Upload
samantha-owens
View
212
Download
0
Tags:
Embed Size (px)
Citation preview
Welcome to the Fall Welcome to the Fall Institute!Institute!
Quick IntroductionsQuick Introductions
Review AgendaReview Agenda
Review FolderReview Folder
Session ObjectivesSession Objectives• What What is RtI for Behavior and Academics?is RtI for Behavior and Academics?
• HowHow do we implement? do we implement?
• Why use an RtI Model?Why use an RtI Model?
NPR: Japanese Structure Withstands Earthquake Test
The significant problems we have cannot be solved at the same level of thinking with which we created them.
Albert Einstein (1879-1955)
What is RtI?What is RtI?
An operational framework for An operational framework for improving academic and improving academic and
behavioral outcomes for all behavioral outcomes for all studentsstudents..
Continuity of Services Continuity of Services in RtIin RtI
All/School WideAll/School Wide Some/TargetedSome/Targeted Few/High RiskFew/High Risk
Scope of ServiceScope of Service
Intensity of ServiceIntensity of Service
Response to Intervention A Tiered Approach to Instructing All Students
RTI Guiding PrinciplesRTI Guiding Principles• All students are part of ONE proactive All students are part of ONE proactive
educational systemeducational system
• Use scientific, research-based instruction and Use scientific, research-based instruction and interventionsinterventions
• Data are used to guide instructional decisionsData are used to guide instructional decisions
• Use instructionally relevant assessments that Use instructionally relevant assessments that are reliable and validare reliable and valid
(Screening, Diagnostic, Progress Monitoring)(Screening, Diagnostic, Progress Monitoring)
RTI Guiding PrinciplesRTI Guiding Principles• Use a problem solving method to make Use a problem solving method to make
decisions based on a continuum of student decisions based on a continuum of student needsneeds
• Quality professional development supports Quality professional development supports effective instruction for ALL studentseffective instruction for ALL students
• Leadership is vitalLeadership is vital
Content BIG IdeasContent BIG Ideas
Innovation ProcessInnovation Process
OutcomeOutcomess11
PracticesPractices33
SystemsSystems44Supporting Staff Supporting Staff
BehaviorBehavior
Supporting Student Supporting Student BehaviorBehavior
SupportingSupportingDecision MakingDecision Making
InformationInformation22
Problem-Solving ProcessProblem-Solving ProcessWhat is the problem?What is the problem?
What should be done?What should be done?
Why is it Why is it happening?happening?Did it work?Did it work?
How do we implement?How do we implement?
Phases of Phases of Systematic Systematic
ImplementationImplementationConsensus
BuildingConsensus
Building
Infrastructure
Developing
Infrastructure
Developing
Implementation
Doing
Implementation
Doing
Continuous Improvement
Refining
Continuous Improvement
Refining
Consensus : BuildingConsensus : Building
TOOLS TO USE:TOOLS TO USE:
• Fist to FiveFist to Five
• Formula for SuccessFormula for Success
• Managing Complex ChangeManaging Complex Change
• Staff SurveysStaff Surveys
Fist to Five: Quick CheckFist to Five: Quick Check• 5 fingers5 fingers
• 4 fingers4 fingers
• 3 fingers3 fingers
• All for it… I can be a leader for this All for it… I can be a leader for this decisiondecision
• All for it …You can count on me to All for it …You can count on me to support this no matter what support this no matter what
• For the idea…I will support it in concept For the idea…I will support it in concept but may not be out in front but may not be out in front implementationimplementation
Fist to Five Quick CheckFist to Five Quick Check• 2 fingers2 fingers
• 1 finger1 finger
• Fist Fist
• I’m not sure…But I trust the group’s I’m not sure…But I trust the group’s opinion and will not sabotage the opinion and will not sabotage the decisiondecision
• I’m not sure…Can we talk some more?I’m not sure…Can we talk some more?
• No…We need to find an alternativeNo…We need to find an alternative
Building Consensus- “How To Do Building Consensus- “How To Do It”It”
• If anyone holds up a fist, or only one or two If anyone holds up a fist, or only one or two fingers, the group has not reached consensus fingers, the group has not reached consensus and there needs to be more discussion or and there needs to be more discussion or dialog.dialog.
