Supporting Students Through Tiered Interventions 2013 2014 September - - PowerPoint PPT Presentation

Supporting Students Through Tiered Interventions 2013‐2014

September 24, 2013

Superintendent Barbara Deane–Williams Deputy Superintendent Shaun Nelms James Giordano Assistant Superintendent for Finance and Administrative Services Deborah Hoeft Assistant Superintendent for Student Services Barbara Tomasso Assistant Superintendent for Curriculum, Instruction and Assessment Jamie Warren Assistant Superintendent for Human Resources Jeffrey Henley Executive Director for Instructional Technology and Strategic Initiatives

RtI Framework All Students by Face and Name

Response to Intervention (RtI) System:

• Academic
• Behavior
• Attendance

Response to Intervention (RtI)

Academic Intervention Services (AIS) Additional instruction which supplements core instruction to assist students in meeting the State learning standards

Tiered Interventions: Supply Intervention for All Students Tier I

• Classroom –Based Interventions – Extra Help
• Counseling Groups
• Frequent Checks and Close Monitoring

Tier II

• Extra Reading, Math, Writing ‐ Small Group Instruction
• Counseling Groups
• Behavior Management Support
• Attendance Improvement Support
• High School Level also includes an Academic Center to provide tutoring and extra

help to any student.

• Right Reason On‐line Blended Learning Program
• Extra Instruction in classes to prepare for report exams
• Twilight Academy for students who have failed marking periods, or are core credit

deficient to catch up.

• Wrap Around Team Individual Students and Family Support.

Tier III

• Individual Programs delivered during school day or Twilight or as customized

to the student

• Twilight Academy
• Re‐Engagement Model Program (5‐8) – all individual designs
• Bridges Model Program (9‐12) – all individual designs

Tracking Progress of All Students and Interventions

Three main levels of tracking data we monitor

Type of assessment Purpose Frequency

Universal Screening

Assess ALL students to detect who is on target to meet standards Each year

Benchmark Assessments

Check ALL students to see whose rates of growth is on target to meet standards Three times a year

Progress Monitoring

Measure progress made by students who are not on target and receiving intervention At least every 3 to 5 weeks

Greece Central School District Assessment Matrix

Grades K‐12 Sample Monitoring Report

Grades K‐12 Sample Monitoring Report

Grades K‐12 Sample Monitoring Report

Grades K‐12 Sample Student Monitoring Report

Academic Center

This program is designed to prevent course failure each quarter, it is intended to support students who:

• need review for required content
• need support for work completion,
• rganization, and test preparation
• need academic intervention

Twilight Academy Grades 9‐12

Students who:

• failed marking period in core courses
• short‐term suspension
• credit recovery
• need short‐term assistance to address

individual needs

• replace summer school by providing support

during school year

Re‐Engagement Center Grades 5‐8

Students who:

• long‐term suspension
• multiple patterns of failure
• excessive absences interfering with learning
• not responding to school research‐based

interventions

• placement upon approval of Deputy

Superintendent

Bridges Program Grades 9‐12

Students who:

• long‐term suspension
• multiple patterns of failure
• excessive absences interfering with learning
• not responding to school research‐based

interventions

• have significant credit deficiencies
• placement upon approval of Deputy

Superintendent

Credit Attainment

• Each high school improved their course

passing rates in 2012‐13 school year – but the work and attention will stay focused this year to improve credit attainment

• Teaching and Learning teams will focus on

progress of each student by face and name and provide supports a child needs

Number of Students Enrolled in Bridges AHSEP (GED) Program

School Year Ending Enrollment AR Enrollment AT Enrollment OL Enrollment OD Total Enrollment 2008 36 23 32 2 93 2009 21 24 24 5 74 2010 27 19 28 6 80 2011 35 18 23 6 82 2012 34 14 24 4 76 2013 19 8 9 36

