A Schoolwide Framework for Student Success in Philadelphia

A Schoolwide Framework for Student Success in Philadelphia

Joyce DukesTechnical Assistance and Consultation

Office of Specialized Services

Kathleen MarshallDirector of Special Education

North Region Office

Marlene OwensCoordinator of Special Projects

Office of Curriculum and Instruction

Who We Are

Number of Students by Race:African-American: 65.5%Asian: 5.3%Hispanic: 14.5%Native American: .2%White: 14.2%

The School District of Philadelphia:

Seventh largest in the nation, serving

a racially and ethnically diverse student population. Enrollment: 196,309

Number of Students by Grade Level:Head Start & Preschool: 4,799Middle: 31,145Senior High: 52,807Vocational/Technical Schools: 4,701Special Disciplinary Schools: 2,465Charter Schools : 21,096Total:217,405

Organization:The School District of Philadelphia presently is organized into 12 Regional Offices.

Schools:There are 273 public schools in the School District of Philadelphia, composed of:

175 Elementary schools43 Middle schools43 Neighborhood and magnet high

schools5 Vocational-technical schools7 Special schools

http://www.phila.k12.pa.us/schools/

“Every school does bits and pieces of this thing. The goal is to do it in a more systematic, or more systemic, way.”

Dian MorrisonDirector of Support Services Northern Suburban Special Education District(Illinois), Education Week, Nov. 30, 2005

PIECEMEAL CHANGE

will always disappear

Bill Spady, 1992

Going to scale means fundamentally

developing the system at all levels.

Fullan, 1999

Response to InterventionA Schoolwide Framework

for Student Success

Office of Specialized Services: special education and the pre-referral process; student assistance; behavioral health; scientific research-based supplements and interventions inacademics and behavior

Office of Curriculum and Instruction: core curriculum; strategic and intensive interventions; teacher training

Office of School Management: after-school and summer remediation

Educational Technology Group: technology-based supplement and intervention support

PA RtI – Train the Trainers Model

• The RtI training sequence is a 3 day series of trainings.

• The Pennsylvania Training and Technical Assistance Network (PaTTAN) staff is the primary source for delivering training and providing support to the Intermediate Units.

• During the Train the Trainers training, Philadelphia’s Intermediate Unit (IU 26) was asked to complete a planning matrix, which described how they we would support the initiative with our district.

PA Training Days– Overview Module– Principal’s Module– Universal Screening Module– Data Analysis Teaming (DAT)

Module

Day One:

Foundations

–Differentiated Instruction Module–Scientific, Research-based

Interventions Module–Core Curriculum Module

Day Two:

Implementation

Day Three:

Eligibility

–Behavior Module–Progress Monitoring Module–Eligibility Module

PA Materials

• CD – electronic copy of all handouts and documents.

• Handouts – hard copy of all power points for each module, as well as copies of supporting documents.

• Resource packet- general information which may support any of the modules.

• www.pattan.net

Intensive Supports:

Distinguished Educators

Targeted Supports: Intermediate Units

For Districts that Struggle in Particular Areas & are in School Improvement or

Warning –350 Districts

Foundation Support

The Basics in All Six Components –All 501 School Districts

Tier 2:Strategic and Targeted

Interventions

Tier 1:Benchmark and School Wide Interventions

for All Students

Tier 3:Intensive

Interventions

Linkages between the School Improvement System & RTI

Resources & Materials

The stuff you use to teach the content

Clear Standards

What students should know and do Fair

AssessmentsHow you measure what students know and are

able to do

CurriculumThe content behind

the standards

InstructionHow you teach

the content behind the standards

InterventionsHow you help struggling

kids understand the content

StrongResults

For ALL

Students

Implementation of School-wide Approach to Address the Reading, Mathematics and

Behavioral Needs of All Students

Universal Screening of Academics and Behavior is Conducted for All Students;

Continuous Progress Monitoring; Progress Monitoring Data used to Determine Effectiveness and Drive Instructional Adjustments; Conduct Benchmark/Outcome Assessment for All Students

ALL Staff (Gen, Sp Ed, Title, ESL) Assume an

Active role in Instruction in the

Curriculum

ALL Students Receive High Quality, Research-Based Instruction in the General Education Setting; High-Quality Instruction and Intervention Matched to Student Need

Using Data to Inform Instruction

Ensure that Researched-Based Instruction and Intervention Strategies are Implemented with Fidelity; Support

Resources and Materials along with Supplementary Interventions are

Necessary to Help Students Not Making Sufficient Progress

Research-Validated Interventions are Implemented Based on the Type, Level and

Intensity of the Individual Student’s Need

What are the Connections…

Response to Intervention:Comprehensive & coordinated framework for monitoring students acquisition of skills and responding to the lack of progress with appropriate levels of intervention

Early Intervening:Providing coordinated scientific, research-based interventions early in students acquisition of skills – prior to failure

RtI DOESN’T come in a “kit”

Important Idea:

• RTI brings together the many pieces of our current “best practices”.

