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Eugene Field Elementary Eugene Field Elementary School School “Inspiring and empowering each other to “Inspiring and empowering each other to positively impact our community and our world.” positively impact our community and our world.” Our Journey to Responsive Our Journey to Responsive Intervention Intervention

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Eugene Field Elementary SchoolEugene Field Elementary School“Inspiring and empowering each other to “Inspiring and empowering each other to

positively impact our community and our world.”positively impact our community and our world.”

Our Journey to Responsive Our Journey to Responsive InterventionIntervention

Contact InformationContact Information– Eugene Field Elementary SchoolEugene Field Elementary School– 1010 Rangeline1010 Rangeline– Columbia, MO 65201Columbia, MO 65201

– Dr. Carol Garman, principalDr. Carol Garman, principal– [email protected]@columbia.k12.mo.us

Who are we? Who are we? Our students:Our students:

290 students 290 students Preschool-5Preschool-5thth grade grade3 classes per grade 3 classes per grade level K-1level K-12 classes per grade 2 classes per grade level with 18-25 level with 18-25 students per classstudents per class86% F/R lunch 86% F/R lunch 50% African 50% African AmericanAmerican20% Hispanic20% Hispanic13% special ed13% special ed58% mobility58% mobility

Who are we?Who are we?Our staff:Our staff:

2 Administrators2 Administrators

14 General Educators14 General Educators

3 Special Educators3 Special Educators

3 Specialists3 Specialists

33 Interventionists Interventionists

1 Literacy Coach1 Literacy Coach

11 School Part Time PsychologistSchool Part Time Psychologist

School ImprovementSchool Improvement

VisionVision

MissionMission

Maintaining a Narrow FocusMaintaining a Narrow Focus

Taking Small StepsTaking Small Steps

Taking TIME!Taking TIME!

Continuum of Effective Behavior and Academic Continuum of Effective Behavior and Academic SupportsSupports

Beginning with PBS in 2003-2004Beginning with PBS in 2003-2004

Commitment Commitment

Team ProcessTeam Process

CommunicationCommunication

Defining ExpectationsDefining Expectations

Directly Teaching ExpectationsDirectly Teaching Expectations

Frequent, Positive Performance FeedbackFrequent, Positive Performance Feedback

Corrective ResponseCorrective Response

Data-based Decision MakingData-based Decision Making

Field Elementary Discipline Data 04-05

0%

20%

40%

60%

80%

100%

1

Students with 6+Referrals

Students with 2-5Referrals

Students with 0 or 1Referrals

76.8%

16.8%

6.4%

Evolution of PBSEvolution of PBSAdministrative Support + Teacher LeadershipAdministrative Support + Teacher LeadershipAll Grades and Groups Represented on PBS Team All Grades and Groups Represented on PBS Team Morning Announcements & SignageMorning Announcements & SignageMatrix Developed, Reviewed, & Publicized, Matrix Developed, Reviewed, & Publicized, Classroom Matrices Developed, Reviewed, & Classroom Matrices Developed, Reviewed, & PostedPostedTiger Tool Lessons written by Team, Tiger Tool Lessons written by Team, Administrative Observations & Teacher FeedbackAdministrative Observations & Teacher FeedbackFormalizing Safe Seat & Buddy Room GuidelinesFormalizing Safe Seat & Buddy Room GuidelinesMannerly Moment Loops & Schoolwide Mannerly Moment Loops & Schoolwide Celebrations Every 6 WeeksCelebrations Every 6 WeeksConsistency of Data Reporting & Response to Consistency of Data Reporting & Response to Intervention Log UsedIntervention Log UsedData Reports Shared Monthly Focusing on “Time Data Reports Shared Monthly Focusing on “Time Out of Instruction”Out of Instruction”

We Learned That Our Students :We Learned That Our Students :

Responded to a Structured Responded to a Structured EnvironmentEnvironmentResponded to Explicit InstructionResponded to Explicit InstructionCould learn…Could learn…

We Focused on What We Could We Focused on What We Could Change Change at Schoolat School to Better Support to Better Support All Students Behaviorally and All Students Behaviorally and AcademicallyAcademically

