This presentation provides a snapshot of my work as Director of Student Learning Programs at Adlai E. Stevenson High School in Lincolnshire, Illinois. In this role, I oversee the development and coordination of multi-tiered system of supports (MTSS) and Response to Intervention (RtI) programs for our students. This works includes collaborating with district leadership team in supporting the creation and implementation of tiered levels of academic interventions, and evaluating the effectiveness and efficiencies of student learning programs through a continuous improvement cycle.
2. Reflect on the essential guiding questions within
a data based decision making system
Understand the essential structures necessary
for a system-wide level of support
Begin to inventory current practice
Learning Outcomes
TODAY’S
3. Educational Lottery
“We contend that a school truly
committed to the concept of learning for
each student will stop subjecting students
to a haphazard, random, de facto
educational lottery program when they
struggle academically. It will stop leaving
the critical question, “How will we
respond when a student is not learning?”
to the discretion of each teacher.”
Source: DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by
doing: A handbook for professional learning communities at work. (2nd
edition)
5. “ALL HANDS ON DECK”
Commitments made by
every member of
leadership team
Division
leadership
team working
with their
teachers
Frequent
communication
and PD for
interventionist
6. Our ongoing work:
INTERVENTION DESCRIPTION WHAT WE LEARNED
Guided Study Academic Study Hall
literacy connections; executive
functioning + academic
Mentor Skills Guided Study + SEL Curriculum We need an SEL assessment
Mentor Math Math + Guided Study + ACT Prep
needs to be more individualized;
teacher teams
Targeted Tutoring focused academic tutoring
it takes a whole village; dependent on
learning targets
Homework Center
Dedicated space for students to
complete HW during school day
Attendance must be monitored
Academic Literacy
Literacy support for 9th graders
based on placement exam
Entry/Exit criteria are critical; not only
for English Dept
Algebra 1 Enriched Double period Math Same expectations with more time
Summer bridge courses Enrichment for acceleration Focused on skills
9th Hour Athletic / Co-Curricular Study Table Located near academic support
ACT Prep targeted to students not
demonstrating growth
must be targeted
7. Targeted Tutoring Guided Study Math
Keep a Log
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Academic LiteracyMentor Math
x8
Academic Interventions
• Students identified every 3 weeks
• Teachers identify LT
• Support provided by LC paraprofessionals
• Scheduled during student’s day
• Academic support
• Executive functioning
• Credit-bearing course in addition to math
class
• Small class size
• Taught by Math teacher
• Students identified at time of placement
• Taken in addition to English class
• Uses STAR Reading as diagnostic
8. SHS Connects
•increase student
connectedness
•9th graders
•identified through
articulation
Study Skills Group
•test-taking, note-
taking, time
management
strategies
•9th graders
•6 week curriculum
•identified through
articulation
Why Try? Group
•building resiliency
•9th & 10th graders
•12 week curriculum
•identified through
articulation & SST
9. 9
Mentor Skills Entry/Exit Criteria
Entry criteria: shows support (score of 2) is needed in at least 3 areas, 2 of which coming from academic and SEL
Exit criteria: has shown growth in at least 3 areas, 2 of which coming from academic and SEL
Academic Outcomes Behavioral Outcomes
(ODRs, Attendance)
ask for Ken’s feedback - what’s the threshold that would trigger us to be concerned?
4: grade of B or better in all classes
3: grade of C or better in all classes
2: grade of D or lower, or incomplete in at least 2 classes
1: grade of D or lower in all classes
Question: How do grades indicate a student needs support in light of
our ongoing understanding around grading & reporting (makeups,
retakes, EBR)
4: no dean visits, 99% or better attendance
3: less than 5 minor incidents per year, 90% or better attendance
2: more than 5 minor incidents &/or more than 1 major incident per
year, less than 90% attendance
1: more than 10 minor incidents &/or more than 3 major incidents per
year &/or doctor verification warning or more intense attendance
intervention
SEL Growth
(this would be based on SEL tool plus assessment in Mentor Skills)
Crisis Management
how much adult support is needed for a student to be able to handle his/her
emotions during the school day?
we need to determine percentage from student’ baseline would we consider as
reasonable growth?
can we use the BarON scores in the meantime?
4: Total EQ scaled score above 110 on the BarOn
3: Total EQ scaled score between 90-110 on the BarOn
2: Total EQ scaled score between 75-89 on the BarOn
1: Total EQ scaled score below 75 on the BarOn
4: student’s self-management skills allow them to function
independently throughout the school day
3: student’s self-management skills allow them to function throughout
the school day with appropriate SST support
2: student requires frequent SST support to function throughout the
school day
1: student requires daily SST support, often at a crisis level, and is
unable to function throughout the school day
ACADEMIC
AND
BEHAVIORAL
16. Articulation:
How do we proactively identify students who will need our
support?
Students
Sender school/SHS
staff meet to
discuss
interventions
Sender schools
identify students in
need of support
Sender school/
SHS staff meet to
develop support
plans for students
SHS counselors
contact families to
discuss support plan
19. 19
How might TT data support team
discussions around course/
curriculum expectations?
Tier 1 Focus
How might positive teacher/student
relationships support timely intervention?
Importance of teacher-
student relationships
How might our intervention programs
reach greater student success?
Continued development
of targeted interventions
20. "There's no magic sauce that we spoon feed to students so they'll
perform well," Conrey said. "It boils down to working our tails off
to make sure that every student is learning, and for those that
aren't, figuring out what we need to do to help make them learn." Of
course, if nearly 88 percent of the students met or exceeded
standards, more than 12 percent didn't. Conrey wasn't happy
about that. "That's not acceptable at a school where the mission is,
'Success for every student,'" Conrey said. "We have a lot of work
left to do."