Living Life and Loving Literacy: Making What Matters Happen

Living Life and Loving Literacy:Making What Matters Happen

Judy Elliott, Ph.D.Assistant SuperintendentSchool Support Services

Long Beach Unified School DistrictLong Beach, CA

Spotlight TargetsSpotlight Targets

y Reinforce strategies for surviving leadership positioned on a landscape that is slippery at best...

y Explore the notion of “Every Ed”

y Take a look of existing research on RtI

y Examine systemic use of data & the big picture of RtI

y Keep a sense of humor and laugh as much as possible

In our short time together we will work to:In our short time together we will work to:

WE BELIEVE ALL WE BELIEVE ALL CHILDREN CAN LEARNCHILDREN CAN LEARN

EXCEPT

Felica

JoseBubba

RosiePaco

Basic Tenet of Educational Reform IncludeBasic Tenet of Educational Reform Include……

Standards

Assessment

Instruction

A C C O U N T A B I L I T YA C C O U N T A B I L I T Y

Accountability Accountability Must Be ReciprocalMust Be Reciprocal

If you want to change and improve the climate If you want to change and improve the climate and outcomes of schooling and outcomes of schooling –– both for students both for students and teachersand teachers, there are features of the school , there are features of the school culture that have be to changed, and if they are culture that have be to changed, and if they are not changed, your well intentioned efforts will not changed, your well intentioned efforts will be defeated.be defeated.

SeymoreSeymore SarasonSarason1996 1996

The last 30 years of American Public Education can be characterized by

remarkable sameness of approach and remarkable flatness of performance.

Joel KleinChancellor, NYC Schools

Three Cultures that Need to ChangeThree Cultures that Need to Change

From Excuse to Accountability

From Compliance to Performance

From Uniformity to Differentiation Based on Talent and Need

“Ableism”

Deeply held negative attitudes toward disabilities that are analogous to racism

Judy Heumann

Former U.S. Assistant Secretary of Education

From Good to Great Jim Collins

Great LeadersGreat Leaders……

Look in the mirror, not out the window, to apportion responsibility

for poor results, never blaming other people, external factors, or

bad luck.

• There is true sense of urgency about what we do for students and adults with disabilities.

• We work tirelessly to provide educational programs and services.

• We triage with families in times of crisis.

• We work legislators and congress men and woman to articulate the lack of resources to fulfill current mandates and existing needs.

• We are dependent upon policymakers to do the ‘right thing’ when given the critical information about our clients need.

We Are ThinkingWe Are Thinking……

Educational AccountabilityEducational Accountability...a systemic method to assure those inside and outside the educational system that schools are moving in the desired directions.

A shiftshift from only ...

Is the student getting access to core getting access to core classes & servicesclasses & services

To also ......

Is the student learninglearning ??

Shift Shift HappensHappens

Survival for Survival for Educational LeadersEducational Leaders

Baby steps for baby feet…

Working the underground (or is that the underbelly?)

Keeping the ‘P’ in Passion Passion

100% role models, 100% of the time

Continuous resourcefulness

Growing money, ideas, energy… from dirt

Repeatedly saying “I love my job! I love my job! I love my job!”

I know God won’t give me anything I can’t handle.

I just wish he didn’t trust me so much.

Mother Teresa

If you always do what If you always do what youyou’’ve always done,ve always done,

YouYou’’ll always get what ll always get what youyou’’ve always gotten.ve always gotten.

Some really smart person…

SURTHRIVAL

The fine art of growing, no matter what the situation and/or other people

throw at you.

Stevan Kukic, 2001

There is a need for Special Education, but not as it currently exists.

Special Education in the past has not done well by students with students with disabilitiesToo much time has been spent admiring problems.

The best place to address diverse learning needs is in the instructional process.

Fundamental AssumptionsFundamental Assumptions

No student is worthless. Even the worst student is a good example of what’s not working.