Literacy Component Added in 2005-2006Literacy Component Added in 2005-2006Collaboration between building, district andCollaboration between building, district and

community memberscommunity membersShifting Targeted Title 1 to School-wide Title 1Shifting Targeted Title 1 to School-wide Title 1

““Essential Features” IncludedEssential Features” Included– prioritized time for literacyprioritized time for literacy– a structured, research-based core literacy a structured, research-based core literacy

curriculumcurriculum– a three-tiered approach to interventiona three-tiered approach to intervention– consistent and monitored implementationconsistent and monitored implementation– support for effective implementationsupport for effective implementation– support for strategic and intensive support for strategic and intensive

interventions as neededinterventions as needed– progress monitoring to insure effectiveness of progress monitoring to insure effectiveness of

systemsystem– collaboration time collaboration time

Field Elementary Literacy Data 04-05Field Elementary Literacy Data 04-05

30%

26%

44%

0%

20%

40%

60%

80%

100%

2004-2005

Intensive

Strategic

Benchmark

33rdrd Grade Communication Arts Grade Communication Arts % of proficient and above % of proficient and above

2004-2005

Total 5.4%

White 18.2%

Black 0.0%

F/R Lunch 7.4%

IEP 0.0%

LEP 0.0%

StructureStructure

Core Reading Core Reading

90 min, 5 days 90 min, 5 days week with:week with:

Intervention Groups 45 min, Intervention Groups 45 min, 4 days week, with:4 days week, with:

(5(5thth day individual focus ) day individual focus )

Tier IIITier IIIIntensive Intensive InterventionIntervention

Classroom Classroom TeacherTeacher

Reading specialists, Sp Ed, ELL, Reading specialists, Sp Ed, ELL, Sp. Lang,Sp. Lang,

K-2 SRA Reading MasteryK-2 SRA Reading Mastery

3-5 Wilson Reading Systems3-5 Wilson Reading Systems

Tier IITier IIStrategic Strategic InterventionIntervention

Classroom Classroom TeacherTeacher

Classroom Teacher Classroom Teacher

Reading Mastery or Soar to Reading Mastery or Soar to SuccessSuccess

Tier ITier IDIBELS benchmarkDIBELS benchmark

Classroom Classroom TeacherTeacher

Classroom Teacher Classroom Teacher

Enrichment based on themes of Enrichment based on themes of core programcore program

Core Reading and Intervention Core Reading and Intervention ScheduleSchedule

CoreCore

KK 9:00-10:309:00-10:30

11stst 9:00-10:309:00-10:30

22 10:00-10:00-11:3011:30

33 11:00-11:00-12:3012:30

44 1:45-3:151:45-3:15

55 1:00-2:301:00-2:30

InterventionIntervention

12:25-12:5512:25-12:55

11:30-12:1511:30-12:15

9:15-10:009:15-10:00

10:15-11:0010:15-11:00

1:00-1:451:00-1:45

2:15-3:002:15-3:00

Data CollectionData Collection

Dynamic Indicators Dynamic Indicators of Basic Early of Basic Early Literacy Skills Literacy Skills (DIBELS) Benchmark(DIBELS) Benchmark

Progress MonitoringProgress Monitoring

Tier IIITier III Fall, Winter & SpringFall, Winter & Spring Every Other WeekEvery Other Week

Tier IITier II Fall, Winter & SpringFall, Winter & Spring Every Other WeekEvery Other Week

Tier ITier I Fall, Winter & SpringFall, Winter & Spring Once a monthOnce a month

Also utilize as needed:Also utilize as needed:•Developmental Reading Assessment (DRA & DRA-2)Developmental Reading Assessment (DRA & DRA-2)•Scholastic Reading Inventory (SRI)Scholastic Reading Inventory (SRI)•District Writing AssessmentsDistrict Writing Assessments

Formalizing Problem Solving Team Formalizing Problem Solving Team in 2007-2008in 2007-2008

Designed procedures, processes and forms Designed procedures, processes and forms for 2 PSTs (Academic and Behavioral)for 2 PSTs (Academic and Behavioral)Strategically chose members and leaders Strategically chose members and leaders for each teamfor each teamTrained team members on RtI FrameworkTrained team members on RtI FrameworkPST Case-managers meet 1-1 with PST Case-managers meet 1-1 with teachers to narrow focus of concerns and teachers to narrow focus of concerns and develop measurable problem statement(s) develop measurable problem statement(s) and assist in collecting baseline dataand assist in collecting baseline data

Where Have We Been &Where Have We Been &Where Are We Now?Where Are We Now?

