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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.
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
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%
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