Accelerating achievement in boston public schools academic achievement framework school orientation
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Accelerating Achievement in Boston Public Schools: Academic Achievement Framework School Orientation. Decrease problem behavior Reduce dropout rates 3.Reduce inappropriate referrals to Special Education. Potential AAF Student Outcomes. 1. Improve academic and social competence

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Accelerating achievement in boston public schools academic achievement framework school orientation

Accelerating Achievement in Boston Public Schools:Academic Achievement FrameworkSchool Orientation


Potential aaf student outcomes

Decrease problem behavior

Reduce dropout rates

3.Reduce inappropriate referrals to Special Education

Potential AAF Student Outcomes

1. Improve academic and social competence

2.Increase academic proficiency on statewide assessments

  • Increase graduation rates

  • Improve post-school outcomes

  • Increase attendance rates


Principles of the academic achievement framework

Principles of the Academic Achievement Framework

  • Personal Professional Responsibility

  • Differentiated Instruction and Services

  • Collaborative Approach

  • Problem-Solving Orientation

  • Data-driven Decision Making


Potential aaf student outcomes

History of the BPS

Academic Achievement Framework (AAF)

MTSS

ELD

Academic

Achievement

Framework

(AAF)

Response to Intervention

Positive Behavioral Intervention Supports

English Language

Development

4


Conceptual model of the aaf

Conceptual Model of the AAF

Intervention

Assessment

Intensive

Weekly Progress Monitoring (PM)

Tier 3

(5-15%)

e.g. 1-1 or 1-3 intervention

e.g. ORF at instructional level

e.g. Therapy impact

e.g. Mental Health Service

Strategic

Monthly Progress Monitoring (PM)

Tier 2

(10-15%)

e.g. Small Group Intervention

e.g. ORF Currculum-based assessment

e.g. Behavior contract

e.g. Friendship Group

Universal Core

Universal Screening 3x/Yr.

Tier 1

(75-80%)

e.g. DIBELS= ORF

e.g. Evidenced-based Curriculum

e.g. Attendance School-Wide Assessment

e.g. School wide Discipline Program

RTI

Academic

RTI

Academic

PBIS

Soc / Emo / Beh


Conceptual model of the aaf an overlay for eld

Conceptual Model of the AAF-- An Overlay for ELD --

English Language Development Services

Intervention

Levels 1 & 2

75-80%

Tier 3 - Intensive

(5-15%)

Level 3

10-15%

Tier 2 - Strategic

(10-15%)

Levels 4, 5 & FLEP

5-15%

Tier 1 – Universal Core

(75-80%)

RTI

Academic

RTI

Academic

PBIS

Soc / Emo / Beh

PBIS

Soc / Emo / Beh


What is rti video

What is RTI video

  • Any aha! Moments?

  • Any disagreements/differing opinions?

  • Next, walk through the AAF problem solving process and documents.


Who does what in aaf

ICs

Who does what in AAF?

ECs

District Design Team

  • Service Team (ST)

    • Problem-solving at the student level

    • Focus: Process

    • Support: Internal Consultant (IC)

    • Membership: Facilitator, direct service providers (e.g., faculty, paraprofessionals, partner site-based staff)

  • School Management Group (SMG)

    • Problem-solving at the building level

    • Focus: Implementation Fidelity

    • Support: External Consultant (EC)

    • Membership: Principal/Headmaster, all Service Team Facilitators, AAF Site Leader, partner leadership

  • Cross-Functional Rapid Support Team (C-FRST)

  • District Design Team (DDT)

Claudia Rinaldi

Cross-Functional Rapid Support Team

School Management Group

David Riley

Service Team

Student

Draft, Nov. 15, 2010


School management group

School Management Group

  • Once the universal screening & identification of students needing Tier 1, Tier 2 and Tier 3 supports is completed by grade, all summaries are sent to the SMG

  • SMG provides a school wide view and develops a projected SMART goal

    • Specific

    • Measurable

    • Attainable

    • Responsive

    • Timely


School management group1

School Management Group

Evaluates the data and general plans for intervention including:

  • schoolwide needs

  • Grade level needs

  • Allocation of resources (materials, human capital, scheduling, etc)

  • Removes barriers to learning

    • Ex. Teachers are not able to provide the intervention for a particular reason

    • Teacher need professional development


The aaf problem solving process

The AAF Problem-Solving Process

Universal Screening & Diagnostic Data

1. Define the Problem

(Identifying Areas of Concern)

What do the data show? What are the expected outcomes?

