Specialized and Differentiated Instruction

Although specialized instruction is an element of differentiated instruction, each of these instructional processes has unique characteristics. Differentiated instruction maximizes student growth and individual success by providing multiple avenues for the acquisition of content to demonstrate what they have learned (Demirsky & Goddard). Differentiated instruction involves structuring the learning environment for flexible grouping and individualized instruction. Student abilities and achievement levels, interests, or learning styles are taken into consideration for planning instruction and grouping considerations, as stated by the authors. Specialized instruction involves adapting the content, methodology, or delivery method to the student (Autrey & DeMuth).  It aims to address the unique needs of individual students to ensure access to the general education curriculum. The specific needs of students are assessed, and actions are taken to accommodate them. For example, an individual student may need to use a highlighter during reading comprehension instruction or he may need to use graphic organizers to successfully complete writing assignments. Both types of instructional approaches focus on opening avenues for students to access the curriculum. Within the differentiated classroom, specific students may require more specialized instruction to meet their needs and assist them in performing to acquire the content.

All students in my setting are supported by differentiated instructional approaches within the general education classroom. Students are provided flexible grouping supports for various lessons. Students who have similar needs or perform at similar levels are given instruction in small group settings. Individual students who require more focused considerations receive one-on-one specialized instruction within the classroom or in the resource room to meet their unique instructional need for specific content.

Demirsky, S., & Goddard, Y. (2010). Differentiated instruction and RTI: A natural fit.Educational Leader, 68(2), 1-3. Retrieved from http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/Differentiated-Instruction-and-RTI@-A-Natural-Fit.aspx

Autrey, S. (2012). Processing deficits, specialized instruction and accommodations. Retrieved from Fayette County ECS website: http://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/IDEAS_processing_deficits_ppt.pdf

The Role of Assessment in Understanding Behavior

As a member of the problem-solving team at any school, when dealing with the need to find the underlying causes of behavior, I would recommend that the team administer a Functional Assessment of Behavior (FBA) to analyze the antecedents, specific behavior and the maintaining consequences for the purpose of developing a hypothesis as stated by Filter and Horner (2009). Observations, interviews, and data collection must be used to target the causes of her behavior. After developing a hypothesis, the next step would be to determine the best intervention and reinforcement to eliminate the specific behavior. An experiment using an ABAB design would be the best method for evaluating the student's behavior and to determine if the intervention would effectively diminish her negative behavior. Baseline data would show the student's frequency in aggressive behavior without interventions and the implementation of the interventions with additional data collection would help to determine if it is effective. An additional set of baseline data, then intervention data would solidify the effects of the intervention (Laureate Education, Inc., 2012). For the student's specific behavior problems, an intervention that includes a daily “check-in” and a discussion session with her counselor at least once weekly to receive frustration tolerance instruction would help to reduce her negative behavior. Continuous monitoring and data tracking should be a part of her support to inform her long term needs and to provide information about whether the school-wide problem-solving system works (Buffum, Mattos, & Weber, 2012).

Since the student's academic progress is also a concern, the teacher collaborative team should review her present levels of academic progress from data collected by her classroom teachers. Tier II interventions should then be administered to provide more intensive supports with progress monitoring data collection to determine how best to continuously meet her needs. The behavior interventions and academic interventions should be provided simultaneously and with equal intensity to prevent any negative effect that one may have on the other. Algozzine, Wang, and Violette (2010) stated that acceptable behaviors should be taught as persistently as academic content to ensure progress.

Algozzine, B., Wand, C., & Violette, A. (2010). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavior Interventions, 13(3). doi:10.1177/1098300709359084

 Buffum, A. G., Mattos, M., & Weber, C. (2012). Simplifying response to intervention: Four essential guiding principles. Bloomington, IN: Solution Tree Press.

Filter, K., & Horner, R. (2009). Function-based academic interventions for problem behavior. Education and Treatment of Children, 32(1). Retrieved from http://http://ehis.ebscohost.com.ezp. waldenulibrary.org/ehost/detail?sid=14990fc5-f77d-43db-b47e-6ce64471eab3%40 sessionmgr114&vid=1&hid=105&bdata=JnNjb3BlPXNpdGU%3d#db= a9h&AN=36632573

                                                                                        

Laureate Education, Inc. (Producer). (2012). Student behavior in a multi-tiered system of support. Baltimore, MD: Author.

