Transcript griffin_spalding_presentation

2012 SSTAGE RTI STAR Award
Griffin Spalding County Schools
Leonora Clarkson, District Pyramid of Intervention Coordinator
Betsy Foulk, School Psychologist
Tabatha Lawrence, Assistant Principal, Moreland Road Elementary School
Ricky English, Assistant Principal, Cowan Road Middle School
Dexter Sands, Principal, Kennedy Road Middle School
Working Together:
RTI-A & RTI-B
 2011 Georgia Title 1 Distinguished Large District of the Year
 Accredited by AdvancEd (SACS-CASI), earning the highest rating in two standards and the second highest
rating in the remaining five standards
 94% or 17 of 18 schools made Adequate Yearly Progress (AYP)
 District Wide Positive Behavior Support Implementation for three years
 Race to the Top System
Demographics
• 10,594 Students
• 7,627 Economically Disadvantaged
• 17/18 Schools Met AYP Last Year
Schools
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11 Elementary Schools
4 Middle Schools
2 High Schools
1 Alternative/HS Credit Recovery School
1 GNETS Program
Tier 1 – Standards-Based Classroom Learning: All students participate in
general education learning that includes:
Universal screenings to target groups in need of specific
instructional and/or behavioral support.
• Implementation of the Georgia Performance Standards (GPS)
through a standards-based classroom structure.
• Differentiation of instruction including fluid, flexible grouping,
multiple means of learning, and demonstration of learning.
• Progress monitoring of learning through multiple formative
assessments.
• Positive behavior support
Universal screenings to target groups in need of
specific instructional and/or behavioral support.
RTI-A
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STEEP (System to Enhance Education Performance)
◦ Kindergarten- 9th Grade
◦ District Wide
Blitz
◦ Reading Fluency
◦ Reading Comprehension
◦ Math Fluency
◦ Math Concepts/ Focal Points
Can’t Do, Won’t Do
Skill Level
Universal screenings to target groups in need of
specific instructional and/or behavioral support.
RTI-BUniversal Screener has 3 Phases
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All Students in Kindergarten-12th Grade
• Phase 1 Teacher Nomination of Internal and External Behaviors
• Phase 2 Data Collection on nominated students
• Phase 3 Selection of students that need interventions and complete the
Motivation Assessment Scale
Phase 3: Behavior Universal Screener
School: _____________________ Grade: ____________
Date: _______________
Positive Behavior and Intervention
Support (PBIS)
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Positive Behavior Intervention Support
PBIS Training by GaDOE
Started with Secondary Schools
District Implementation
Follow the 10 Critical Elements of PBIS
Use Skillstreaming to teach behavior to all students in Tier 1
Use Thinking Maps to teach behavior to all students
PBIS 10 Critical Elements
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1. PBIS Team and Administrative Support
2. Faculty Commitment and Participation
3. Effective Discipline Practices
4. Data Entry and Analysis
5. School-wide Expectations and Rules
6. Recognition Program
7. Teaching Expected Behaviors
8. Implementation Planning
9. Classroom PBIS Systems
10. Evaluation
GSCS Discipline DataReduced with PBIS
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Reduced Incidents 38%
Reduced ISS/LEC 45%
Reduced OSS 30%
Reduced Bus Referrals 53%
Graduation Rate Increased 10%
The Motivation Breakthrough
6 Secrets to Turning on the
Tuned-Out Child
Richard Lavoie
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Need based on STEEP Won’t Do students
Schools were putting motivation students in academic interventions
Schools did not know how to motivate students
All PBIS Coaches read The Motivation Breakthrough
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PBIS Surveys and Action
Plan
Team Implementation Checklist (2 times a year)
Benchmarks of Quality
Walkthroughs (3 times a year)
Self Assessment
Coaches Self Assessment
Action Plan (Based off the surveys)
Critical
Element
Step 1:
What is the
problem/issue/task to be
addressed?
Data
Data Analysis in Infinite
Campus.
PBIS teams need to use
this to break down data.
Step 2:
Why is it occurring?
They have used the
Big Five Data
Reports in IC and
they are now ready
to go to the next
level.
Step 3:
What are we going to do
about it?
Have a PBIS District meeting
with Data Analysis Training.
To-Do List
Schools have not aligned
CICO to Expectations
Develop a sheet that schools
can use with students for
CICO that ties to School Wide
PBIS
Pratices
There is a lack of behavior
specialist at the schools
level
Student Motivation
Lack of behavior training
Students are identified in
STEEP
Provide Applied Behavior
Analysis Training
Richard Lavoie Motivation
Breakthrough Training
Follow-Up or
Completion Date
1. Data Analysis Training
Leonora
Nov
2. Screen Shots
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6.
Josh
Nov
Leonora
August
Leonora
October
1. Develop a form
Check In Check Out
System should align with
School Expectations.
CICO will be the tier 2
Intervention for attention,
tangible, and escape
behaviors.
Persons
Responsible
2. Train on how to
use the form
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6.
