1. Pyramid of Interventions In Action Title I Conference June 7, 2007

2. Pyramids of Intervention Ms. Beth Adams, Director Northeast Georgia GLRS Center Phone: 706-742-8292 Ms. Cathie Weaver, Assistant Coordinator for Exceptional Students Effingham County Schools Phone: 912-754-5623 Dr. Colleen Webb, Special Education Director Effingham County Schools Phone: 912-754-5623 Ms. Lynne Williams, Professional Learning Specialist Georgia Department of Education Phone: 404-657-9971

3. Pyramids of Intervention In Action Describe the Student Achievement Pyramid of Interventions. Describe the Student Achievement Pyramid of Interventions. -The students’ academic gains on the average -The students’ academic gains on the average exceeded their time in the intervention. exceeded their time in the intervention. Regional Support for Pyramid Development— Northeast Georgia GLRS. Regional Support for Pyramid Development— Northeast Georgia GLRS. How one school district developed the Pyramid of Interventions—Effingham County Schools How one school district developed the Pyramid of Interventions—Effingham County Schools

4. TIER 1 STANDARDS BASED CLASSROOM INSTRUCTION/LEARNING All students participate in instruction that is: -In the general education classroom -Standards-based -Differentiated - Evidenced-based Guided by progress monitoring & balanced assessment -Planned to address all developmental domains (academic, communication/language, social etc.) TIER 2: NEEDS BASED INSTRUCTION/LEARNING: STANDARD INTERVENTION PROTOCOLS Targeted students participate in instruction that: -Is different from Tier 1 -Uses established intervention protocols -Provides enhanced opportunities for extended learning -Uses flexible, small groups -Includes more frequent progress monitoring -Addresses needs in all developmental domains (academic, communication/language, social etc.) TIER 3: SST DRIVEN INSTRUCTION/LEARNING Targeted students participate in: -Individual assessment -Tailored interventions to respond to their needs -Frequent formative assessments -Consideration for specially designed instruction only when data indicates a need (e.g. gifted or special education services) TIER 4 SPECIALLY DESIGNED INSTRUCTION/LEARNING Targeted students participate in: -Specialized programs -Adapted content, methodology, or instructional delivery -GPS access/extension STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS Georgia Department of Education Offices of Curriculum and Instruction and Teacher/Student Support

5. STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS NEEDS BASED LEARNING: STANDARD INTERVENTION PROTOCOLS Targeted students participate in instruction that: Is different from Tier 1 Uses standard intervention protocols Provides enhanced opportunities for extended learning Takes advantage of the flexibility of small groups Includes greater frequency in progress monitoring Addresses needs in all developmental domains (academic, communication/language, social etc.)

6. STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS NEEDS BASED LEARNING: STANDARD INTERVENTION PROTOCOLS: TIER 2 TEACHERS WILL: Provide enhanced learning opportunities for targeted students. Assign/reassign students to instructional groups based on monitoring data. Monitor progress more often Provide different instruction from Tier 1 Recommend students for interventions based on progress monitoring or screening data.

7. STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS LEADERS/SCHOOL ORGANIZATIONS ENSURE THAT: Organizational structures support Tier 2. -Scheduling -Time allocation -Flexible Grouping -Personnel -Professional Learning Communities -Financial support School-wide performance data is analyzed to determine Tier 2 interventions -Student progress is monitored often. -Interventions are implemented with fidelity. Both pressure and encouragement for improvement are evident. Needs Based Interventions

9. Tier 2: What might it look like? High School Reading Tutorial Project Implemented in 4 elementary schools over multiple years (8 cohorts of students) Implemented in 4 elementary schools over multiple years (8 cohorts of students) Teachers identified 1 st and 2 nd graders who were not mastering reading skills sufficiently. Teachers identified 1 st and 2 nd graders who were not mastering reading skills sufficiently. Each of those students was administered a Woodcock Reading Mastery Assessment: Word Identification & Passage Comprehension Each of those students was administered a Woodcock Reading Mastery Assessment: Word Identification & Passage Comprehension