• If you get all three, four, or five fingers If you get all three, four, or five fingers showing, you can declare consensusshowing, you can declare consensus
Adapted from: HeartlandAdapted from: Heartland
BIBig Ideas
A & B
BIBig Ideas
A & B
CICore
Instruction
CICore
Instruction
3AAssessments
(screening, diagnostic, progress)
3AAssessments
(screening, diagnostic, progress)
SISupplemental Intervention
SISupplemental Intervention
IIIntensive
Intervention
IIIntensive
Intervention
Efforts lack focus and priority. There
is not a focus on important priority
skills for improvement.
Efforts lack focus and priority. There
is not a focus on important priority
skills for improvement.
BIBig Ideas
A & B
BIBig Ideas
A & B
BIBig Ideas
A & B
BIBig Ideas
A & B
BIBig Ideas
A & B
BIBig Ideas
A & B
BIBig Ideas
A & B
BIBig Ideas
A & B
BIBig Ideas
A & B
BIBig Ideas
A & B
CICore
Instruction
CICore
Instruction
CICore
Instruction
CICore
Instruction
CICore
Instruction
CICore
Instruction
CICore
Instruction
CICore
Instruction
CICore
Instruction
CICore
Instruction
3AAssessments
(screening, diagnostic, progress)
3AAssessments
(screening, diagnostic, progress)
3AAssessments
(screening, diagnostic, progress)
3AAssessments
(screening, diagnostic, progress)
3AAssessments
(screening, diagnostic, progress)
3AAssessments
(screening, diagnostic, progress)
3AAssessments
(screening, diagnostic, progress)
3AAssessments
(screening, diagnostic, progress)
3AAssessments
(screening, diagnostic, progress)
3AAssessments
(screening, diagnostic, progress)
SISupplemental Intervention
SISupplemental Intervention
SISupplemental Intervention
SISupplemental Intervention
SISupplemental Intervention
SISupplemental Intervention
SISupplemental Intervention
SISupplemental Intervention
SISupplemental Intervention
SISupplemental Intervention
IIIntensive
Intervention
IIIntensive
Intervention
IIIntensive
Intervention
IIIntensive
Intervention
IIIntensive
Intervention
IIIntensive
Intervention
IIIntensive
Intervention
IIIntensive
Intervention
IIIntensive
Intervention
IIIntensive
Intervention
Overall low achievement and student learning
problems across all subgroup areas.
Overall low achievement and student learning
problems across all subgroup areas.
Lack of direction to know what needs to be improved, who
needs intervention, and whether or not interventions have
been effective.
Lack of direction to know what needs to be improved, who
needs intervention, and whether or not interventions have
been effective.
Lack of resources due to attempts to provide intensive interventions for those students
whose needs could be met through supplemental interventions
Lack of resources due to attempts to provide intensive interventions for those students
whose needs could be met through supplemental interventions
Gap increases between average
and “at risk students”.
Continued low performance for some subgroups
Gap increases between average
and “at risk students”.
Continued low performance for some subgroups
SuccessSuccess
++
++
++
++
++
++
++
++
++
++
++
++
++
++
++
++
++
++
++
++
++
++
++
++
==
==
==
==
==
==
Team Processing: 7 Team Processing: 7 minutesminutes• What key components are our strengths and What key components are our strengths and
why?why?
• What key components are our weaknesses and What key components are our weaknesses and why?why?
• Congratulations! You just completed a simple Congratulations! You just completed a simple needs assessment! You’ll want this information needs assessment! You’ll want this information as you talk about Infrastructure. as you talk about Infrastructure.
== ChangeChange
ConfusionConfusion==
==
==
==
==
++ ++ ++ ++VisionVision SkillsSkills IncentivesIncentives ResourcesResourcesAction Action PlanPlan
++ ++ ++ ++SkillsSkills IncentivesIncentives ResourcesResources Action Action PlanPlan
++ ++ ++ ++VisionVision IncentivesIncentives ResourcesResourcesAction Action PlanPlan
++ ++ ++ ++VisionVision SkillsSkills ResourcesResources
Action Action PlanPlan
++ ++ ++ ++VisionVision SkillsSkills IncentivesIncentives
Action Action PlanPlan
++ ++ ++ ++VisionVision SkillsSkills IncentivesIncentives ResourcesResources
Adapted from Knoster, T.Adapted from Knoster, T.
