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Pyramid of Interventions In Action Title I Conference June 7, 2007

Pyramid of Interventions In Action Title I Conference June 7, 2007. Pyramids of Intervention. Ms. Beth Adams, Director Northeast Georgia GLRS Center Phone: 706-742-8292 Ms. Cathie Weaver, Assistant Coordinator for Exceptional Students Effingham County Schools Phone: 912-754-5623

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Pyramid of Interventions In Action Title I Conference June 7, 2007

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  1. Pyramid of Interventions In Action Title I Conference June 7, 2007

  2. Pyramids of Intervention Ms. Beth Adams, Director Northeast Georgia GLRS Center Phone: 706-742-8292 Ms. Cathie Weaver, Assistant Coordinator for Exceptional Students Effingham County Schools Phone: 912-754-5623 Dr. Colleen Webb, Special Education Director Effingham County Schools Phone: 912-754-5623 Ms. Lynne Williams, Professional Learning Specialist Georgia Department of Education Phone: 404-657-9971

  3. Pyramids of Intervention In Action • Describe the Student Achievement Pyramid of Interventions. -The students’ academic gains on the average exceeded their time in the intervention. • Regional Support for Pyramid Development—Northeast Georgia GLRS. • How one school district developed the Pyramid of Interventions—Effingham County Schools

  4. TIER 4 SPECIALLY DESIGNED INSTRUCTION/LEARNING Targeted students participate in: -Specialized programs -Adapted content, methodology, or instructional delivery -GPS access/extension TIER 3: SST DRIVEN INSTRUCTION/LEARNING Targeted students participate in: -Individual assessment -Tailored interventions to respond to their needs -Frequent formative assessments -Consideration for specially designed instruction only when data indicates a need (e.g. gifted or special education services) • TIER 2: • NEEDS BASED INSTRUCTION/LEARNING: • STANDARD INTERVENTION PROTOCOLS • Targeted students participate in instruction that: • -Is different from Tier 1 • Uses established intervention protocols • Provides enhanced opportunities for extended learning • -Uses flexible, small groups • -Includes more frequent progress monitoring • -Addresses needs in all developmental domains (academic, • communication/language, social etc.) • TIER 1 • STANDARDS BASED CLASSROOM INSTRUCTION/LEARNING • All students participate in instruction that is: • -In the general education classroom • Standards-based • Differentiated • Evidenced-based • Guided by progress monitoring & balanced assessment • -Planned to address all developmental domains (academic, • communication/language, social etc.) STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS Georgia Department of Education Offices of Curriculum and Instruction and Teacher/Student Support

  5. NEEDS BASED LEARNING: STANDARD INTERVENTION PROTOCOLS • Targeted students participate in instruction that: • Is different from Tier 1 • Uses standard intervention protocols • Provides enhanced opportunities for extended learning • Takes advantage of the flexibility of small groups • Includes greater frequency in progress monitoring • Addresses needs in all developmental domains • (academic, communication/language, social etc.) Tier 2 STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS

  6. NEEDS BASED LEARNING: STANDARD INTERVENTION PROTOCOLS: TIER 2 Tier 2 STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS • TEACHERS WILL: • Provide enhanced learning opportunities for targeted students. • Assign/reassign students to instructional groups based on monitoring data. • Monitor progress more often • Provide different instruction • from Tier 1 • Recommend students for interventions based on progress monitoring or screening data.

  7. LEADERS/SCHOOL ORGANIZATIONS ENSURE THAT: • Organizational structures support Tier 2. • -Scheduling -Time allocation • -Flexible Grouping -Personnel • -Professional Learning Communities -Financial support • School-wide performance data is analyzed to determine Tier 2 interventions • -Student progress is monitored often. • -Interventions are implemented with fidelity. • Both pressure and encouragement for improvement are evident. Tier 2 STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS Needs Based Interventions

  8. BuildingTier 2 Who? Student assessment and grouping Is it happening? Supervision When? Scheduling Is it working? Monitor student progress How long? Time frame How much? Costs What? Validated group intervention Matched to students' needs