Expected Course of Student Learning

0

1

2

3

4

5

6

7

8

1 2 3 4 5 6 7 8

Years of Time in School

Yea

rs o

f Obj

ectiv

es

Actual Course of Learning of Student

0

1

2

3

4

5

6

7

8

1 2 3 4 5 6 7 8


Yea

rs o

f Cur

ricu

lum

Effect of Decision Making on Educational Progress

0

1

2

3

4

5

6

7

8

1 2 3 4 5 6 7 8


Yea

rs o

f Cur

ricu

lum

Decision Making

AYPAYPTrajectories for Trajectories for improvement improvement ScreeningScreeningDiagnosticsDiagnosticsEligibilityEligibilityFormativeFormative

AYPAYPTrajectories for Trajectories for improvement improvement ScreeningScreeningDiagnosticsDiagnosticsEligibilityEligibilityFormativeFormative

Use of DataUse of Data

ReqReq’’tt for participation in for participation in district and statedistrict and state--wide wide assessmentassessmentParticipation Participation ReqReq’’tstsReporting requirementsReporting requirements

ReqReq’’tt for participation in for participation in district and statedistrict and state--wide wide assessmentassessmentParticipation Participation ReqReq’’tstsReporting requirementsReporting requirements

Accountability for Accountability for ResultsResults

Indicators for state Indicators for state monitoringmonitoringAcademic PerformanceAcademic Performance

AYPAYPStudents with Students with IEPsIEPsELLsELLs

Subgroup Subgroup PerformancePerformance

IDEAIDEANCLBNCLB

ItIt’’ss About Every EDAbout Every ED

20 Indicators20 IndicatorsAYPAYPAMOAMO

ComplianceCompliance

Defines HQ Defines HQ requirements requirements for special for special education education

Requirements Requirements for HQ for HQ TeachersTeachersReptgReptg to public to public regarding regarding tchrtchrqualificationsqualifications

Highly QualifiedHighly Qualified

Scientifically Scientifically researchresearch--based based instruction instruction must be used in must be used in IEP to the IEP to the extent extent practicablepracticable

Reading FirstReading FirstScientifically Scientifically ResearchResearch-- Based Based InstructionInstruction

IDEAIDEANCLBNCLB

Effective change agents neither embrace nor ignore mandates.

They use them as catalysts to reexamine what they are doing.

Fullan, 1993

What pops into your head when I say…

“RtI?”

Response to Intervention: Response to Intervention: WhatWhat’’s in a name?s in a name?

Problem Solving ModelProblem Solving ModelSchool Improvement/Safe & Civil SchoolSchool Improvement/Safe & Civil School-- Review, Revise, Adopt, ImplementReview, Revise, Adopt, Implement

Action ResearchAction ResearchGap AnalysisGap AnalysisCircle of InquiryCircle of InquiryAuditAuditBaldridgeBaldridge-- Plan, Do, Study, ActPlan, Do, Study, Act

Response To Intervention:Response To Intervention:Policy considerationsPolicy considerationsAnd implementationAnd implementation

Stay tuned for…

BLUEPRINTS for State, State, District, District, and SiteSiteimplementation!

EARLY EARLY INTERVENTIONINTERVENTION

Why RtI? 2 words2 words……

ANDAND, , despite our despite our

system wide system wide efforts, there efforts, there

are still are still many children many children who are atwho are at--risk risk for school for school failure and failure and successful in successful in acquiring basic acquiring basic skillsskills

FieldField--Based Research:Based Research:Questions AskedQuestions Asked

How long does it take to How long does it take to implement fully the problemimplement fully the problem--solving model/solving model/RtIRtI process?process?What is the impact of PSM/What is the impact of PSM/RtIRtIon students from diverse on students from diverse backgrounds?backgrounds?What evidence exists to What evidence exists to

evaluate the satisfaction of evaluate the satisfaction of teachers and parents with the teachers and parents with the implementation of PSM/implementation of PSM/RtIRtI??

FieldField--Based Research: Based Research: Questions AskedQuestions Asked

Is there evidence that the rate of placement Is there evidence that the rate of placement in LD programs will accelerate with PSM in LD programs will accelerate with PSM compared to the discrepancy model?compared to the discrepancy model?

What happens when we compare the What happens when we compare the accuracy of assessment methods used with accuracy of assessment methods used with the PSM/the PSM/RtIRtI model compared to the model compared to the discrepancy model?discrepancy model?

How long does it take to implement How long does it take to implement fully the problemfully the problem--solving/solving/RtIRtI

process?process?

