Field Response To Intervention Mo SW-PBS SI 2008
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Field Response To Intervention Presented at Mo SW-PBS SI 2008 By Field Elementary Staff

Field Response To Intervention Presented at Mo SW-PBS SI 2008 By Field Elementary Staff

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Field Response To Intervention Mo SW-PBS SI 2008 Presentation Transcript

  • 1. Eugene Field Elementary School “Inspiring and empowering each other to positively impact our community and our world.” Our Journey to Responsive Intervention
  • 2.
    • Contact Information
      • Eugene Field Elementary School
      • 1010 Rangeline
      • Columbia, MO 65201
      • Dr. Carol Garman, principal
      • [email_address]
  • 3. Who are we? Our students:
    • 290 students Preschool-5 th grade
    • 3 classes per grade level K-1
    • 2 classes per grade level with 18-25 students per class
    • 86% F/R lunch
    • 50% African
    • American
    • 20% Hispanic
    • 13% special ed
    • 58% mobility
  • 4. Who are we? Our staff:
    • 2 Administrators
    • 14 General Educators
    • 3 Special Educators
    • 3 Specialists
    • 3 Interventionists
    • 1 Literacy Coach
    • 1 School Part Time Psychologist
  • 5. School Improvement
    • Vision
    • Mission
    • Maintaining a Narrow Focus
    • Taking Small Steps
    • Taking TIME!
  • 6. Continuum of Effective Behavior and Academic Supports
  • 7. Beginning with PBS in 2003-2004
    • Commitment
    • Team Process
    • Communication
    • Defining Expectations
    • Directly Teaching Expectations
    • Frequent, Positive Performance Feedback
    • Corrective Response
    • Data-based Decision Making
  • 8. Field Elementary Discipline Data 04-05 76.8% 16.8% 6.4%
  • 9. Evolution of PBS
    • Administrative Support + Teacher Leadership
    • All Grades and Groups Represented on PBS Team
    • Morning Announcements & Signage
    • Matrix Developed, Reviewed, & Publicized, Classroom Matrices Developed, Reviewed, & Posted
    • Tiger Tool Lessons written by Team, Administrative Observations & Teacher Feedback
    • Formalizing Safe Seat & Buddy Room Guidelines
    • Mannerly Moment Loops & Schoolwide Celebrations Every 6 Weeks
    • Consistency of Data Reporting & Response to Intervention Log Used
    • Data Reports Shared Monthly Focusing on “Time Out of Instruction”
  • 10. We Learned That Our Students :
    • Responded to a Structured Environment
    • Responded to Explicit Instruction
    • Could learn…
    • We Focused on What We Could Change at School to Better Support All Students Behaviorally and Academically
  • 11. Literacy Component Added in 2005-2006
    • Collaboration between building, district and
    • community members
    • Shifting Targeted Title 1 to School-wide Title 1
    • “ Essential Features” Included
      • prioritized time for literacy
      • a structured, research-based core literacy curriculum
      • a three-tiered approach to intervention
      • consistent and monitored implementation
      • support for effective implementation
      • support for strategic and intensive interventions as needed
      • progress monitoring to insure effectiveness of system
      • collaboration time
  • 12. Field Elementary Literacy Data 04-05
  • 13. 3 rd Grade Communication Arts % of proficient and above 0.0% LEP 0.0% IEP 7.4% F/R Lunch 0.0% Black 18.2% White 5.4% Total 2004-2005
  • 14. Classroom Teacher Enrichment based on themes of core program Classroom Teacher Tier I DIBELS benchmark Classroom Teacher Reading Mastery or Soar to Success Classroom Teacher Tier II Strategic Intervention Reading specialists, Sp Ed, ELL, Sp. Lang, K-2 SRA Reading Mastery 3-5 Wilson Reading Systems Classroom Teacher Tier III Intensive Intervention Intervention Groups 45 min, 4 days week, with: (5 th day individual focus ) Core Reading 90 min, 5 days week with: Structure
  • 15. Core Reading and Intervention Schedule
    • Core
    • K 9:00-10:30
    • 1 st 9:00-10:30
    • 2 10:00-11:30
    • 3 11:00-12:30
    • 4 1:45-3:15
    • 5 1:00-2:30
    • Intervention
    • 12:25-12:55
    • 11:30-12:15
    • 9:15-10:00
    • 10:15-11:00
    • 1:00-1:45
    • 2:15-3:00
  • 16.
    • Also utilize as needed:
    • Developmental Reading Assessment (DRA & DRA-2)
    • Scholastic Reading Inventory (SRI)
    • District Writing Assessments
    Once a month Fall, Winter & Spring Tier I Every Other Week Fall, Winter & Spring Tier II Every Other Week Fall, Winter & Spring Tier III Progress Monitoring Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Benchmark Data Collection
  • 17.  
  • 18.  
  • 19. Formalizing Problem Solving Team in 2007-2008
    • Designed procedures, processes and forms for 2 PSTs (Academic and Behavioral)
    • Strategically chose members and leaders for each team
    • Trained team members on RtI Framework
    • PST Case-managers meet 1-1 with teachers to narrow focus of concerns and develop measurable problem statement(s) and assist in collecting baseline data
  • 20. Where Have We Been & Where Are We Now?
    • 2003-2004 We began a building-wide process to implement Positive Behavior Support.
    • 2004-2005 We began the formal process for becoming a professional learning community by developing a common vision,mission, and purpose. Planning for School-wide Title I. Looked at all data and discussed plans for school improvement.
    • 2005-2007 We focused on building a collaborative culture and student learning. We began implementation of a Strategiec Three Tier Model for Literacy Instruction.
    • 2007-2008 We have the structure in place and now we are looking at the most effective instructional practices known to increase student achievement: PBS, Three Tier Literacy Support and PST
      • The conversations are rich with data and ideas for improving student academic and social skill learning.
      • The PBS Team meets twice per month to continually monitor the implementation with fidelity of the Action Plan
      • All interventionists meet twice monthly with the grade level teachers to discuss best practice, observations and student progress.
  • 21. Positive Behavior Support Outcomes
  • 22.  
  • 23.  
  • 24. PBS Data Why the drop?
  • 25. Strategic Literacy Support Outcomes
  • 26. Field Literacy Data
  • 27. 3 rd Grade Communication Arts % of proficient and above 27.3% 25.0% 22.2% 15.8% 57.1% 27.0% 2006-2007 0.0% 0.0% LEP 12.5% 0.0% IEP 14.7% 7.4% F/R Lunch 12.5% 0.0% Black 30.8% 18.2% White 15.5% 5.4% Total 2005-2006 2004-2005
  • 28. Problem Solving Team Outcomes
  • 29. Of students evaluated for SPED how many qualified?
  • 30. More Field Contacts
    • Kim Moore, Ed.S.
      • Nationally Certified School Psychologist
      • [email_address]
    • Beth Kline
      • Literacy Coach
      • [email_address]