A Systems Approach to Ensure Success for All:
Professional Learning Communities and
Response to Intervention
School-wide Academic System:
ƒ This could be led by your
SIT, Leadership Team, RtI
Team, etc.
ƒ Analyze school-wide data for
proactive problem solving in
universal academic
instruction.
ƒ Establish and utilize a tiered
system of research-based
instructional strategies and
interventions.
ƒ Analyze allocation of staff
for the provision of
interventions.
ƒ Establish a school-wide
schedule that incorporates
support blocks and targeted
interventions.
ƒ Make decisions regarding
professional development.
ƒ Disseminate RtI framework
and Student Success Process
to families and community.
School-wide Behavior System:
ƒ This could be led by your
PBS team.
ƒ Utilize school-wide data for
proactive problem solving in
universal behavior supports.
ƒ Establish and utilize a tiered
system of research-based
behavior instruction and
support strategies (Positive
Behavior Support provides
schools with the tools to do
this).
ƒ Analyze allocation of staff
for the provision of behavior
interventions.
ƒ Assess staff development
needs in the area of
classroom management and
behavior support.
ƒ Ensure a parent-friendly
system for informing parents
of school-wide behavioral
expectations.
Student Success Team
( Problem Solving Team):
ƒ Analyze student academic
and/or behavioral data from
classroom PLC interventions.
ƒ Use problem solving process.
ƒ Data driven
ƒ Target intervention, based on
student need and desired
outcome.
ƒ Utilization of designated
consultant is recommended.
ƒ Involve parents.
ƒ Include student as
appropriate.
ƒ Include community service
provider(s) as appropriate.
ƒ Update parents regularly on
progress monitoring results.
ƒ Shared responsibility among
members.
ƒ Defined roles.
Grade Level/Content Area
Teams:
ƒ Analyze grade level/content
area data to determine
effectiveness of universal
academic instruction and
behavior instruction.
ƒ Differentiate to address
academic and/or behavioral
needs within grade level or
content area.
ƒ Monitor students through
common formative
assessments based on
essential learnings.
ƒ Progress monitor students
below benchmark.
ƒ Utilize research-based
academic and/or behavioral
instructional strategies and
interventions.
ƒ Implement the problem
solving process at
Professional Learning
Community level.
ƒ Engage in collective inquiry.
ƒ Data drives instruction.
ƒ Establish and maintain
communication with parents.
1
1/4/09
Academic School-Wide System Considerations
Looks at school-wide data and analyzes strengths and challenges. Overall, are 8090% of students successful in each academic area? If not:
• Which students are successful with universal academic instruction and which
students are not? Why?
• Does classroom instruction need to be addressed?
• Do environmental factors need to be addressed?
• Do classroom management factors need to be addressed?
• Do we need to add specific supplemental components to universal
instruction?
Implement changes and progress monitor fidelity and results.
Analyze grade level/content area data with grade level/content area PLCs. Are 8090% of students successful in academic areas? If not:
• Which students are proficient and not proficient with universal instruction?
Why?
• Does classroom instruction need to be addressed?
• Do environmental factors need to be addressed?
• Do classroom management factors need to be addressed?
• Are specific supplemental components needed to add to universal
instruction?
Implement changes and progress monitor fidelity and results.
Utilize and analyze high quality, research-based curricula and instructional
strategies that support effective universal instruction for all students.
PSD References:
Blackboard: RtI folder for research-based instructional strategies and links.
CDE References:
Intervention Central: Instructional strategies and tools
http://www.interventioncentral.org/
RtI Action Network
http://www.rtinetwork.org/
Establish a tiered system of research-based instructional strategies and
interventions for any student at risk of not reaching their potential, including those
identified as gifted/talented or those identified below benchmark.
PSD References:
Blackboard: RtI folder for research-based instructional strategies and links.
CDE References:
Intervention Central: Instructional strategies and tools
http://www.interventioncentral.org/
2
Academic School-Wide System Considerations continued…
1/4/09
Resources continued…
RtI Action Network
http://www.rtinetwork.org/
What Works Clearinghouse:
http://ies.ed.gov/ncee/wwc/
CDE References continued:
Florida Center for Reading Research:
http://www.fcrr.org/FCRRReports/LReports.aspx
Oregon Reading First Center:
http://oregonreadingfirst.uoregon.edu/inst_curr_review_si.html
Evaluate research-based interventions as to integrity/fidelity of implementation.
Analyze allocation of staff for the provision of interventions.
Establish a school-wide schedule that incorporates support blocks within the school
day.
Utilize both a standard protocol approach to providing interventions to groups of
students with similar needs and an individual approach of providing interventions to
any student with unique needs.
Progress monitoring at all levels of instruction that is systematic, documented and
shared with key staff and parents on a regular basis.
CDE References:
Intervention Central:
http://www.interventioncentral.org/
National Center on Student Progress Monitoring:
http://www.studentprogress.org/
Make decisions regarding professional development based on staff needs.
Make instructional and intervention changes based on school-wide data.
Disseminate RtI framework and Student Success Process to families and
community members.
3
1/4/09
Behavioral School-Wide System Considerations
.
Clearly define a specific set of positively stated behavioral expectations that apply to
all students and staff in all settings.
Ensure that the school has a clearly defined and documented process for directly
teaching school-wide and classroom expectations and routines to ALL students.
Utilize effective teaching and classroom management practices.
Encourage staff to build positive relationships with all students.