Depends on who you askDepends on who you ask……Iowa and Minnesota would suggest that it takes Iowa and Minnesota would suggest that it takes 44--6 years to complete full implementation*. 6 years to complete full implementation*. -- *Full implementation includes policy and regulatory *Full implementation includes policy and regulatory

change, staff development, and development of change, staff development, and development of building/districtbuilding/district--based procedures.based procedures.

-- BUTBUT……....

ChildChild--count percentages for students with count percentages for students with highhigh--incidence disabilities (1990incidence disabilities (1990--2001):2001):

Minneapolis Public SchoolsMinneapolis Public Schools

0.00

1.00

2.00

3.00

4.00

5.00

6.00

7.00

8.00

1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001

School Year

Perc

ent o

f Dis

tric

t (N

=50,

000)

LD MMMI SNAP LD+MMMI+SNAP

Problem-solving model phase-in began in 1994

Adapted from Marston (2001).

What is the impact of PSM/What is the impact of PSM/RtIRtI on on students from diverse backgrounds?students from diverse backgrounds?

VanDerHeydenVanDerHeyden, et al. report that students responded , et al. report that students responded positively to the method & that Africanpositively to the method & that African--American American students responded more quickly than other ethnic students responded more quickly than other ethnic groups.groups.

MarstonMarston reported a 50% decrease in EMH placements reported a 50% decrease in EMH placements over a 6over a 6--year period of time.year period of time.

MarstonMarston reported a drop over a 3reported a drop over a 3--year period in the year period in the percent of Africanpercent of African--American students placed in special American students placed in special education from 67% to 55%, considering 45% of the education from 67% to 55%, considering 45% of the student population was comprised of Africanstudent population was comprised of African--American American

Percentage of AfricanPercentage of African--American American students at each stage of referral students at each stage of referral

process at 41 schoolsprocess at 41 schools

44.33

64.4

69 68.9

45

59 57.755.4

0

20

40

60

80

Student Popoulation Referred to Support Team Evaluated for Sp. Ed. Placed in Sp. Ed.

Perc

enta

ge

1997-98 2000-01

N=9

643

N=9

170

N=3

48

N=4

16

N=2

00

N=1

54

N=1

84

N=1

24

Will the rate of placement in LD accelerate Will the rate of placement in LD accelerate compared to the discrepancy model?compared to the discrepancy model?

MarstonMarston (2001) reports a 40% decrease in special (2001) reports a 40% decrease in special education placements for LD programs.education placements for LD programs.

VanDerHeydenVanDerHeyden, et al., report a significant , et al., report a significant reduction in the rate of placement in LD reduction in the rate of placement in LD programsprograms

Heartland Early Literacy Project (HELP) Heartland Early Literacy Project (HELP) reported significant decreases in initial special reported significant decreases in initial special education placements in grades K (41%), 1 education placements in grades K (41%), 1 (34%), 2 (25%) and 3 (19%) across a 5 year (34%), 2 (25%) and 3 (19%) across a 5 year initial implementation period. initial implementation period.

Accuracy of assessment methods used Accuracy of assessment methods used with PSM/with PSM/RtIRtI vs. the discrepancy model?vs. the discrepancy model?

VanDerHeydenVanDerHeyden, et al. reported that , et al. reported that RtIRtI methods (local methods (local comparisons and multiple measurement) were superior comparisons and multiple measurement) were superior to teacher referral for problem accuracy.to teacher referral for problem accuracy.

VanDerHeydenVanDerHeyden, et al. reported identification of students , et al. reported identification of students for eligibility for LD programs was accurate when for eligibility for LD programs was accurate when compared to traditional ability/achievement discrepancy compared to traditional ability/achievement discrepancy methods.methods.

Customer satisfaction of teachers and Customer satisfaction of teachers and parents with parents with RtIRtI??

SwerdlikSwerdlik, et al. conducted a longitudinal study of , et al. conducted a longitudinal study of the impact of the impact of RtIRtI in the in the FLEXibleFLEXible Service Service Delivery system in Illinois. Results indicate that Delivery system in Illinois. Results indicate that both teacher and parent satisfaction with the both teacher and parent satisfaction with the RtIRtImethod was superior to that of the traditional method was superior to that of the traditional testtest--staffstaff--place model.place model.

Teacher Satisfaction at HeartlandTeacher Satisfaction at HeartlandQuestion 1: The problem solving process supports teachers in improving the performance of students whose academic skills and behaviors are of concern. This includes the Building Assistance Team or other intervention supports.

