A 3-Tiered Approach to Aligning Prevention and Intervention Efforts Stephanie Wood-Garnett Executive Director State Improvement Grant Using SSTs to Make.

A 3-Tiered Approach to Aligning A 3-Tiered Approach to Aligning Prevention and Intervention EffortsPrevention and Intervention Efforts

Stephanie Wood-GarnettStephanie Wood-GarnettExecutive DirectorExecutive Director

State Improvement GrantState Improvement Grant

Using SSTs to Make AYP

Develop a common foundation for Develop a common foundation for discussing evidence-based interventiondiscussing evidence-based intervention

Discuss intervention/prevention researchDiscuss intervention/prevention research

Review and discuss the Student Support Review and discuss the Student Support Team (SST) processTeam (SST) process

PURPOSE

OUR GOAL: OUR GOAL: LEAVE NO CHILD LEAVE NO CHILD

BEHINDBEHIND

Schools must have strong systems focused on Schools must have strong systems focused on proactive and preventative strategies designed proactive and preventative strategies designed to meet the needs of a diverse student to meet the needs of a diverse student population. population.

Classrooms and non-classroom settings need Classrooms and non-classroom settings need to be places where a range of student abilities to be places where a range of student abilities are supported.are supported.

Use the SST Process to Help More Students Acquire the Target Skills…

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Targeted Interventions*Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

Individualized*Systems for Students

with High-Risk Behavior

~80% of Students

~15%

~5% Academics and

Behaviors

Student

Instruction

Home Environment Community Environment

School Environment

Curriculum

Rosenfeld, 1989

Instructional Level

Red, Yellow, or Green?Red, Yellow, or Green?

Lavar Arrington

Darrell Green

Dexter Manley

Kobe BryantAllen Iverson

Tim Duncan

Oprah Winphrey

Martha Stewart

Howard Stern

http://en.wikipedia.org/wiki/Image:Martha_stewart_tv.03.jpg

What % of Your Students Are…What % of Your Students Are…

AcademicsAcademics

% Green Zone% Green Zone

% Yellow Zone% Yellow Zone

% Red Zone% Red Zone

BehaviorBehavior

% Green Zone% Green Zone

% Yellow Zone% Yellow Zone

% Red Zone% Red Zone

In Your School, What Do You Offer Kids Who Can’t/Won’t Do What You Need to Improve?

InterventionIntervention # of students # of students involvedinvolved

Who is Who is responsible?responsible?

What is working?What is working? What isn’t What isn’t working?working?

PrimaryPrimary

SecondarySecondary

TertiaryTertiary

Reach Me Reach Me Teach Me…Teach Me…

Why Your Building Why Your Building Needs SSTs to Support Needs SSTs to Support

School ImprovementSchool Improvement

All students regardless All students regardless of socioeconomic of socioeconomic

status– need status– need sustained support to sustained support to

succeed.succeed.

James Comer, School James Comer, School Development Program, Yale Development Program, Yale

UniversityUniversity

Research Shows…Research Shows…

Studies indicate that for African American Studies indicate that for African American and Latino students, positive teacher-and Latino students, positive teacher-student relationships greatly impact student relationships greatly impact student achievement (Baker, 1999; Lee, student achievement (Baker, 1999; Lee, 1999; Slaughter-Defoe & Carlson, 1996). 1999; Slaughter-Defoe & Carlson, 1996).


““No significant learning occurs without a No significant learning occurs without a significant relationship”significant relationship”

James ComerJames ComerYale UniversityYale University



By high school, nearly 40-60% of all By high school, nearly 40-60% of all students are chronically disengaged from students are chronically disengaged from school (Klem and Connell, 2004).school (Klem and Connell, 2004).


Students who are connected to school are less likely Students who are connected to school are less likely to:to: Use substancesUse substances Exhibit emotional distressExhibit emotional distress Demonstrate deviant/destructive behaviorDemonstrate deviant/destructive behavior Experience suicidal thoughts/attempt suicideExperience suicidal thoughts/attempt suicide Become pregnantBecome pregnant Skip schoolSkip school Engage in bullying/fighting/vandalismEngage in bullying/fighting/vandalism

(Lonczak, Abbot, Hawkins, Kosterman & Catalano, 2002; Samdal, Nutbeam, (Lonczak, Abbot, Hawkins, Kosterman & Catalano, 2002; Samdal, Nutbeam, Wold & Kannas, 1998; Schapps, 2003; Wilson & Elliott, 2003).Wold & Kannas, 1998; Schapps, 2003; Wilson & Elliott, 2003).

Research Shows…Research Shows… In order to increase school-student connections:In order to increase school-student connections:

Implement high standardsImplement high standards Provide academic supports to all studentsProvide academic supports to all students Implement fair/consistent discipline policiesImplement fair/consistent discipline policies Create trusting relationships (in-school and school-home) Create trusting relationships (in-school and school-home) Support teachers in using new instructional strategies and Support teachers in using new instructional strategies and

implementing classroom managementimplementing classroom management Foster high parent/family expectationsFoster high parent/family expectations Ensure that students feel close to at least one adult in the Ensure that students feel close to at least one adult in the

school buildingschool building

Center for Disease Control and Prevention, Division of Adolescent Center for Disease Control and Prevention, Division of Adolescent and School Health &University of MN, 2003)and School Health &University of MN, 2003)

Every Child a Reader by Every Child a Reader by Third GradeThird Grade

A vision or a reality?A vision or a reality?

