How to Build a Pyramid How to Build a Pyramid without a Manual: One without a Manual: One

System’s ApproachSystem’s Approach               

Meeting the requirement of Georgia’s Student Achievement Meeting the requirement of Georgia’s Student Achievement Pyramid of Interventions. How the Commerce City School Pyramid of Interventions. How the Commerce City School System embraces the Pyramid approach and is making it System embraces the Pyramid approach and is making it

their own.their own.

Dr. Pam Summey Mr. Chuck BellDirector of PrincipalSpecial Education/ Commerce Middle Student Assessment School

“The Georgia Department of Education is unveiling a conceptual framework that will enable all students in Georgia to continue to make great gains in school. … The Student Achievement Pyramid

of Interventions is a graphic organizer that illustrates layers of instructional efforts that can be provided to students according to their individual needs. Additionally, the Student Achievement

Pyramid of Intervention can serve as a framework for discussion among collaborative professional learning communities that are willing to explore and engage in all avenues available to assist students

in their learning process.”

Why should we implement the Pyramid?Why should we implement the Pyramid?Problem solving practices and response to intervention Problem solving practices and response to intervention

models work:models work:

By creating the time, structures, and opportunities for By creating the time, structures, and opportunities for teachers to engage in inquiry, and collegial dialogue, and teachers to engage in inquiry, and collegial dialogue, and

to learn and practice effective problem solving.to learn and practice effective problem solving. By passionately focusing on collecting and analyzing By passionately focusing on collecting and analyzing

evidence of student learning and celebrating student evidence of student learning and celebrating student success.success.

By creating opportunities for universal prevention and By creating opportunities for universal prevention and early intervention activities.early intervention activities.

By having high, but achievable, developmentally By having high, but achievable, developmentally appropriate expectations for all students.appropriate expectations for all students.

Questions to Discuss …Questions to Discuss …

Where are we now?Where are we now?

How do we help students who are not succeeding?How do we help students who are not succeeding?

What interventions are in place?What interventions are in place?

How do we know our interventions are working?How do we know our interventions are working?

Do we have a research-based, computerized program Do we have a research-based, computerized program to assist with tutoring and to use for monitoring to assist with tutoring and to use for monitoring progress? progress?

System wide expectations that must be in place to System wide expectations that must be in place to successfully implement the Pyramidsuccessfully implement the Pyramid

Strategic analyses will help identify the assets and needs specific to Strategic analyses will help identify the assets and needs specific to each unique learning community.each unique learning community.

Schools will restructure so that teams of teachers can meet Schools will restructure so that teams of teachers can meet regularly to problem solve and share instructional strategies. regularly to problem solve and share instructional strategies.

Teachers’ problem solving skills will be enhanced.Teachers’ problem solving skills will be enhanced. Staff will learn what to “look for” when students are having difficulty Staff will learn what to “look for” when students are having difficulty

and be able to collect authentic information to guide focused and be able to collect authentic information to guide focused interventions.interventions.

Inappropriate special education referrals will occur less frequently, Inappropriate special education referrals will occur less frequently, thus limiting the possibility of disproportional.thus limiting the possibility of disproportional.

Pyramid framework will support improvements in student Pyramid framework will support improvements in student achievement and reductions in behavioral transgressions. achievement and reductions in behavioral transgressions.

Commerce City Schools Building Project FY 2007Commerce City Schools Building Project FY 2007

80%

10%

5%

5%

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nsity

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ion

Incr

ease

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opulation Decreases

Tier 1 Standard-Based Classroom Learning

GPS, Classworks for monitoring progress and remediation Duration: 8 weeks Setting: regular ed classroom

Adequate Tier 1 response is operational zed with a score above the 34th percentile (SS 94)

Tier 2 Tier 1 plus Tier 2 Needs Based Learning GPS, Classworks, for monitoring progress, and remediation, use of manipulative,

academic coaches, after-school tutoring, behavior checklist special seating, token economy, counseling

Duration: 10 weeks Setting: regular ed. classroom, Adequate Tier 2 response is operationalzed with a score above the 25th percentile (SS 90)

