A Schoolwide Framework for Student Success in Philadelphia Joyce - - PowerPoint PPT Presentation
A Schoolwide Framework for Student Success in Philadelphia Joyce Dukes Technical Assistance and Consultation Office of Specialized Services Kathleen Marshall Director of Special Education North Region Office Marlene Owens Coordinator of
A Schoolwide Framework for Student Success in Philadelphia
Joyce Dukes Technical Assistance and Consultation Office of Specialized Services Kathleen Marshall Director of Special Education North Region Office Marlene Owens Coordinator of Special Projects Office of Curriculum and Instruction
Who We Are
Number of Students by Race: African-American: 65.5% Asian: 5.3% Hispanic: 14.5% Native American: .2% White: 14.2% The School District of Philadelphia: Seventh largest in the nation, serving a racially and ethnically diverse student population. Enrollment: 196,309 Number of Students by Grade Level: Head Start & Preschool: 4,799 Middle: 31,145 Senior High: 52,807 Vocational/Technical Schools: 4,701 Special Disciplinary Schools: 2,465 Charter Schools : 21,096 Total:217,405 Organization: The School District of Philadelphia presently is organized into 12 Regional Offices. Schools: There are 273 public schools in the School District of Philadelphia, composed of: 175 Elementary schools 43 Middle schools 43 Neighborhood and magnet high schools 5 Vocational-technical schools 7 Special schools
“Every school does bits and pieces
a more systematic, or more systemic, way.”
Dian Morrison Director of Support Services Northern Suburban Special Education District (Illinois), Education Week, Nov. 30, 2005
Bill Spady, 1992
Fullan, 1999
A Schoolwide Framework for Student Success
Office of Specialized Services: special education and the pre-referral process; student assistance; behavioral health; scientific research-based supplements and interventions in academics and behavior Office of Curriculum and Instruction: core curriculum; strategic and intensive interventions; teacher training Office of School Management: after-school and summer remediation Educational Technology Group: technology-based supplement and intervention support
Network (PaTTAN) staff is the primary source for delivering training and providing support to the Intermediate Units.
Intermediate Unit (IU 26) was asked to complete a planning matrix, which described how they we would support the initiative with our district.
– Overview Module – Principal’s Module – Universal Screening Module – Data Analysis Teaming (DAT) Module Day One: Foundations –Differentiated Instruction Module –Scientific, Research-based Interventions Module –Core Curriculum Module Day Two: Implementation Day Three: Eligibility –Behavior Module –Progress Monitoring Module –Eligibility Module
documents.
each module, as well as copies of supporting documents.
may support any of the modules.
Intensive Supports: Distinguished Educators
Targeted Supports: Intermediate Units For Districts that Struggle in Particular Areas & are in School Improvement or Warning – 350 Districts
Foundation Support The Basics in All Six Components – All 501 School Districts Tier 2: Strategic and Targeted Interventions Tier 1: Benchmark and School Wide Interventions for All Students Tier 3: Intensive Interventions
Linkages between the School Improvement System & RTI
Resources & Materials
The stuff you use to teach the content
Clear Standards
What students should know and do
Fair Assessments
How you measure what students know and are able to do
Curriculum
The content behind the standards
Instruction
How you teach the content behind the standards
Interventions
How you help struggling kids understand the content
Strong Results For ALL Students
Implementation of School-wide Approach to Address the Reading, Mathematics and Behavioral Needs of All Students Universal Screening of Academics and Behavior is Conducted for All Students; Continuous Progress Monitoring; Progress Monitoring Data used to Determine Effectiveness and Drive Instructional Adjustments; Conduct Benchmark/Outcome Assessment for All Students ALL Staff (Gen, Sp Ed, Title, ESL) Assume an Active role in Instruction in the Curriculum ALL Students Receive High Quality, Research-Based Instruction in the General Education Setting; High-Quality Instruction and Intervention Matched to Student Need Using Data to Inform Instruction Ensure that Researched-Based Instruction and Intervention Strategies are Implemented with Fidelity; Support Resources and Materials along with Supplementary Interventions are Necessary to Help Students Not Making Sufficient Progress Research-Validated Interventions are Implemented Based on the Type, Level and Intensity of the Individual Student’s Need
