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

Pyramid of InterventionsIn ActionTitle I ConferenceJune 7, 2007

Pyramids of InterventionPyramids of InterventionMs. Beth Adams, DirectorMs. Beth Adams, Director

Northeast Georgia GLRS CenterNortheast Georgia GLRS Center

Phone: 706-742-8292Phone: 706-742-8292

Ms. Cathie Weaver, Assistant Coordinator for Exceptional StudentsMs. Cathie Weaver, Assistant Coordinator for Exceptional Students

Effingham County SchoolsEffingham County Schools

Phone: 912-754-5623Phone: 912-754-5623

Dr. Colleen Webb, Special Education DirectorDr. Colleen Webb, Special Education Director

Effingham County SchoolsEffingham County Schools

Phone: 912-754-5623Phone: 912-754-5623

Ms. Lynne Williams, Professional Learning SpecialistMs. Lynne Williams, Professional Learning Specialist

Georgia Department of EducationGeorgia Department of Education

Phone: 404-657-9971Phone: 404-657-9971

Pyramids of Intervention Pyramids of Intervention

In ActionIn Action Describe the Student Achievement Describe the Student Achievement

Pyramid of Interventions. Pyramid of Interventions.

-The students’ -The students’ academic gainsacademic gains on the on the average average

exceededexceeded their their time in the time in the interventionintervention..

Regional Support for Pyramid Regional Support for Pyramid Development—Northeast Georgia GLRS.Development—Northeast Georgia GLRS.

How one school district developed the How one school district developed the Pyramid of Interventions—Effingham Pyramid of Interventions—Effingham County SchoolsCounty Schools

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/LEARNINGTargeted 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 4SPECIALLY DESIGNED

INSTRUCTION/LEARNINGTargeted 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


NEEDS BASED LEARNING: STANDARD INTERVENTION PROTOCOLSTargeted 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.)

STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONSNEEDS 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.


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

Tier 2: What might it Tier 2: What might it look like?look like?

High School Reading Tutorial ProjectHigh School Reading Tutorial Project Implemented in 4 elementary schools over Implemented in 4 elementary schools over

multiple years (8 cohorts of students)multiple years (8 cohorts of students) Teachers identified 1Teachers identified 1stst and 2 and 2ndnd graders who graders who

were not mastering reading skills were not mastering reading skills sufficiently.sufficiently.

Each of those students was administered a Each of those students was administered a Woodcock Reading Mastery Assessment: Woodcock Reading Mastery Assessment: Word Identification & Passage Word Identification & Passage ComprehensionComprehension

High School Reading Tutorial High School Reading Tutorial ProjectProject

If their scores were behind their If their scores were behind their expected grade level, they participated expected grade level, they participated in a supplemental, tutorial project that in a supplemental, tutorial project that was provided 4 or 5 days a week by was provided 4 or 5 days a week by high school students.high school students.

The tutors used a scripted book, The tutors used a scripted book, Teach Teach Your Child to Read in 100 Easy Your Child to Read in 100 Easy LessonsLessons, developed by Engelmann, S., , developed by Engelmann, S., Haddox, P., & Bruner, E. (1983). Haddox, P., & Bruner, E. (1983).

Engelmann, S., Haddox, P., & Bruner, E. (1983). Engelmann, S., Haddox, P., & Bruner, E. (1983). Teach your child Teach your child to read in 100 easy lessons. to read in 100 easy lessons. New York: Simon & Schuster.New York: Simon & Schuster.

OutcomesOutcomes

Across 8 cohorts (4 schools)105 Across 8 cohorts (4 schools)105 students participated in the project.students participated in the project.

On average, it took the students 6.2 On average, it took the students 6.2 months to complete the program.months to complete the program.

On average, they gained 9.6 months On average, they gained 9.6 months in word identification and grew 13.9 in word identification and grew 13.9 months (1.39 years) in passage months (1.39 years) in passage comprehension.comprehension.

