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Schoolwide SMARTIMovement to Achieve Rt INovember 10 2011 Introductions RtI SMARTI.
Leading Change Coaching SWIS PBIS Assessment Core Principles of RtI SMARTI We can teach all children.
Intervene early Use a multi tier problem solving model Use research based scientifically validatedinterventions and strategies Monitor student progress.
Use data to adjust instruction Use continual assessment universalscreening progress monitoring anddiagnostics Goals of SMARTI.
Increase reading performance Reduce behavior problems Have accurate knowledge ofbehavior and readingperformance.
Use student performanceinformation to develop andimplement interventions SMARTI RtI ModelIntervention.
Individualized Intensive functionalIntensity of assessment highlyTargeted specific for fewTargeted Intervention.
Universal Prevention Supplemental someCore Instruction students reduce riskall students preventive proactiveStudents within Schools.
Why look at bothBehavior and Reading support Models of integrated behavior and reading supportsproduce larger gains in literacy skills than the reading only model.
Stewart Benner Martella Marchand Martella 2007 Improving social behavior of students results in moreminutes spent in academic instructionPutnam Handler and O Leary Zonarich 2003 Quality instruction can reduce student engagement in.
problem behaviorSanford 2006 Preciado Horner Baker 2009 Children who fall behind academically will be morelikely to find academic work aversive and engage inescape behaviors.
McIntosh 2008 Cost of Behavior Problems One school example1 792 office discipline referrals 15 minutes per incident .
26 880 minutes 448 hours 8 hour days lost instructional time Big Ideas to Improve Behavior Specify appropriate behavior.
Teach appropriate behavior Monitor behavior Encourage appropriate behavior Correct inappropriate behavior Use data for.
decision making Big Ideas to Improve Reading Clear goals objectives Research based instructional practices Instructional time.
Instructional leadership Responsive intervention program Assessment Professional development Special Education Referral and Eligibility Rates for.
Cohort 1 4 Schools 2007 08 and 2008 09 Percent K 8 Referred Percent K 8 Eligible2007 08 2008 09 n 84 schools Stages of Implementation.
Implementation of SMARTI is not an A mission oriented process involvingmultiple ongoing decisions actions andcorrections Stages of Implementation.
Exploration InstallationDevelopment InitialCommitment Implementation ElaborationLeadership Provide Continuous.
Teams Set Up Significant RegenerationData Systems Support to withinImplementers Improvements Efficiency andEffectiveness.
Exploration Adoption Assess capacity resources fit and buy in Awareness garnering support parents teachers stakeholders leaders championscentral office personnel .
Describe risk and help partners manage risk What will be different for us as a school team Identify schools or staff comfortable with theirability to manage risk for leadership roles Assess the accessibility experts trainers .
coaches colleagues who know SMARTI well Build consensus and commitment What you have alreadyaccomplished Commitment by .
80 of local building staff Administration at building and district levels Agreement to implement for at least three Reading Behavior one of top three buildingpriorities.
Building leadership team and coachesidentified Implementation of Effective Practiceswith and without an ImplementationSupport Team.
ImplementationImplementationPercent ofImplementationTime 3 Years 17 years.
Balas Boren 2000 Fixsen Blase Timbers Wolf 2001 Installation for SMARTI In the next year along with your team you Form a leadership team Attend training to develop capacity and.
knowledge for implementation Establish systems to support implementation i e meetings agendas priorities documentation Put data collection systems in place for readingand behavior.
Collect self assessment data in order to planeffectively Establish coaching relationship Initial Implementation for In the next year along with your team you.
Begin to implement universal supports forPBIS Three days to support thisdevelopment Begin to strengthen core instruction inreading One day this spring two days to.
support this development in the fall These stages are recursiveSetbacks at one stage move us back to the previous stageFile Ignore SnowGrievance Data Day .
Change Have aPractice AHA conversationLate for Bookmeeting Study.
Ignore Wee mails alreadydo that New State Prep forInitiative Meeting.
InitiativeApply for Attend Be onPBIS District PD time Systems Process Measures Tell us about our implementation fidelity Are we.
doing what we said we would do when andhow we said we would do it Having this information helps us to accuratelyinterpret our student outcomes Performance Assessments of.
Implementation for SMARTI To help schools answer the question Arewe doing what we said we would do PBIS Measures Team Implementation Checklist.
Schoolwide Evaluation Tool Benchmarks of Quality Benchmarks of Advanced Tiers Schoolwide Reading Measures Planning Evaluation Tool.
Reading Implementation Checklist Activity What fidelity measures do you havecurrently in place What is the difference between fidelity.
and rigidly adhering to a standard scripted protocol Decision Support Data Systemsfor SMARTI We have regular reporting schedules for.
the various fidelity measures to supportyour implementation They are embedded into the trainingsequence and drive the training content We have Data Review Training Days at the.
end of this year Beginning in year 2 andcontinuing through year 3 data reviews willbe built into the strategic and intensivereading and behavior training days Big Ideas about Data.
