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SHIFTING THE PARADIGM: FOCUSING ON STUDENT OUTCOMES The Southern Wisconsin Problem-solving Consortium
Wisconsin RtI Summit – March 12, 2009
PROBLEM-SOLVING AT ITS BEST
THE SOUTHERN WISCONSIN PROBLEM-SOLVING CONSORTIUM
(SWPSC)
Formed in the Spring of 2006 Participating Districts
Lake Mills Marshall McFarland Monona Grove Monroe Mount Horeb Oregon
Roles Superintendent, Directors of Instruction, School
Psychologists, Directors of Student Services
GOALS AND PURPOSES OF SWPSC
Develop and implement an educational model Focuses on improving and increasing outcomes for all
students Employs research and/or best practice as the
foundation for implementation Problem-solving Response to Intervention
Focuses on core components of implementation that can be replicated based on local context
Focuses on professional development Focuses on the use of data to determine effectiveness
of systemic implementation and program implementation
SWPSC BELIEVES IN THE CORE PRINCIPLES OF RTI
1. We can effectively teach all children
2. Intervene early
3. Use a multi-tier model of educational service delivery
4. Use a problem-solving method to make decisions within a multi-tier model
5. Use research-based, scientifically validated instruction/intervention to the extent available
6. Monitor student progress to inform instruction
7. Use data to make decisions – data drives the train
8. Use assessment for – screening, diagnostics, progress monitoring
PROBLEM-SOLVING
Problem Identification Problem Analysis Implementation Evaluation
80% - 85%
CurriculumInstruction
Assessment
All Students are Part
of the Same
Educational System15% - 20 %
5%
Evidence-based
instructional practices
Viable, rigorous, and
relevant curriculum
Positive learning
environment
Matching instruction
to student needs
Core Instruction and Effectiveness are
currency of RtI
SO…THE BIG PICTURE IS….
The fact that we engage in collaborative problem-solving means that we believe that we can solve problems
We believe that success and failure are our responsibility The science of education provides us tools to
effectively teach all children It is the difference between looking in the mirror
versus looking out the window It is about asking the question… “How will we
respond when students enter our doors unequally prepared for success?”
IMPLEMENTATION – CORE DRIVERS
Integrated and
Compensatory
Integrated & Compensatory
IMPLEMENTATION DRIVERS IN SWPSC
Student Performance
KEY FEATURES…A SUMMARY
Leadership & Consensus Building
Professional Development
Core Curriculum
Data Collection & Analysis
Shifting Roles & Responsibilities
Scheduling Options
Leadership and Consensus Building
Focus on student achievement… Is what we are doing for students working? For which students? How do we know? Can and should we be going better?
Build consensus around the need for change and be passionate about it
This isn’t a program or a initiative, but instead it is how we function as a school district
Provide a clear vision, yet seek input from staff Put your plan in writing and make it unique to
your district – everyone needs to own this plan
Professional Development “You cannot have students as continuous learners and
effective collaborators, without teachers having these same characteristics. Continuous learning and collaboration is essential to effective change itself.” – Fullan (1993)
Historical Background Timeline 2006-Present
New Focus: Develop a strong core so fewer students need the safety net of services in the area of literacy Comprehensive Literacy Collaboration Model 3-Year Plan Realignment of Literacy Curriculum A Coaching Model, with Model Classrooms Ongoing and Internal Professional Development
Core Curriculum First and foremost, focus on the core
curriculum and instructional practices
Supplementing to solve the problems of an ineffective core is “putting lipstick on a pig”
You be prepared to face the brutal facts and collect data that is relevant and reliable.
Teachers need (and deserve) to have the best tools available to ensure all students are learning.
Data Collection & Analysis
In God We Trust…..all others must bring data!
Not all data is created equal Validity, reliability and instructional relevance
must be considered.
If you can’t manage the data effectively and efficiently it won’t help you.
Discomfort is desirable… Dissonance always preceded change
What kind of data?
Leadership Summit 2007
CBM Formative Evaluation Graph
0
20
40
60
80
100
120
140
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Weeks
CBM GrowthScore
(Reading)
correct incorrect
Intervention1Intervention 2
PeerLevel
Base-line
Goal
THE IRLD MODEL (1977-83)
Monona Grove: % Special Ed. MGSD End of Year
13.69%
13.01%
12.41%
11.51% 11.66%
11.00%
9.80%
8.80%
14.7%14.9%
14.8%14.6%
5.00%
7.00%
9.00%
11.00%
13.00%
15.00%
17.00%
2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09*
% Special Ed. Monona Grove
% Special Ed. State of WI
* Data as of 3/2009
Monona Grove 4th Grade WKCE Prof/Adv: Reading
87.60%
91.70%
95.30%
91.20%
90.40%
80.00%
82.00%
84.00%
86.00%
88.00%
90.00%
92.00%
94.00%
96.00%
98.00%
100.00%
Nov. 2003 Nov. 2004 Nov. 2005 Nov. 2006 Nov. 2007
Shifting Roles and Responsibilities
Don’t let traditional roles limit the potential of your staff - BE CREATIVE!
Determine the needs of your students and staff and define roles around those needs
Consider how you utilize regular ed teachers, special ed teachers, support staff, school psychologists, guidance counselors, social workers, building principals, etc…
Give permission to your staff to discard the pieces of their jobs that are ineffective and invest time in activities aligned with the RtI framework
Scheduling Options Where will we find the time? Schedules are one of
the biggest obstacles to progress
Time in “strong” instruction is the variable that has the most influence on outcomes Academic engaged time
Creative scheduling and resource allocation options exist
Sometimes giving something up in the short-run increases the value of that in the long-run. Students can’t learn 8th grade science well if they
can’t read….
“Sometimes when you’re on the cutting edge… you will bleed!”
Challenges and Obstacles
LIVING IN TWO WORLDS
WE NEED TO VISION AND EMBRACE THE FUTURE…IF YOU ARE RIDING A HORSE
AND IT DIES…..