How to Build a Pyramid without a Manual

How to Build a Pyramid without a Manual: One System’s Approach Meeting the requirement of Georgia’s Student Achievement Pyramid of Interventions. How the Commerce City School System embraces the Pyramid approach and is making it their own. Dr. Pam Summey Director of Special Education/ Student Assessment Mr. Chuck Bell Principal Commerce Middle School

“The Georgia Department of Education is unveiling a conceptual framework that will enable all students in Georgia to continue to make great gains in school. … The Student Achievement Pyramid of Interventions is a graphic organizer that illustrates layers of instructional efforts that can be provided to students according to their individual needs. Additionally, the Student Achievement Pyramid of Intervention can serve as a framework for discussion among collaborative professional learning communities that are willing to explore and engage in all avenues available to assist students in their learning process. ”

Why should we implement the Pyramid? Problem solving practices and response to intervention models work: l By creating the time, structures, and opportunities for teachers to engage in inquiry, and collegial dialogue, and to learn and practice effective problem solving. l By passionately focusing on collecting and analyzing evidence of student learning and celebrating student success. By creating opportunities for universal prevention and early intervention activities. By having high, but achievable, developmentally appropriate expectations for all students. l l

Questions to Discuss … l Where are we now? Ø How do we help students who are not succeeding? Ø What interventions are in place? Ø How do we know our interventions are working? Ø Do we have a research-based, computerized program to assist with tutoring and to use for monitoring progress?

System wide expectations that must be in place to successfully implement the Pyramid l l l Strategic analyses will help identify the assets and needs specific to each unique learning community. Schools will restructure so that teams of teachers can meet regularly to problem solve and share instructional strategies. Teachers’ problem solving skills will be enhanced. Staff will learn what to “look for” when students are having difficulty and be able to collect authentic information to guide focused interventions. Inappropriate special education referrals will occur less frequently, thus limiting the possibility of disproportional. Pyramid framework will support improvements in student achievement and reductions in behavioral transgressions.

Commerce City Schools Building Project FY 2007 5% ve nti on I pu Po Standard-Based Classroom Learning: GPS Classworks, for monitoring progress and remediation, use of manipulative, academic coaches, after-school tutoring, behavior checklists, special seating, token economy, counseling, EIP, use of Connections & special classes for tutoring, summer session, Classworks/Plato for tutoring Peer Mentoring (3 -4 times per week 45 -60 minutes per session) Duration: 12 weeks Setting: regular ed. classroom and special classes Adequate Tier 3 response is operational zed with a score above the 16 th percentile (SS 85) es 10% as cre De yo f In ter ion lat int en sit nt e ud 5% Tier 3 Tier 1, Tier 2, plus Tier 3 SST Driven Learning St nc rea se s Tier 4 Student Support Team Referral to Special Education Tier 2 Tier 1 plus Tier 2 Needs Based Learning GPS, Classworks, for monitoring progress, and remediation, use of manipulative, academic coaches, after-school tutoring, behavior checklist special seating, token economy, counseling Duration: 10 weeks Setting: regular ed. classroom, Adequate Tier 2 response is operationalzed with a score above the 25 th percentile (SS 90) 80% Tier 1 Standard-Based Classroom Learning GPS, Classworks for monitoring progress and remediation Duration: 8 weeks Setting: regular ed classroom Adequate Tier 1 response is operational zed with a score above the 34 th percentile (SS 94)

Commerce City Schools Building Project FY 2007 5% Standard-Based Classroom Learning: GPS Classworks, for monitoring progress and remediation, use of manipulative, academic coaches, after-school tutoring, behavior checklists, special seating, token economy, counseling, EIP, use of Connections & special classes for tutoring, summer session, Classworks/Plato for tutoring Peer Mentoring (3 -4 times per week 45 -60 minutes per session) Duration: 12 weeks Setting: regular ed. classroom and special classes Adequate Tier 3 response is operational zed with a score above the 16 th percentile (SS 85) es 10% as cre De yo f In ter ion lat int en sit pu Po ve nti on I nt e ud 5% Tier 3 Tier 1, Tier 2, plus Tier 3 SST Driven Learning St nc rea se s Tier 4 Student Support Team Referral to Special Education Tier 2 Tier 1 plus Tier 2 Needs Based Learning GPS, Classworks, for monitoring progress, and remediation, use of manipulative, academic coaches, after-school tutoring, behavior checklist special seating, token economy, counseling Duration: 10 weeks Setting: regular ed. classroom, Adequate Tier 2 response is operationalzed with a score above the 25 th percentile (SS 90) 80% Tier 1 Standard-Based Classroom Learning GPS, Classworks for monitoring progress and remediation Duration: 8 weeks Setting: regular ed classroom Adequate Tier 1 response is operational zed with a score above the 34 th percentile (SS 94)

Commerce Middle School Like most schools, we are a work in progress. As a developing professional learning community we focus on collaboration, results, and…

Simplicity “Simplicity is the ultimate sophistication. ” Leonardo da Vinci

“Simple Plans” l Whether we are talking about school improvement planning, instruction and supervision, or pyramids of intervention, “it turns out that simple plans work best— those with a direct focus on straightforward actions and opportunities (Schmoker, 2006, p. 34).