Tier 3 Tier 1, Tier 2, plus Tier 3 SST Driven Learning

Standard-Based Classroom Learning: GPS Classworks, for monitoring progress and remediation, use of manipulative, academic coaches, after-school tutoring, behavior checklists, special seating, token economy, counseling, EIP, use of Connections & special classes for tutoring, summer session, Classworks/Plato for tutoring Peer Mentoring (3-4 times per week 45-60 minutes per session) Duration: 12 weeks Setting: regular ed. classroom and special classes Adequate Tier 3 response is operational zed with a score above the 16th percentile (SS 85)

Tier 4Student Support

TeamReferral to Special

Education

Commerce City Schools Building Project FY 2007Commerce City Schools Building Project FY 2007

80%

10%

5%

5%

inte

nsity

of I

nter

vent

ion

Incr

ease

s Student P

opulation Decreases

Tier 1 Standard-Based Classroom Learning

GPS, Classworks for monitoring progress and remediation Duration: 8 weeks Setting: regular ed classroom

Adequate Tier 1 response is operational zed with a score above the 34th percentile (SS 94)

Tier 2 Tier 1 plus Tier 2 Needs Based Learning GPS, Classworks, for monitoring progress, and remediation, use of manipulative, academic coaches, after-school tutoring, behavior checklist special seating, token economy, counseling

Duration: 10 weeks Setting: regular ed. classroom, Adequate Tier 2 response is operationalzed with a score above the 25th percentile (SS 90)

Tier 3 Tier 1, Tier 2, plus Tier 3 SST Driven Learning

Standard-Based Classroom Learning: GPS Classworks, for monitoring progress and remediation, use of manipulative, academic coaches, after-school tutoring, behavior checklists, special seating, token economy, counseling, EIP, use of Connections & special classes for tutoring, summer session, Classworks/Plato for tutoring Peer Mentoring (3-4 times per week 45-60 minutes per session) Duration: 12 weeks Setting: regular ed. classroom and special classes Adequate Tier 3 response is operational zed with a score above the 16th percentile (SS 85)

Tier 4Student Support

TeamReferral to Special

Education

Commerce Middle SchoolCommerce Middle School

Like most schools, we are a work in Like most schools, we are a work in progress. As a developing professional progress. As a developing professional

learning community we focus on learning community we focus on collaboration, results, and… collaboration, results, and…

SimplicitySimplicity

““Simplicity is the ultimate Simplicity is the ultimate sophistication.”sophistication.”

Leonardo da Vinci Leonardo da Vinci

““Simple Plans”Simple Plans”

Whether we are talking about school Whether we are talking about school improvement planning, instruction and improvement planning, instruction and supervision, or pyramids of intervention, “it supervision, or pyramids of intervention, “it turns out that simple plans work best—turns out that simple plans work best—those with a direct focus on those with a direct focus on straightforward actions and opportunities straightforward actions and opportunities (Schmoker, 2006, p. 34).(Schmoker, 2006, p. 34).

Our Pyramid of Interventions Our Pyramid of Interventions

Insures a school-wide response is in place Insures a school-wide response is in place for students who need more learning time, for students who need more learning time, learning supports, or learning strategies.learning supports, or learning strategies.

Requires an insistence that students take Requires an insistence that students take advantage of the strategies that are in advantage of the strategies that are in place to help them achieve at higher place to help them achieve at higher levels.levels.

Requires that we aspire to remove failure Requires that we aspire to remove failure as an option for students.as an option for students.

Our Most Important ResourceOur Most Important Resource

The The professionals professionals

within our within our school building.school building.

No system of interventions will No system of interventions will ever compensate for poor ever compensate for poor

teaching practices. We must teaching practices. We must focus on developing the focus on developing the

capacity of every teacher and capacity of every teacher and administrator to become more administrator to become more knowledgeable and effective knowledgeable and effective

in his or her roles.in his or her roles.