1. Get Info from
Jason
2. Share info at
meetings
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1. Buy Book for each
school
2. Chapter 1-3/Video
3. Chapter 4-10
4. Chapter 11-15
Jason
Jason
Leonora
Ongoing
Ashley M
June 2010
Leonora
Sept
Leonora
Oct
Leonora
Nov
Step 4: How will
we know when
we’ve been
successful?
RTI-A Surveys
• SSTAGE Rubric- Modified
• Action Plan
SSTAGE Rubric Modified
School: ________________________________ Date: ________________________________
Team Members: _________________________________________________________________________________________________
1. Effective, systematic problem solving process at each tier.
Are there “data teams” or
problem solving teams at
EACH tier that examine
student data and problem
solve based on data?
Are there defined roles
and responsibilities for all
members of the
data/problem solving
team?
Information is shared
between team and
interventionist so that it
is accurate, seamless and
timely.
Teachers and staff have a
designated time to
collaboratively make
data-based decisions.
1 Not Evident
No Data Teams
2-Emerging
Team for one tier
3-Operational
Team for two or three
tiers
4-Fully Operational
Team for all four tiers
No roles and
responsibilities defined
for team members
Defined Roles
Defines roles and
responsibilities
Implementing roles and
responsibilities. They are
more than just on paper.
No Process
Process on paper
No Support/ Plan
Teachers meet when they
get a chance. Not
regularly scheduled
meetings
Process fully
implemented
Data is in STEEP system
and brought to RTI
meeting
Teachers meet once or
twice a month.
Teachers do all
interventions and
progress monitoring of
their students and report
on it at the meeting.
Teachers meet weekly to
discuss intervention
students. Meetings are
on the school calendar
and a priority in the
school
2. A coordinated system of assessment and progress monitoring
1 Not Evident
Did not use STEEP.
Fall
Winter
Spring
2-Emerging
Did Blitz, but did not do
CDWD or skill level
Fall
Winter
Spring
3-Operational
Did Blitz, CDWD, but did
not skill level
Fall
Winter
Spring
4-Fully Operational
Did Blitz, CDWD, and skill
level.
Fall
Winter
Spring
What measures are used
for Progress Monitoring?
No Progress Monitoring
Use progress monitoring
other than STEEP
Use STEEP for progress
monitoring goals
Use STEEP for Progress
Monitoring Goals and
Intervention Center
Are there decision making
rules for identifying
students in need of
intervention?
No Rules for making
decisions
Know the rules but don’t
implement
Implement the bottom 16%
and Frustration rule for all
students in some areas
Implement the bottom 16%
and Frustration rule for all
students in all areas
Are there decision making
rules for moving students
up or down the tiers of the
pyramid
No rules
Teachers know the rules
but don’t apply them
Teachers know the rules
and apply them for some
students
Teachers know the rules
and apply them for all
students
How is the progress
monitoring information
shared with
parents/guardians and
students
STEEP graphs not used
STEEP graph used and
parents don’t understand
Do you have a plan to
universally screen students
three times a year?
STEEP graphs used and
parents understand
3.
How do school leaders
and teachers determine if
the instruction delivered
in Tier 1 is high quality
How are interventions
selected
How does the master
schedule support
interventions
A coordinated system of instructional/behavior supports and programs (Behavior programs will be monitored with PBIS Surveys)
1 Not Evident
Don’t look at data in tier 1
2-Emerging
69% or less of all grade
levels and content areas
meet standards
3-Operational
70% of all grade levels
and content areas meet
standards
4-Fully Operational
80% or more of all grade
levels and content areas
meet standards
No interventions available
Too many interventions
and teachers are
overwhelmed
Teachers are not
comfortable selecting
from a standard protocol
of interventions
No period supporting
interventions
Limited time for
interventions
Some time for
interventions at some of
the tiers
Teachers are trained and
know what interventions
are available. They use
the interventions with
fidelity
Time dedicated for
targeted and intense
interventions
4. Job-embedded professional learning and ongoing teacher support
1 Not Evident
Don’t talk about RTI
2-Emerging
Talk about RTI in isolation
of Tier 1 and 4
3-Operational
Some conversations are
framed using the Pyramid
of Interventions
What types of trainings
have been conducted to
prepare:
data team members
Classroom Teachers
Limited Professional
Learning
Data Driven Professional
Learning
Data Driven Professional
Learning with follow up/
coaching
Limited Professional
Learning
Data Driven Professional
Learning
Support Personnel
Limited Professional
Learning
Data Driven Professional
Learning
Interventionist
Limited Professional
Learning
Data Driven Professional
Learning
Data Driven Professional
Learning with follow up/
coaching
Data Driven Professional
Learning with follow up/
coaching
Data Driven Professional
Learning with follow up/
coaching
How does the school
culture align with the goals
and purposes of RTI
4-Fully Operational
All conversations about
students are framed using
the language of the
Pyramid of Interventions
Share information learned
with others
Share information learned
with others
Share information learned
with others
Share information learned
with others
5. A systemic plan with specified practices for parent/family communication and involvement
How are families
informed about the RTI
Process
How is the RTI framework
information infused into
parent workshops and
community workshops
1 Not Evident
No parent contact
2-Emerging
Give parents the flyer
Not infused into parent
workshops
Information sent to
parent in report card/
handbook
3-Operational
4-Fully Operational
Paper sent home after the Parents attend meetings
meeting
or have a phone call from
school personnel to
explain and answer
questions
Shared at 1 PTO meeting
Shared at multiple PTO
or school council meeting meetings and school
council meetings.
