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…..