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

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  • Field Response To Intervention Mo SW-PBS SI 2008

    1. 1. Eugene Field Elementary School “Inspiring and empowering each other to positively impact our community and our world.” Our Journey to Responsive Intervention
    2. 2. <ul><li>Contact Information </li></ul><ul><ul><li>Eugene Field Elementary School </li></ul></ul><ul><ul><li>1010 Rangeline </li></ul></ul><ul><ul><li>Columbia, MO 65201 </li></ul></ul><ul><ul><li>Dr. Carol Garman, principal </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul>
    3. 3. Who are we? Our students: <ul><li>290 students Preschool-5 th grade </li></ul><ul><li>3 classes per grade level K-1 </li></ul><ul><li>2 classes per grade level with 18-25 students per class </li></ul><ul><li>86% F/R lunch </li></ul><ul><li>50% African </li></ul><ul><li>American </li></ul><ul><li>20% Hispanic </li></ul><ul><li>13% special ed </li></ul><ul><li>58% mobility </li></ul>
    4. 4. Who are we? Our staff: <ul><li>2 Administrators </li></ul><ul><li>14 General Educators </li></ul><ul><li>3 Special Educators </li></ul><ul><li>3 Specialists </li></ul><ul><li>3 Interventionists </li></ul><ul><li>1 Literacy Coach </li></ul><ul><li>1 School Part Time Psychologist </li></ul>
    5. 5. School Improvement <ul><li>Vision </li></ul><ul><li>Mission </li></ul><ul><li>Maintaining a Narrow Focus </li></ul><ul><li>Taking Small Steps </li></ul><ul><li>Taking TIME! </li></ul>
    6. 6. Continuum of Effective Behavior and Academic Supports
    7. 7. Beginning with PBS in 2003-2004 <ul><li>Commitment </li></ul><ul><li>Team Process </li></ul><ul><li>Communication </li></ul><ul><li>Defining Expectations </li></ul><ul><li>Directly Teaching Expectations </li></ul><ul><li>Frequent, Positive Performance Feedback </li></ul><ul><li>Corrective Response </li></ul><ul><li>Data-based Decision Making </li></ul>
    8. 8. Field Elementary Discipline Data 04-05 76.8% 16.8% 6.4%
    9. 9. Evolution of PBS <ul><li>Administrative Support + Teacher Leadership </li></ul><ul><li>All Grades and Groups Represented on PBS Team </li></ul><ul><li>Morning Announcements & Signage </li></ul><ul><li>Matrix Developed, Reviewed, & Publicized, Classroom Matrices Developed, Reviewed, & Posted </li></ul><ul><li>Tiger Tool Lessons written by Team, Administrative Observations & Teacher Feedback </li></ul><ul><li>Formalizing Safe Seat & Buddy Room Guidelines </li></ul><ul><li>Mannerly Moment Loops & Schoolwide Celebrations Every 6 Weeks </li></ul><ul><li>Consistency of Data Reporting & Response to Intervention Log Used </li></ul><ul><li>Data Reports Shared Monthly Focusing on “Time Out of Instruction” </li></ul>
    10. 10. We Learned That Our Students : <ul><li>Responded to a Structured Environment </li></ul><ul><li>Responded to Explicit Instruction </li></ul><ul><li>Could learn… </li></ul><ul><li>We Focused on What We Could Change at School to Better Support All Students Behaviorally and Academically </li></ul>
    11. 11. Literacy Component Added in 2005-2006 <ul><li>Collaboration between building, district and </li></ul><ul><li>community members </li></ul><ul><li>Shifting Targeted Title 1 to School-wide Title 1 </li></ul><ul><li>“ Essential Features” Included </li></ul><ul><ul><li>prioritized time for literacy </li></ul></ul><ul><ul><li>a structured, research-based core literacy curriculum </li></ul></ul><ul><ul><li>a three-tiered approach to intervention </li></ul></ul><ul><ul><li>consistent and monitored implementation </li></ul></ul><ul><ul><li>support for effective implementation </li></ul></ul><ul><ul><li>support for strategic and intensive interventions as needed </li></ul></ul><ul><ul><li>progress monitoring to insure effectiveness of system </li></ul></ul><ul><ul><li>collaboration time </li></ul></ul>
    12. 12. Field Elementary Literacy Data 04-05
    13. 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. 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. 15. Core Reading and Intervention Schedule <ul><li>Core </li></ul><ul><li>K 9:00-10:30 </li></ul><ul><li>1 st 9:00-10:30 </li></ul><ul><li>2 10:00-11:30 </li></ul><ul><li>3 11:00-12:30 </li></ul><ul><li>4 1:45-3:15 </li></ul><ul><li>5 1:00-2:30 </li></ul><ul><li>Intervention </li></ul><ul><li>12:25-12:55 </li></ul><ul><li>11:30-12:15 </li></ul><ul><li>9:15-10:00 </li></ul><ul><li>10:15-11:00 </li></ul><ul><li>1:00-1:45 </li></ul><ul><li>2:15-3:00 </li></ul>
    16. 16. <ul><li>Also utilize as needed: </li></ul><ul><li>Developmental Reading Assessment (DRA & DRA-2) </li></ul><ul><li>Scholastic Reading Inventory (SRI) </li></ul><ul><li>District Writing Assessments </li></ul>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. 19. Formalizing Problem Solving Team in 2007-2008 <ul><li>Designed procedures, processes and forms for 2 PSTs (Academic and Behavioral) </li></ul><ul><li>Strategically chose members and leaders for each team </li></ul><ul><li>Trained team members on RtI Framework </li></ul><ul><li>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 </li></ul>
    18. 20. Where Have We Been & Where Are We Now? <ul><li>2003-2004 We began a building-wide process to implement Positive Behavior Support. </li></ul><ul><li>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. </li></ul><ul><li>2005-2007 We focused on building a collaborative culture and student learning. We began implementation of a Strategiec Three Tier Model for Literacy Instruction. </li></ul><ul><li>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 </li></ul><ul><ul><li>The conversations are rich with data and ideas for improving student academic and social skill learning. </li></ul></ul><ul><ul><li>The PBS Team meets twice per month to continually monitor the implementation with fidelity of the Action Plan </li></ul></ul><ul><ul><li>All interventionists meet twice monthly with the grade level teachers to discuss best practice, observations and student progress. </li></ul></ul>
    19. 21. Positive Behavior Support Outcomes
    20. 24. PBS Data Why the drop?
    21. 25. Strategic Literacy Support Outcomes
    22. 26. Field Literacy Data
    23. 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
    24. 28. Problem Solving Team Outcomes
    25. 29. Of students evaluated for SPED how many qualified?
    26. 30. More Field Contacts <ul><li>Kim Moore, Ed.S. </li></ul><ul><ul><li>Nationally Certified School Psychologist </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul><ul><li>Beth Kline </li></ul><ul><ul><li>Literacy Coach </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul>

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