Response to Intervention:
Comprehensive & coordinated framework for monitoring students acquisition of skills and responding to the lack of progress with appropriate levels of intervention
Early Intervening:
Providing coordinated scientific, research- based interventions early in students acquisition of skills – prior to failure
IDEA Amendments IDEA ’97 Access to the General Education Curriculum & Assessment IDEA Amendments IDEA ’97 Access to the General Education Curriculum & Assessment No Child Left Behind Act: Universal proficiency & accountability: School Improvement; AYP; Scientific, Research-Based Practices No Child Left Behind Act: Universal proficiency & accountability: School Improvement; AYP; Scientific, Research-Based Practices IDEA 2004: Early Intervening; Scientific, Research- Based Interventions IDEA 2004: Early Intervening; Scientific, Research- Based Interventions Chapter 14 Special Education Services & Programs. Established IST as a Requirement: 5 Year Phase- In Chapter 14 Special Education Services & Programs. Established IST as a Requirement: 5 Year Phase- In Chapter 4 Academic Standards for Reading & Mathematics and Assessment Chapter 4 Academic Standards for Reading & Mathematics and Assessment Pennsylvania System of School Assessment PSSA Pennsylvania System of School Assessment PSSA Pennsylvania Assessment Anchors Pennsylvania Assessment Anchors Individuals with Disabilities Education Act (IDEA) Individuals with Disabilities Education Act (IDEA) Gaskin Settlement: Inclusive Practices; Least Restrictive Environment Gaskin Settlement: Inclusive Practices; Least Restrictive Environment Chapter 14: IST made Optional to School Districts Chapter 14: IST made Optional to School Districts Improving America’s Schools Act (Title 2) Improving America’s Schools Act (Title 2) Pennsylvania Alternate System of Assessment PASA Pennsylvania Alternate System of Assessment PASA
Federal Federal Federal
Pennsylvania - State Pennsylvania Pennsylvania -
State
Influences on Current Practice
Universal Proficiency Universal Proficiency Universal Proficiency Accountability Accountability Accountability
IST to RtI Where we have been … Where we are going…
Instructional Support Team Resources Gained 1990-2006 Response to Intervention
Request for assistance by teacher or parent Identification of need by universal screening for all students Student-specific team School, grade, group and, student specific flexible and fluid teams IST (support) teacher coordinates process Coordination required for each team and between teams across the school Standards-based core curriculum presumed Requires research-based core curriculum for reading and math Implemented customized effective instruction for students at-risk Requires effective instructional practices for all students Student-specific targeted ‘strategies’ School, grade, group and student specific interventions for all students Targeted instructional ‘strategies’ (with available research-based interventions) Scientific research-based interventions and standard protocol interventions Implications for whole group instruction Systematic changes in whole group instruction – differentiated instruction Behavior problems addressed through “Valentine” model and “Initial Line of Inquiry” Behavior problems addressed through positive behavior supports Progress monitoring for students at-risk Progress monitoring for all students at varying intensity Pre-referral system-led to evaluation if needed Data from process can be used as part of primary SLD diagnostic criteria Parent awareness Extensive parent involvement & reinforcement between home and school Elementary student assistance program (ESAP) embedded in IST functions Schools decide on relationship of three-tier process and ESAP Teams use problem-solving format Teams use problem-solving format with scientific base and consistent data
Education Curriculum
Academic Standards
Data-Informed Decision- Making
Support for All Students
Behavior Support Training
Monitoring Training
Learning Opportunities
Subgroups
Education Curriculum
Academic Standards
Data-Informed Decision- Making
Support for All Students
Behavior Support Training
Monitoring Training
Learning Opportunities
Subgroups
Reading
remedial programs
Level II CSAP
Paired Discussion: Report Out
intervention strategy to enable early identification and intervention for students at academic or behavioral risk.
model for the identification of students with learning disabilities.