Critical
Eleme
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Effective, systematic problem solving process at each Tier with: -Defined
Responsibilities and roles of members, -Alignment, communication & connectedness, Data driving the team’s decision making to inform instruction
Adapted from PBIS Action Plan
Step 1:
What is the problem/issue/task to
be addressed?
To-Do List
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Persons Responsible
Follow-Up or
Completion Date
RTI-A Walkthrough
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How many tiers are in the Pyramid of Intervention?
Do you implement Interventions?
Do you progress monitor students?
Do you see the STEEP blitz data?
Do you know the three parts of the blitz?
Do you use STEEP graphs during RTI meetings?
Do you see the Rate of Growth Data?
Can you explain Skill Deficit vs Standard Deficit?
Tier 2 – Needs-Based Learning:
In addition to Tier 1, targeted student participate in learning that is
different by including:
• Standard intervention protocol process for identifying and providing
research based interventions based on need and resources.
• On-going progress monitoring to measure student response to
intervention and guide decision-making.
RTI-A
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Each school has a standard protocol
Many different interventions are used
STEEP has fluency interventions for reading and math
STEEP Progress Monitors all Interventions
RTI-B
• Check In Check Out System (CICO)/
Behavior Education Program (BEP)
• Function of behavior is determined with the
Motivational Assessment Scale
• Students are reinforced with the Function of Behavior
• Sensory Function may have a different intervention
• CICO Intervention is changed by having a new person CICO with
the student.
RTI-B
• Progress Monitoring
• Related to Tier 1 PBIS Matrix
• Data sheet is filled out by each teacher
CICO Form
Expectations: Be Responsible, Be Respectful, Be Ready to Learn
Name: ______________________________________ Date: _________________
Directions for Teachers:
1) Rate how the student met behavior expectations for each R.R.R. category 2=yes, 1= somewhat, 0=no
2) Under “Comments,” please leave a note of positive feedback for the student.
3) Please initial and hand back to the student.
R.R.R. Supervisor_______________________________________
Responsible
Respectful
Ready to Learn
Positive Comments from Teachers
List all Classes
Below
1st
2nd
3rd
4th
5th
6th
7th
Teacher Initials
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Don’t forget to take it to first period tomorrow.
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10 Points
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Directions for Student:
1) List your classes
2) Take this paper to EVERY class and give it to the teacher at the beginning of the period
3) Collect it back at the end of period with your teacher’s evaluation
4) Get your parents/guardian to sign the paper when complete
______________________________
5) Return it to your R.R.R. supervisor
Parent/Guardian Signature
Tier 3 – SST-Driven Learning:
In addition to Tier 1 and Tier 2, targeted students
participate in learning that is different by including:
• Intensive, formalized problem solving to identify
individual student needs.
• Targeted research based interventions tailored to
individual needs.
• Frequent progress monitoring and analysis of student
response to intervention(s).
RTI-A
• Additional Time
• Different Programs based on school
resources
RTI-B
• Functional Behavior Assessments
• Check In Check Out continues-Behavior being taught is
related to skill deficit
• May add a third check in time
• Direct Instruction on dealing with emotions and social
situations- Program used is Skillstreaming
• Social Stories
Eligibility Data
Tier 4 Specially-Designed Learning:
In addition to Tiers 1 through 3, targeted students
participate in :
• Specialized programs, methodologies, or
instructional deliveries.
• Greater frequency of progress monitoring of student
response to intervention(s).
Resources
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Georgia DOE, PBIS Unit
www.pbis.org
www.apbs.org
http://pbismissouri.org/tier_2/t2tk.html
http://flpbs.fmhi.usf.edu/
http://www.pbismaryland.org/
The Motivation Breakthrough 6 Secrets to Turning on the TunedOut Child Richard Lavoie
Resources
• Motivation Assessment Scale
◦ Mark Durnad and Daniel Crimmins
• Behavior Education Program
◦ K. Sandra MacLeod and Leanne S. Hawken
• Thinking Maps
◦ http://www.thinkingmaps.com
• Skillstreaming
◦ Ellen McGinnis and Arnold P. Goldstein
◦ Elementary and Adolescent
THANK YOU!
Georgia Department of Education in collaboration with the
Student Support Team Association for Georgia Educators
RTI Star Award Winners: Georgia Pyramid of Interventions