IDEA Amendments IDEA ’97

Access to the General Education

Curriculum & Assessment

IDEA Amendments IDEA ’97

Access to the General Education

Curriculum & Assessment

No Child Left Behind Act: Universal proficiency &

accountability: School Improvement;

AYP; Scientific, Research-Based

Practices

No Child Left Behind Act: Universal proficiency &

accountability: School Improvement;

AYP; Scientific, Research-Based

Practices

IDEA 2004:Early

Intervening; Scientific,

Research- Based Interventions

IDEA 2004:Early

Intervening; Scientific,

Research- Based Interventions

Chapter 14 Special

Education Services & Programs.

Established IST as a

Requirement:5 Year Phase-

In

Chapter 14 Special

Education Services & Programs.

Established IST as a

Requirement:5 Year Phase-

In

Chapter 4Academic

Standards for Reading &

Mathematics and

Assessment

Chapter 4Academic

Standards for Reading &

Mathematics and

Assessment

Pennsylvania System of

School Assessment

PSSA

Pennsylvania System of

School Assessment

PSSA

Pennsylvania Assessment

Anchors

Pennsylvania Assessment

Anchors

Individuals with

Disabilities Education Act

(IDEA)

Individuals with

Disabilities Education Act

(IDEA)

Gaskin Settlement:

Inclusive Practices;

Least Restrictive

Environment

Gaskin Settlement:

Inclusive Practices;

Least Restrictive

Environment

Chapter 14: IST made Optional to

School Districts

Chapter 14: IST made Optional to

School Districts

Improving America’s Schools

Act(Title 2)

Improving America’s Schools

Act(Title 2)

Pennsylvania Alternate System of

AssessmentPASA

Pennsylvania Alternate System of

AssessmentPASA

FederalFederalFederal

Pennsylvania -StatePennsylvania Pennsylvania -- State

State

Influences on Current Practice

Universal ProficiencyUniversal ProficiencyUniversal ProficiencyAccountability Accountability Accountability

IST to RtIWhere we have been … Where we are going…

Instructional Support Team Resources Gained1990-2006 Response to Intervention

Request for assistance by teacher or parent Identification of need by universal screening for all students

Student-specific team School, grade, group and, student specific flexible and fluid teams

IST (support) teacher coordinates process Coordination required for each team and between teams across the school

Standards-based core curriculum presumed Requires research-based core curriculum for reading and math

Implemented customized effective instruction for students at-risk

Requires effective instructional practices for all students

Student-specific targeted ‘strategies’ School, grade, group and student specific interventions for all students

Targeted instructional ‘strategies’ (with available research-based interventions)

Scientific research-based interventions and standard protocol interventions

Implications for whole group instruction Systematic changes in whole group instruction – differentiated instruction

Behavior problems addressed through “Valentine” model and “Initial Line of Inquiry”

Behavior problems addressed through positive behavior supports

Progress monitoring for students at-risk Progress monitoring for all students at varying intensity

Pre-referral system-led to evaluation if needed Data from process can be used as part of primary SLD diagnostic criteria

Parent awareness Extensive parent involvement & reinforcement between home and school

Elementary student assistance program (ESAP) embedded in IST functions

Schools decide on relationship of three-tier process and ESAP

Teams use problem-solving format Teams use problem-solving format with scientific base and consistent data

• Academic Standards

• PSSA/PASA

• Access to General Education Curriculum

• Curriculum Aligned with Academic Standards

• Scientific Research Base

• State-wide Emphasis on Data-Informed Decision-Making

• PVAAS

• State-wide DIBEL Training & Support for All Students

• State-wide Positive Behavior Support Training

• State-wide Progress Monitoring Training

• Tutoring & Extended Learning Opportunities

• Assessment Anchors

• Focus on All Students-All Subgroups

• School Improvement Model

• Inclusive Practices

• Academic Standards

• PSSA/PASA

• Access to General Education Curriculum

• Curriculum Aligned with Academic Standards

• Scientific Research Base

• State-wide Emphasis on Data-Informed Decision-Making

• PVAAS

• State-wide DIBEL Training & Support for All Students

• State-wide Positive Behavior Support Training

• State-wide Progress Monitoring Training

• Tutoring & Extended Learning Opportunities

• Assessment Anchors

• Focus on All Students-All Subgroups

• School Improvement Model

• Inclusive Practices

How Did I Get Here? How Do We Get There?