AnxietyAnxiety
ResistanceResistance
False StartsFalse Starts
FrustrationFrustration
Managing Complex ChangeManaging Complex Change
Team Activity: 5 minutesTeam Activity: 5 minutes• As a Team, rank your challenges biggest to As a Team, rank your challenges biggest to
smallest:smallest:
• ConfusionConfusion
• AnxietyAnxiety
• ResistanceResistance
• FrustrationFrustration
• False StartsFalse Starts
• How can we use this information? How can we How can we use this information? How can we share it with staff?share it with staff?
Infrastructure: Infrastructure: DevelopingDeveloping
• Building Leadership TeamBuilding Leadership Team
• Guiding Questions (found in PS flip book)Guiding Questions (found in PS flip book)
• Professional DevelopmentProfessional Development
• Nuts & BoltsNuts & Bolts
• Scheduling, Instructors, Materials, Scheduling, Instructors, Materials, Documentation, Progress Monitoring, etc.Documentation, Progress Monitoring, etc.
• More from Dr. Mark Shinn…More from Dr. Mark Shinn…
How Does It Fit Together?How Does It Fit Together?
Step 2Step 2 Step 3 Step 3 Step 4 Step 4
Step 1Step 1
All All students students
at a at a grade grade levellevel
FallFallFallFall WinterWinterWinterWinter SpringSpringSpringSpring
Universal Universal ScreeningScreeningUniversal Universal
ScreeningScreening
Additional Diagnostic Additional Diagnostic Assessment Assessment
InstructionInstruction Results/Results/MonitoringMonitoring
Individual Individual DiagnosticDiagnostic
Individual Individual InstructioInstructio
nn
Group Group DiagnosticDiagnostic
Small Group Small Group Differentiated Differentiated
by Skillby Skill
NoneNone Continue Continue withwith Core Core
InstructioInstructionn
GradesGradesClassroom AssessmentsClassroom Assessments
Utah CRTUtah CRT
IntensivIntensivee
1-5 %1-5 %
SupplementSupplementalal5-10%5-10%
CoreCore80-90%80-90%
WeeklyWeekly
2x month2x month
CLARIFYING EXPECTATIONSCLARIFYING EXPECTATIONS
Addl.Addl.DiagnosticDiagnostic
AssessmentAssessment
InstructionInstructionResultsResults
MonitoringMonitoring
IndividualIndividualDiagnosticDiagnostic
IndividualizedIndividualizedIntensiveIntensive
weeklyweekly
All Students at All Students at a grade levela grade level
FallFall WinterWinter SpringSpring
ScreeningScreening
NoneNone ContinueContinueWithWithCoreCore
InstructionInstruction
GradesGradesClassroomClassroom
AssessmentsAssessmentsYearly ITBS/ITEDYearly ITBS/ITED
GroupGroupDiagnosticDiagnostic
SmallSmallGroupGroup
Differen-Differen-tiatedtiated
By SkillBy Skill
2 times/month2 times/month
Step 1Step 1Step 2Step 2 Step 3Step 3 Step 4Step 4
SupplementalSupplemental
1-5%1-5%
5-10%5-10%
80-90%80-90%
CoreCore
IntensiveIntensive
Teacher will make sure:Teacher will make sure:1. All students have been1. All students have been
given the DIBELS assessmentgiven the DIBELS assessment2. All data has been entered2. All data has been entered3. A copy of the class-wide 3. A copy of the class-wide
datadata is printedis printed
Questions/concerns: ContactQuestions/concerns: ContactBuilding PrincipalBuilding Principal
Teacher will:Teacher will:1.Calculate what percent1.Calculate what percent
of the class is at benchmarkof the class is at benchmark2. If below 80%, determine2. If below 80%, determine “ “core” instructional needscore” instructional needs
(Beef-up based on data)(Beef-up based on data)Questions/Concerns: Questions/Concerns: K-3 Contact Reading K-3 Contact Reading
TeachersTeachers4-6 Contact ____-building 4-6 Contact ____-building
teacher w/reading teacher w/reading background background
Teacher will:Teacher will:1.Place all non-proficient1.Place all non-proficientstudents into the 4-Boxesstudents into the 4-Boxes2.Determine if there is a 2.Determine if there is a
need for additional need for additional diagnostic assessment(s)diagnostic assessment(s) -see grade level sheet-see grade level sheet
3.Ensure diagnostic3.Ensure diagnostic assessments are givenassessments are given
4.Bring all data to 4.Bring all data to grade level meetingsgrade level meetingsQuestions/Concerns:Questions/Concerns:K-3 Contact Reading K-3 Contact Reading
TeachersTeachers4-6 Contact _____ 4-6 Contact _____
Building Teacher Building Teacher with Rdg. with Rdg.
