. Accessed at http//www. Pbis.org/sch
oolwide.htm
Supporting Student Behavior
38
Common Core Concepts

• Leadership
• Family Engagement
• Data based Decision Making Identify
  what is missing
• Universal Screening at your school!
• Progress Monitoring
• Standards Aligned Curriculum Assessment
  
• Evidenced Based Practice
• 3-Tiered Model of Interventions
• Differentiation for Academics and Behavior
• Team Based Implementation
• Sustainability

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Website Resources

• pbis.org
• pbisillinois.org
• swis.org
• www.sac-success.org
• illinoisaspire.org
• isbe.net
• casel.org
• jimwrightonline.com

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AS600 Session IExternal Coaches Role in
Collaborative Initiatives for School Improvement

• Barbara Sims
• ISBE/SISEP
• Principal Consultant
• Statewide Implementation for Scaling-up of
  Evidence-Based Practices

• Brenda Melcher
• IL PBIS Network
• Central Illinois Region

41
Dozen Common Core Concepts

• Leadership (1)
• Family Engagement (2)
• Data based Decision Making (3)
• Universal Screening (4) Capture
• Progress Monitoring (5) specific
  examples
• Standards Aligned Curriculum (6) of each
  of these
• Evidenced Based Practice (1)
• 3-Tiered Model of Interventions (2)
• Differentiation for Academics and Behavior (3)
• Team Based Implementation (4)
• Student Involvement (5)
• Sustainability (6)

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Activity

• Step 1
• Participants will work in groups of 7-10 to
  compile a list of indicators for two of the
  common core elements. What would this look like
  in a school?
• Each group will select a representative to
  capture all indicators on a flip chart paper and
  report out
• Opportunity to discuss, add/delete/amend
  indicators to any of the elements

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Activity

• Step 2
• Each external coach will select at least two of
  the core components and create specific action
  steps to take with one of your own
  districts/schools include timeline and who will
  you need to involve (Use your handout)
• We will ask some of you to share your ideas with
  the group
• These sheets should be shared with your TAC