Positive Behavioral Interventions and Supports

a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students Evidence-based features of SW-PBIS – Prevention – Define and teach positive social expectations – Acknowledge positive behavior – Arrange consistent consequences for problem behavior – On-going collection and use of data for decision-making – Continuum of intensive, individual interventions. – Administrative leadership – Team-based implementation (Systems that support effective practices)

Olweus Bullying Prevention Program

• Designed for all students
• Preventative and responsive
• Focused on changing norms and restructuring

the school setting

• Researched‐based
• Requires systematic monitoring and response

to data

Tracking Progress of All Students and Interventions

Five key reports for tracking behavior and discipline data

Type of Report Purpose Frequency

Referrals by Time

Check what time of day incidents are taking place Every three to five weeks

Referrals by Location

Track the places where behavior issues are

• ccurring

Every three to five weeks

Referrals by Day of the Week

Monitor the days of the week with an increase number of concerns Every three to five weeks

Tracking Progress of All Students and Interventions

Five key reports for tracking behavior and discipline data

Type of Report Purpose Frequency

Referrals by Problem Area

Assess what types of incidents are occurring Every three to five weeks

Referrals by Grade

Monitor which grade levels have a higher number of referrals Every three to five weeks

School Wide Information System Referrals by Time – SWIS Data

School Wide Information System Referrals by Location – SWIS Data

School Wide Information System Referrals by Day of the Week SWIS Data

School Wide Information System Referrals by Problem Behavior SWIS Data

School Wide Information System Referrals by Grade – SWIS Data

Tracking and Responding to Behavior and Discipline – Infinite Campus

• Monthly Discipline Referrals
• Number and Percent of Students with at Least One

Referral

• Number of Students with Six or More Referrals
• Number and Percent of Referrals by Enrollment
• Number of Referrals by Location
• Number and Percent of Suspensions
• Number and Percent of Students with at Least One

Out of School Suspension

• Number of Out of School Suspensions by Month

Discipline Report Samples

Elementary Schools

AL BS BH CH EV HR LS LR PH PB WR Total Arson, Bomb Threat, False Alarm, or Riot # % Attendance Related Offenses # % Bullying, Intimidation, Harassment, Menacing # % Minor Altercations # %

Secondary Schools

Arcadia MS Athena MS Arcadia HS Athena HS Odyssey Academy Olympia Total

Arson, Bomb Threat, False Alarm, or Riot # % Attendance Related Offenses # % Bullying, Intimidation, Harassment, Menacing # %

Minor Altercations

# % Criminal Mischief # % Defiance/Disrespect/Disruption # %

Monthly Discipline Reports These reports are created monthly and annually using the data reported in Infinite

• Campus. The reports summarize the referrals by school and by type of referral and

are prepared by the senior educational testing analyst.

Curriculum, Instruction and Assessment 9/18/13

Discipline Report Samples Number and Percent of Students with at Least One Referral These reports are created monthly and annually using the data reported in Infinite

• Campus. The reports summarize the referrals by school and are prepared by the

senior educational testing analyst.

Greece Central School District

Students With At Least One Referral PreK-12

Cumulative Enrollment Number of Students With at Least One Referral Percent of Students with at Least One Referral 2011-2012 2012-2013 2011-2012 2012-2013 2011-2012 2012-2013 Autumn Lane Brookside Buckman Heights Craig Hill English Village

Curriculum, Instruction and Assessment 9/18/13

Discipline Report Samples Number of Students with Six or More Referrals These reports are created monthly and annually using the data reported in Infinite

• Campus. The reports summarize the referrals by school and subgroup and are prepared

by the senior educational testing analyst.

Greece Central School District

Number of Students with Six or More Referrals 2012‐2013

All Students Female Male General Education Students with Disabilities Asian Black or African American Hispanic or Latino American Indian or Alaska Native More Than One Race White Economically Disadvantaged Not Economically Disadvantaged Arcadia Middle School Grade 6 Grade 7 Grade 8 Athena Middle School Grade 6 Grade 7 Grade 8 Curriculum, Instruction and Assessment 9/18/13

Discipline Report Samples Number and Percent of Referrals By Enrollment These reports are created monthly and annually using the data reported in Infinite

• Campus. The reports summarize the referrals by school and are prepared by the

senior educational testing analyst.