Proliferation of Reading ResearchProliferation of Reading Research

Rate of reading failure for African Rate of reading failure for African Americans, Hispanics, limited English Americans, Hispanics, limited English speakers, and poor children ranges is speakers, and poor children ranges is 60% (70% in urban areas).60% (70% in urban areas).

National Institute of Child Health and Human National Institute of Child Health and Human DevelopmentDevelopment


Approximately 50% of children and Approximately 50% of children and adolescents with a history of adolescents with a history of substance abuse have reading substance abuse have reading problems.problems.



Almost seven thousand students drop out of Almost seven thousand students drop out of high school every school day (Alliance for high school every school day (Alliance for Excellent Education, 2006).Excellent Education, 2006).

Of the children who will eventually drop out of school, Of the children who will eventually drop out of school, >75% report reading difficulties (National Institute of >75% report reading difficulties (National Institute of Child Health and Human Development)Child Health and Human Development)

The students lack the literacy skills to keep up with The students lack the literacy skills to keep up with the high school curriculum (Kamil, 2003; Snow & the high school curriculum (Kamil, 2003; Snow & Biancarosa, 2003). Biancarosa, 2003).


The bulk of older struggling readers and The bulk of older struggling readers and writers can read, but cannot understand writers can read, but cannot understand what they read (Alliance for Excellent what they read (Alliance for Excellent Education, 2006).Education, 2006).

2005 NAEP Grade 4 Reading2005 NAEP Grade 4 Readingby Race/Ethnicity, Nationby Race/Ethnicity, Nation

59

28

56 51

25

29

32

2930

35

13

40

15 18

40

0%

20%

40%

60%

80%

100%

AfricanAmerican

Asian Latino NativeAmerican

White

Perc

ent of S

tudents

Proficient/Advanced

Basic

Below Basic

Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

2005 NAEP Grade 4 Reading2005 NAEP Grade 4 Readingby Family Income, Nationby Family Income, Nation

54

23

30

35

15

42

0%

20%

40%

60%

80%

100%

Poor Non-Poor

Per

cent of S

tuden

ts

Proficient/Advanced

Basic

Below Basic


2005 NAEP Grade 8 Math2005 NAEP Grade 8 Mathby Race/Ethnicity, Nationby Race/Ethnicity, Nation

59

19

50 45

21

33

34

38 41

42

9

47

13 15

37

0%

20%

40%

60%

80%

100%

AfricanAmerican

Asian Latino NativeAmerican

White

Perc

ent of S

tudents

Proficient/Advanced

Basic

Below Basic


2005 NAEP Grade 8 Math2005 NAEP Grade 8 Mathby Family Income, Nationby Family Income, Nation

49

21

38

41

13

38

0%

20%

40%

60%

80%

100%

Poor Non-Poor

Per

cent of S

tuden

ts

Proficient/Advanced

Basic

Below Basic


Students who remain in Students who remain in school but continue to school but continue to

struggle are often placed in a struggle are often placed in a variety of educational variety of educational

programsprograms

Special Education ReferralsSpecial Education Referrals

Academic problems (primarily reading Academic problems (primarily reading deficiencies) deficiencies)

Behavioral problems Behavioral problems

Donovan & Cross, 2002; Learning Disabilities Association of America, 1996; Donovan & Cross, 2002; Learning Disabilities Association of America, 1996; Ysseldyke, Vanderwood & Shriner, 1997) Ysseldyke, Vanderwood & Shriner, 1997)

INDIVIDUALS WITH DISABILITIES INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT EDUCATION IMPROVEMENT ACT

(2004)(2004)

Reflects heightened intensity that we Reflects heightened intensity that we must do moremust do more beforebefore referring referring children to special education.children to special education.

IDEA 2004IDEA 2004

In making a determination of eligibility In making a determination of eligibility under Section 614(b)(4)(A) of IDEA:under Section 614(b)(4)(A) of IDEA:a child shall not be determined to be a child a child shall not be determined to be a child

with a disability if the determinant factor for with a disability if the determinant factor for such determination is such determination is lack of appropriate lack of appropriate instruction in readinginstruction in reading, including in the , including in the essential components of reading instruction essential components of reading instruction (as defined in Section 1208(3) of ESEA); (as defined in Section 1208(3) of ESEA); lack lack of instruction in mathof instruction in math; or ; or limited English limited English proficiencyproficiency. [614(b)(5) of IDEA].. [614(b)(5) of IDEA].