The Impact of Leadership on Fostering Problem Solving

Conflict plays important roles in the problem-solving team process. Team members bring differences in background, expertise, views, habits, preferences, and personalities, therefore conflict is inevitable. Since it can be anticipated, effective planning can ensure that conflict adds to the productivity of the process. If left to chance, on the other hand, it can be destructive to the process. Leaders must make it a priority to teach team members the skills needed to resolve conflict among themselves (Townsley, n.d.). If originated from personality conflict differences, disagreements are more likely to prove destructive to the task performance. On the other hand, if originated from task conflict, disagreements could induce productivity through the development of innovative insight (De Dreu, 2001). School leaders will benefit the team problem-solving process by providing professional development to teach specific conflict management strategies and the use of positive debate strategies to reach desirable conclusions. Burns, Peters and Noell (2008), stated that providing performance feedback consistently to the problem-solving team will increase task fidelity in the problem-solving process.

Burns, M. K., Peters, R., & Noell, G. H. (2008). Using performance feedback to enhance implementation fidelity of the problem-solving team process. Journal of School Psychology, 46, 540. doi:10.1016/j.jsp.2008.04.001

De Dreu, C. (2006). When too little or too much hurts: Evidence for a curvilinear relationship between task conflict and innovation in teams. Journal of Management,32(1), 84. doi:10.1177/0149206305277795

Townsley, C. A. (n.d.). CSWT Reports-Townsley. Retrieved May 5, 2013, from http://gram.eng.uci.edu /~ghubbard/mae189/Townsley.html Townsley, C. A. (n.d.). CSWT Reports-Townsley. Retrieved May 5, 2013, from http://gram.eng.uci.edu/~ghubbard/mae189/Townsley.html

What Makes a Problem Solving Culture?

The role of school climate as a part of the problem-solving culture is to enable successful collaborative team communication and activity. A positive school climate fosters sensitivity toward individual differences and helps the collaborative team members to feel comfortable enough to contribute within their roles. Howell, Patton, and Deiotte (2008) stated that members of the team should be respected and approachable by staff. Mutual respect not only facilitates collaboration, it supports the school-wide behavioral expectations. A positive school climate should begin with the collaborative problem-solving team and through deliberate actions, become a part of the school culture. The importance of a supportive climate is evident in the positive student behavioral outcomes and in the professional productivity throughout a school setting. A positive climate is also important in professional settings across the community, as reported by three interviewees.

Three professionals who work in different industries were interviewed to gather information on their views on organizational culture. The questionnaire used to gather information contained the following questions. 1. What is organizational culture? 2. What setting attributes constitute a climate that is conducive to problem solving?  3. What problem-solving actions take place at your organization on a daily or weekly basis? 4. What do you do to ensure the problem-solving process is successful? 5. How do you ensure that everyone contributes to the positive climate? The answers provided by a restaurant owner were as follows. 1. Organizational culture refers to the way that individuals within an organization interact with one another. 2.  My employees are always using problem-solving strategies to produce quality products and customer service. They must be able to communicate in a positive manner, show respect for one another, and stay calm in a stressful situation. 3.  Our customers need to be satisfied and if they are not, steps are taken to resolve any issue. There are also planning and structural decisions to be made, which requires collaborative problem-solving strategies. 4.  I meet with my employees weekly to discuss any issues and to lay a plan of action for each day of the week. It takes mutual respect and patience to get through the meetings without offending, undermining, or disrespecting anyone. 5. I review the ground rules before each meeting, I include discussions about the professional relationships and how to maintain them, and I mentor each of my employees as they work each day to have positive, productive exchanges throughout each day. The chiropractic doctor that was interviewed provided the following answers. 1. Organizational culture is the method in which a group views and treats one another. 2. Our customers have different needs and desires. The environment needs to be calm, inviting one that enables customers to communicate freely and have trust in the abilities of the professionals. 3. The problem-solving within my office is done to determine the needs of our patients and to provide them with the appropriate chiropractic and orthopedic treatment. 4. To ensure that our problem-solving process is successful, I foster an environment of friendliness and acceptance. This helps because when it is time to have a detailed conversation regarding a patient, not other issues impede the flow of ideas. 5. During weekly meetings, we discuss issues of the previous week and try to develop a plan to ensure productive exchanges. The Accountant interviewed responded as follows. 1. Organizational culture refers to the way that colleagues get along and manage their office relationships. 2. There are many document management and accounting detail problem-solving tasks to perform.  Joint efforts are required to solve each problem. 3. Our clients require tax services and general accounting services. Problem solving takes place in the form of finding if there are discrepancies and fixing them. There are also problem-solving actions to ensure organized, effective work completion. 4. Meetings take place on a monthly basis in our office. We discuss progress in our customers’ accounts and any hindrances to progress within the office. 5. To ensure that the positive climate is supported by everyone, we have semi-annual employee evaluation meetings and weekly office meetings to discuss concerns in addition to accounting business.