Ensure that the school has created and documented a school-wide process for
encouraging and recognizing positive behavior frequently-in a ratio of at least five
positive interactions to every one corrective interaction
Coordinate the development of a process to ensure that all school staff members
monitor student behavior and respond consistently to problem behaviors. These
elements should be in place:
1. Adequate monitoring of all students in all school settings.
2. Staff agreement on definitions of major (administrator managed) vs. minor
(staff managed) behavior offenses.
3. A system to re-teach and practice behaviors as needed.
4. A system of classroom interventions for minor misbehavior.
5. A system of responses to major problem behavior.
6. A system of consistently documenting minor and major problem behaviors in
all school settings.
Establish a tiered system of research-based instructional strategies and
interventions for any student at risk of not reaching their potential, including those
identified as gifted/talented or those identified below benchmark.
Resources for universal, targeted, and intensive behavior prevention and
intervention:
National Technical Assistance Center for Positive Behavioral Interventions and
Supports
www.pbis.org
Colorado Positive Behavior Support
www.cde.state.co.us/pbs/
Colorado Behavior Resource Manual
www.cde.state.co.us/cdesped/BehaviorResourceManual.asp
Institute on Violence and Destructive Behavior
http://darkwing.uoregon.edu/~ivdb
Center for Effective Collaboration and Practice
http://cecp.air.org
Intervention Central
www.interventioncentral.org
4
1/4/09
Behavioral School-Wide System Considerations continued…
Resources continued…
PBS Surveys
www.pbssurveys.org
School-wide Information Systems (data collection and analysis tool)
www.swis.org
Evaluate research-based interventions as to integrity/fidelity of implementation
Analyze allocation of staff for the provision of interventions.
Utilize both a standard protocol approach to providing interventions to groups of
students with similar needs and an individual approach of providing interventions to
any student with unique needs.
Collect, summarize, and evaluate school-wide behavior data on a regular basis-use
a variety of sources.
Use behavioral data for proactive school-wide problem solving
1. Strengthen universal program as needed.
2. Create a system of evidence-based targeted interventions that meet specific
student needs-use data to determine needs.
3. Establish decision rules for determining need for specific behavioral
interventions.
Ensure that the school has a parent-friendly system for informing parents of
behavioral expectations, and for partnering with parents in efforts to create a
positive school climate.
Assess staff professional development needs in the areas of classroom
management and behavior support.
5
1/4/09
Student Success System Considerations
Student Success Team Composition (CDE):
Composed of professionals from multiple perspectives, although the composition for
any given student will be flexible given the area(s) of concern:
Parents, classroom teacher(s), general education teachers, special education
teachers, school psychologist, school administrator, and any other specialist
depending on area of student need.
Define roles (coordinator, facilitator, time keeper, recorder, designated consultant)
Meet on a regular basis
Share responsibility among general educators and specific program area specialists
(e.g. special education, ELA, G/T, Title)
Target intervention, based on student need and desired outcome.
Include frequency, intensity, and duration of intervention, as well as progress
monitoring data and timelines in the intervention plan
Assign a designated consultant is to support classroom teachers with the
implementation of interventions and help monitor fidelity.
Involve parents in every phase of the process
Include students as appropriate.
Include community service providers as appropriate
Update parents regularly on progress monitoring results
Process: See Student Success Process Flow Chart
CDE Reference:
Response to Intervention; A Practitioners Guide to Implementation
http://www.cde.state.co.us/rti/downloads/PDF/RtIGuide.pdf
6
1/4/09
Grade Level/Content Area Considerations
Analyze grade level data. Are 80-90% of students successful in academic and/or
behavioral areas? If not:
• Which students are successful with universal instruction and which students
are not? Why?
• Does classroom instruction need to be addressed?
• Do environmental factors need to be addressed?
• Do classroom management factors need to be addressed?
• What do we need to modify or eliminate?
• Do we need to add specific supplemental components to universal
instruction?
Implement changes and progress monitor fidelity and results.
Form flexible, differentiated groups to address needs within a classroom and/or
grade level/content area.
Monitor all students through formative assessments.
Progress monitor students below benchmark. Document communication with
parents.
Utilize high quality, research-based curricula and instructional strategies that
support effective universal instruction for all students.
PSD References:
Blackboard: RtI folder for research-based instructional strategies and links.
CDE References:
Intervention Central: Instructional strategies and tools
http://www.interventioncentral.org/
RtI Action Network
http://www.rtinetwork.org/
Implement problem solving process at grade level /content area for individual
students. Include key staff as necessary.
Utilize a tiered system of research-based instructional strategies and interventions
for any student at risk of not reaching their potential, including those identified as
gifted/talented or those identified below benchmark.
PSD References:
Blackboard: RtI folder for research-based instructional strategies and links.
CDE References:
Intervention Central: Instructional strategies and tools
http://www.interventioncentral.org/
RtI Action Network
http://www.rtinetwork.org/
7
1/4/09
Grade Level/Content Area PLC Considerations continued…
CDE References continued…
What Works Clearinghouse:
http://ies.ed.gov/ncee/wwc/
Florida Center for Reading Research:
http://www.fcrr.org/FCRRReports/LReports.aspx
Oregon Reading First Center:
http://oregonreadingfirst.uoregon.edu/inst_curr_review_si.html
Evaluate effectiveness of intervention. Address intensity of intervention. Does
frequency or duration need to be adjusted?
Meet on a regular basis for data conversations.
8