2003-20042003-2004 We began a building-wide process to We began a building-wide process to implement Positive Behavior Support.implement Positive Behavior Support.2004-20052004-2005 We began the formal process for becoming a We began the formal process for becoming a professional learning community by developing a common professional learning community by developing a common vision,mission, and purpose. Planning for School-wide Title I. vision,mission, and purpose. Planning for School-wide Title I. Looked at all data and discussed plans for school Looked at all data and discussed plans for school improvement.improvement.2005-20072005-2007 We focused on building a collaborative culture We focused on building a collaborative culture and student learning. We began implementation of a and student learning. We began implementation of a Strategiec Three Tier Model for Literacy Instruction. Strategiec Three Tier Model for Literacy Instruction. 2007-20082007-2008 We have the structure in place and now we are We have the structure in place and now we are looking at the most effective instructional practices known to looking at the most effective instructional practices known to increase student achievement: PBS, Three Tier Literacy increase student achievement: PBS, Three Tier Literacy Support and PST Support and PST – The conversations are rich with data and ideas for improving The conversations are rich with data and ideas for improving

student academic and social skill learning.student academic and social skill learning.– The PBS Team meets twice per month to continually monitor the The PBS Team meets twice per month to continually monitor the

implementation with fidelity of the Action Plan implementation with fidelity of the Action Plan – All interventionists meet twice monthly with the grade level All interventionists meet twice monthly with the grade level

teachers to discuss best practice, observations and student teachers to discuss best practice, observations and student progress.progress.

Positive Behavior Support Positive Behavior Support OutcomesOutcomes

76.80%

16.80%

6.40%

86.35%

10.04%

3.61%

83.10%

10.56%

6.34%

89.56%

9.09%

1.35%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2004-2005 2005-2006 2006-2007 2007-2008

Field Elementary Major Discipline Referrals

Tertiary

Secondary

Universal

PBS Data PBS Data Why the drop?Why the drop?

9+ Referrals

11

7

12

3

0

2

4

6

8

10

12

14

2004-2005 2005-2006 2006-2007 2007-2008

9+ Referrals

Strategic Literacy Support Strategic Literacy Support OutcomesOutcomes

Field Literacy DataField Literacy Data

30%

26%

44%

40%

27%

33%

40%

29%

31%

51%

25%

23%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2004-2005 2005-2006 2006-2007 2007-2008

Intensive

Strategic

Benchmark

33rdrd Grade Communication Arts Grade Communication Arts % of proficient and above % of proficient and above

2004-2005 2005-2006 2006-2007

Total 5.4% 15.5% 27.0%

White 18.2% 30.8% 57.1%

Black 0.0% 12.5% 15.8%

F/R Lunch 7.4% 14.7% 22.2%

IEP 0.0% 12.5% 25.0%

LEP 0.0% 0.0% 27.3%

Problem Solving Team Problem Solving Team OutcomesOutcomes

Of students evaluated for SPED Of students evaluated for SPED how many qualified?how many qualified?

Percentage of Students Evaluated Qualifiying for SPED

25%

40%50%

83% 80%

0%

20%

40%

60%

80%

100%

1 2 3 4 5

Year

% Qualifiying

More Field ContactsMore Field Contacts

Kim Moore, Ed.S. Kim Moore, Ed.S. – Nationally Certified School PsychologistNationally Certified School Psychologist– [email protected]@columbia.k12.mo.us

Beth KlineBeth Kline– Literacy CoachLiteracy Coach– [email protected]@columbia.k12.mo.us