••92.13%92.13%••96.8%96.8%••87.3%87.3%••AgreeAgree

••Sp Ed Sp Ed ••TeachersTeachers

••nn=89=89••PrincipalsPrincipals

••nn=31=31

••Gen Ed Gen Ed ••TeachersTeachers

••nn=390=390

Question 2: Problem solving process leading to educational interventions is equally applicable for helping students in general and special education.

••92.14%92.14%••96.7%96.7%••81.0%81.0%••AgreeAgree

••Sp Ed Sp Ed ••TeachersTeachers

••nn=89=89••PrincipalsPrincipals

••nn=31=31

••Gen Ed Gen Ed ••TeachersTeachers

••nn=390=390

Source: Heartland AEA 11 Consumer Satisfaction Survey 2000-2001

Everyone loves progress.

Not everyone loves change.

Long Beach Unified School District DemographicsLong Beach Unified School District DemographicsDistrict Population = 96, 000

- 49.7% Hispanic

- 18.3% Black

- 16.7% White - 9.3 Asian

- 2.1% Pacific Islander - 3.5 Filipino

- 25.5% ELL

- 66.6% ELL and FEP combined

- 65.9% Free & Reduced Price Lunch

LBUSD Teacher DemographicsLBUSD Teacher Demographics

His

pani

c

Bla

ck

Whi

te

Asi

an

Filip

ino

Pac

ific

Isla

nder

Nat

ive

Am

eric

an

% Students

16

8

66

5.51.6

0.2 0.5

48.1

18.817.1

10.2

3.32.1

0.3

010203040506070

%

Ethnicity

LBUSD Student & Teacher Ethnicity

% Students % Teachers

Special Education DemographicsSpecial Education Demographics

- 7%

- 48% LD

- 44% Special Education/ELL

- 54% spend 80% of the day in general education- 60% of Central Office is general education administrators and teachers via reorganization efforts

Why Low Numbers?Why Low Numbers?• Strong Problem-Solving Intervention-Based Teams coordinated by general educators

•Intervention and services first, eligibility later

•Focus on standards for all students

•Literacy focused staff development conducted by general education literacy coaches

•Direct Instruction•On-going Progress Monitoring

•Curriculum-Based Measurement

•Focus on Curriculum & Instruction

No IQ testing Rather RIOT in a standards-based system

R = Record Review

I = Interview

O = Observation

T = Test

Fallout - Due Process = IQ testing

Until the 9th Circuit RulingUntil the 9th Circuit Ruling

Why Low Numbers?Why Low Numbers?

• Focus on effective standards-based instruction- Effective Instruction Checklists-- Course outlines for secondary SDCs- RSP revamp - all

• Cruising all classrooms

• General Education Targets - unpacking standards

• Teacher Support forums (bring a pal)

• Professional development opportunities (6 year catch up plan)


• Retooling Student Success Teams

• Individual Learning Plans for “at-risk”

• District-wide norms for CBM- Rdg/Math

• Disaggregating Assessment Data for all students

• Principal Status sheets/ Principal Advisory

• Instruction over compliance

• Legally defensible programs= Compliance

RELATIONSHIPS, INSTRUCTION, RELATIONSHIPSRELATIONSHIPS, INSTRUCTION, RELATIONSHIPS


It’s About Data…..

District ProfileThird largest school district in CA

Over 46 languages spoken

Most diverse city according to Census 2000

Over 8,000 faculty, second largest employer in the city

There are over 89 Schools53 elementary8 K-814 Middle Schools11 High Schools (six of which are large comprehensive high schools)3 Charter Schools

Historical PerspectiveHistorical Perspective

In 1994 LBUSD started on a path of comprehensive reforms to increase student achievement.

Early BOE initiatives included:- Standards-based reform- K-3 Literacy- School Uniforms- Middle School Reform- School Choice- Ended Social Promotion- Seamless Education

Established Key Grade Level CheckpointsEstablished Key Grade Level Checkpoints

Establishing standards-based curriculum across all grade levels resulted in:

> Retention Policies at grades 1, 3, 5, & 8

> District-wide Assessments in Reading, Writing & Open-ended Mathematics

> End-of-Course District exams for High School

The Academic Wake Up CallThe Academic Wake Up CallAs a result of the District’s K-5 reading

initiative and retention policy, the percent of students entering middle school reading more than a year and a half below grade level dropped from 94% in 1999 to 48% in 2003

If Elementary & Middle Schools can do it, If Elementary & Middle Schools can do it, thenthen……why canwhy can’’t High Schools?t High Schools?