INTERVENTION “IDEA”SINTERVENTION “IDEA”S

Response to Intervention (RTI)Response to Intervention (RTI)Early Intervening Services (EIS)Early Intervening Services (EIS)DisproportionalityDisproportionality

DCPS Referrals by Grade Level: 2004 - 2005

AFRICAN AMERICAN STUDENTS IN AFRICAN AMERICAN STUDENTS IN SPECIAL EDUCATIONSPECIAL EDUCATION

African American students: African American students:

2.9 times as likely to be labeled mentally 2.9 times as likely to be labeled mentally retarded (MR)retarded (MR)

1.9 times as likely to labeled seriously 1.9 times as likely to labeled seriously emotionally disturbed (SED)emotionally disturbed (SED)

1.3 times as likely to be labeled as having a 1.3 times as likely to be labeled as having a learning disability (LD)learning disability (LD)

U.S. Department of Education, Office of Special Education Programs (2000)U.S. Department of Education, Office of Special Education Programs (2000)

BOYS OVER-REPRESENTEDBOYS OVER-REPRESENTED 1.9 million girls and 3.8 1.9 million girls and 3.8

million boys are classified million boys are classified as special education as special education (U.S. Department of (U.S. Department of Education, Office for Civil Education, Office for Civil Rights, 2000)Rights, 2000)

Boys dominate the Boys dominate the emotionally disturbed emotionally disturbed category:category: 90% in Kansas City90% in Kansas City 55% in Milwaukee55% in Milwaukee 76% in Washington, DC76% in Washington, DC

What Do We Know About…What Do We Know About…

TEAMTEAM

Together Everybody Achieves Together Everybody Achieves More…More…

The Student The Student Support Team Support Team

ProcessProcess

SSTs: 30 YEARS IN THE MAKINGSSTs: 30 YEARS IN THE MAKING

Began as a special education mandate in the 1975 Began as a special education mandate in the 1975 Education for all Handicapped Children Act which Education for all Handicapped Children Act which required the use of multidisciplinary teams in the required the use of multidisciplinary teams in the referral/placement process (Rosenfeld & Gravois, 1999).referral/placement process (Rosenfeld & Gravois, 1999).

The function and purpose of SSTs changed as schools The function and purpose of SSTs changed as schools and families discovered the benefits of intervening earlier and families discovered the benefits of intervening earlier for students. By 1979 Chalfant and colleagues for students. By 1979 Chalfant and colleagues developed Teacher Assistance Teams (Safran,1996).developed Teacher Assistance Teams (Safran,1996).

Currently most states require some form of intervention Currently most states require some form of intervention prior to special education referral:prior to special education referral: 69% of states mandate prereferral intervention teams69% of states mandate prereferral intervention teams 86% of states require or recommend pre-referral 86% of states require or recommend pre-referral

intervention teams (Truscott, Cohen, Sams, Sanborn intervention teams (Truscott, Cohen, Sams, Sanborn & Frank, 2005)& Frank, 2005)

IMPACT OF EFFECTIVE IMPACT OF EFFECTIVE SSTSSSTS

Improve academic achievementImprove academic achievement Improve student behavior (including school Improve student behavior (including school

attendance)attendance) Improve school-parental communication and Improve school-parental communication and

relationshipsrelationships Increase collaboration in schoolsIncrease collaboration in schools Reduce referrals to special educationReduce referrals to special education

SST is not to “operate as a special education eligibility or SST is not to “operate as a special education eligibility or placement committee” (NABSE and ILIAD Project, 2002, p. placement committee” (NABSE and ILIAD Project, 2002, p. 19).19).

SST is NOT meant to deny services to students who may SST is NOT meant to deny services to students who may actually have a disability.actually have a disability.

SSTs should NOT assume the difficulty lies solely within the SSTs should NOT assume the difficulty lies solely within the child.child.

PURPOSE AND FUNCTION PURPOSE AND FUNCTION OF SSTSOF SSTS

SST PROCEDURESSST PROCEDURES

Individual interventionsIndividual interventionsGroup interventionsGroup interventionsMeeting occurrence (frequency/duration)Meeting occurrence (frequency/duration)Variations in implementationVariations in implementation

Elementary schoolElementary schoolMiddle/Junior High schoolMiddle/Junior High schoolHigh schoolHigh school

SST PROCEDURESSST PROCEDURES

Use data in all discussionsUse data in all discussions Establish positive student goalsEstablish positive student goals Align interventions with the desired resultsAlign interventions with the desired results Review student progress regularlyReview student progress regularly Set measurable outcomesSet measurable outcomes Include evaluation measuresInclude evaluation measures

CONTACT INFORMATIONCONTACT INFORMATION

Stephanie Wood-GarnettStephanie Wood-Garnett Executive Director, State Improvement GrantExecutive Director, State Improvement Grant District of Columbia Public SchoolsDistrict of Columbia Public Schools www.dcsig.orgwww.dcsig.org [email protected]@k12.dc.us 202-442-5539202-442-5539

A 3-Tiered Approach to Aligning Prevention and Intervention Efforts Stephanie Wood-Garnett Executive Director State Improvement Grant Using SSTs to Make.

Documents

school buildingcenter

school klem

schoolstudent connections

students areacademics

latino students

students involvedwho

school development program

schoolhome support teachers