An Instructional Framework Must An Instructional Framework Must Be In Place Be In Place

Standards-Based Classrooms, Classworks, Parent/Student/Teacher

Communication, Frequent Progress Monitoring, Relationship Building

Research-based Classroom Interventions, Classworks

Volunteer Tutoring, Guided Study, Counselor Watch, Directed Study,

Academic Intercession

Counselor Watch, SST,

and Individualized Interventions

Specialized ProgramsCommerce

Middle SchoolPyramid of Interventions

Voluntary TutoringVoluntary Tutoring

An important step for students “who aren’t An important step for students “who aren’t getting it.”getting it.”

Comprehensive tutoring schedule is Comprehensive tutoring schedule is provided to all students and is available on provided to all students and is available on the school’s web page. the school’s web page.

Teachers will recommend voluntary Teachers will recommend voluntary tutoring to students who don’t seek it on tutoring to students who don’t seek it on their own accord. their own accord.

Guided StudyGuided Study

Designed for students who need to Designed for students who need to complete class assignments, homework complete class assignments, homework assignments, resubmit assignments, make assignments, resubmit assignments, make up assignments, or prepare for tests. It is up assignments, or prepare for tests. It is held daily following each grade level’s held daily following each grade level’s lunch. Connections teachers are lunch. Connections teachers are scheduled to administer Guided Study scheduled to administer Guided Study daily.daily.

Attendance at Guided Study is Attendance at Guided Study is notnot optional. optional.

Lunch-Directed StudyLunch-Directed Study All students failing two or more classes are All students failing two or more classes are

required to participate in Lunch-Directed Study.required to participate in Lunch-Directed Study. Students in the program are required to engage Students in the program are required to engage

in constructive work and participate in in constructive work and participate in tutoring/remediation for 30 minutes of their tutoring/remediation for 30 minutes of their lunch/break period. lunch/break period.

Math/Science – TuesdaysMath/Science – Tuesdays ELA/Reading/Social Studies – ThursdaysELA/Reading/Social Studies – Thursdays If the student is failing no more than one class If the student is failing no more than one class

when the next report card or progress report is when the next report card or progress report is issued, the student will be no longer required to issued, the student will be no longer required to attend Lunch-Directed Study.attend Lunch-Directed Study.

Academic Intercession Academic Intercession

Course repair opportunity held the end of the 1st Course repair opportunity held the end of the 1st and 3rd nine week grading periods.and 3rd nine week grading periods.

Consist of three (3) two-hour after-school Consist of three (3) two-hour after-school tutoring sessions. Additional assignments as tutoring sessions. Additional assignments as well as resubmission of assignments, tests, and well as resubmission of assignments, tests, and quizzes are prescribed by the teacher and are quizzes are prescribed by the teacher and are due no later than five days following the last due no later than five days following the last tutoring session. Every intercession class will tutoring session. Every intercession class will include a final test, project, or other form of include a final test, project, or other form of assessment. assessment.

Next Steps at our School…Next Steps at our School…

Continued focus on “best Continued focus on “best practices” as they pertain to:practices” as they pertain to:

DIFFERENTIATION

BALANCED ASSESSMENT

BALANCED LEADERSHIP

CO-TEACHING

GA PERFORMANCE STANDARDS

PROFESSIONAL LEARNING COMMUNITIES

STRATEGIES THAT WORK FOR MULTIPLE SUBGROUPS

Implementation of an Advisor Implementation of an Advisor SystemSystem

Based on the belief Based on the belief that classroom that classroom teachers who see teachers who see students daily can be students daily can be the best counselors.the best counselors.

Advisor will serve as Advisor will serve as a mentor in whom a a mentor in whom a student can confide, student can confide, and an advocate on and an advocate on whom they can rely whom they can rely for advice and for advice and support.support.

Making a Commitment to Making a Commitment to “Staying the Course”“Staying the Course”

““When we feel stuck, going nowhere—even When we feel stuck, going nowhere—even starting to slip backward—we may actually starting to slip backward—we may actually be backing up to get a running start. be backing up to get a running start. Every positive change – every jump to a Every positive change – every jump to a higher level of performance – involves a higher level of performance – involves a rite of passage. Each time to ascend to a rite of passage. Each time to ascend to a higher rung on the ladder, we must go higher rung on the ladder, we must go through a period of discomfort.” I have through a period of discomfort.” I have never found an exception.never found an exception.