FromFrom……Uh OhUh Oh…… into Action!into Action!

KK--8 Reform and State Accountability Measures8 Reform and State Accountability Measures-- Refocused HS reform to build on MS reformRefocused HS reform to build on MS reform

Creation of CoCreation of Co--PrincipalsPrincipalsCreation of Small Learning CommunitiesCreation of Small Learning CommunitiesBOE included BOE included HSsHSs in District Accountability in District Accountability InitiativesInitiativesCreation of District End of Course Exams that Creation of District End of Course Exams that improve alignment between CSULB and improve alignment between CSULB and LBUSDLBUSD

State and Federal Accountability IndicesState and Federal Accountability Indices

20062006District Wide = 14 PI Schools (None are High Schools)

# of AYP targets for High Schools range from 20 to 28

AYP targets missed were primarily subgroup issues

All High Schools met the State API growth targets. Range of growth was from…

-10 to 120 pts

SoSo……What Does it Look Like???What Does it Look Like???

Essential ComponentsEssential ComponentsMultiple tiers of intervention service Multiple tiers of intervention service deliverydelivery——such as a threesuch as a three--tier modeltier modelProblemProblem--solving methodsolving methodAn integrated data collection/assessment An integrated data collection/assessment system to inform decisions system to inform decisions at each tier of service deliveryat each tier of service delivery

Core PrinciplesCore Principles

We can effectively teach all childrenIntervene earlyUse a multi-tier model of service deliveryUse a problem solving method to make decisions within a multi-tier model

Core Principles Core Principles –– Cont.Cont.Use research-based, scientifically validated interventions/instruction to the extent availableMonitor student progress to inform instructionUse data to make decisionsUse assessment in screening, diagnosis, and progress monitoring

A Tiered Approach to InstructionA Tiered Approach to Instruction

Tier 3

Targeted Interventions

Tier 2Comprehensive

School Wide Universal Interventions

Tier 1

Sped

EligibilityIndividualized Interventions

~5-10% of studentsINTENSIVE

Intensity of needs

~10-15% of StudentsSTRATEGIC

~75-85% of studentsCORE

A Tiered Approach to Literacy: A Tiered Approach to Literacy:

Core InterventionsCore Interventions

Options that are provided to students as Options that are provided to students as a part of the general curriculum with a part of the general curriculum with specific intentspecific intent

Comprehensive/School Wide Interventions

Tier 1 In LBUSD = In LBUSD = 81%81%

A Tiered Approach to Literacy: A Tiered Approach to Literacy:

Strategic InterventionsStrategic Interventions

Targeted Targeted interventions focus interventions focus on students who on students who need more need more assistanceassistance

Comprehensive/School Wide Interventions

Tier 1


Tier 2

LBUSD = LBUSD = 8%8%

A Tiered Approach to Literacy: A Tiered Approach to Literacy: Intensive InterventionsIntensive Interventions

Intense and often Intense and often individualized individualized interventions are for interventions are for the smallest group of the smallest group of students with the students with the most extreme needsmost extreme needs Comprehensive/School

Wide Interventions

Tier 1


Tier 2

Tier 3

LBUSD =LBUSD = 6%6%

Language! AssessmentOnly those 2 or more years

below grade level

Classroom Grades

ELA CoreDiagnostic Test

All Students

Content Standards TestAll Students

EnglishEnglish--Language Arts PlacementLanguage Arts Placement

““Benchmark/CoreBenchmark/Core””(Tier I)(Tier I)

.5 years below to above grade level.5 years below to above grade level

Regular Core English classesRegular Core English classes

““StrategicStrategic””(Tier II)(Tier II)

.5 .5 –– 2.0 years below grade level2.0 years below grade level

Double Block consisting of:Double Block consisting of:-- Regular core English classesRegular core English classes-- Literacy Workshop courseLiteracy Workshop course

Use of additional support materials to Use of additional support materials to scaffold core materialsscaffold core materialsAfter school reading program, if neededAfter school reading program, if needed