10. High School Reading Tutorial Project If their scores were behind their expected grade level, they participated in a supplemental, tutorial project that was provided 4 or 5 days a week by high school students. If their scores were behind their expected grade level, they participated in a supplemental, tutorial project that was provided 4 or 5 days a week by high school students. The tutors used a scripted book, Teach Your Child to Read in 100 Easy Lessons, developed by Engelmann, S., Haddox, P., & Bruner, E. (1983). The tutors used a scripted book, Teach Your Child to Read in 100 Easy Lessons, developed by Engelmann, S., Haddox, P., & Bruner, E. (1983). Engelmann, S., Haddox, P., & Bruner, E. (1983). Teach your child to read in 100 easy lessons. New York: Simon & Schuster.

11. Outcomes Across 8 cohorts (4 schools)105 students participated in the project. Across 8 cohorts (4 schools)105 students participated in the project. On average, it took the students 6.2 months to complete the program. On average, it took the students 6.2 months to complete the program. On average, they gained 9.6 months in word identification and grew 13.9 months (1.39 years) in passage comprehension. On average, they gained 9.6 months in word identification and grew 13.9 months (1.39 years) in passage comprehension.

13. Outcomes 96% of the students exhibited growth in passage comprehension that outpaced their growth in grade placement. 96% of the students exhibited growth in passage comprehension that outpaced their growth in grade placement. 76% of the students exhibited growth in word identification that outpaced their growth in grade placement. 76% of the students exhibited growth in word identification that outpaced their growth in grade placement.

14. It could be argued that at least 96%, and probably more, of the students would not qualify for special education in the fields of specific learning disabilities or intellectual disabilities.

15. Continued analysis was conducted to compare students who were farther behind versus students who were not as far behind. Continued analysis was conducted to compare students who were farther behind versus students who were not as far behind.

16. This data was available on 26 students. 20 students were 5 or more months behind in passage comprehension. 20 students were 5 or more months behind in passage comprehension. On average, the students started the program in 1.6 grade and finished in 2.1 grade (actual placement.) On average, the students started the program in 1.6 grade and finished in 2.1 grade (actual placement.) On average, their passage comprehension was K.8 g.e. when they started the program and was 2.1 g.e. when they completed the program. On average, their passage comprehension was K.8 g.e. when they started the program and was 2.1 g.e. when they completed the program.

17. “Wow Factor” This intervention had what we call the “Wow Factor” This intervention had what we call the “Wow Factor” Students’ progress outstripped the time they spent in the intervention. Students’ progress outstripped the time they spent in the intervention. On the average, their reading improved by many more months than they spent in the tutoring project. On the average, their reading improved by many more months than they spent in the tutoring project.

18. 6 students were 4 months or less behind in passage comprehension. 6 students were 4 months or less behind in passage comprehension. They started the program in 1.4 grade and finished in 1.8 grade. They started the program in 1.4 grade and finished in 1.8 grade. Their passage comprehension progressed from 1.0 g.e., to 2.1 g.e. Their passage comprehension progressed from 1.0 g.e., to 2.1 g.e.

19. TIER 1 STANDARDS BASED CLASSROOM INSTRUCTION/LEARNING All students participate in instruction that is: -In the general education classroom -Standards-based -Differentiated - Evidenced-based Guided by progress monitoring & balanced assessment -Planned to address all developmental domains (academic, communication/language, social etc.) TIER 2: NEEDS BASED INSTRUCTION/LEARNING: STANDARD INTERVENTION PROTOCOLS Targeted students participate in instruction that: -Is different from Tier 1 -Uses established intervention protocols -Provides enhanced opportunities for extended learning -Uses flexible, small groups -Includes more frequent progress monitoring -Addresses needs in all developmental domains (academic, communication/language, social etc.) TIER 3: SST DRIVEN INSTRUCTION/LEARNING Targeted students participate in: -Individual assessment -Tailored interventions to respond to their needs -Frequent formative assessments -Consideration for specially designed instruction only when data indicates a need (e.g. gifted or special education services) STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS Georgia Department of Education Offices of Curriculum and Instruction and Teacher/Student Support