Time in the Project vs. Growth

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40

1.60

1.80

School A01-02

School A02-03

School A03-04

School B02-03

School B03-04

School C03-04

School C04-05

School D03-04

Mean length of time in the study (year)

Mean growth in wordrecognition (g.e.)

Mean Growth in passagecomprehension (g.e.)

OutcomesOutcomes 96% of the students exhibited 96% of the students exhibited

growth in passage comprehension growth in passage comprehension that outpaced their growth in grade that outpaced their growth in grade placement.placement.

76% of the students exhibited 76% of the students exhibited growth in word identification that growth in word identification that outpaced their growth in grade outpaced their growth in grade placement.placement.

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

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

This data was available on 26 This data was available on 26 students.students.

20 students were 5 or more months 20 students were 5 or more months behind in passage comprehension.behind in passage comprehension. On average, the students started the On average, the students started the

program in 1.6 grade and finished in 2.1 program in 1.6 grade and finished in 2.1 grade (actual placement.)grade (actual placement.)

On average, their passage On average, their passage comprehension was K.8 g.e. when they comprehension was K.8 g.e. when they started the program and was 2.1 g.e. started the program and was 2.1 g.e. when they completed the program.when they completed the program.

““Wow Factor”Wow Factor”

This intervention had what we call This intervention had what we call the “Wow Factor”the “Wow Factor” Students’ progress outstripped the time Students’ progress outstripped the time

they spent in the intervention.they spent in the intervention. On the average, their reading improved On the average, their reading improved

by many more months than they spent by many more months than they spent in the tutoring project.in the tutoring project.

6 students were 4 months or less 6 students were 4 months or less behind in passage comprehension.behind in passage comprehension. They started the program in 1.4 grade They started the program in 1.4 grade

and finished in 1.8 grade.and finished in 1.8 grade. Their passage comprehension Their passage comprehension

progressed from 1.0 g.e., to 2.1 g.e.progressed from 1.0 g.e., to 2.1 g.e.

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/LEARNINGTargeted 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)


Georgia Department of Education

Offices of Curriculum and Instruction and Teacher/Student Support

Tier 3: Student Support Tier 3: Student Support TeamTeam

Progress monitoring for students in Progress monitoring for students in Tier 2 indicates the student is not Tier 2 indicates the student is not responding to the intervention.responding to the intervention.

Referred to SSTReferred to SST Individualized assessment to Individualized assessment to

determine needsdetermine needs Individualized interventions planned Individualized interventions planned

and implementedand implemented Frequent progress monitoringFrequent progress monitoring

ActivityActivity

How well are your struggling students How well are your struggling students learning?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?

How to Get StartedHow to Get Started

Regional Consortia: Pyramid of Regional Consortia: Pyramid of InterventionsInterventions Northeast GLRS Center (Georgia Learning Northeast GLRS Center (Georgia Learning

Resources System)Resources System) Ms. Beth Adams, DirectorMs. Beth Adams, Director

Effingham CountyEffingham County Dr. Colleen Webb, Special Education Dr. Colleen Webb, Special Education

DirectorDirector Ms. Cathie Weaver, Assistant Coordinator Ms. Cathie Weaver, Assistant Coordinator

for Exceptional Studentsfor Exceptional Students

BRIEF HISTORY AND STRUCTURE OF THE CONSORTIA

NE GA RESA/GLRSPyramid of Interventions

Consortia

2-Day Kick-off (September)

Craig Drennan on “How Schools Respond When Students Don’t Learn”

Overview of the Pyramid of InterventionsEstablish common languageSharing time with schools that have

successfully implemented the Pyramid of Interventions

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

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

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

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

Effingham County School District

Effingham County Student Pyramid

Dr. Colleen WebbCathie Weaver

Title 1 ConferenceJune 7,2007


Demographics

Location School System

9853 Students27% Economically

Disadvantaged14% Students with

Disabilities


MotivationsThe Mandate for RTIVery Significantly

DisproportionateCRCT / AYPGLRS trainings and Program

Promotions

In the Beginning


Staff Organization

Central Office Student Support Team Leaders Intervention Supervisor Interventionists