““IntensiveIntensive””(Tier III)(Tier III)

2.0 or more years below grade level2.0 or more years below grade level

Double Block consisting of:Double Block consisting of:-- Intensive ELA ProgramIntensive ELA Program

•• LANGUAGE! LANGUAGE! •• LindamoodLindamood--BellBell

English Language Development (ELD):English Language Development (ELD):A Mandated State CurriculumA Mandated State Curriculum

In Grade 8 In Grade 8 ---- All ELL studentsAll ELL students –- Administered the California English Language - Development Test (CELDT) and…- the California Standards Tests (CSTs) and…- the End-of-Course ELD Test

ELD I and IIELD I and II – Double Block Intensive Literacy Intervention program. LBUSD uses High Point

ELD IIIELD III – ELD class and Language!

ELD IVELD IV – ELD class & Literacy Wksp (Core Eng.)

MathematicsMathematics…… AlgebraAlgebraAll studentsAll students –– CA Standards Test, Grade 8 EOC exam CA Standards Test, Grade 8 EOC exam

thenthen……

-- BenchmarkBenchmark -- One period Algebra or GeometryOne period Algebra or Geometry

-- StrategicStrategic -- Double Block consisting of:Double Block consisting of:-- ABCD or 1year of AlgebraABCD or 1year of Algebra

-- IntensiveIntensive -- Double Block consisting of:Double Block consisting of:-- 2 year stretch Algebra Course 2 year stretch Algebra Course

-- Math Development courseMath Development course-- Math everydayMath everyday

► District has developed interventions specific to language and literacy proficiency levels for allall students.

► Created a list of targeted students – and performed systemic and strategic examination of gaps in skill areas and in turn has aligned its interventions.

Regardless of Skill Level…

API Reading GainsAPI Reading GainsReading InterventionsReading Interventions

General Education (including RSP) General Education (including RSP)

0

100

200

300

400

500

600

700

Lang! I Lang! II Lang! III LMB Lit.Wksp

API 03API 04API 05

API Reading GainsAPI Reading GainsReading Intervention ProgramsReading Intervention ProgramsSpecial Education Students OnlySpecial Education Students Only

0

100

200

300

400

500

600

LANG! 1 LANG! 2 LMB Lit Wksp 1-2 Lit Wksp 3-4

API 03API 04API 05

API Reading GainsAPI Reading GainsELD English Programs ELD English Programs

9th9th--12 Graders: SPELL Students12 Graders: SPELL Students

050

100150200250300350400450500

ELD Eng I ELD Eng II ELD Eng III ELD Eng IV

API 03API 04API 05

API Reading GainsAPI Reading GainsReading Intervention Programs Reading Intervention Programs

9th9th--12 Graders: SPELL Students12 Graders: SPELL Students

0

50

100

150

200

250

300

350

400

450

ELD Rdg I ELD Rdg II ELD Rdg III

API 03API 04API 05

Even if you are on the right track,

you’ll get run over if you stay in the same

place

Anonymous

The Road to RtI: The Road to RtI: Where have we been?Where have we been?

Late 1990Late 1990’’s s –– Application to State Department of Application to State Department of Education for NonEducation for Non--Categorical Services waiver was Categorical Services waiver was denieddeniedLate 1990Late 1990’’s s –– Training for all schools on PBS, Training for all schools on PBS, Progress Monitoring and introduction of Curriculum Progress Monitoring and introduction of Curriculum Based MeasurementBased Measurement-- Development of local norms on CBM probesDevelopment of local norms on CBM probes-- Training on DIBELS for selected school sitesTraining on DIBELS for selected school sites

20042004--2005 2005 –– Staff development with Psychologists that Staff development with Psychologists that focused on assessment practicesfocused on assessment practices20052005--2006 2006 –– Series of training and case work for Series of training and case work for psychologists on the implementation of RtIpsychologists on the implementation of RtI

20032003--2006: 2006: Efforts Toward ImplementationEfforts Toward Implementation

Training with Elementary and Middle School Training with Elementary and Middle School PrincipalsPrincipals-- DeDe--emphasis on emphasis on ““RtIRtI”” to allow for emphasis on to allow for emphasis on