• Instructional Support Team• DIBELS• School Improvement Teams• SWEBS / SW-PBS• Effective Instruction• Progress Monitoring• Governor’s Institute for

Reading• Scientifically research-based

remedial programs• Flexible Grouping• Schoolwide screening• Benchmark Assessment• Student Centered Teams:

Level II CSAP

RtI

Where Have You Come Fromto Get to RtI?

••••••••••••••••

RtI

Paired Discussion: Report Out

What Is Response to Intervention?

• A comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic or behavioral risk.

• An alternative to the discrepancy model for the identification of students with learning disabilities.

Pennsylvania’s 3 Tier RtI Model

An Integrated Approach: General, Remedial and Special Ed

• Based upon a functional perspective– Focused on academic / behavioral growth of all students– Student needs exist on a continuum– Resources organized / provided in direct proportion to student need

• Implementation– Scientifically research-based practices– Problem Solving Model– A “Best Practice” approach– Considers all system variables (child, teacher, environment)– Results in objective and measurable interventions

(evidence-based; “n of 1”)

Key Characteristics of RtI• Universal Screening of academics and behavior

• Core Curriculum content implemented at each level

• Differentiated curriculum and intervention strategies

• Multiple levels of increasingly intense interventions (iii)

• Use of scientifically research-based interventions

• Continuous monitoring of student performance & progress

• Benchmark and outcome assessment

PA RtI PHILA CSAPTier I: All Students

Research Based InstructionPM through CBM

Tier I: All StudentsResearch Based InstructionPM through CBM

Tier II: Students for Whom Tier I Instruction Not AdequateSmall Group Supplemental Instruction8-12 Weeks (1-2 Rounds)

Small Group Supplemental Instruction for Students for Whom General Instruction Not Adequate (4 weeks)

Tier II: Students for Whom SmallGroup Instruction via Tier I Not Adequate

Individualized Intervention Plan with Instructional Staff, Specialists, Parent, Student(4-8 weeks)

Tier III: Students for Whom Tier IIInstruction Not AdequateIncreasingly Intensive Interventions (iii)

Tier III: Students for Whom Individualized Tier II Instruction in Gen EdSetting Not Adequate (Sp Ed)

Beyond: Individualized InstructionLonger Duration (Sp Ed)

Goal: Improve student performance through targeted interventions, focused, data-driven instruction, professional learning, ongoing progress monitoring.Focus Areas: Reading, Effective Instruction, Progress Monitoring, Behavior

Benchmark and School Wide Interventionsfor 100% of Students

Students on Grade-Level (Benchmark) and All Students Effective Instructional Practices provided within the General Education Curriculum;

Clear Expectations, Teach Behaviors, Rules, Routines and Physical Arrangements

Core Curriculum

Strategic and Targeted Interventionsfor Students At–Risk for Failure

Strategic Instruction, Increased Time and Increased Opportunities to Learn providedin addition to the General Education Curriculum

Core Curriculum + Supplemental Materials

IntensiveInterventions

for Low Performing Students

Add to curriculum, Add time,and Support Resources

Core Curriculum + iii

Alignment of RtI Model &Framework for Implementation

Tier 1 Tier 1 Benchmark and School Wide

Interventions for Students on Target and All Students

Tier 2Tier 2Strategic & Targeted

Interventions forStudents at Risk

Tier 3Tier 3Intensive

Interventions

Adm

inistrative Supports

Preparation and TrainingPreparation and Training

Benchm

ark & School-w

ide InterventionsB

enchmark &

School-wide Interventions

Progress Monitoring



IntensiveProgress M

onitoringIntensive

Progress Monitoring

Determ

inationof Eligibility

Determ

inationof Eligibility A

dministrative Supports

Parental Involvement

Parental Involvement

Universal Screening

Universal Screening

Data A

nalysisD

ata Analysis

Collaboration w

ith the RtIProcess

Collaboration w

ith the RtIProcess

Strategic & Targeted

InterventionsStrategic &

TargetedInterventions

Progress Monitoring

RtI Framework: ComponentsAdministrative SupportsPreparation & TrainingTier I: Benchmark & School-wide Interventions for All StudentsUniversal ScreeningData AnalysisTier 2: Strategic & Targeted Interventions Tier 2: Progress MonitoringTier 3: Intensive InterventionsTier 3: Progress MonitoringCollaboration with the RtI ProcessDetermination of EligibilityParental Involvement

RtI Foundations

Curriculum, Assessment and School Organizational Structure

• Teaming Structure (grade level, department, etc.)

