STF Day 3The End is near!

October 4th, 2012Baltimore, MD

Announcements

• Shuttles– 3:05 – Asterisks– 3:30 – Stars and Circles

• Website: www.tdschools.org/stf2012– Password: Superman

Headlines

• Many hands make light work/ It takes a village

• Collaboration clobbers student struggles!

Headlines

• A classroom of heads are better than one!

As a family we can overcome

• Adults pool brain power and resources to lift students to maximize potential

Headlines

DN: A pathway to support

• Partnerships save schools

• Teamwork makes the dream work

• Adults pool brain power and resources to lift students to maximize potential

HomeFun

• Find a partner, select one of the posters:– What was something that was surprising from the

articles you read last night?

– What was the biggest thing that you took away from “A different approach”?

– What was the biggest thing that you took away from “Finding their voices”?

TDS model components

• We know that implementation of components of the TDS model have helped schools reach their goals for the ABCs

• We know that when all components are implemented and for longer time periods, we have seen greater results

• We adapt and improve when there is evidence to do so

Objectives – Tiered Interventions

• Participants will be able to understand the theory and research behind tiered interventions and early warning systems

• Participants will have the tools and resources to begin work on mapping interventions and planning for strong Tier I supports

• Participants will begin work on their role as the facilitator of EWI team meetings

Teacher Teams and Small Learning Communities

Curriculum, Instruction, and Professional Development

Tiered Student Supports

Can do Climate for Students and Staff

Model for Prevention/Intervention

1. Hygiene, Vaccines, sanitation

2. H1N1 – Swine Flu

3. Medicine, Strong immune system

4. New rules for hospitals, new vaccine

Model for Prevention/Intervention

1. Hygiene, Vaccines, sanitation

2. H1N1 – Swine Flu

3. Medicine, Strong immune system

4. New rules for hospitals, new vaccine

Tier I & II Supports

Tier II & III Supports

High Risk – Warning!!

Tier I Supports

We know that a tiered Intervention system approach supports…

• The students who behave and achieve in ways that are consistently and explicitly taught and reinforced

• The other students who need additional support

Strong Tier I – Success in the ABCs

• Prevention/Intervention designed to support all students in the grade/school/classroom

Pattern

A large number of 9th grade students reading 2 or more years below grade level

Consistent misbehavior and disrespect from students

Students entering 6th grade without the academic or social skills to pay attention in class, learn, and be successful

Intervention

Strategic Reading Acceleration Course

Teams teaching behavioral expectations to students, recognition when students meet expectations, and responses when students don’t

Mastering the Middle Grades – Team’s coordinating lessons

Strong Tier I

• Concrete Plans for Achievement, Climate, Attendance, Communication– On your table, there is one of these plans that

your team has started on.

– Select two items that you want to highlight– What would be your next step in helping to move

the team forward?

Tier II and III

• Tier II: Interventions designed for a smaller group of students who are exhibiting some behavior (in any of the A,B,Cs) and have not been successful with Tier I

• Tier III: Interventions designed for individuals or a few students who are exhibiting strong behaviors (in any of the A,B,Cs) and have not made progress from previous interventions

Tiered Intervention Activity

• There are 3 stations around the room• On your table, there are envelopes with strips

of paper in them with prevention activities/interventions on them

• Your job is to select which indicator this is meant to address and under what Tier this intervention belongs

Resource Map – Step #2

Key responsibilities of STF

• Work with school staff and TDS and DN team to create a plan for initial Tier I, II, and III supports

• Working with school staff to identify the resources available

• Support coordination of interventions, analysis of data, and reflection/planning for what can improve

Resource Mapping

• What do we need?• What do we have available?

– How do we access these supports?• Who manages these supports or is the point

person?• How do I help people implement efficiently

and effectively without being their manager?