““efficient use of resourcesefficient use of resources””-- Identification of interventions into a multiIdentification of interventions into a multi--tiered tiered

modelmodel-- Coordination of interventions within the schoolCoordination of interventions within the school-- Continual focus on refinement and capacity Continual focus on refinement and capacity

building of SST process at sitesbuilding of SST process at sites


Identification of Identification of ““Pilot SitesPilot Sites””-- Increase in allocation of RSP teachers at nine Increase in allocation of RSP teachers at nine

sites based on level of school need sites based on level of school need to provide to provide informal servicesinformal services as determined through SSTas determined through SST

-- Criteria for receiving an increase in RSP timeCriteria for receiving an increase in RSP time•• Focus on SST (Training and FollowFocus on SST (Training and Follow--Up)Up)•• Development of Individual Learning Plans (ILP)Development of Individual Learning Plans (ILP)•• Plan for progress monitoringPlan for progress monitoring•• Use of a school wide monitoring systemUse of a school wide monitoring system


Training with Psychologists:Training with Psychologists:-- Identifying Interventions into a MultiIdentifying Interventions into a Multi--Tiered Tiered

ModelModel-- Focus on Tier 1 and 2Focus on Tier 1 and 2-- Emphasis of Problem Solving ModelEmphasis of Problem Solving Model-- Selecting an appropriate Selecting an appropriate ““RtI caseRtI case””-- What should be included in a report?What should be included in a report?-- Preliminary drafting of eligibility statementsPreliminary drafting of eligibility statements

Building a MultiBuilding a Multi--Tiered Approach Tiered Approach Across LevelsAcross Levels

What interventions are available at the What interventions are available at the school school sitesite for academics for academics andand behavior?behavior?In which tier does the intervention fit?In which tier does the intervention fit?How do you determine when an intervention How do you determine when an intervention falls on varying levels (e.g. tutoring)?falls on varying levels (e.g. tutoring)?Who is implementing, monitoring and Who is implementing, monitoring and tracking the interventions?tracking the interventions?How do you ensure the fidelity of the How do you ensure the fidelity of the intervention?intervention?

Elementary Interventions: Tier 1Elementary Interventions: Tier 1

AcademicsAcademicsContent StandardsContent StandardsClass Size ReductionClass Size ReductionExtended Kinder.Extended Kinder.DifferentiationDifferentiationEEEI StrategiesEEEI StrategiesELDELDAcademic AwardsAcademic Awards

BehaviorBehaviorCharacter EducationCharacter EducationPeace BuildersPeace BuildersSafe and CivilSafe and CivilSpirit AssembliesSpirit AssembliesRed Slip/ Blue SlipRed Slip/ Blue SlipAwards ProgramsAwards ProgramsSchool Wide School Wide Behavior PlanBehavior Plan

Elementary Interventions: Tier 2Elementary Interventions: Tier 2

AcademicsAcademicsTutoringTutoringFlexible groupingFlexible groupingLiteracy classesLiteracy classesIntensive ELDIntensive ELDMath Facts ClinicMath Facts ClinicExtra Parent ContactExtra Parent ContactIntersession Intersession

BehaviorBehaviorMentor ProgramsMentor ProgramsBehavior ContractBehavior ContractGroup CounselingGroup CounselingGrade Level Grade Level CollaborationCollaborationSecond StepSecond StepExtra Parent ContactExtra Parent Contact

Elementary Interventions: Tier 3Elementary Interventions: Tier 3AcademicsAcademics

Specialists supportSpecialists supportReading RecoveryReading RecoveryCrossCross--grade Level grade Level CollaborationCollaborationCase Management Case Management for Monitoringfor Monitoring

BehaviorBehaviorSBMHSBMHSchool Social School Social Worker Worker Support/ReferralSupport/ReferralAdministrator Daily Administrator Daily CheckCheck--in/Supportin/SupportTOPSTOPS

Secondary Interventions: Tier 1Secondary Interventions: Tier 1AcademicsAcademics

TutoringTutoringELDELDAVIDAVIDStudy LabsStudy LabsAcademic Academic Counseling GroupsCounseling GroupsLink Crew Link Crew (Orientation/Mentor (Orientation/Mentor Program)Program)Teacher/Parent Teacher/Parent Conf.Conf.

