Transcript Document

MAISA Annual Conference
June 21, 2012




Leadership and vision
Focused and intentional action
Knowledge and capacity building
Accountable for student success


42,000 Students
12 Local districts
 4 Rural
 2 Urban
 6 Suburban


7 Public school academies
21 Parochial/private schools

Superintendent Roundtable goals
 Increase student achievement
 Leverage school and community resources
 Share the story of public education



Long history of collaboration
On Fire with Data Failure is Not an Option RtI
Saturday, May 16, 2009

RtI is a framework
 A way of thinking
 Systemic Approach

RtI is the practice of
 Providing high-quality instruction/intervention matched
to student needs
 Using learning rate over time and level of performance
 To make important educational decisions
(Batsche, et al, 2005)
ACADEMIC SYSTEMS
BEHAVIOR SYSTEMS
Tier 3: Comprehensive &
Intensive Students who need
individualized interventions.
Tier 3: Intensive
Interventions Students who
need individualized
intervention.
Tier 2: Strategic
Interventions Students who
need more support in
addition to the core
curriculum.
Tier 1: Core Curriculum All
students, including students
who require curricular
enhancements for
acceleration.
Tier 2: Targeted Group
Interventions Students who
need more support in
addition to school-wide
positive behavior program.
Tier 1: Universal
Interventions All students in
all settings.
Celebrations
Celebrations
County-wide increases in
Elementary and Middle
School reading at every
grade level. (3-28%)
Over 50% of students in “Read
180” intervention have made 2+
years of growth…some students
have reached over 5 years of
growth (Waverly Middle School)
After implementing core reading
program for two years and
research based interventions,
98% of kindergarten students
were at grade level benchmark
(Haslett)
90% of our buildings, supported
by MiBLSi, engaged in
customized Data Review Days
for Literacy and Behavior to
develop individualized
Implementation support plans .




Principal Academies
District level supports
Building level supports
MTSS coordination and technical support
Ongoing on location support as necessary
Data and evaluation
Developing local/ISD capacity
Ingham Service Area
Teachers are progress monitoring at risk students and
intervention blocks established
 Monthly data days to make education decision based on
AIMSweb data using data tracking and management tool for
rates of improvement
 Adopted Reading Street K-6 for 2012-13
 Over 50% of the students that were progress monitoring in
math computation are near their target or above
 PBIS universal acknowledgement of positive behavior to
support 5:1 ratio of interaction and grade level rewards
 PBIS will underway with PRIDE (Prepared, Respect, Integrity,
Determination, Engaged) and mentor program
 Increased Engagement: Teachers Learning Together
monthly meetings and PLC communities using technology to
increase engagement

Improvement in AIMSweb screening and progress
monitoring processes in literacy and math
 Classroom teachers and special education teachers
are explaining AIMSweb results to clearly to parents
and students which is motivating
 SWIS data is being used to improve PBIS
implementation and the use of “Aggie Bucks”
 Teachers are utilizing CHAMPS, Feldman
techniques, Six Minute Solution, etc.

All buildings are having Tier II and embracing acceleration
Implementing district-wide PBIS
Developed a system of acknowledging positive student
behaviors
 Will have an RTI Coach at each building next year
 Worked on developing a stronger support system for
students that struggle with math
 Data meetings are held with classroom teams, principal and
support staff











Haslett Kindergarten DIBELS
Results
Kinden 2011-12
Improve data district-wide
Strong implementation of core reading program K-5
PBIS implementation growth and incentive programs
Successful Check in Check Out implementation at secondary
Parent learning nights/parent workshops
School-data meetings and increased use of data based
decision making
Learning walks…Engagement strategies
Merged General and Special Ed. Programs serving ALL kids




100% implementation of key elements of
PBIS at Smith Elementary (SET 2011)
26% increase in Oral Reading Fluency at 5th
grade
70% of 6th graders are at benchmark in Oral
Reading Fluency (16% increase)
Focus on PBIS implementation Elementary
and Middle School
STUDENT OUTCOME DATA






Universal screener
Special education referrals
Core curriculum
EWS
Explore/Plan/ACT
Software collaboration
PROCESS DATA






School building self
assessment
Belief survey
Practice survey
Pet- R, SWEPT
BOQ
SAS, S-TIC, BAT
RtI Change Model: Measuring Progress
Consensus
Consensus Infrastructure
Implementation
ConsensusInfrastructure

Leadership and vision
 Consensus

Leadership and vision
 Consensus
 Infrastructure
K-6 PBIS fully implemented and PBIS matrices
and lessons launched in 7-8
 AIMSweb K-2 reading data trending up
 Increased Parent engagement at 5-6
 Servicing students through flooding/sharing kids
at 5-6
 Intervention Period for all students at 7-8
 EWS data structure established at 9-12
 Student focus groups at 9-12
 Leadership teams redefined at 9-12


Leadership and vision
 Consensus
 Infrastructure
 Implementation

Leadership and vision
 Consensus
 Infrastructure
 Implementation

Focused and Intentional Action
•
•
•
•
Implementing Reading Street K-6
All schools using SWIS
PBIS lessons taught K-8
Implementing Check In Check Out in
many buildings
• Monthly leadership team meeting with
principals

Leadership and vision
 Consensus
 Infrastructure
 Implementation


Focused and intentional action
Knowledge and capacity building

Leadership and vision
 Consensus
 Infrastructure
 Implementation



Focused and intentional action
Knowledge and capacity building
Accountable for student success
Holt
Special
Education
Referral
Data





Customized support to 91 buildings and 39 preschool classrooms
Reduction in special education referrals
All students have had literacy and Math
screenings
200 Teachers Learning Together (TLT)
Professional development
▪ Literacy - 5000 staff trained
▪ Positive Behavior Intervention Support - 1000 staff trained
▪ Leadership - 500 staff trained in RtI/MiBLSi




Meeting with each District Leadership Team
to finalize professional development requests
and customize support plans
Currently identified 38 training sessions for
PBIS, 45 for Literacy, and 33 for math
Adding 5 additional districts to participating
in MiBLSi implementation scale up work
Continuing coaching and liaison structure




Leadership and vision
Focused and intentional action
Knowledge and capacity building
Accountable for student success
Questions?
Resources
Stanley S. Kogut, Jr. – 517.244.1214
Dr. Johnny Scott – 517.694.0401
Roberta Perconti – 517.244.1213
Ingham ISD Director of RtI Initiatives