Supporting Students Through Tiered Interventions 2013 ‐ 2014 September 24, 2013 Superintendent Barbara Deane–Williams Deputy Superintendent Shaun Nelms Barbara Tomasso James Giordano Deborah Hoeft Jamie Warren Assistant Superintendent for Assistant Superintendent for Finance and Assistant Assistant Curriculum, Administrative Services Superintendent for Superintendent for Instruction and Assessment Student Services 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 Assess ALL students to Universal detect who is on target to Each year Screening meet standards Check ALL students to see Benchmark whose rates of growth is on Three times a year Assessments target to meet standards Measure progress made by Progress students who are not on At least every 3 to 5 weeks target and receiving Monitoring intervention
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, organization, 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 Enrollment Enrollment Enrollment Enrollment Total Enrollment Ending AR AT OL OD 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 0 36
P ositive B ehavioral I nterventions and S upports 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 Every three to five weeks incidents are taking place Track the places where Referrals by behavior issues are Every three to five weeks Location occurring Monitor the days of the Referrals by Day of Every three to five weeks week with an increase the Week number of concerns
Tracking Progress of All Students and Interventions Five key reports for tracking behavior and discipline data Type of Report Purpose Frequency Assess what types of Referrals by Problem Every three to five weeks incidents are occurring Area Monitor which grade levels Every three to five weeks Referrals by Grade have a higher number of referrals
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 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. Secondary Schools Arcadia Athena Arcadia Athena Odyssey MS MS HS HS Academy Olympia Total # Arson, Bomb Threat, False Alarm, or Riot % # Attendance Related Offenses % # Bullying, Intimidation, Harassment, Menacing % # Minor Altercations % # Criminal Mischief % # Defiance/Disrespect/Disruption % 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 % 9/18/13 Curriculum, Instruction and Assessment
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 Number of Students Percent of Students Cumulative Enrollment With at Least One with at Least One Referral Referral 2011-2012 2012-2013 2011-2012 2012-2013 2011-2012 2012-2013 Autumn Lane Brookside Buckman Heights Craig Hill English Village 9/18/13 Curriculum, Instruction and Assessment
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 American Indian or Alaska Native Not Economically Disadvantaged Economically Disadvantaged Students with Disabilities Black or African American More Than One Race General Education Hispanic or Latino All Students Female White Asian Male Arcadia Middle School Grade 6 Grade 7 Grade 8 Athena Middle School Grade 6 Grade 7 Grade 8 9/18/13 Curriculum, Instruction and Assessment
Recommend
More recommend