BehaviorBehaviorStudy LabsStudy LabsCounseling GroupsCounseling GroupsProgress ReportsProgress ReportsUniform PolicyUniform PolicyPoint SystemPoint SystemSafe and CivilSafe and CivilPeace BuildersPeace BuildersHuman Relations Human Relations Training (NCCJ)Training (NCCJ)Attendance ChecksAttendance Checks

Secondary Interventions: Tier 2Secondary Interventions: Tier 2AcademicsAcademics

Language!Language!LindamoodLindamood--BellBellStretch AlgebraStretch AlgebraCAHSEE PrepCAHSEE PrepTutoringTutoringMale AcademiesMale AcademiesStudy LabsStudy LabsAcademic Success Academic Success ClassClassLiterature WorkshopLiterature Workshop

BehaviorBehaviorCounselingCounselingPeace BuildersPeace BuildersPoint SystemPoint SystemSBMHSBMHMentor ProgramMentor Program

Secondary Interventions: Tier 3Secondary Interventions: Tier 3

AcademicsAcademicsLindamoodLindamood--BellBell504 Plan504 PlanAlternative Alternative EducationEducation

BehaviorBehaviorCounselingCounselingSBMHSBMH504 Plan504 PlanBehavior ContractBehavior ContractAlternative Alternative EducationEducation

Summary of SST Data for Summary of SST Data for Elementary Schools 2001Elementary Schools 2001--20052005

010002000300040005000600070008000

2001-2002

2002-2003

2003-2004

2004-2005

Total

SST referrals

SST referrals - NOSPEDInitial Evaluations

Initial Evaluations-SPED

20062006--2007: 2007: Where are we now?Where are we now?

We areWe are……Continuing principal training on designing a Continuing principal training on designing a multimulti--tiered model and coordinating servicestiered model and coordinating servicesContinuation of collaboration with the Office Continuation of collaboration with the Office of Curriculum to refine/reof Curriculum to refine/re--up universal up universal screens and the assessment screens and the assessment –– curriculum curriculum connectionconnectionTracking Tracking ““lessons learnedlessons learned”” from nine pilot from nine pilot sites for implementation at other schoolssites for implementation at other schoolsContinuing a case study approach with Continuing a case study approach with psychologists that includes curriculum psychologists that includes curriculum training as appropriatetraining as appropriate

20062006--2007: 2007: Where are we now?Where are we now?

Assisting in the development of the intervention Assisting in the development of the intervention pyramid and data base for monitoring at each sitepyramid and data base for monitoring at each siteProvide access to resources and tools that will assist Provide access to resources and tools that will assist sites in implementation sites in implementation Encouraging the development of a prioritized list of Encouraging the development of a prioritized list of student needs, district & site through using academic student needs, district & site through using academic and behavioral data and behavioral data Continuing to reinforce Continuing to reinforce ““psychologists as the bridgepsychologists as the bridge””to RtI at school sitesto RtI at school sites

ItIt’’s About Every Eds About Every Ed……

Your Cheese Will Move...Your Cheese Will Move...Become change agents rather than victims

Use positive forces, blunt negative ones

Perfect happiness and harmony don’t exist

Alliances and partnerships are major vehicles for change. It is about relationships!

Make the best of your situation- learn to make lemonade out of onions…

Repeatedly say “I love my job, I love my job, I love my job!”

Work to Date {Work Remaining

There Is A Lot of Work To Be DoneThere Is A Lot of Work To Be Done……

Building Robust, Effective & Sustainable Tiered Instructional Programs will take newlearning for everyone

You will have tough choices to make – buttogethertogether you’ll decide based on what’s best for your kids

You will make mistakes –and use dataand use datato fix them along the way

Realities of ChangeRealities of Change

A leader is a person you will follow to A leader is a person you will follow to a place you would not go by yourself.a place you would not go by yourself.

Joel Barker, Joel Barker, Future EdgeFuture Edge,,

It is about LeadershipIt is about Leadership……

RememberRemember……

A cord is A cord is stronger stronger than its than its individual individual strandsstrands

We can, whenever we choose,

teach all children.

Richard RileyFormer U.S. Secretary of Education

What Does the Tiered Approach to Intervention What Does the Tiered Approach to Intervention Look Like At Your District? Site?Look Like At Your District? Site?

3 3

2 2

1 1

Academic Needs Behavior Needs

Intensity of needs Intensity of needs

Documents

Living Life and Loving Literacy: Making What Matters Happen