4. Evaluate

(Progress Monitoring)

2. Develop a Plan

(Goal Setting and Planning)

Did our plan work?

What do the data show?

Is the growth as expected?

Do we need to maintain, adjust

or decrease support?

What do we want the student to do?

Long-term and short-term goals?

What are we going to do?

What is needed to carry out next steps?

What indicators will we use?

3. Implement the Plan

(Ensuring Integrity)

How should we carry out the intervention?

Who will do what, where, when, and how often?

How often should we monitor? At what level should we monitor?

How will fidelity of implementation be determined?

Adapted from Ernst, L., Miller, B., Robinson, W., & Tilly, W. D. (2005). Response to Intervention: A Case Illustration. Presentation at the National Association of State Directors of Special Education Satellite Series.


What do service teams do step 1 defining the problem

What do SERVICE TEAMs do? STEP 1- DEFINING THE PROBLEM

  • Student not making progress/ not at benchmark

    • Academically (ELA or MATH)

    • Behaviorally

  • Identify cut-off scores in each

    • ELA- use MCLASS & Predictive or other comprehension data school has available

    • MATH- predictive or other math data available

    • Socio-emotional- explore attendance, tardiness, office discipline referral and get a baseline

  • Identify Students needing Tier 2 and Tier 3 supports

    • Assist facilitators in making a list of students


What is data in aaf

What is data in AAF?

  • What is Universal Screening?

    • Quick assessment indicator conducted 3 times per year to identify which students are at grade level (benchmark), which need additional tier 2 and tier 3 support.

    • Indicator sensitive to change

    • In the academic areas: reading, English language arts, math, oral language proficiency, writing, social emotional and behavioral areas

    • Decision Rules that help you identify who needs Tier 2 and Tier 3 Supports

    • Identify the schedule for progress monitoring for students receiving tier 2 and tier 3


How do you arrive to cut scores decision points

How do you arrive to cut scores decision points?

  • Decision points or cut scores allows teachers to identify students at risk for needing Tier 2 and Tier 3 interventions

  • It can be with 1 or more screening tools /and or diagnostic tools

  • It can be a combination of a curriculum-based measurement and diagnostic tools

  • It is important the schools follow the SAME decision points/cut score/ for all grade levels

    • sensitive to improvement in brief intervalsof time

    • short as possible to ensure its “do ability”

    • linked to decision making for promoting positive achievement and Problem-Solving


Lets model it practice

Lets Model it & Practice

Universal Screening & Progress Monitoring


Nonsense word fluency

Nonsense Word Fluency

  • Sample Tool

  • Single-skill measure used for kindergarten and first-grade students (vc or cvc blending)

  • Data graphed: Number of sounds produced correctly in 1 minute (Student may say individual sounds or say the entire word; however, credit is awarded for each sound produced)


Oral reading fluency

Oral Reading Fluency

  • Multidimensional RTI measure used for students who are beginning to read connected text through high school students

  • Data graphed: Number of words read correctly in 1 minute


Let think how we can implement

Let think how we can implement….

  • What are some potential ways that you can organize as a Service/Grade Level team to universal screen all students in your grade?

    • Please develop plan a and plan


Expected gains per grade level per week

Expected gains per grade level per week


Universal screening progress monitoring

Universal Screening & Progress Monitoring


Example

Example


What do we use the data for

What do we use the data for?

  • School-wide Data Meetings

  • Grade level Data meetings

  • Individual Student Data Monitoring

    …..ALL SUPPORT Service Team Data-based instructional problem solving


Let s look at some examples

Let’s Look at some examples…..