• Data collection and analysis

• Flexible scheduling

• Data-based decision-making

RtI ManagementRtI Teams:

• Review school-wide student performance data• Prescribe instructional or behavioral interventions for

students based on intensity of identified needs• Set short term and long term goals for the school

and students to progress toward established benchmark or standards

• Group all students via level of intervention based on student performance data

• Monitor students’ progress toward established goals and benchmarks

• Adjust interventions based on student performance data

Evaluating RtI

• Criteria for moving students among levels

• Criteria for moving students within levels (flexible grouping)

• Identify which students have good or poor response to instruction (RtI)

• Sort students who need additional or different intervention

• Decide which students are assisted in general education

• Decide which students need evaluation for special education

Activity OneCarousel Product Review

• Take the program summary that describes a research-based intervention found in some SDP school-buildings

• Move over to the product review area

• Find the actual product that matches your program summary

• Report Out on the program that you reviewed

Product Review

• Trophies Intervention Program (K-5)• Elements of Literature: Reading Skills and

Strategies Binder for Reaching Struggling Readers (6-12)

• Reading Advantage (6-12)• Read 180 (6-9)• Fast ForWord (K-12)• Corrective Reading (4-12)

Activity TwoI Do, We Do, You Do

Case Studies

Green Light, Yellow Light, Red Light

The Road to Special Ed…or Not? Lisa

Mrs. RETTI’s Second

Grade ClassStevenRita

Bart

Case StudiesGreen Light, Yellow Light, or Red Light?• Move into groups corresponding to the color on your packet• Select a recorder. One of the presentation team will be a facilitator at your table.• The facilitator and group will:

– review the sheet in the packet titled “Key Info”

• this sheet gives benchmark ORF (oral reading fluency) data for the student’s grade level and the expected rate of gain in ORF at the student’s grade level

– review the sheet titled “Reading Comprehension Screening Rubric”

• this rubric is used to assess comprehension difficulties

– review and discuss the “Student Profile” sheets (there may be more than one in a packet) that give a profile of the student’s ORF and reading comprehension screening (if given).

– decide where you would place the student profiled on the RTI triangle

– use the sheet titled “Decision Model at Level..” to answer question “Is This Student at Risk?”

– use the “Workgroup Planning for improved Student Achievement” sheet to record what you know from the data, and what your group has determined should happen next

– report out on case study results

SAMPLE READING INTERVENTION MODEL

Heterogeneous Grouping

All Students in grade level core – Instruction tied to Anchors1.5 hours daily with push-in support

IntensiveBenchmark Strategic

Homogeneous Skill Group

1 hr. daily•Flexible groups •Phonemic Awareness

•Scott Foresman(ERI)

•Decoding

•Project READ, Corrective Reading

•Comprehension•SOAR or Corrective Reading Comp.

Homogeneous Skill Groups

1 hr. daily

•Flexible groups

•Comprehension

•SOAR TO SUCCESS

•Decoding

•Project READ, Corrective Reading

Homogeneous Skill Groups

1 hr. daily

•Flexible groups

•Trade-books

• Literature Circles

Eligibility Testing

Not Eligible Eligible

SPED IntensiveTreatment

Non Responders Responders

?

General Ed.-Scientifically Validated -Supplemental Treatments: T2 - 3


SPED Eligibility Evaluation

Not Eligible Eligible

SPED Intensive Treatment

Monitor

Monitor


Non - SPED Intensive Treatment

Recycle

ReferralHistorical System

Universal ScreeningRTI System

Adapted from Fletcher, ’05, Used with Permission

Data-Based Instructional Planning and Intervention:

Recap of Critical Questions for RtI

• What are the important skills and strategies students need to learn?

• What do students know already?

• How do I teach what students don’t know?

• How do I know if students are learning and making progress?

• How do I collect the “best” data in the shortest amount of time to allow me to monitor progress over time?

• How do I use assessment to plan instruction?

Collect and Examine Data

Look at individual measures, then multiple measures

Identify children who will need:

Intensive Intervention

Strategic Intervention

Benchmark Intervention

Set Goals (four week and long-term)

Design and Implement Intervention

Curriculum Materials



Time Time Time

Grouping Grouping Grouping

Opportunities to Respond



Monitor Progress and Make

Instructional Decisions

1 time per week



1 time per month



3 times per year

Intensive Strategic Benchmark

RtI Decision-making Processes

• Universal Screening• Instructional Grouping • Intervention• Monitoring student progress• Outcome/Benchmark assessment

Lessons Learned / Systems Changed

Contact Information

Joyce Dukes

[email protected]

Kathy Marshall

[email protected]

Marlene Owens

[email protected]

A Schoolwide Framework for Student Success in Philadelphia

Documents