Intervention Team

Team Leader – Certified Teacher Team Members – 5

paraprofessionals serving 13 school sites

8 elementary schools3 middle schools2 preschools


Budget & Funding

Permissive Use of IDEA Funds for EIS Paraprofessionals ($2.32 more per hour

than other paraprofessional positions)

SuppliesSoftwareComputersTravelStaff Development


Budget & Funding, cont.

Title 1Software ProgramsSnacks for After School

Tutoring Instructional Extension

After School Salaries Teachers Paraprofessionals

After School Transportation


Tier One

Standards based instruction for all students in every general education classroom

Georgia Performance Standards Differentiated Instruction Universal Screenings


Examples of What You Might See at

Tier 1Academic

Literacy Groups

Guided Reading

EIP

Classworks

PALS

Thinking Maps

SpeechGeneral Education teacher collaborates with Speech Pathologist to determine appropriate classroom interventions

SPEECHercize

First 1000 Words

Once Upon a Sound

Sound Reading

Speechville Express

BehaviorSchool-wide Discipline Plan

Good Classroom Management

Positive Behavior Support

Early Social Behavior Books

Classroom Guidance

Character Education80% or more of students should respond and make adequate progress (including subgroups).


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


Tier 2 cont.

Frequent progress monitoring Regular reports to parents with

concrete suggestions on ways that

they can help their child besuccessful

Monthly reports to administrators

Should not include more than 15-20 percent of the school population.


Examples of what you might see at

Tier 2Academic

Small group instruction with general education teacher or intervention teamAdditional reading and/or math instruction.Cross grade or cross classroom grouping

Computer based instruction

After school instructional programs

Connection Classes

SpeechSmall group intervention with speech pathologist or interventionist

Sounds Abound

Language for Learning

Earobics

BehaviorSmall group counseling with school counselor or school psychologist

Social Skills Class

Behavior Report Card/Contracts

I Can Problem Solve

Ripple Effects


Additional Academic Programs We Use in

Tier 2Reading

Steep Reading Center Headsprout SRA Early Intervention

Reading

Math

iPASS/iLearnSRA

NumberWorlds


Tier Three

Individual, child-specific interventions for high risk students who are not

making sufficient progress in Tiers 1 & 2.

Student Support Team guided


Examples of what you might see at

Tier 3Academic

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.


Intervention Resources

Intranet Sitewww.effinghamschools.schoolwires.com

Pyramid of Interventions Administrative Guide

Tier 1Tier 1 InterventionsReferral to Tier 2


Tier 2Tier 2 InterventionsIntervention ProgramsIntervention Assistance FormStudent Progress Report


Progress Monitoring Tools

Behavior Report Card – Online Generator

Monthly Report Spreadsheet


Tier 3InterventionsSST ChecklistSST ReferralGuide for Parent ContactParent InvitationInitial SST Meeting Minutes/Notes


Target ConcernsTier 3 Intervention PlanSST Meeting EvaluationFollow-up SST Meeting

Minutes/NoteTier 3 Progress Report


Coordinated Services

Curriculum and Instruction Exceptional Students Title 1 Pupil Services

Counselors, School Psychologists


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


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


Contact Information

Effingham County BOE

Cathie Weaver [email protected]

Colleen [email protected]


Contacts cont.

Jan Schrum Coastal GLRS 800.827-5239Classworks – Brent Coleman 888.841-

4790Earobics – Brendan Smith 919.906-

6097Headsprout – 800.401-5062iLearn – David Knowles 404.680-0006SRA – Paula Cobb 229.254-9214www.isteep.com

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

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