Draft, Oct. 15, 2010


Fall look at orf dibels comprehension f p

Fall Look at ORF (DIBELS) & Comprehension (F &P)

Comprehension


Fall look at orf dibels comprehension f p1

Fall Look at ORF (DIBELS) & Comprehension (F &P

Comprehension


Overall change in reading level k 2 trc

Overall Change in Reading Level K-2 (TRC)

BoY

MoY

EoY

For all students in the primary grades (K-2):

The number of students meeting or exceeding the benchmark more than doubled, increasing 42 percentage points from 27% to 69%


Overall change in reading level k 5 trc and f p

Overall Change in Reading Level K-5 (TRC and F&P)

For all students K-5:

“Far below” dropped 19 percentage points, to 34%

“At or Above Benchmark” more than tripled, increasing 37 percentage points to 51%

BOY

(389 students (no K2))

EOY

(482* students)

MOY

(513 students)


School wide reading comprehension

School wide Reading Comprehension

Percentage of Children in each Tier

SMART Goal in the Fall– Using AAF, increase ORF from 59% to at least 69%


Service team role in aaf

Service Team Role in AAF

  • Evaluate grade level needs of students by doing

    • Universal screening 3 times per year

    • Progress monitoring 1/month or weekly depending on the need of each student

  • Set the students needing Tier 2 and Tier 3 interventions in a cycle of progress (4-6 weeks) monitoring early in the year

  • Monitor individual student progress on the progress monitor schedule

  • Data-driven problem solving that address student potential for continues growth & move across tiers


The aaf problem solving process1

The AAF Problem-Solving Process

Universal Screening & Diagnostic Data

1. Define the Problem

(Identifying Areas of Concern)

What do the data show? What are the expected outcomes?

4. Evaluate

(Progress Monitoring)

2. Develop a Plan

(Goal Setting and Planning)

Did our plan work?

What do the data show?

Is the growth as expected?

Do we need to maintain, adjust

or decrease support?

What do we want the student to do?

Long-term and short-term goals?

What are we going to do?

What is needed to carry out next steps?

What indicators will we use?

3. Implement the Plan

(Ensuring Integrity)

How should we carry out the intervention?

Who will do what, where, when, and how often?

How often should we monitor? At what level should we monitor?

How will fidelity of implementation be determined?

Adapted from Ernst, L., Miller, B., Robinson, W., & Tilly, W. D. (2005). Response to Intervention: A Case Illustration. Presentation at the National Association of State Directors of Special Education Satellite Series.


Step 2 develop a plan record of problem solving and progress monitoring

STEP 2 Develop a PLANRecord of Problem Solving and Progress Monitoring


Step 3 implement the plan record of problem solving and progress monitoring

Step 3: Implement the Plan Record of Problem Solving and Progress Monitoring


Step 4 evaluate progress monitor

STEP 4 Evaluate- Progress Monitor

Did our plan work?

  • What do the data show?

  • Is the growth as expected?

  • Do we need to maintain, adjust or decrease Tier 2 or Tier 3 Interventions & Supports?

  • Restart the Cycle of Problem Solving in the next Progress Monitoring Cycle (4-6 weeks)


  • What happens with these forms

    What happens with these forms?

    • The Record of Problem Solving and Progress Monitoring can:

      • Stay as a binder for ease during meetings

      • Can stay with the teacher and she brings it to the Service Team meeting

      • Pass on in closing the year meeting for the next teacher


    Let s hear how this has happened

    Let’s hear how this has happened


    So what now

    So what NOW?

    • Identify how you could organize students who are not at benchmark into a 4-6 week cycle of progress monitoring?

      • Who do you do first, in what order, etc.

    • What support do you need from your School Management Group to get started?

    • How can you review the core instruction to make sure it is done with fidelity?


