1. STF Day 3 The End is near! October 4 th, 2012 Baltimore, MD

2. Announcements Shuttles – 3:05 – Asterisks – 3:30 – Stars and Circles Website: www.tdschools.org/stf2012www.tdschools.org/stf2012 – Password: Superman

3. Headlines Many hands make light work/ It takes a village Collaboration clobbers student struggles!

4. 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

5. Headlines DN: A pathway to support Partnerships save schools

6. Teamwork makes the dream work Adults pool brain power and resources to lift students to maximize potential

7. 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”?

8. 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

9. 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

10. Teacher Teams and Small Learning Communities Curriculum, Instruction, and Professional Development Tiered Student Supports Can do Climate for Students and Staff

11. Model for Prevention/Intervention 1.Hygiene, Vaccines, sanitation 2.H1N1 – Swine Flu 3.Medicine, Strong immune system 4.New rules for hospitals, new vaccine

12. 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

13. 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

14. Strong Tier I – Success in the ABCs Prevention/Intervention designed to support all students in the grade/school/classroom Pattern A large number of 9 th grade students reading 2 or more years below grade level Consistent misbehavior and disrespect from students Students entering 6 th 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

15. 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?

16. 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

17. 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

18. Resource Map – Step #2

19. 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

20. 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?

21. 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

22. Break – 15 minutes

23. Using A,B,C data Success Factors and Risk Factors Building Reflective practice into daily work – Assigning interventions – Collecting data – Evaluating effectiveness – Changing practice AccessAnalysisAction

24. The Role of TDS Teams Cluster A CounselorEnglish 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

25. Dropouts can be identified in as early as 6 th 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 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

26. ~1,200 sixth graders with 90%+ att., excellent behavior, passed math and English, and scored at or above basic on the 5 th grade PSSA Comparison Group

27. Distribution of 6 th Grade Indicator Flags 1996-1997 - Philadelphia No FlagsN=626552% 1 FlagN=349829% 2 FlagsN=132911% 3 FlagsN=6195% All Four FlagsN=3263% Robert Balfanz and Liza Herzog, Center for Social Organization of Schools at Johns Hopkins University; Philadelphia Education Fund

28. 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)

29. 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

30. 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 6 th – 9 th grade Some students will move up with their classmates even if they have an indicator

31. 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)

32. Metrics for On-track, sliding

33. Student Data Student AttendanceBehavior (referrals) Course Performance Sept09-10Sept09-10Math Sept. Math Q4 Math MSA ELA Sept ELA Q4 ELA MSA #John 5 days 96%0768%BProf.77%AProf. #Adrian093% 4, 1 Susp. 288%ABasic53%CBasic #Samuel 0, 10 tardy 99%21482%BBasic55%D Below Basic #Erica581%1156%C Below Basic 87%BProf.

34. Process for addressing student needs

35. EWI Meetings An interdisciplinary teacher team meeting to coordinate, create, and monitor interventions for students who are exhibiting early warning indicators.

36. EWI Meetings - Rubric Schedule Teams Meeting/Facilitation Structures and Protocols Tiered Interventions Student level Data/ Tracking Tools

37. 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.

38. EWI Video http://www.youtube.com/user/TDM athematics

39. 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

40. 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

41. After EWI Meeting Get ready for the next meeting…

42. 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

43. 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.

44. 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)

45. Intervention Identification Protocol Identify Student (1 minute) Identifies which off-track behaviors the student is exhibiting Identifies 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 map Discuss who will champion follow up Determine date for follow-up conversation Determine communication with family

46. EWI Meetings - Rubric Schedule Teams Meeting/Facilitation Structures and Protocols Tiered Interventions Student level Data/ Tracking Tools

47. 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.

48. Practicing the During EWI Meeting Practice

49. 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

50. 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

51. Tracking our conversations Interventions Updated data Follow up Date

52. 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.)

53. Positive Feedback Loop

54. THE HULK IS HUNGRY!

55. 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

56. 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%

57. Transformation planning Essential Component Current StatusAction 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

58. 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

59. 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

60. What Would you like on your plate?

61. 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

62. Extra Slides

63. Process for addressing student needs