  9. Tier 2: What might it look like? High School Reading Tutorial Project Implemented in 4 elementary schools over multiple years (8 cohorts of students) Teachers identified 1st and 2nd graders who were not mastering reading skills sufficiently. Each of those students was administered a Woodcock Reading Mastery Assessment: Word Identification & Passage Comprehension

  10. High School Reading Tutorial Project If their scores were behind their expected grade level, they participated in a supplemental, tutorial project that was provided 4 or 5 days a week by high school students. The tutors used a scripted book, Teach Your Child to Read in 100 Easy Lessons, developed by Engelmann, S., Haddox, P., & Bruner, E. (1983). Engelmann, S., Haddox, P., & Bruner, E. (1983). Teach your child to read in 100 easy lessons. New York: Simon & Schuster.

  11. Outcomes Across 8 cohorts (4 schools)105 students participated in the project. On average, it took the students 6.2 months to complete the program. On average, they gained 9.6 months in word identification and grew 13.9 months (1.39 years) in passage comprehension.

  12. Outcomes 96% of the students exhibited growth in passage comprehension that outpaced their growth in grade placement. 76% of the students exhibited growth in word identification that outpaced their growth in grade placement.

  13. It could be argued that at least 96%, and probably more, of the students would not qualify for special education in the fields of specific learning disabilities or intellectual disabilities.

  14. Continued analysis was conducted to compare students who were farther behind versus students who were not as far behind.

  15. This data was available on 26 students. • 20 students were 5 or more months behind in passage comprehension. • On average, the students started the program in 1.6 grade and finished in 2.1 grade (actual placement.) • On average, their passage comprehension was K.8 g.e. when they started the program and was 2.1 g.e. when they completed the program.

  16. “Wow Factor” • This intervention had what we call the “Wow Factor” • Students’ progress outstripped the time they spent in the intervention. • On the average, their reading improved by many more months than they spent in the tutoring project.

  17. 6 students were 4 months or less behind in passage comprehension. • They started the program in 1.4 grade and finished in 1.8 grade. • Their passage comprehension progressed from 1.0 g.e., to 2.1 g.e.

  18. TIER 3: SST DRIVEN INSTRUCTION/LEARNING Targeted students participate in: -Individual assessment -Tailored interventions to respond to their needs -Frequent formative assessments -Consideration for specially designed instruction only when data indicates a need (e.g. gifted or special education services) • TIER 2: • NEEDS BASED INSTRUCTION/LEARNING: • STANDARD INTERVENTION PROTOCOLS • Targeted students participate in instruction that: • -Is different from Tier 1 • Uses established intervention protocols • Provides enhanced opportunities for extended learning • -Uses flexible, small groups • -Includes more frequent progress monitoring • -Addresses needs in all developmental domains (academic, • communication/language, social etc.) • TIER 1 • STANDARDS BASED CLASSROOM INSTRUCTION/LEARNING • All students participate in instruction that is: • -In the general education classroom • Standards-based • Differentiated • Evidenced-based • Guided by progress monitoring & balanced assessment • -Planned to address all developmental domains (academic, • communication/language, social etc.) STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS Georgia Department of Education Offices of Curriculum and Instruction and Teacher/Student Support

  19. Tier 3: Student Support Team Progress monitoring for students in Tier 2 indicates the student is not responding to the intervention. Referred to SST Individualized assessment to determine needs Individualized interventions planned and implemented Frequent progress monitoring

  20. Activity • How do you know which students are struggling at your school? • What is the standard intervention to meet these students’ needs? • Would each teacher give the same answer to the above? • How do you know if your interventions are working? How well are your struggling students learning?

  21. How to Get Started • Regional Consortia: Pyramid of Interventions • Northeast GLRS Center (Georgia Learning Resources System) • Ms. Beth Adams, Director • Effingham County • Dr. Colleen Webb, Special Education Director • Ms. Cathie Weaver, Assistant Coordinator for Exceptional Students

  22. NE GA RESA/GLRSPyramid of InterventionsConsortia Brief History and Structure of the Consortia

  23. 2-Day Kick-off (September) • Craig Drennan on “How Schools Respond When Students Don’t Learn” • Overview of the Pyramid of Interventions • Establish common language • Sharing time with schools that have successfully implemented the Pyramid of Interventions