Commerce Primary SchoolCommerce Primary SchoolStudent Support TeamStudent Support Team

Intervention Plan and DocumentationIntervention Plan and DocumentationStudent Name: ____________________ _______________________ ____________

Last First MiddleInitial Student Support Team Meeting (Date) ____________________Support Team Member name and Title:

Name ______________________________ title __________________________Name ______________________________ title __________________________Name ______________________________ title __________________________Name ______________________________ title __________________________Name ______________________________ title __________________________

Vision pass ______________(attach form) Hearing pass _____________(attach form)

STAR TEST score_______ date ______ score________ date ______ score ________ date ________

Classworks Report: List Weak areas below Date ____________________ _______report attached1. _________________________________________________________________________________________2. _________________________________________________________________________________________3. _________________________________________________________________________________________4. _________________________________________________________________________________________5. _________________________________________________________________________________________6. _________________________________________________________________________________________

Reading Record Report Level: __________________ (1st grade only)CRCT Scores _________________________________________ Date ____________________Please check next to those items attached:________ report card

Failing grades in:

________________ Reading _________________ Language Arts ________________ Science _________________Social studies

_________________ Math _________________other _________________ spelling _______ Scholastic Reading Inventory _______________________

_______ On-Line Benchmark Assessment Date given _________ Math % ______ Reading _____% Date given _________ Math % ______ Reading _____%

Date given _________ Math % ______ Reading _____%

_______ KTEA score _______________________________________________________________________

Specific weaknesses identified:_________________________________________________________________ _______ Number of discipline referrals to the office (attached computer print-out) Reasons for majority of referrals:__________________________________________________________________________________

_

_________ Previous SST minutes_________ Summer School years attended _______ ________ ________ comments _________________

Summer School recommended for current year ____________ yes _________no

EIP instruction _________no ___________yes ____________reading __________math

ESOL instruction ________no ___________yes

Is student being served in the speech program ________no ___________yes

Retained previously ____yes _____no Grade level previously retained __________________

PARENT CONTACTSDates of parent conferences attended

ATTENDANCE INFORMATIONDays absent

Attendance notice signed and attached : yes no

Specific Problems

Dates of conferences scheduled with no one responding or showing up

Parent correspondence of importance attached

Days tardy Number of days covered with doctor note

attached excuses:

yes no

Teacher Responsible for Intervention Strategies ___________________

Research-Based Intervention:Research-Based Intervention:

Description:Description:

Person Person AssistingAssisting

Start DateStart Date End DateEnd Date Not SuccessfulNot Successful

(comments)(comments)

Marginally Marginally SuccessfulSuccessful

(comments)(comments)

Very SuccessfulVery Successful

(comments)(comments)

Research-Based Intervention:Research-Based Intervention:

Description:Description:

Research-Based Intervention:Research-Based Intervention:

Description:Description:

Research-Based Intervention:Research-Based Intervention:

Description:Description:

Research-Based Intervention:Research-Based Intervention:

Description:Description:

Interventions must be implemented and documentation must be provided at the next meeting.

SST Chairperson’s Signature: _________________________________________________________

1.1. Take inventory of what Take inventory of what positive,positive, researched-based researched-based interventions you already have in place that work for interventions you already have in place that work for your system and your students.your system and your students.

2.2. Expand on your positive interventions to address Expand on your positive interventions to address all students.students.

3.3. Capitalize on your resources.Capitalize on your resources.4.4. Dialog with surrounding systems of what is working for Dialog with surrounding systems of what is working for

them.them.5.5. Implement a quality progress monitoring system.Implement a quality progress monitoring system.6.6. Keep it Keep it simple! !

7.7. Make it your ownMake it your own..

First Steps To Building a PyramidFirst Steps To Building a Pyramid

ommerceommerce City SchoolsCity Schools