20. Tier 3: Student Support Team Progress monitoring for students in Tier 2 indicates the student is not responding to the intervention. Progress monitoring for students in Tier 2 indicates the student is not responding to the intervention. Referred to SST Referred to SST Individualized assessment to determine needs Individualized assessment to determine needs Individualized interventions planned and implemented Individualized interventions planned and implemented Frequent progress monitoring Frequent progress monitoring

21. Activity How well are your struggling students learning? How do you know which students are struggling at your school? What is the standard intervention to meet these students’ needs? Would each teacher give the same answer to the above? How do you know if your interventions are working ?

22. How to Get Started Regional Consortia: Pyramid of Interventions Regional Consortia: Pyramid of Interventions Northeast GLRS Center (Georgia Learning Resources System) Northeast GLRS Center (Georgia Learning Resources System) Ms. Beth Adams, Director Ms. Beth Adams, Director Effingham County Effingham County Dr. Colleen Webb, Special Education Director Dr. Colleen Webb, Special Education Director Ms. Cathie Weaver, Assistant Coordinator for Exceptional Students Ms. Cathie Weaver, Assistant Coordinator for Exceptional Students

23. BRIEF HISTORY AND STRUCTURE OF THE CONSORTIA NE GA RESA/GLRS Pyramid of Interventions Consortia

24. 2-Day Kick-off (September) Craig Drennan on “How Schools Respond When Students Don’t Learn” Overview of the Pyramid of Interventions Establish common language Sharing time with schools that have successfully implemented the Pyramid of Interventions

25. First Follow-Up Session (November) Focus on the details of Tiers 1 and 2 (components of each, research and examples) Work Session for teams to brainstorm, plan and problem solve on what they currently have available in their schools and identifying gaps

26. Second Follow-Up Session(January) Focus on Tiers 3 and 4 (components of each, research and examples) Work Session for teams to brainstorm, plan, problem solve on what they currently have available in their schools and identifying gaps Facilitators available throughout the session to field questions regarding specific issues related to elementary, middle and high school levels

27. Third Follow-Up Session (March) Putting the tiers together to complete the Pyramid Teams completed a Pyramid of Interventions rubric to assess their current implementation level and to guide future work

28. Plans for the 2007-2008 NE GA RESA/GLRS Pyramid of Interventions Consortia Structure will remain the same (kick-off, with 3 follow-up dates) Take it to the next level Support a number of schools to implement assessment/interventions at various tier levels

29. Effingham County School District Effingham County Student Pyramid Dr. Colleen Webb Cathie Weaver Title 1 Conference June 7,2007

30. Effingham County School District Demographics  Location  School System 9853 Students 27% Economically Disadvantaged 14% Students with Disabilities

31. Effingham County School District  Motivations The Mandate for RTI Very Significantly Disproportionate CRCT / AYP GLRS trainings and Program Promotions In the Beginning

32. Effingham County School District Staff Organization  Central Office  Student Support Team Leaders  Intervention Supervisor  Interventionists

33. Effingham County School District Intervention Team  Team Leader – Certified Teacher  Team Members – 5 paraprofessionals serving 13 school sites 8 elementary schools 3 middle schools 2 preschools

34. Effingham County School District Budget & Funding  Permissive Use of IDEA Funds for EIS Paraprofessionals ($2.32 more per hour than other paraprofessional positions) Supplies Software Computers Travel Staff Development

35. Effingham County School District Budget & Funding, cont.  Title 1 Software Programs Snacks for After School Tutoring  Instructional Extension After School Salaries Teachers Paraprofessionals After School Transportation

36. Effingham County School District Tier One  Standards based instruction for all students in every general education classroom  Georgia Performance Standards  Differentiated Instruction  Universal Screenings

37. Effingham County School District Examples of What You Might See at Tier 1 Academic  Literacy Groups  Guided Reading  EIP  Classworks  PALS  Thinking Maps Speech  General Education teacher collaborates with Speech Pathologist to determine appropriate classroom interventions  SPEECHercize  First 1000 Words  Once Upon a Sound  Sound Reading  Speechville Express Behavior  School-wide Discipline Plan  Good Classroom Management  Positive Behavior Support  Early Social Behavior Books  Classroom Guidance  Character Education 80% or more of students should respond and make adequate progress (including subgroups).