Pennsylvania’s 3 Tier RtI Model
An Integrated Approach: General, Remedial and Special Ed
– Focused on academic / behavioral growth of all students – Student needs exist on a continuum – Resources organized / provided in direct proportion to student need
– Scientifically research-based practices – Problem Solving Model – A “Best Practice” approach – Considers all system variables (child, teacher, environment) – Results in objective and measurable interventions (evidence-based; “n of 1”)
PA RtI PHI LA CSAP
Tier I: All Students Research Based Instruction PM through CBM Tier I: All Students Research Based Instruction PM through CBM Tier II: Students for Whom Tier I Instruction Not Adequate Small Group Supplemental Instruction 8-12 Weeks (1-2 Rounds) Small Group Supplemental Instruction for Students for Whom General Instruction Not Adequate (4 weeks) Tier II: Students for Whom Small Group Instruction via Tier I Not Adequate Individualized Intervention Plan with Instructional Staff, Specialists, Parent, Student (4-8 weeks) Tier III: Students for Whom Tier II Instruction Not Adequate Increasingly Intensive Interventions (iii) Tier III: Students for Whom Individualized Tier II Instruction in Gen Ed Setting Not Adequate (Sp Ed) Beyond: Individualized Instruction Longer Duration (Sp Ed)
Goal: Improve student performance through targeted interventions, focused, data-driven instruction, professional learning, ongoing progress monitoring. Focus Areas: Reading, Effective Instruction, Progress Monitoring, Behavior Benchmark and School Wide Interventions for 100% of Students Students on Grade-Level (Benchmark) and All Students Effective Instructional Practices provided within the General Education Curriculum; Clear Expectations, Teach Behaviors, Rules, Routines and Physical Arrangements Core Curriculum Strategic and Targeted Interventions for Students At–Risk for Failure Strategic Instruction, Increased Time and Increased Opportunities to Learn provided in addition to the General Education Curriculum Core Curriculum + Supplemental Materials
Intensive Interventions for Low Performing Students Add to curriculum, Add time, and Support Resources Core Curriculum + iii
Alignment of RtI Model & Framework for I mplementation
Tier 1 Tier 1
Benchmark and School Wide Interventions for Students on Target and All Students
Tier 2 Tier 2
Strategic & Targeted Interventions for Students at Risk
Tier 3 Tier 3
Intensive Interventions
Administrative Supports Preparation and Training Preparation and Training Benchmark & School-wide Interventions Benchmark & School-wide Interventions Progress Monitoring
Intensive Interventions Intensive Interventions
Intensive Progress Monitoring Intensive Progress Monitoring
Determination
Determination
Administrative Supports Parental Involvement Parental Involvement Universal Screening Universal Screening Data Analysis Data Analysis Collaboration with the RtI Process Collaboration with the RtI Process Strategic & Targeted Interventions Strategic & Targeted Interventions Progress Monitoring
Interventions for All Students
Curriculum, Assessment and School Organizational Structure
RtI Teams:
students based on intensity of identified needs
and students to progress toward established benchmark or standards
student performance data
and benchmarks
data
(RtI)
intervention found in some SDP school-buildings
Strategies Binder for Reaching Struggling Readers (6-12)
Green Light, Yellow Light, Red Light The Road to Special Ed…or Not?
Lisa
Second Grade Class Steven Rita Bart
Case Studies
Green Light, Yellow Light, or Red Light?
– review the sheet in the packet titled “Key Info”
and the expected rate of gain in ORF at the student’s grade level – review the sheet titled “Reading Comprehension Screening Rubric”
– review and discuss the “Student Profile” sheets (there may be more than one in a packet) that give a profile of the student’s ORF and reading comprehension screening (if given). – decide where you would place the student profiled on the RTI triangle – use the sheet titled “Decision Model at Level..” to answer question “Is This Student at Risk?” – use the “Workgroup Planning for improved Student Achievement” sheet to record what you know from the data, and what your group has determined should happen next – report out on case study results
SAMPLE READI NG I NTERVENTI ON MODEL
Heterogeneous Grouping All Students in grade level core – Instruction tied to Anchors 1 .5 hours daily w ith push-in support
I ntensive Benchm ark Strategic
Homogeneous Skill Group 1 hr. daily
(ERI)
Corrective Reading
Corrective Reading Comp. Homogeneous Skill Groups 1 hr. daily
SUCCESS
Corrective Reading Homogeneous Skill Groups 1 hr. daily
Eligibility Testing
Not Eligible Eligible SPED Intensive Treatment
Non Responders Responders
?
General Ed.-Scientifically Validated
Non Responders Responders SPED Eligibility Evaluation Not Eligible Eligible
SPED Intensive Treatment
Monitor
Monitor
Non Responders Responders
Non - SPED Intensive Treatment
Recycle
Referral
Historical System
Universal Screening
RTI System
Adapted from Fletcher, ’05, Used with Permission
Data-Based I nstructional Planning and I ntervention: Recap of Critical Questions for RtI
learn?
allow me to monitor progress over time?
Collect and Exam ine Data
Look at individual m easures, then m ultiple m easures
I dentify children w ho w ill need: I ntensive I ntervention Strategic I ntervention Benchm ark I ntervention Set Goals ( four w eek and long-term )
Design and I m plem ent I ntervention
Curriculum Materials Curriculum Materials Curriculum Materials Tim e Tim e Tim e Grouping Grouping Grouping Opportunities to Respond Opportunities to Respond Opportunities to Respond Monitor Progress and Make I nstructional Decisions 1 tim e per w eek Monitor Progress and Make I nstructional Decisions 1 tim e per m onth Monitor Progress and Make I nstructional Decisions 3 tim es per year
I ntensive Strategic Benchm ark
Lessons Learned / Systems Changed
Contact Information Joyce Dukes jdukes@phila.k12.pa.us Kathy Marshall kmarshall@phila.k12.pa.us Marlene Owens mowens@phila.k12.pa.us