BackgroundBackground
Grade Level Data Meetings:Grade Level Data Meetings:1.Discuss briefly additions/changes1.Discuss briefly additions/changes
made to coremade to core2.Share 4-Box data and other diagnostic2.Share 4-Box data and other diagnostic
data results.data results.3. Group kids with similar instructional 3. Group kids with similar instructional needs.(COMPARE TO PRIOR GROUPING- needs.(COMPARE TO PRIOR GROUPING-
IF AVAILABLE)IF AVAILABLE)4. Complete the group intervention4. Complete the group intervention
Plan form.(one per group)Plan form.(one per group)-Who, what, when, where of instruction-Who, what, when, where of instruction-Who, what, when, where of monitoring-Who, what, when, where of monitoring-Who and when of parent notification-Who and when of parent notification
NOTE: if any changes are made duringNOTE: if any changes are made duringIntervention period, document on form.Intervention period, document on form.
5. Attach an implementation log5. Attach an implementation logand graphsand graphs
6. Set date to meet back for check-in6. Set date to meet back for check-in(4-6 weeks)(4-6 weeks)
Questions/Concerns: District BasedQuestions/Concerns: District BasedTeam& IDM Team, Content SpecialistTeam& IDM Team, Content Specialist
Prior to Grade Level Data MeetingsPrior to Grade Level Data Meetings
CLARIFYING EXPECTATIONSCLARIFYING EXPECTATIONS
Addl.Addl.DiagnosticDiagnostic
AssessmentAssessment
InstructionInstructionResultsResults
MonitoringMonitoring
IndividualIndividualDiagnosticDiagnostic
IndividualizedIndividualizedIntensiveIntensive
weeklyweekly
All Students at All Students at a grade levela grade level
FallFall WinterWinter SpringSpring
ScreeningScreening
NoneNone ContinueContinueWithWithCoreCore
InstructionInstruction
GradesGradesClassroomClassroom
AssessmentsAssessmentsYearly ITBS/ITEDYearly ITBS/ITED
GroupGroupDiagnosticDiagnostic
SmallSmallGroupGroup
Differen-Differen-tiatedtiated
By SkillBy Skill
2 times/month2 times/month
Step 1Step 1Step 2Step 2 Step 3Step 3 Step 4Step 4
SupplementalSupplemental
1-5%1-5%
5-10%5-10%
80-90%80-90%
CoreCore
IntensiveIntensive
Teacher will:Teacher will: Teacher will:Teacher will: Teacher will:Teacher will:
Grade Level Data Meetings:Grade Level Data Meetings:
Prior to Grade Level Data MeetingsPrior to Grade Level Data Meetings
Implementation: DoingImplementation: Doing• ABC-UBI Team Self Assessment (Afternoon Team ABC-UBI Team Self Assessment (Afternoon Team
Time)Time)
• Blue PrintBlue Print
• Where are you with implementation? 5 MinutesWhere are you with implementation? 5 Minutes
• Action Plan/Funding RequestAction Plan/Funding Request
• CHAMPS Session this afternoonCHAMPS Session this afternoon
Continuous Continuous Improvement: RefiningImprovement: Refining
• What’s working and how can I do more of it?What’s working and how can I do more of it?
• Other concepts from the book, SWITCHOther concepts from the book, SWITCH
Triangle Song: James Blunt on Sesame Street
Build a Build a CommunityCommunity of of CompetenceCompetenceIntensiveIntensive
SupplementalSupplemental
CoreCore
Why use an RtI Model?Why use an RtI Model?
““To often, students of all ages come to class To often, students of all ages come to class struggling with life challenges that can struggling with life challenges that can
interfere with instruction, impeded interfere with instruction, impeded achievement, and undermine school climate. achievement, and undermine school climate.
Preventing or remedying such barriers is Preventing or remedying such barriers is critical to school success.”critical to school success.”