As I walked into each place of business, the evidence of a positive culture was clear. In the example of the restaurant manager’s setting, I experienced the manner in which they work together to carry out the duties. The communication was polite and friendly, respectful tones and gestures were noted, and helpful actions were seen during the entire visit. When a problem arose, it was quickly resolved because of the ease of communication and collaborative action. A customer required special preparation of her meal. The waiter was not sure if it could be done. He was dealing with another customer’s complaint as well so he asked a team member to find the answer for him and explain to the customer what will be done. Because of the quick actions of both employees, both customers were pleased with their experiences. The manager mentioned in his response to the questionnaire that his employees had positive interactions. This was evident in my observation.

It takes deliberate actions to ensure a culture that is conducive to the problem-solving process. Leaders need to take a proactive position and equip all personnel with the information available about supporting the problem-solving culture within the organization. There is a clear correlation between the professional views of what constitutes a problem-solving culture and the literature on the subject. Each professional interviewed included meetings to discuss plans of action and maintenance of a positive culture. Buffum, Mattos, and Weber (2012) stated the leadership’s ability to determine the location, structure, and timing of the meeting conversation is a great leverage point that will help in creating staff consensus. The strategic planning of problem-solving meetings is essential. The clear expectations of respectful, professional exchanges are an essential part of having successful meetings as stated by the authors. The problem-solving culture clearly began with the organization leader in the planning and monitoring of expected actions by their employees.

Howell, R., Patton, S., & Deiotte, M. (2008). Understanding response to intervention: A practical guide to systemic implementation. Bloomington, IN: Solution Tree Press.

Buffum, A. G., Mattos, M., & Weber, C. (2012). Simplifying response to intervention: Four essential guiding principles. Bloomington, IN: Solution Tree Press.

Leadership for Fostering Family-School Partnerships

One competency that I believe to be highly effective in sustaining positive family-school partnerships is the ability to establish and sustain trusting relationships. This begins with communication that is inviting, supportive, and positive.  School leaders should ensure that parents are engaged in conversation regarding student strengths and challenges, create a welcoming atmosphere, and support teachers in providing specific home-based strategies to support students (Howell, Patton, & Deiotte, 2008). Parents may be more open to partnering with the school on behalf of their children when given a positive, supportive atmosphere and the opportunity to strengthen their ability to more effectively act as home educators. When school leaders coordinate the learning opportunities that integrate home, school, and community, parents may be more likely to contribute to the collaborative effort.

Coordinating learning opportunities beyond the classroom is another leadership competency that supports the positive partnership between family and school. Parents should be informed and given the opportunity to become involved in the joint development of school-wide programs and initiatives as stated by the Colorado Department of Education (2009). The school must also respond to parent or student requests to receive support in working at home and coordinating classroom and home learning as stated by the author. When schools provide full support for student learning and family involvement, the effects include a greater chance for trusting relationships and positive student outcomes.

Establishing, and sustaining trusting relationships is important throughout the school year and within each tier. Coordinating learning opportunities beyond the classroom should also take place as a part of each tier, but should be intensified within tier II and tier III. Parents are to be continuously informed of the progress and needs of their children and offered assistance in providing additional support at home. They should also be encouraged to inform the school of any need they may have for additional resources and support as they work to provide supplemental academic and behavioral instruction at home.

Howell, R., Patton, S., & Deiotte, M. (2008). Understanding response to intervention: A practical guide to systemic implementation. Bloomington, IN: Solution Tree Press.

