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Putting Tiered Plans Into Action

Putting Tiered Plans Into Action. Using abc and ewi data to promote success for all students. Session objectives. Welcome Participants!. Participants will: Discuss how ABC and EWI data informs all levels of tiered supports, including whole school, group and individual student supports

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Putting Tiered Plans Into Action

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  1. Putting Tiered Plans Into Action Using abc and ewi data to promote success for all students

  2. Session objectives Welcome Participants! Participants will: Discuss how ABC and EWI data informs all levels of tiered supports, including whole school, group and individual student supports Identify how partnerships can develop tiered support plans using available ABC and EWI data Learn from peer partnerships who have developed tiered support plans using ABC and EWI data

  3. Warm-up Reflective Discussion!

  4. “A whole-school approach to encouraging regular attendance and positive behaviors…often succeed with a large majority (two-thirds to three quarters) of students.” (Mac Iver and Mac Iver, 2009)

  5. “In a three tiered approach to school-wide reforms (primary for all students, secondary for at-risk students and tertiary for more intensive intervention) all three tiers are equally as important and should be supported by data.”

  6. Are we ready for Flu Season? A tiered support system is by design meant to prevent additional problems or issues and to counteract or relieve pressure when there is a problem.

  7. On your Notecard • What is one thing you already know about tiered interventions • What is one question you have about tiered interventions?

  8. Model for Prevention/ Intervention Hygiene and Vaccines H1N1 – Swine Flu Medicine, Strong immune system New rules for hospitals, new vaccine

  9. Model for Prevention/ Intervention Tier I & II Supports High Risk – Warning!! Tier II & III Supports Tier I & III Supports Hygieneand vaccines H1N1 – Swine Flu Medicine, strong immune system New rules for hospitals, new vaccine

  10. Guiding Questions for interventions Short and long term gains Easy or challenging to implement How do I take this to the next level?

  11. Process for Tiered Supports

  12. Hygiene and Vaccine

  13. Hygiene and Vaccine

  14. Hygiene and Vaccine • Your known problem: Friday’s average daily attendance is 80% compared to 87% for Monday-Thursday. • With a partner at your table, share 2 items that you have in your school or would design in your school to address excessive Friday absences.

  15. I’m Sick

  16. I’m Sick • What are your warning signs for students? • When can you tell that they are not making progress? • With your partner, what signs would there be to show that your Friday absences supports is not working?

  17. Success and Risk Factors - ABCs • Students who make it from 6th – 10th grade on-time and on-track graduate at a 75% rate • Students with High GPAs are much more likely to graduate from high school AND be successful in college

  18. Medicine/Intervention Creating a focus List – Finding Supports SCR School and Community Resources

  19. Medicine/ INtervention • What do you have available for students who show warning signs and don’t respond to your initial supports? • When do these supports start? • With your partner, what 3 supports do you have available in your school or would you design for your school for students not responding to your Friday absence support?

  20. What about my Friend

  21. What about my Friend? • What can we do to prevent this from happening again? • With your partner, select 2 ways you could change your initial plan (if you would) to address some of the challenges you are now facing?

  22. Panelists • CTDHS Team • Jacqui Thomas, STF • Shaw Middle School Team • Jerrell Baker, STF

  23. Case Studies Two case studies: • Course performance • Behavior

  24. WE need you! • Three groups to share out 2 things about their discussion • What was most interesting about your discussion? • Where did you agree? • Where did you disagree? • What is your biggest takeaway?

  25. The Final Word • Use the Data • Collaborative decision making • Balancing short term/easy versus long term/challenging • Thanks for coming!

  26. Facilitator times • Warm-up – 10 minutes • Intro to Tiered Interventions – 25 minutes • Voices from the Field – 25 minutes • Case Study – 20 minutes

  27. Voices from the Field • Panel – School teams from Diplomas Now schools • How do you coordinate Tier I events in order to prevent duplication? • How do you use data (teachers, DN partners, etc.) after you have an initial focus list of students? • How did you coordinate your plans after

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