-National Association of School Psychologists, August 2008-National Association of School Psychologists, August 2008
Make a list of Make a list of potential factorspotential factors
RISK FACTORS/RISK FACTORS/
LIFE CHALLENGESLIFE CHALLENGES
• 11
• 22
• 33
• 44
• 55
PROTECTIVE FACTORSPROTECTIVE FACTORS
• 11
• 22
• 33
• 44
• 55
““If you want to bring about a fundamental If you want to bring about a fundamental change in people’s belief and behavior, a change in people’s belief and behavior, a change that will persist and serve as an change that will persist and serve as an example to others, you need to create a example to others, you need to create a community around them, where those new community around them, where those new beliefs can be practiced and expressed and beliefs can be practiced and expressed and nurtured”.nurtured”.
Malcolm Gladwell, Malcolm Gladwell, The Tipping PointThe Tipping Point
Good Teaching is Good Good Teaching is Good TeachingTeaching
Good teaching is good teaching and there Good teaching is good teaching and there are NO boundaries on when, where, or for are NO boundaries on when, where, or for what or whom it will occurwhat or whom it will occur
Teaching academics without attention to Teaching academics without attention to behavior IS NOT evidence based practicebehavior IS NOT evidence based practice
Teaching behavior without attention to Teaching behavior without attention to academics is unsound practiceacademics is unsound practice
In efforts to improve achievement, they In efforts to improve achievement, they cannot be separatedcannot be separated
Algozzine, 2008Algozzine, 2008
BLBL
SignificanceSignificance
Behavior Behavior Instruction Instruction
Reading Reading Instruction Instruction
Reading and Reading and Behavior Behavior
Instruction Instruction
RR BBRR BBRR BB
The Need for Academic The Need for Academic & & Behavioral IntegrationBehavioral Integration
Source: Shepard Kellam, Ph.D, Senior Research Fellow, American Institutes for Research (AIR)Source: Shepard Kellam, Ph.D, Senior Research Fellow, American Institutes for Research (AIR)
The Need for Academic The Need for Academic & Behavioral Integration& Behavioral Integration• Academic skill learning is stunted when children’s emotional Academic skill learning is stunted when children’s emotional
needs are not met (Adelman & Taylor, 1997).needs are not met (Adelman & Taylor, 1997).
• Children’s academic achievement in the 8Children’s academic achievement in the 8thth grade could be better grade could be better predicted by their social abilities at 3predicted by their social abilities at 3rdrd grade, rather than their grade, rather than their academic achievement at 3academic achievement at 3rdrd grade (Caprara, Barbanelli, Pastorelli, grade (Caprara, Barbanelli, Pastorelli, Bandura & Zimbardo, 2000).Bandura & Zimbardo, 2000).
• Academic skill and social competence are complimentary skills, Academic skill and social competence are complimentary skills, particularly in the long run (Malecki & Elliott, 2002).particularly in the long run (Malecki & Elliott, 2002).
• Academic skill-deficits greatly exacerbate antisocial behavior Academic skill-deficits greatly exacerbate antisocial behavior (Walker, Ramsey, & Graham, 2003).(Walker, Ramsey, & Graham, 2003).
The Need for Academic & The Need for Academic & Behavioral IntegrationBehavioral Integration• Social skills instruction and character education programs lead to improvements in Social skills instruction and character education programs lead to improvements in
on-task behavior, academic engagement, and academic achievement test scores on-task behavior, academic engagement, and academic achievement test scores (Elliott, 1999).(Elliott, 1999).
• Much inappropriate behavior is occasioned by task demands that are beyond the Much inappropriate behavior is occasioned by task demands that are beyond the capabilities and skills of students (Kauffman, Mostert, Trent, & Hallahan, 2003).capabilities and skills of students (Kauffman, Mostert, Trent, & Hallahan, 2003).
• Of commonly used schoolOf commonly used school‑‑based interventions, focused academic interventions based interventions, focused academic interventions and behavioral instruction show the highest effect in preventing school dropout or and behavioral instruction show the highest effect in preventing school dropout or nonattendance (Lehr, Hansen, Sinclair, & Christenson, 2003) and adolescent drug nonattendance (Lehr, Hansen, Sinclair, & Christenson, 2003) and adolescent drug and alcohol use (Wilson, Gottfredson, & Najakia, 2001).and alcohol use (Wilson, Gottfredson, & Najakia, 2001).
