STF Day 3 The End is near!

1. STF Day 3The End is near! October 4th, 2012 Baltimore, MD

2. Announcements • Shuttles • 3:05 – Asterisks • 3:30 – Stars and Circles • Website: www.tdschools.org/stf2012 • Password: Superman

3. Headlines • Many hands make light work/ It takes a village • Collaboration clobbers student struggles!

4. Headlines • 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

5. Headlines DN: A pathway to support • Partnerships save schools

6. Teamwork makes the dream work • Adults pool brain power and resources to lift students to maximize potential

7. HomeFun • 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”?

8. 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

9. 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

10. Teacher Teams and Small Learning Communities Tiered Student Supports Curriculum, Instruction, and Professional Development Can do Climate for Students and Staff

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

12. 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

13. 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

14. Strong Tier I – Success in the ABCs • Prevention/Intervention designed to support all students in the grade/school/classroom

15. 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?

16. 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

17. 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

18. Resource Map – Step #2

19. 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

20. 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?

21. 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 ABC

22. Break – 15 minutes

23. Using A,B,C data • Success Factors and Risk Factors • Building Reflective practice into daily work • Assigning interventions • Collecting data • Evaluating effectiveness • Changing practice

24. The Role of TDS Teams Counselor 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

25. 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

26. 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

27. 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

28. 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)

29. 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

30. 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

31. 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)

32. Metrics for On-track, sliding

33. Student Data

34. Process for addressing student needs

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

36. EWI Meetings - Rubric • Schedule • Teams • Meeting/Facilitation Structures and Protocols • Tiered Interventions • Student level Data/ Tracking Tools

37. 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.

38. EWI Video http://www.youtube.com/user/TDMathematics

39. 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

40. 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

41. After EWI Meeting • Get ready for the next meeting…

42. 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

43. 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.

44. Agenda • 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)

45. 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

46. EWI Meetings - Rubric • Schedule • Teams • Meeting/Facilitation Structures and Protocols • Tiered Interventions • Student level Data/ Tracking Tools

47. 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.

48. Practicing the During EWI Meeting Practice

49. 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

50. 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