Shifting the Paradigm: Focusing on Student Outcomes

1. Shifting the Paradigm: Focusing on Student Outcomes The Southern Wisconsin Problem-solving Consortium Wisconsin RtI Summit – March 12, 2009

2. Problem-solving At Its Best

3. 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

4. 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

5. SWPSC Believes in the Core Principles of RtI • We can effectively teach all children • Intervene early • Use a multi-tier model of educational service delivery • Use a problem-solving method to make decisions within a multi-tier model • Use research-based, scientifically validated instruction/intervention to the extent available • Monitor student progress to inform instruction • Use data to make decisions – data drives the train • Use assessment for – screening, diagnostics, progress monitoring

6. Problem-solving • Problem Identification • Problem Analysis • Implementation • Evaluation

7. Assessment Core • Evidence-based instructional practices • Viable, rigorous, and relevant curriculum • Positive learning environment 80% - 85% Instruction • Matching instruction to student needs Curriculum Core Instruction and Effectiveness are currency of RtI Supplemental 15% - 20 % All Students are Part of the Same Educational System Intensive 5%

8. 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 allchildren • 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?”

9. Implementation – Core Drivers Integrated & Compensatory Integratedand Compensatory

10. Implementation Drivers in SWPSC Student Performance

11. Key Features…A Summary • Leadership & Consensus Building • Professional Development • Core Curriculum • Data Collection & Analysis • Shifting Roles & Responsibilities • Scheduling Options

12. 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

13. 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

14. 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.

15. 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?

16. THE IRLD MODEL (1977-83) Leadership Summit 2007

19. 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

20. 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….

21. “Sometimes when you’re on the cutting edge… you will bleed!” Challenges and Obstacles

22. Living in Two Worlds

23. We Need to Vision and Embrace the Future…If you Are Riding a Horse and It Dies…..