  24. First Follow-Up Session (November) • Focus on the details of Tiers 1 and 2 (components of each, research and examples) • Work Session for teams to brainstorm, plan and problem solve on what they currently have available in their schools and identifying gaps

  25. Second Follow-Up Session(January) • Focus on Tiers 3 and 4 (components of each, research and examples) • Work Session for teams to brainstorm, plan, problem solve on what they currently have available in their schools and identifying gaps • Facilitators available throughout the session to field questions regarding specific issues related to elementary, middle and high school levels

  26. Third Follow-Up Session (March) • Putting the tiers together to complete the Pyramid • Teams completed a Pyramid of Interventions rubric to assess their current implementation level and to guide future work

  27. Plans for the 2007-2008 NE GA RESA/GLRS Pyramid of Interventions Consortia • Structure will remain the same (kick-off, with 3 follow-up dates) • Take it to the next level • Support a number of schools to implement assessment/interventions at various tier levels

  28. Effingham County Student Pyramid Dr. Colleen Webb Cathie Weaver Title 1 Conference June 7,2007

  29. Demographics • Location • School System 9853 Students 27% Economically Disadvantaged 14% Students with Disabilities

  30. In the Beginning • Motivations • The Mandate for RTI • Very Significantly Disproportionate • CRCT / AYP • GLRS trainings and Program • Promotions

  31. Staff Organization • Central Office • Student Support Team Leaders • Intervention Supervisor • Interventionists

  32. Intervention Team • Team Leader – Certified Teacher • Team Members – 5 paraprofessionals serving 13 school sites 8 elementary schools 3 middle schools 2 preschools

  33. Budget & Funding • Permissive Use of IDEA Funds for EIS Paraprofessionals ($2.32 more per hour than other paraprofessional positions) Supplies Software Computers Travel Staff Development

  34. Budget & Funding, cont. • Title 1 • Software Programs • Snacks for After School Tutoring • Instructional Extension • After School Salaries • Teachers • Paraprofessionals • After School Transportation

  35. Tier One • Standards based instruction for all students in every general education classroom • Georgia Performance Standards • Differentiated Instruction • Universal Screenings

  36. Examples of What You Might See at Tier 1 80% or more of students should respond and make adequate progress (including subgroups).

  37. Tier Two • Needs based instruction using established, scientifically research based interventions, for targeted students who are not making sufficient progress in Tier 1 • Tier 2 is in addition to Tier 1

  38. Tier 2 cont. • Frequent progress monitoring • Regular reports to parents with concrete suggestions on ways that they can help their child be successful • Monthly reports to administrators Should not include more than 15-20 percent of the school population.

  39. Examples of what you might see at Tier 2

  40. Reading Steep Reading Center Headsprout SRA Early Intervention Reading Math iPASS/iLearn SRA NumberWorlds Additional Academic Programs We Use in Tier 2

  41. Tier Three • Individual, child-specific interventions for high risk students who are not making sufficient progress in Tiers 1 & 2. • Student Support Team guided

  42. Examples of what you might see at Tier 3 Should not include more than 4 or 5% of the school population.

  43. InterventionResources • Intranet Site www.effinghamschools.schoolwires.com Pyramid of Interventions Administrative Guide Tier 1 Tier 1 Interventions Referral to Tier 2

  44. Tier 2 Tier 2 Interventions • Intervention Programs • Intervention Assistance Form • Student Progress Report

  45. Progress Monitoring Tools • Behavior Report Card – Online Generator • Monthly Report Spreadsheet

  46. Tier 3 Interventions SST Checklist SST Referral • Guide for Parent Contact • Parent Invitation • Initial SST Meeting Minutes/Notes

  47. Target Concerns Tier 3 Intervention Plan SST Meeting Evaluation Follow-up SST Meeting Minutes/Note Tier 3 Progress Report

  48. Coordinated Services • Curriculum and Instruction • Exceptional Students • Title 1 • Pupil Services Counselors, School Psychologists

  49. Our Results 108 students received one or more Tier 2 interventions • 36 moved back to Tier 1 • 1 moved to Tier 3 • 6 moved or withdrew • 46 finished the year in Tier 2 • 19 identified special education students also participated in Tier 2 interventions Springfield Elementary

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