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STF Day 3 The End is near!. October 4 th , 2012 Baltimore, MD. Announcements. Shuttles 3:05 – Asterisks 3:30 – Stars and Circles Website: Password: Superman. Headlines. Many hands make light work/ It takes a village

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Stf day 3 the end is near

STF Day 3The End is near!

October 4th, 2012

Baltimore, MD



  • Shuttles

    • 3:05 – Asterisks

    • 3:30 – Stars and Circles

  • Website:

    • Password: Superman



  • Many hands make light

    work/ It takes a village

  • Collaboration clobbers student struggles!



  • A classroom of heads are better than one!

    As a family we can overcome

  • Adults pool brain power and resources to lift students to maximize potential



DN: A pathway to


  • Partnerships save schools

Stf day 3 the end is near

  • Teamwork makes the dream work

  • Adults pool brain power and resources to lift students to maximize potential



  • Find a partner, select one of the posters:

    • What was something that was surprising from the articles you read last night?

    • What was the biggest thing that you took away from “A different approach”?

    • What was the biggest thing that you took away from “Finding their voices”?

Tds model components

TDS model components

  • We know that implementation of components of the TDS model have helped schools reach their goals for the ABCs

  • We know that when all components are implemented and for longer time periods, we have seen greater results

  • We adapt and improve when there is evidence to do so

Objectives tiered interventions

Objectives – Tiered Interventions

  • Participants will be able to understand the theory and research behind tiered interventions and early warning systems

  • Participants will have the tools and resources to begin work on mapping interventions and planning for strong Tier I supports

  • Participants will begin work on their role as the facilitator of EWI team meetings

Stf day 3 the end is near

Teacher Teams and Small Learning Communities

Tiered Student Supports

Curriculum, Instruction, and Professional Development

Can do Climate for Students and Staff

Model for prevention intervention

Model for Prevention/Intervention

  • Hygiene, Vaccines, sanitation

  • H1N1 – Swine Flu

  • Medicine, Strong immune system

  • New rules for hospitals, new vaccine

Model for prevention intervention1

Model for Prevention/Intervention

  • Hygiene, Vaccines, sanitation

  • H1N1 – Swine Flu

  • Medicine, Strong immune system

  • New rules for hospitals, new vaccine

Tier I & II Supports

High Risk – Warning!!

Tier II & III Supports

Tier I Supports

We know that a tiered intervention system approach supports

We know that a tiered Intervention system approach supports…

  • The students who behave and achieve in ways that are consistently and explicitly taught and reinforced

  • The other students who need additional support

Strong tier i success in the abcs

Strong Tier I – Success in the ABCs

  • Prevention/Intervention designed to support all students in the grade/school/classroom

Strong tier i

Strong Tier I

  • Concrete Plans for Achievement, Climate, Attendance, Communication

    • On your table, there is one of these plans that your team has started on.

    • Select two items that you want to highlight

    • What would be your next step in helping to move the team forward?

Tier ii and iii

Tier II and III

  • Tier II: Interventions designed for a smaller group of students who are exhibiting some behavior (in any of the A,B,Cs) and have not been successful with Tier I

  • Tier III: Interventions designed for individuals or a few students who are exhibiting strong behaviors (in any of the A,B,Cs) and have not made progress from previous interventions

Tiered intervention activity

Tiered Intervention Activity

  • There are 3 stations around the room

  • On your table, there are envelopes with strips of paper in them with prevention activities/interventions on them

  • Your job is to select which indicator this is meant to address and under what Tier this intervention belongs

Resource map step 2

Resource Map – Step #2

Key responsibilities of stf

Key responsibilities of STF

  • Work with school staff and TDS and DN team to create a plan for initial Tier I, II, and III supports

  • Working with school staff to identify the resources available

  • Support coordination of interventions, analysis of data, and reflection/planning for what can improve

Resource mapping

Resource Mapping

  • What do we need?

  • What do we have available?

    • How do we access these supports?

  • Who manages these supports or is the point person?

  • How do I help people implement efficiently and effectively without being their manager?