Greece Central School District

Number of Referrals By Enrollment PreK-12

Cumulative Enrollment Number of Referrals Percent of Referrals 2011-2012 2012-2013 2011-2012 2012-2013 2011-2012 2012-2013 Autumn Lane Brookside Buckman Heights Craig Hill English Village

Curriculum, Instruction and Assessment 9/18/13

Discipline Report Samples Number of Referrals by Location These reports are created monthly and annually using the data reported in Infinite

• Campus. The reports summarize the referrals by school and referral location and

are prepared by the senior educational testing analyst.

Curriculum, Instruction and Assessment 9/18/13

Greece Central School District

Number of Discipline Referrals By Location 2012‐2013 Full Year

Autumn Lane Brookside Buckman Heights Craig Hill English Village Holmes Road Lakeshore Longridge Paddy Hill Pine Brook West Ridge Arcadia Middle School Athena Middle School Arcadia High School Athena High School Odyssey Academy Olympia Grand Total Bus Am Bus Pm Bus On School Transportation Bus Trip Classroom Classroom (During School) Classroom(Bef/Aft School) Gym (Before/After School) Gym (During School) Pe Locker Rm (B/A School) Pe Locker Rm (Dur.School) Pe Locker Room Hallway Hallway (Bef/Aft School) Hallway (During School)

Discipline Report Samples Number and Percent of Suspensions These reports are created monthly and annually using the data reported in Infinite

• Campus. The reports summarize the suspensions by school and are prepared by

the senior educational testing analyst.

Greece Central School District

Out of School Suspensions PreK-12

Cumulative Enrollment Number of Out of School Suspensions Percent of Out of School Suspensions 2011-2012 2012-2013 2011-2012 2012-2013 2011-2012 2012-2013 Arcadia Middle School Athena Middle School Arcadia High School Athena High School Odyssey Academy Olympia District Total

Curriculum, Instruction and Assessment 9/18/13

Discipline Report Samples Number and Percent of Students with at Least One Out of School Suspension These reports are created monthly and annually using the data reported in Infinite

• Campus. The reports summarize the suspensions by school and are prepared by

the senior educational testing analyst.

Greece Central School District

Students with at Least One Out of School Suspension PreK-12

Cumulative Enrollment Number of Students With at Least One Out of School Suspension Percent of Students with at Least One Out of School Suspension 2011-2012 2012-2013 2011-2012 2012-2013 2011-2012 2012-2013 Autumn Lane Brookside Buckman Heights Craig Hill English Village

Curriculum, Instruction and Assessment 9/18/13

Discipline Report Samples Number of Out of School Suspensions By Month These reports are created monthly and annually using the data reported in Infinite

• Campus. The reports summarize the suspensions by school and month and are

prepared by the by the senior educational testing analyst.

Greece Central School District

Number of Out Of School Suspensions By Month 2012‐2013

Out Of School Suspension Short Term (5 days or less) Out of School Suspension Long Term (more than 5 days) September October November December January February March April May June Total September October November December January February March April May June Total Grand total Arcadia High School Athena High School Odyssey Academy Olympia Grand Total

Curriculum, Instruction and Assessment 9/18/13

Tracking and Responding to Attendance K‐12

• Infinite Campus

– Daily Detailed Attendance Report – Number of Days Absent by Term ‐ Ad Hoc Report

• DataCation

– Number of Days Absent or Percent Present – Attendance Total by Terms

Intervention and Instructional Support Staffing

• Principals, Assistant Principals
• School Counselors
• Math Interventionists
• Reading/Writing Interventionists
• Literacy Coaches
• ESOL Teachers
• School Psychologists
• Social Workers

Trainings

• Monthly Positive Behavior Intervention and

Supports (PBIS) (District and Building)

• Monthly OLWEUS Bullying Prevention

Program (OBPP) (District and Building)

• Weekly DataCation Trainings
• Trainings include teachers, administrators,

support staff, counselors and teacher leaders

What do we do with this data?

