The Schoolwide Applications Model (SAM) An RtI-Driven Approach to School Reform

The Schoolwide Applications Model (SAM)

An RtI-Driven Approach to School Reform

Shannon O’Connor &

Givanna Hymel

Recovery School District

(RSD) New Orleans

July 11, 2008

Sessions 27A & 27B

SAMSchoolwide Applications Model

Six Guiding Principles

Fifteen Critical Features

Six Guiding Principles of SAM

All instruction is guided by General EducationAll school resources are configured to benefit all

studentsSchool Proactively addresses social development and

citizenshipSchool is data-based learning organizationSchool has open boundaries in relation to its families

and its communitySchool enjoys district support for undertaking the

extensive systems-change activities required to implement SAM

SAM

choolwide

pplications

odel

SAM

choolwide

pplications

odel

SAMSAM

choolwide

pplications

odel

Critical Features of SAM (1-5)

School serves all students.All students at school are considered general

education students.General education teachers assume responsibility for

all students at the school.School is inclusive of all students for all classroom

and school functions.School is organized to provide all specialized

supports, adaptations and accommodations to students in such a way as to maximize the number of students who will benefit.


All students are taught in accordance with the general curriculum.

The school has an active, schoolwide Positive Behavior Support (SWPBS) program operating at all 3 levels.

The school is a data-driven, collaborative decision-making, learning organization with all major functions guided by team process.

School effectively utilizes general education students in instruction of students in need of supports in all instructional environments.

All personnel at the school participate in the teacher/learning processes and are valued for their respective contributions to pupil academic and social outcomes.


School personnel use a uniform, non-categorical lexicon to describe both personnel and teaching/learning functions.

School has established a Site Leadership Team (SLT) empowered by the school and the district to implement SAM at the school.

School has working partnership with families of students who attend the school.

School has working partnership with its community businesses and service providers.

SAM implementation at the school site is fully recognized and supported by the district.

Schoolwide Applications

Model Analysis

SAMAN

Does SAM Work?

Evaluating the SAM Model

RSD School District

Demographics

Data

and

Outcomes

Recovery School DistrictSAMSCHOOLSCohort 1 Banneker Elementary

359 students98% African American14% SWD77% Free & Reduced Lunch

Clark High School 592 students

98% African American14% SWD60% Free & Reduced Lunch

Craig Elementary 505 students


Recovery School DistrictSAMSCHOOLSCohort 2 Johnson Elementary

288 students99% African American11% SWD85% Free & Reduced Lunch

Live Oak Elementary 255 students


Schaumberg Elementary 535 students

99% African American10% SWD84% Free

SAM & RtI

Schoolwide Application Model (SAM) is an RtI logic model that integrates SWPBS at three tiers along with academics.

With RtI, support can move to the students rather than student moving to support.

RtI interventions need to occur in general education environment so can capitalize in incidental benefits.

RTI Design for RSDAdministrative supportFramework for reading, math and behaviorScientifically based instruction and

interventionsSchool-Level RTI TeamsRTI manual to communicate processProcess for evaluating data and making

decisions

Response to Intervention (RtI) Tier III Intensive Tier II Strategic Tier I Benchmark AdvancedUniversal Screening

DIBELS/Benchmark FASTT Math



DIBELS/Benchmark

Focus AreasOral Lang/Basic Rdg Number and Operations

Vocab/Fluency/ Rdg Number and Operations

Grade Level Reading and Math Skills

Advanced Reading and Math Skills

Intervention Program

Voyager/ DI/ FstFWd FASTT Math

Trophies/Voyager FASTT Math

Trophies/Emp. Writers FASTT Math

Accelerated Program

Instructional Time (ELA) ***

60+ min. within core 8-10 weeks


160 min core instruct. 160 m.advanced inst

Extend Day/Yr Voyager FASTT Math Voyager FASTT Math LEAP/I LEAP Prep LEAP/I LEAP Prep

Universal Screening

SRI Lexiles/Bnchmrk FASTT Math




Focus AreasBasic Language, Reading & Math skill development

Reading & Math skill focus designed to achieve GLEs

Emphasis on building proficiency of GLEs in all content areas

Above GLEs through advanced activities


Read 180/DI/FstFWd FASTT Math

Trophies/Read 180 FASTT Math

Trophies/EmpowerWrit DEEP Math

Accelerated Program




120 min. core instruct. Bal. Lang Arts Block

160 min. Accel. Inst.