Colorado Department of Education (2009). Family and community parenting: “On the team and at the table” toolkit. Retrieved April 21, 2013 from http://www.cde.state.co.us/rti/familycommunity toolkit.htm

Challenges of Family-School Partnerships within a Multi-Tiered System of Supports

A partnership between the school and family is an important aspect of the student support process. Each partner adds important contributions required to provide the student with personalized academic, behavior, and social-emotional support. For example, a student who receives Tier II interventions but continues to struggle in reading will benefit from a collaborative effort to evaluate the causes of the failure and plan for the continuum of services in the process. A challenge that may arise as partnerships develop is that of helping the parents feel that they are an integral part of the team. The school arranges collaborative opportunities to make decisions about the appropriate level of support for the student (Howell, Patton, & Deiotte, 2008). According to the authors, during the collaborative meetings, parents can assist as part of the team by providing a holistic view of the student for the discovery and planning stages. During the intervention stages, parents can ensure that the support is continuous as stated by the authors. The authors also stated that school staff can foster active parent involvement by providing team meeting logistics such as establishing meeting times, expectations, agendas, task assignments, and opportunities for open discussions. These contributions are beneficial to the development of positive dialogue that leads to strong partnerships between families and schools. The results include adequate academic support for the student.

Howell, R., Patton, S., & Deiotte, M. (2008a). Understanding response to intervention: A practical guide to systemic implementation. Bloomington, IN: Solution Tree Press

Taking Action

The leadership actions that need to take place in the first year of assuming responsibility for implementing a school’s Multi-Tiered System of Supports (MTSS) is to fully train all personnel in their roles. For example, the teacher needs to be trained in planning and managing the Response to Intervention (RTI) process in the classroom so that all students will receive support at specific tiers according to their level of need. A clear knowledge of the procedures for implementing an intervention system that is fluid, flexible, and focused on the needs of each student is needed instead of a rigid protocol driven program (Buffum, Mattos, & Weber, 2012). All school personnel must also be trained in documenting and discussing efforts such as interventions, program effectiveness, parent involvement, and observations. This will aid in the collaborative process.

After the training is in place and ongoing, collaboration and planning for results can begin. According to the RTI Implementation Rubric developed by the State of Colorado (n.d.), school leadership teams must discuss and plan the implementation process. This includes identifying the tools that will be used for the implementation process and program monitoring. A good example of the power of collaboration was demonstrated by a Problem Solving Team (PST) member who made a suggestion for supporting the student’s independent functioning goals by having him maintain a folder to be checked and signed by each of his teachers (Laureate Education, Inc., 2012). The Professional Learning Communities (PLC) model is needed to ensure that the system of supports is proactive and effective. The multi-disciplinary team collaborates to ensure that the plan is being carried out and students are receiving the individualized support that they each need (Knowledge Delivery Systems (2011).

Buffum, A., Mattos, M., Weber, C. (2012). Simplifying response to intervention: Four essential guiding principles. Bloomington, In: Solution Tree Press.

Knowledge Delivery Systems (Producer). (2011). Pyramid response to intervention: How to respond when kids don’t learn. Available from http://www.youtube.com/watch?v=ApzX15USq2w

Laureate Education, Inc. (Executive Producer). (2012). RTI meeting: High school. Baltimore, MD

Leadership for Innovation

It is difficult to include innovative strategies and procedures to the instructional program when one does not feel that efforts will be supported. As mandates change and require specific procedures within the learning environment, the ability to take risks that include innovations fade due to uncertainty of the direction that must be taken to comply. Negative attitudes about new mandates may stifle the creative process for school professionals (McKeown (2002).

Administrators can promote the desire and ability to innovate for the purpose of inspiring students. This can be done by planning for collaboration among colleagues, having committee meetings to discuss the steps that need to be taken to protect the school’s positive climate and culture, and banding together to establish professional knowledge that is able to stand up to and even fight occasional trends. Collaboration is important to exchange information and ideas that lead to the production of common goals (Polenchar & Boyer 2012).

Strengthening the social climate of the school affects students and professionals. When the school climate is positive, creativity becomes one of the strong characteristics of the environment (Allodi 2009). 

McKeown, R. (2002). Reorienting education. The education for sustainable development. Retrieved from http://www.esdtoolkit.org/discussion/reorient.htm

Palenchar, L. & Boyer, L. (2012).  Response to intervention: Implementation of a statewide system. Rural Special Education Quarterly, 27(4), 18-26. Retrieved from http://libraryguides.waldenu.edu/educ8765

Allodi, M.W. (2010). Goals and values in school: A model developed for describing, evaluating, and changing the social climate of learning environments. Social Psychology of Education, 13(2), 207-235. Retrieved from http://libraryguides.waldenu.edu/educ8765