Tiered Interventions/Early Warning

• Ensuring Tier I is effective – Opening Strong– Using data to identify areas of need– Implementation and follow-up

• Using data to identify students for Tier II and III– Common data reviewed regularly– Early Warning Indicator (EWI) Meetings– Monitoring Interventions– Identification of trends

ABC

Break – 15 minutes

Using A,B,C data

• Success Factors and Risk Factors• Building Reflective practice into daily work

– Assigning interventions– Collecting data– Evaluating effectiveness– Changing practice

Access

AnalysisAction

The Role of TDS Teams

Cluster A

Counselor English Teacher

Science Teacher

Attendance, Attendance, Attendance- Rewards and incentives

- Collection and Analysis of Data

Maintain a Positive School Climate (Behavior)

- High expectations/ reinforcement- Increased Parental Interactions

Improve Student Achievement (Course Performance)

- Data based strategies- Explicit teaching of skills

Math Teacher

SS Teacher

Exceptional Education

Dropouts can be identified in as early as 6th grade

Note: Early Warning Indicator graph from Philadelphia research which has been replicated in 10 cities. Robert Balfanz and Liza Herzog, Center for Social Organization of Schools at Johns Hopkins University; Philadelphia Education Fund

Sixth Graders (1996-97) with an Early Warning Indicator

0%

20%

40%

60%

80%

100%

Grade in School

% of students

who are on-track to

graduation

Attendance

Behavior

Math

Literacy

Sixth grade students with one or more of the indicators have only a 10% to 20% chance of graduating from high school on

time or within one year of expected graduation

0%

20%

40%

60%

80%

100%

% of students who are

on-track to graduation

Year in School

Philadelphia Sixth Graders with an Early Warning Indicator, Followed through to High School Graduation

Attendance

Behavior

Math

Literacy

Comparison Group

~1,200 sixth graders with 90%+ att., excellent behavior,

passed math and English, and scored at or above basic

on the 5th grade PSSA

Comparison Group

Distribution of 6th Grade Indicator Flags1996-1997 - Philadelphia

No Flags N=6265 52%

1 Flag N=3498 29%

2 Flags N=1329 11%

3 Flags N=619 5%

All Four Flags N=326 3%

Robert Balfanz and Liza Herzog, Center for Social Organization of Schools at Johns Hopkins University; Philadelphia Education Fund

Los Angeles Course Failure

What Factors Predict High School Graduation in the Los Angeles Unified School District?Silver, D., Saunders, M. (University of California, Los Angeles), Zarate, E. (University of California,

Irvine)

Success Factors – The A,B,Cs• GPA and course passage are strong predictors

of students’ success • In addition, a study in Chicago has shown that

GPA is the strongest predictor of college graduation.– Over 60% of students who graduated with a 3.6 or

higher completed a four year degree within six years compared to slightly more than a quarter with GPAs between 2.6 and 3.0

– *Consortium on Chicago School Research, 2006

Research Takeaways/Questions

• Good News: Students are resilient and usually signal before dropping out

• Students usually start with one indicator and develop more indicators over time

• We have to mix prevention with intervention, especially in 6th – 9th grade

• Some students will move up with their classmates even if they have an indicator

What do we do about it at TDS?

• Create a Tiered Intervention System with an emphasis on Tier I

• Make regular ABC data a part of conversations/ decisions

• Create structures to regularly monitor this data– Leadership Team Meetings– Team Meetings (including EWI)

Metrics for On-track, sliding

Student Data

Student

Attendance Behavior (referrals)

Course Performance

Sept 09-10 Sept 09-10 Math Sept.

Math Q4

Math MSA

ELA Sept

ELA Q4

ELA MSA

#John 5 days 96% 0 7 68% B Prof. 77% A Prof.

#Adrian 0 93% 4, 1 Susp. 2 88% A Basic 53% C Basic

#Samuel 0, 10 tardy 99% 2 14 82% B Basic 55% D Below

Basic

#Erica 5 81% 1 1 56% C BelowBasic 87% B Prof.

Process for addressing student needs

EWI Meetings

An interdisciplinary teacher team meeting to coordinate, create, and monitor interventions for

students who are exhibiting early warning indicators.

EWI Meetings - Rubric

• Schedule• Teams• Meeting/Facilitation Structures and Protocols• Tiered Interventions• Student level Data/ Tracking Tools

Before an EWI Meeting – Org Role

• Ensure data tool is updated, including new and previous data for ABCs

• Ensure that interventions from previous meeting are being documented

• Share agenda with Principal/Assistant Principal• Ensure that all materials are available (computer, projector,

copies of student tracker, etc.)• Share the agenda with staff, including students to be

discussed, remind staff members about the meeting and to bring their data binders, notes, etc.