Our Pyramid of Interventions Insures a school-wide response is in place for students who need more learning time, learning supports, or learning strategies. l Requires an insistence that students take advantage of the strategies that are in place to help them achieve at higher levels. l Requires that we aspire to remove failure as an option for students. l

Our Most Important Resource The professionals within our school building.

No system of interventions will ever compensate for poor teaching practices. We must focus on developing the capacity of every teacher and administrator to become more knowledgeable and effective in his or her roles.

An Instructional Framework Must Be In Place

Commerce Middle School Specialized Programs Pyramid of Interventions Counselor Watch, SST, and Individualized Interventions Research-based Classroom Interventions, Classworks Volunteer Tutoring, Guided Study, Counselor Watch, Directed Study, Academic Intercession Standards-Based Classrooms, Classworks, Parent/Student/Teacher Communication, Frequent Progress Monitoring, Relationship Building

Voluntary Tutoring An important step for students “who aren’t getting it. ” l Comprehensive tutoring schedule is provided to all students and is available on the school’s web page. l Teachers will recommend voluntary tutoring to students who don’t seek it on their own accord. l

Guided Study Designed for students who need to complete class assignments, homework assignments, resubmit assignments, make up assignments, or prepare for tests. It is held daily following each grade level’s lunch. Connections teachers are scheduled to administer Guided Study daily. l Attendance at Guided Study is not optional. l

Lunch-Directed Study l l l All students failing two or more classes are required to participate in Lunch-Directed Study. Students in the program are required to engage in constructive work and participate in tutoring/remediation for 30 minutes of their lunch/break period. Math/Science – Tuesdays ELA/Reading/Social Studies – Thursdays If the student is failing no more than one class when the next report card or progress report is issued, the student will be no longer required to attend Lunch-Directed Study.

Academic Intercession l l Course repair opportunity held the end of the 1 st and 3 rd nine week grading periods. Consist of three (3) two-hour after-school tutoring sessions. Additional assignments as well as resubmission of assignments, tests, and quizzes are prescribed by the teacher and are due no later than five days following the last tutoring session. Every intercession class will include a final test, project, or other form of assessment.

Next Steps at our School… Continued focus on “best practices” as they pertain to:

STRATEGIES THAT WORK FOR MULTIPLE SUBGROUPS DIFFERENTIATION BALANCED ASSESSMENT BALANCED LEADERSHIP CO-TEACHING GA PERFORMANCE STANDARDS PROFESSIONAL LEARNING COMMUNITIES

Implementation of an Advisor System l l Based on the belief that classroom teachers who see students daily can be the best counselors. Advisor will serve as a mentor in whom a student can confide, and an advocate on whom they can rely for advice and support.

Making a Commitment to “Staying the Course” “When we feel stuck, going nowhere—even starting to slip backward—we may actually be backing up to get a running start. Every positive change – every jump to a higher level of performance – involves a rite of passage. Each time to ascend to a higher rung on the ladder, we must go through a period of discomfort. ” I have never found an exception.

Commerce Primary School Student Support Team Intervention Plan and Documentation Student Name: _______________________ Last First Middle Initial Student Support Team Meeting (Date) __________ Support Team Member name and Title: Name ______________________________ title __________________________ Name _______________ title _____________ Vision pass _______(attach form) Hearing pass _______(attach form) STAR TEST score_______ date ______ score____ date ______ score ____ date ____ Classworks Report: List Weak areas below Date __________report attached 1. _____________________________________________ 2. _____________________________________________ 3. _____________________________________________ 4. _____________________________________________ 5. _____________________________________________ 6. _____________________________________________

CRCT Scores _____________________ Date __________ Please check next to those items attached: ____ report card Failing grades in: ________ Reading _________ Language Arts ________ Science _________Social studies _________ Math _________other _________ spelling _______ Scholastic Reading Inventory ____________ On-Line Benchmark Assessment Date given _________ Math % ______ Reading _____% Date given _____ Math % ______ Reading _____% _______ KTEA score ____________________________________ Specific weaknesses identified: _________________________________ Number of discipline referrals to the office (attached computer print-out) Reasons for majority of referrals: _________________________________________ _ _____ Previous SST minutes _____ Summer School years attended ________ comments _________ Summer School recommended for current year ______ yes _____no EIP instruction _____no ESOL instruction ____no ______yes ______reading _____math ______yes Is student being served in the speech program ____no ______yes

PARENT CONTACTS Dates of parent conferences attended Dates of conferences scheduled with no one responding or showing up Parent correspondence of importance attached ATTENDANCE INFORMATION Days absent Days tardy Number of days covered with doctor note Attendance notice signed and attached : Specific Problems yes attached excuses: yes no no

Teacher Responsible for Intervention Strategies __________ Research-Based Intervention: Description: Person Assisting Start Date End Date Not Successful (comments) Marginally Successful (comments) Research-Based Intervention: Description: Interventions must be implemented and documentation must be provided at the next meeting. SST Chairperson’s Signature: _____________________________ Very Successful (comments)

First Steps To Building a Pyramid 6. Take inventory of what positive, researched-based interventions you already have in place that work for your system and your students. Expand on your positive interventions to address all students. Capitalize on your resources. Dialog with surrounding systems of what is working for them. Implement a quality progress monitoring system. Keep it simple! 7. Make it your own. 1. 2. 3. 4. 5. ommerce City Schools