Teaching and Learning Walkthrough Visits

• Examine instructional practices at each Tier of Instruction
• Review the students at each Tier and the data showing

each student’s progress including data walls and portfolios

• Troubleshoot intervention systems and strategies with

the school

What do we do with this data? (con’t) Weekly Instructional Cabinet Meetings

Members:

– Ms. Barbara Deane‐Williams, Superintendent of Schools – Dr. Shaun Nelms, Deputy Superintendent of Schools – Ms. Barbara Tomasso, Assistant Superintendent of Curriculum, Instruction & Assessment – Dr. Deb Hoeft, Assistant Superintendent of Student Services – Ms. Toyia Wilson, Turnaround Initiative Principal – Mr. Tom Maraino, Director of Response to Intervention &Mathematics – Mr. Jeff Henley, Executive Director of Instructional Technology & Strategic Initiatives – Ms. Sandy McCormack, Director of Pupil Personal Services

What do we do with this data? (con’t) Weekly Instructional Cabinet Meetings

• Review progress and needs of students
• Quarterly Report Reviews
• Identify Professional Development and

Research Needs

• Identify Pockets to Replicate

What do we do with this data? (con’t) Turnaround Initiatives

• Professional Development
• Coaching
• Strategic Plan Implementation Support

Turnaround Initiative Principal Role

• Professional Development
• Coaching
• Strategic Plan Implementation Support

Four Competencies of a Turnaround Leadership

• Driving for results
• Influencing for results
• Solving problems
• Showing confidence to lead

Steiner and Colleagues (2008)

Four Main Areas of Change

• Mission and Focus
• Leadership Style
• Re‐culturing
• Distributed Leadership

Duke (2006)

Sustaining Success

• Systematic Change
• Timing
• Essential Changes

Collaboratively Defines Focus or Mission

Core Beliefs

Teamwork Student learning Data driven

Shared Leadership

Emphasis on Literacy

Focused Professional Development

Review of Instructional Content and Assessment

GCSD GCSD

Leadership Academy Feedback

One Vision ● One Team ● One One Gree Greece ce

Professional Development Focus

What is really happening?

Coaching

Strategic Plan Support

Accelerate Academic Achievement

Greece Central Schools Envision Greece 2017

Two Plans of Attack

1 Monitor every student

who is deficient in course work by face and name every five weeks

2 Identify target areas

school by school

Every Student…

Each principal review data in DataCation using these guidelines :

• 1. Identify students deficient in credits (grade 10<6,

grade 11<12, grade 12<18)

• 2. Identify students deficient any of the five required

Regents (given the grade)

• 3. Identify SWD (specific to grade 12)
• 4. Identify the plan to support each student and how it

will be monitored

Every Student…

Each school will have five week check points with the Learning Walk Teams

– Original file will be revisited and updates will be provided to the team – 10 to 12 students will be randomly selected across grades 10‐12 by the Learning Walk Teams for detailed updates – Feedback will be provided to continue development of each student’s plan

Every Student…

After January testing, used DataCation to increase the scope for the Learning Walk Teams.

Target Areas

• Using DataCation, determine a projected graduation

rate for each cohort

• Identify by school the area with the biggest impact
• n increasing graduation rate
• Use the item analysis provided by DataCation to

further pinpoint the school‐wide need

• Use four check points a year to verify and update

school needs: December, February, May, July

Target Areas

Example:

HS X has a projected graduation rate for the 12 grade cohort of 76%. The total cohort has 100 students. Greatest need = 10 students need to pass the Global History Exam. Targeted area = multiple choice questions in two major topics HS X provides extensive support (beyond the every student support) and 8 of the 10 pass the exam in June. Projected rate increases to 84%. Administrators continue to monitor every five weeks into the summer school program. The other two students pass the exam in August. Projected rate increases to 86%.

Greece Central Schools EnVision Greece 2017

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