Tiered interventions early warning

Tiered Interventions/Early Warning

  • Ensuring Tier I is effective – Opening Strong

    • Using data to identify areas of need

    • Implementation and follow-up

  • Using data to identify students for Tier II and III

    • Common data reviewed regularly

    • Early Warning Indicator (EWI) Meetings

    • Monitoring Interventions

    • Identification of trends


Break 15 minutes

Break – 15 minutes

Using a b c data

Using A,B,C data

  • Success Factors and Risk Factors

  • Building Reflective practice into daily work

    • Assigning interventions

    • Collecting data

    • Evaluating effectiveness

    • Changing practice

The role of tds teams

The Role of TDS Teams


English Teacher

Cluster A

Exceptional Education

  • Attendance, Attendance, Attendance

  • Rewards and incentives

  • Collection and Analysis of Data

  • Maintain a Positive School Climate (Behavior)

  • High expectations/ reinforcement

  • Increased Parental Interactions

  • Improve Student Achievement (Course Performance)

  • Data based strategies

  • Explicit teaching of skills

SS Teacher

Math Teacher

Science Teacher

Dropouts can be identified in as early as 6 th grade

Dropouts can be identified in as early as 6th grade

Sixth grade students with one or more of the indicators have only a 10% to 20% chance of graduating from high school on time or within one year of expected graduation

Note: Early Warning Indicator graph from Philadelphia research which has been replicated in 10 cities.

Robert Balfanz and Liza Herzog, Center for Social Organization of Schools at Johns Hopkins University; Philadelphia Education Fund

Comparison group

Comparison Group

~1,200 sixth graders with 90%+ att., excellent behavior, passed math and English, and scored at or above basic on the 5th grade PSSA

Distribution of 6 th grade indicator flags 1996 1997 philadelphia

Distribution of 6th Grade Indicator Flags1996-1997 - Philadelphia

Robert Balfanz and Liza Herzog, Center for Social Organization of Schools at Johns Hopkins University; Philadelphia Education Fund

Los angeles course failure

Los Angeles Course Failure

What Factors Predict High School Graduation in the Los Angeles Unified School District?Silver, D., Saunders, M. (University of California, Los Angeles), Zarate, E. (University of California, Irvine)

Success factors the a b cs

Success Factors – The A,B,Cs

  • GPA and course passage are strong predictors of students’ success

  • In addition, a study in Chicago has shown that GPA is the strongest predictor of college graduation.

    • Over 60% of students who graduated with a 3.6 or higher completed a four year degree within six years compared to slightly more than a quarter with GPAs between 2.6 and 3.0

      • *Consortium on Chicago School Research, 2006

Research takeaways questions

Research Takeaways/Questions

  • Good News: Students are resilient and usually signal before dropping out

  • Students usually start with one indicator and develop more indicators over time

  • We have to mix prevention with intervention, especially in 6th – 9th grade

  • Some students will move up with their classmates even if they have an indicator

What do we do about it at tds

What do we do about it at TDS?

  • Create a Tiered Intervention System with an emphasis on Tier I

  • Make regular ABC data a part of conversations/ decisions

  • Create structures to regularly monitor this data

    • Leadership Team Meetings

    • Team Meetings (including EWI)

Metrics for on track sliding

Metrics for On-track, sliding

Student data

Student Data

Process for addressing student needs

Process for addressing student needs

Ewi meetings

EWI Meetings

An interdisciplinary teacher team meeting to coordinate, create, and monitor interventions for students who are exhibiting early warning indicators.

Ewi meetings rubric

EWI Meetings - Rubric

  • Schedule

  • Teams

  • Meeting/Facilitation Structures and Protocols

  • Tiered Interventions

  • Student level Data/ Tracking Tools

Before an ewi meeting org role

Before an EWI Meeting – Org Role

  • Ensure data tool is updated, including new and previous data for ABCs

  • Ensure that interventions from previous meeting are being documented

  • Share agenda with Principal/Assistant Principal

  • Ensure that all materials are available (computer, projector, copies of student tracker, etc.)

  • Share the agenda with staff, including students to be discussed, remind staff members about the meeting and to bring their data binders, notes, etc.

Ewi video

EWI Video

During an ewi meeting

During an EWI Meeting

  • Ensure that conversations move towards productive decisions

  • Keep track of time, give time updates

  • Make connections with other initiatives/supports for students, monitor trends

  • Ensure that the following things are taking place:

    • Documentation of interventions agreed upon by team

    • Reporting out to the group

    • Follow up on previous actions taken

After an ewi meeting

After an EWI Meeting

  • Ensure that documentation is complete

  • Follow – up with teachers/staff who were absent – Send out notes

  • Follow-up with Principal/Assistant Principal with any issues that arose from meeting

  • Examine data and interventions for trends

After ewi meeting

After EWI Meeting

  • Get ready for the next meeting…

Schedule and meeting facilitation protocols

Schedule and Meeting/ Facilitation Protocols

  • Team Meetings for Early Warning Interventions will occur with your Team every other week.