EWI Video

http://www.youtube.com/user/TDMathematics

During an EWI Meeting

• Ensure that conversations move towards productive decisions• Keep track of time, give time updates• Make connections with other initiatives/supports for

students, monitor trends• Ensure that the following things are taking place:

– Documentation of interventions agreed upon by team– Reporting out to the group– Follow up on previous actions taken

After an EWI Meeting

• Ensure that documentation is complete• Follow – up with teachers/staff who were

absent – Send out notes• Follow-up with Principal/Assistant Principal

with any issues that arose from meeting• Examine data and interventions for trends

After EWI Meeting

• Get ready for the next meeting…

Schedule and Meeting/ Facilitation Protocols

Team Meetings for Early Warning Interventions will occur with your Team every other week.

A specific, timed protocol will be used to discuss students to keep the meeting moving

Each team should assign a recorder, a timekeeper, and a facilitator

Team Meeting Roles

• Recorder- Fills out action plans• Timekeeper ensures that timing for protocol is

being followed• Facilitator- Ensures that norms for protocol

are being followed• Everyone – Is prepared to discuss details

about their students, is aware of the resources available, and is looking for solutions.

Agenda

• Overview of the meeting (5 min)– Students to be discussed, new pieces of data, reminders

about paperwork

• Discussing student interventions (25 min)– Same process for each student, typically ~4-7 min per

student

• Announcements (5 min)• Sharing Successes – 1 from each group (5 min)

Intervention Identification Protocol

Identify Student (1 minute)Identifies which off-track behaviors the student is exhibitingIdentifies data supporting identification for intervention (from EWI

report)Team provides information (2 minutes)

Team members succinctly (monitor your airtime) provide additional information about why off-track indicators may be present

Team members discuss intervention options (3 minutes)Consult resource mapDiscuss who will champion follow up Determine date for follow-up conversationDetermine communication with family

EWI Meetings - Rubric

• Schedule• Teams• Meeting/Facilitation Structures and Protocols• Tiered Interventions• Student level Data/ Tracking Tools

EWI Meetings

Goal: To coordinate and create interventions for students who are

exhibiting early warning indicators and to closely monitor their progress so

that students are successful.

Practicing the During

EWI Meeting Practice

What’s next for me as the STF?

• Determine how the data system works• Determine meeting schedule• Work with your TDS team as part of teaming

professional development• Meet your teacher teams

Student Data Questions

• Find the system where individual student attendance, behavior, and course markings are kept– Excel or text documents

• Previous Year’s data• Access to Data

– Who has it, when, how often is it updated, etc.

PDF File

Tracking our conversations

Interventions

Updated

dataFollow up Date

Tracking Interventions

• Is their a technology tool that most staff use? (Google Docs, Access, District Database, laptops, file cabinet, etc.)

• Determine how the school currently tracks in and out of classroom interventions (extra help, counseling sessions, tutoring, after school, etc.)

Positive Feedback Loop

THE HULK IS HUNGRY!

Objectives

• Participants will provide and receive feedback on their current STPs

• Participants will reflect on the breakdown of their time and decide on next steps they will need to take

School Transformation Plan

• Outcome Goal– 95% of our students will have 90%+ attendance

• Implementation Goals– Develop an attendance system that ensures accurate

accounting, recognition, and support• Weekly check-ins for data accuracy – process for updating• Monthly recognition for perfect attendance• Student check ins for students with less than 90%• Home visits and individual sessions for students with less

than 85%

Transformation planning

Essential Component Current Status Action Initiated Evidence of

Impact/Goal

Component designed to address

certain known challenges

This is our known challenge, where

we stand

This is what we are doing to implement

the essential component to reach our goal

This is telling us of our progress.

Attendance Initiative

There is some inconsistency with

data. Quarterly recognition. Court letters for below

85%

Started bi-weekly recognition (Sept.

2012).Completed

resource mapping with staff (Sept.)

Recognition occurring at least every two weeks

Identify additional interventions

The STF role with the STP

• Facilitate updates to the plan– TDS meetings– DN on-site meetings– Meetings with leadership

• Preparation and updating of the document for the team

• Work as a member of the TDS and DN team to determine protocols for team meetings, updates, and sharing information

Looking at your own plan

• 4 Pillar stations to visit

• Tasks at each station– Items that you need clarification on– Questions or things you have for your team when

you return

What Would you like on your plate?

Lunch

Coffee BreakAfternoon Break

Data

Breakfast

What are your next steps?

• In the next two months

• For the remainder of the year

• On your postcard, identify one of the short term or long term goals

Extra Slides

Process for addressing student needs