38. Effingham County School District Tier Two  Needs based instruction using established, scientifically research based interventions, for targeted students who are not making sufficient progress in Tier 1  Tier 2 is in addition to Tier 1

39. Effingham County School District Tier 2 cont.  Frequent progress monitoring  Regular reports to parents with concrete suggestions on ways that they can help their child be successful  Monthly reports to administrators Should not include more than 15-20 percent of the school population.

40. Effingham County School District Examples of what you might see at Tier 2 Academic  Small group instruction with general education teacher or intervention team  Additional reading and/or math instruction.  Cross grade or cross classroom grouping  Computer based instruction  After school instructional programs  Connection Classes Speech  Small group intervention with speech pathologist or interventionist  Sounds Abound  Language for Learning  Earobics Behavior  Small group counseling with school counselor or school psychologist  Social Skills Class  Behavior Report Card/Contracts  I Can Problem Solve  Ripple Effects

41. Effingham County School District Additional Academic Programs We Use in Tier 2 Reading Steep Reading Center Headsprout SRA Early Intervention Reading Math iPASS/iLearn SRA NumberWorlds

42. Effingham County School District Tier Three  Individual, child-specific interventions for high risk students who are not making sufficient progress in Tiers 1 & 2.  Student Support Team guided

43. Effingham County School District Examples of what you might see at Tier 3 Academic Intense individual instruction Teach Your Child to Read in 100 Easy Lessons SRA Specific Skills Speech Individual practice with speech pathologist Behavior Individual counseling Functional Behavior Assessment Behavior Intervention Plan Should not include more than 4 or 5% of the school population.

44. Effingham County School District Intervention Resources  Intranet Site www.effinghamschools.schoolwires.com Pyramid of Interventions Administrative Guide Tier 1 Tier 1 Interventions Referral to Tier 2

45. Effingham County School District Tier 2 Tier 2 Interventions Intervention Programs Intervention Assistance Form Student Progress Report

46. Effingham County School District Progress Monitoring Tools Behavior Report Card – Online Generator Monthly Report Spreadsheet

47. Effingham County School District Tier 3 Interventions SST Checklist SST Referral Guide for Parent Contact Parent Invitation Initial SST Meeting Minutes/Notes

48. Effingham County School District Target Concerns Tier 3 Intervention Plan SST Meeting Evaluation Follow-up SST Meeting Minutes/Note Tier 3 Progress Report

49. Effingham County School District Coordinated Services  Curriculum and Instruction  Exceptional Students  Title 1  Pupil Services Counselors, School Psychologists

50. Effingham County School District Our Results 108 students received one or more Tier 2 interventions  36 moved back to Tier 1  1 moved to Tier 3  6 moved or withdrew  46 finished the year in Tier 2  19 identified special education students also participated in Tier 2 interventions Springfield Elementary

51. Effingham County School District 78 students received one or more Tier 2 interventions 30 students used iLearn as a Tier 2 math intervention. Students averaged 30.6 hours in the iLearn program The iLearn group averaged a 12.1 point gain on math CRCT scores. The number of students in the group not meeting or exceeding in math was reduced by 60%. Marlow Elementary School

52. Effingham County School District Contact Information Effingham County BOE  Cathie Weaver cweaver@effingham.k12.ga.us  Colleen Webb cwebb@effingham.k12.ga.us

53. Effingham County School District Contacts cont. Jan Schrum Coastal GLRS 800.827-5239 Classworks – Brent Coleman 888.841-4790 Earobics – Brendan Smith 919.906-6097 Headsprout – 800.401-5062 iLearn – David Knowles 404.680-0006 SRA – Paula Cobb 229.254-9214 www.isteep.com

54. Effingham County School District