  • A specific, timed protocol will be used to discuss students to keep the meeting moving

  • Each team should assign a recorder, a timekeeper, and a facilitator

Team meeting roles

Team Meeting Roles

  • Recorder- Fills out action plans

  • Timekeeper ensures that timing for protocol is being followed

  • Facilitator- Ensures that norms for protocol are being followed

  • Everyone – Is prepared to discuss details about their students, is aware of the resources available, and is looking for solutions.



  • Overview of the meeting (5 min)

    • Students to be discussed, new pieces of data, reminders about paperwork

  • Discussing student interventions (25 min)

    • Same process for each student, typically ~4-7 min per student

  • Announcements (5 min)

  • Sharing Successes – 1 from each group (5 min)

Intervention identification protocol

Intervention Identification Protocol

  • Identify Student (1 minute)

    • Identifies which off-track behaviors the student is exhibiting

    • Identifies data supporting identification for intervention (from EWI report)

  • Team provides information (2 minutes)

    • Team members succinctly (monitor your airtime) provide additional information about why off-track indicators may be present

  • Team members discuss intervention options (3 minutes)

    • Consult resource map

    • Discuss who will champion follow up

    • Determine date for follow-up conversation

    • Determine communication with family

Ewi meetings rubric1

EWI Meetings - Rubric

  • Schedule

  • Teams

  • Meeting/Facilitation Structures and Protocols

  • Tiered Interventions

  • Student level Data/ Tracking Tools

Ewi meetings1

EWI Meetings

Goal: To coordinate and create interventions for students who are exhibiting early warning indicators and to closely monitor their progress so that students are successful.

Practicing the during

Practicing the During

EWI Meeting Practice

What s next for me as the stf

What’s next for me as the STF?

  • Determine how the data system works

  • Determine meeting schedule

  • Work with your TDS team as part of teaming professional development

  • Meet your teacher teams

Student data questions

Student Data Questions

  • Find the system where individual student attendance, behavior, and course markings are kept

    • Excel or text documents

  • Previous Year’s data

  • Access to Data

    • Who has it, when, how often is it updated, etc.

PDF File

Tracking our conversations

Tracking our conversations

Updated data


Follow up Date

Tracking interventions

Tracking Interventions

  • Is their a technology tool that most staff use? (Google Docs, Access, District Database, laptops, file cabinet, etc.)

  • Determine how the school currently tracks in and out of classroom interventions (extra help, counseling sessions, tutoring, after school, etc.)

Positive feedback loop

Positive Feedback Loop

The hulk is hungry

The HULK Is HUNgry!



  • Participants will provide and receive feedback on their current STPs

  • Participants will reflect on the breakdown of their time and decide on next steps they will need to take

School transformation plan

School Transformation Plan

  • Outcome Goal

    • 95% of our students will have 90%+ attendance

  • Implementation Goals

    • Develop an attendance system that ensures accurate accounting, recognition, and support

      • Weekly check-ins for data accuracy – process for updating

      • Monthly recognition for perfect attendance

      • Student check ins for students with less than 90%

      • Home visits and individual sessions for students with less than 85%

Transformation planning

Transformation planning

The stf role with the stp

The STF role with the STP

  • Facilitate updates to the plan

    • TDS meetings

    • DN on-site meetings

    • Meetings with leadership

  • Preparation and updating of the document for the team

  • Work as a member of the TDS and DN team to determine protocols for team meetings, updates, and sharing information

Looking at your own plan

Looking at your own plan

  • 4 Pillar stations to visit

  • Tasks at each station

    • Items that you need clarification on

    • Questions or things you have for your team when you return

What would you like on your plate

What Would you like on your plate?

What are your next steps

What are your next steps?

  • In the next two months

  • For the remainder of the year

  • On your postcard, identify one of the short term or long term goals

Extra slides

Extra Slides

Process for addressing student needs1

Process for addressing student needs

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