    Seb in boston public schools

    SEB in Boston Public Schools

    What about Positive Behavioral Interventions and Supports (PBIS)

    Draft, Oct. 15, 2010


    Potential aaf student outcomes

    BPS Guiding Principles for Social Emotional and Behavioral Domain(At superintendent’s learning session 10/7/2010)

    • Positive School Climate

    • Connections to academics

    • Tiered & school-wide framework

    • Explicit expectations

    • Universal Foundations

    • Instructional Approach

    • Continuous teaching

    • Routine acknowledgement

    • Data-based decision making

    • Partnerships


    Positive school climate

    Positive School Climate

    A safe, consistent, predictable, and positive school climate significantly affects the social, emotional and behavioral development of our students.

    ...At the school-wide level with consensus across faculty

    …In effective schools, there is a common vision, language, and set of experiences for all members of the community.


    Rationale for pbs

    Rationale for PBS

    Effective schools are consistent,

    predictable, and positive places.

    In effective schools, there is a common

    vision, language, and set of experiences

    for all members of the community.

    Rob Horner, 2004

    The social, emotional and behavioral development of our students is

    positively affected by a safe, consistent, predictable, and positive school

    climate


    Connection to academics

    Connection to Academics

    • With the understanding that academic achievement and social, emotional and behavioral development are interrelated,

      … the child can move across tiers of need at any point and we must respond and move barriers to help learning occur


    Tiered school wide framework

    Tiered & School-wide Framework

    The behavioral complexity of our students requires multi-tier, school-wide systems of evidence-based, positive behavioral interventions and supports that are:

    In the same way that we provide interventions and supports in academics, we should define Core, Tier 2 and Tier 3 interventions for students while also using universal screening and progress monitoring


    How do we implement these principles school wide

    How do we implement these principles school-wide?

    Universal Foundation

    • A foundational, developmentally appropriate, universal curriculum that teaches pro-social skills and expectations to all students.

    • Consistency of Implementation of other existing curriculum that fits under Core Tier 1, 2 or 3

      • Ex. Restorative Discipline


    Potential aaf student outcomes

    PBIS in Action


    How do we implement these principles school wide1

    How do we implement these principles school-wide?

    Continuous Teaching

    • Schools to continuously teach and model the behaviors and social skills they expect students to exhibit.

      Routine Acknowledgement

    • Schools to acknowledge/recognize students routinely for exhibiting expected behaviors and prosocial skills.


    How do we implement these principles school wide2

    How do we implement these principles school-wide?

    Data-based decision making

    -Schools to use social, emotional, and behavioral data for decision making.

    Partnerships

    -Schools to engage actively in partnerships with families, students, and community organizations.


    Positive behavioral interventions and supports pbis

    Positive Behavioral Interventionsand Supports (PBIS)

    PBIS is a proactive, systematicframework for improving valued social, emotional, behavioral and learning outcomes for all students.

    PBIS uses a broad set of evidence-based systemic and individualized strategies to effectively prevent and respond to problem behavior.

    PBIS is a strategic approach in which collaborative teams use effective group processes and data-based decision-making to achieve desired outcomes.

    (Muscott & Mann, 2007)


    Pbis a 3 tier approach

    PBIS: A 3-Tier Approach

    Level 1, primary prevention, is designed to address the whole population

    While applied to the entire student body, the emphasis here is on reaching the approximately 80-90% of students who do not have serious behavior problems or mental health needs

    The purpose of universal strategies is to maximize achievement, deter problem behavior, and increase positive peer and adult interactions


    How do we collect behavioral data for decision making example of swis

    How Do We Collect Behavioral Data for Decision Making?Example of SWIS


    Example slide 2

    Example Slide 2


    Example slide 3

    Example Slide 3


    Where is pbis in bps

    Where is PBIS in BPS?

    • Gardner Pilot Academy

    • Grew Elementary

    • Dearborn Middle School

    • English High School

    • Mattahunt Elementary

    • Young Achievers K-8

    • Dever-McCormack K-8

      Cohort 2 Schools:

      The Curley! More in depth information will come from your PBIS leadership team.


    Potential aaf student outcomes

    Q & A


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