Extend Day/Yr DI/FASTT Math DI/FASTT Math LEAP/i LEAP Prep LEAP/i LEAP Prep

Universal Screening

SRI Lexiles/Bnchmrk Carnegie-Br.Algebra



SRI Lexiles/Bnchmrk Carnegie--Br.Algebra

Focus AreasSpecially designed instruction focused on student needs

Reading and Math skill focus designed to achieve GLEs

Emphasis on building proficiency of GLEs in all content areas

Above GLEs through advanced activities


Read 180/DI/FstFWd CarnegieBrAlgebra

Read 180 CarnegieBrAlgebra

Read 180 CarnegieBrAlgebra

Accelerated Program


60+ min. within core Small Groups: 1:5 8-10 weeks

30+ min. within core Small groups: 1:8 6-8 weeks

120 min. in Balanced Language Arts block (core instruction)

Accelerated Instruction to expand content areas

Extend Day/Yr Recovery Credit CarnegieBrAlgebra

Recovery Credit CarnegieBrAlgebra

Recovery Credit CarnegieBrAlgebra

College Level Class.

Certify Progress

***See Curriculum Support and Specific Grade Framew orks for details of Reading & Math minutes and Tier qualifying criteria scores

RSD Reading & Math Intervention Framework--Three Tiered Model

Evidence of Benchmark Performance

P R I M A R YK-3

M I D D L E 4-8

H I G H 9-12

Components of the RtI process:

� fidelity to a strong core curriculum� universal screening of all students to determine skill levels� research based interventions applied to address at risk areas� progress monitoring to assess outcomes of the intervention process.Tier I represents students who are achieving benchmark.Tier II represents students at risk needing strategic support.Tier III represents students at risk needing intensive support.� M. Gap students (overage and students not on grade level) will receive instruction at Tiers II & III. The process is represented by the tiered triangle. The triangle on the left is the ideal expected student skill distribution while the triangle on the right represents tier estimates for the RSD derived from 2007 LEAP data. Currently no data is available to show differentiation between Tiers II and III. Data derived from this process measures outcomes and drives decisions about support services.

Academic RtI Example

RSD LEAP SCORES: BASIC & ABOVE

0

5

10

15

20

25

30

Spring 2007 Spring 2008

School Year

Per

cen

tag

e o

f S

tud

ents

Lessons Learned

Increase Professional Development and support for inclusive practices, instruction and RTI

Need over-arching data system to secure, retrieve and coordinate school record information

Improve coordination across school system departments (academics, behavior, special services)

Engage parents/guardians in processProvide competent support for emotionally fragile

students and school staff

Where Are We?

School climate vastly improvedLEAP data showed improvement in all

major categories. Overall up by 7 points.SPED records much improved (esp.

counted over not counted & compliance).Better coordination of services to students

with special needs.

Future Planning Increase professional learning about all aspects of RSD

Vision. Empower school staff through Small Learning Communities

to facilitate growth and buy-in Enhance school-wide data system to promote student

success; foster data decisions Increase evidenced-based/best practices - assessment tools

- interventions/data analysis - relevant training; coaching

Behavioral health – provide a system of care - wraparound services

We

Have Confidence!

Shannon O’Connor RSD/RtI Team [email protected]

Givanna Hymel RSD/Craig Elementary

[email protected]

Thank You For Your Time

Documents

The Schoolwide Applications Model (SAM) An RtI-Driven Approach to School Reform