• ThirtyThirty‑‑five percent of children with reading disabilities drop out of school, a rate five percent of children with reading disabilities drop out of school, a rate twice that of their classmates; fifty percent of juvenile delinquents manifest some twice that of their classmates; fifty percent of juvenile delinquents manifest some kind of learning disability, primarily in the area of reading (Get Ready to Read, kind of learning disability, primarily in the area of reading (Get Ready to Read, 2002). 2002).
Student Perception Student Perception Research Research (Suldo, Friedrich, White, Farmer, Minch, Michalowski, (Suldo, Friedrich, White, Farmer, Minch, Michalowski,
2009)2009)Teacher Behaviors= High level Teacher Behaviors= High level of supportof support• Uses diverse teaching strategiesUses diverse teaching strategies
• Provides evaluative feedback on Provides evaluative feedback on performanceperformance
• Responsive to entire class’s Responsive to entire class’s understanding of materialunderstanding of material
• Show’s interest in an individual Show’s interest in an individual student’s progressstudent’s progress
• Helps student improve gradesHelps student improve grades
• Treats students similarlyTreats students similarly
• Punishes in a fair mannerPunishes in a fair manner
Teacher Behaviors= Low level Teacher Behaviors= Low level of supportof support• Reliance on single mode of Reliance on single mode of
instructioninstruction
• Does not help students improve Does not help students improve gradesgrades
• Assigns an overwhelming Assigns an overwhelming workloadworkload
• Treats students in a biased Treats students in a biased mannermanner
• Insufficient interest in student’s Insufficient interest in student’s academic progressacademic progress
• Punishes in an incorrect mannerPunishes in an incorrect manner
Probability EquationProbability Equation
ppBB CCAA
Student Student CharacteristicsCharacteristics::
skills, history,skills, history,Family/culture, Family/culture,
functional desires, functional desires,
School/Teacher School/Teacher ControlControl: curriculum, : curriculum,
expectations, expectations, routines, examples, routines, examples,
physical physical arrangements, arrangements, engagement, engagement,
prompts, time, prompts, time, feedbackfeedback
Desired StateDesired State::measureable measureable
outcomesoutcomes(skills, behaviors)(skills, behaviors)
Building a Probability Building a Probability EquationEquation CC
Desired StateDesired State::measureable measureable
outcomesoutcomes(skills, behaviors)(skills, behaviors)
Step One – Define success:Step One – Define success:
What is success and how will we know it What is success and how will we know it when we see it?when we see it?
What do successful (districts, schools, What do successful (districts, schools, student like and do?student like and do?
How much is required in order for us to How much is required in order for us to think what we’re doing is working?think what we’re doing is working?
What are measureable benchmarks on What are measureable benchmarks on the way to our goal?the way to our goal?
Probability EquationProbability Equation
AA
Student Student CharacteristicsCharacteristics::
skills, history,skills, history,Family/culture, Family/culture,
functional desiresfunctional desires
Step Two– Understand Problem:Step Two– Understand Problem:
What are the relevant characteristics of What are the relevant characteristics of the problem?the problem?
What is known/in place and what What is known/in place and what needs instruction?needs instruction?
What is the history of What is the history of success/failure with this issue?success/failure with this issue?
What functional relationships exist What functional relationships exist between the between the
problem and the environment?problem and the environment?
Probability EquationProbability Equation
BB
School/Teacher School/Teacher ControlControl: curriculum, : curriculum,
expectations, expectations, routines, examples, routines, examples,
physical physical arrangements, arrangements, engagement, engagement,
prompts, time, prompts, time, feedbackfeedback
Step Three – Alter Step Three – Alter Instructional and Instructional and
Environmental Variables:Environmental Variables:
Teach the key skills/rules?Teach the key skills/rules?-when, where, how should it -when, where, how should it
happen?happen?-effective modeling, examples, -effective modeling, examples,
prompts, feedback prompts, feedback-allow sufficient time for -allow sufficient time for
successsuccessCreate effective environmentsCreate effective environments
-consistency-consistency-natural prompts, natural -natural prompts, natural
consequences consequences-arrange environment to avoid -arrange environment to avoid
failures/promote success failures/promote success
Probability Equation Probability Equation (Scott, 2009)(Scott, 2009)
pp66 1100
44
Student Student CharacteristCharacterist
icsics
School/Teacher School/Teacher ControlControl Desired Desired
StateState::
““You must be the change you You must be the change you wish to see in the world”wish to see in the world”
-Mohandas Gandhi