All data should serve a purpose Collect data with fidelity Be prompt about looking at data andacting on it Use multiple sources of data to confirm.
what you see Use data to support not to punish Student Outcome Measures Tell us about changes in studentperformance .
What are the skills of our students How are different groups of students Are we seeing improvement Having this information helps us todetermine if what we are doing is making a.
difference for our students We CAN work smarter Prioritize activities based on our SchoolImprovement Plan Eliminate activities not geared toward.
goals and objectives Combine committees and tasks thathave same goal objective Communicate with all key stakeholders Use effective evidence based .
practices Improvement Cycles for Leadership Team will take informationback to school team after each training New practices will be implemented staff.
will provide feedback at regular staffmeetings regarding challenges to problemsolve and accomplishments to celebrate Plan Do Study Actconsistent with MI SIP.
Activity At your table take two minutes towrite the big ideas of SMARTI RtI What do you want to be sure yourschool district staff knows .
After two minutes share with theother members at your table Leading Change Principals and Coaches Supporting the Order of Change.
First order change are changes that areperceived to be a continuation andrefinement of existing beliefs and practices They can be implemented with current Second order change are changes that are.
perceived to be a significant break fromcurrent practices and will require newknowledge beliefs and or resourcesMcREL 2006 Characteristics of First.
Order Change Extension of the past Aligns with paradigms Consistent with the values and norms of thedistrict school.
Implementation is possible with current knowledgeand skills Resources that are currently available are used toimplement the change Common agreement with the necessity of the.
innovation Characteristics of SecondOrder Change Departure from the normal way of doing Challenges existing paradigms.
Conflicts with prevailing values and norms New knowledge and skills are needed Resources that do not currently exist will be Resistance by others who do not have abroad perspective of the district school.
Leading Second Order Change Staff who perceive the practicesassociated with SMARTI as secondorder change will require you to focuson seven essential areas that will help.
move them through the change processBased on the work of Marzano Waters McNulty 2005 Seven Essential Areas Knowledge of the practices associated.
with SMARTI RtI Your knowledge will help you respond tochallenging comments questions posed by Positive support for staff who engage inthe practices they are expected to.
Cheerleading is not just for sports teams Youwill play a major role in supporting their effortssince their implementation may feel awkwardBased on the work of Marzano Waters McNulty 2005 .
Seven Essential Areas Deepening the knowledge of staff inSMARTI RtI Staff need to understand the rationale behindSMARTI RtI practices and their role in.
implementation Willingness to disrupt the status quo in theface of uncertain outcomes Monitoring and evaluating theimplementation efforts and the impact it is.
having on student outcomesBased on the work of Marzano Waters McNulty 2005 Seven Essential Areas Directive and non directive leadership as.
the situation warrants As staff continue to resist implementation theline in the sand will need to be drawn Absolute belief in what staff are beingasked to implement will positively impact.
the students You cannot lead something you do not believein it is like a vegetarian selling meatBased on the work of Marzano Waters McNulty 2005 .
Bottom Line Leading second order change cannotbe entered into lightly Be cautious but deliberate It is complex and calls for decisive .
quick actionPrestine 1992 Bottom Line As principals and coaches you will besupported not only throughout the three.
years you work with the project but youwill also have access to supports beyondthe three years Just like SMARTI RtI is not a one size fitsall approach the technical assistance you.
receive is tailored to meet yourdistrict building needs Types of Support Pre kick off preparation and training Continued support training over the course.
of three years and access to coaching Additional resources and support throughthe http miblsi cenmi org pbis org Regional external coaches Characteristics of Superb.
Leadership Team Members Hard working Respected by staff Willingness to assume a leadership role with Knowledgeable or a quick study .
Willingness to assume responsibilitiesoutside of the normal work day Understands the big picture of SMARTI RtI Agrees to implement possibly new practicesto demonstrate to staff the outcome.
Cautionary Tale Be careful about selection of team Adding resistant team members to theprocess so they can come along can andmost likely will slow the momentum and.
efforts of the other team members The staff should see these people assupportive of the work Resistant staff willrepeatedly have an audience to derail The Team.
Principal Internal Coaches Additional teachers Intervention Support staff School Improvement Team members.
External Coaches Principal Strategies for Guidingthe Leadership Team Colvin Sprick 1999 Scott Hunter 2001 Make a public statement of support.
Obtain faculty staff consensus Establish a schoolwide leadership team Support the team members Support the team meetings Determine the simplest way to get data and use data.
Help identify objectives and maintain standards Guide the decision making problem solving process Monitor implementation activities and provide feedback Provide recognition to faculty for their work Purpose of the Leadership Team.
The second tier of intervention is referred to as targeted intervention and is usually appropriate for a smaller portion of students with some risk. ... The big ideas in reading come from the consensus literature of the National Reading Panel report and National Research Council. ... The alternative feedback method would involve “Blow by Blow ...

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