The Schoolwide Applications Model (SAM) An RtI-Driven Approach to School Reform
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The Schoolwide Applications Model (SAM)
An RtI-Driven Approach to School Reform
Shannon O’Connor &
Givanna Hymel
Recovery School District
(RSD) New Orleans
July 11, 2008
Sessions 27A & 27B
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SAMSchoolwide Applications Model
Six Guiding Principles
Fifteen Critical Features
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Six Guiding Principles of SAM
All instruction is guided by General EducationAll school resources are configured to benefit all
studentsSchool Proactively addresses social development and
citizenshipSchool is data-based learning organizationSchool has open boundaries in relation to its families
and its communitySchool enjoys district support for undertaking the
extensive systems-change activities required to implement SAM
SAM
choolwide
pplications
odel
SAM
choolwide
pplications
odel
SAMSAM
choolwide
pplications
odel
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Critical Features of SAM (1-5)
School serves all students.All students at school are considered general
education students.General education teachers assume responsibility for
all students at the school.School is inclusive of all students for all classroom
and school functions.School is organized to provide all specialized
supports, adaptations and accommodations to students in such a way as to maximize the number of students who will benefit.
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Critical Features of SAM (6-10)
All students are taught in accordance with the general curriculum.
The school has an active, schoolwide Positive Behavior Support (SWPBS) program operating at all 3 levels.
The school is a data-driven, collaborative decision-making, learning organization with all major functions guided by team process.
School effectively utilizes general education students in instruction of students in need of supports in all instructional environments.
All personnel at the school participate in the teacher/learning processes and are valued for their respective contributions to pupil academic and social outcomes.
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Critical Features of SAM (11-15)
School personnel use a uniform, non-categorical lexicon to describe both personnel and teaching/learning functions.
School has established a Site Leadership Team (SLT) empowered by the school and the district to implement SAM at the school.
School has working partnership with families of students who attend the school.
School has working partnership with its community businesses and service providers.
SAM implementation at the school site is fully recognized and supported by the district.
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Schoolwide Applications
Model Analysis
SAMAN
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Does SAM Work?
Evaluating the SAM Model
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RSD School District
Demographics
Data
and
Outcomes
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Recovery School DistrictSAMSCHOOLSCohort 1 Banneker Elementary
359 students98% African American14% SWD77% Free & Reduced Lunch
Clark High School 592 students
98% African American14% SWD60% Free & Reduced Lunch
Craig Elementary 505 students
86% African American10% SWD86% Free & Reduced Lunch
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Recovery School DistrictSAMSCHOOLSCohort 2 Johnson Elementary
288 students99% African American11% SWD85% Free & Reduced Lunch
Live Oak Elementary 255 students
96% African American11% SWD66% Free & Reduced Lunch
Schaumberg Elementary 535 students
99% African American10% SWD84% Free
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SAM & RtI
Schoolwide Application Model (SAM) is an RtI logic model that integrates SWPBS at three tiers along with academics.
With RtI, support can move to the students rather than student moving to support.
RtI interventions need to occur in general education environment so can capitalize in incidental benefits.
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RTI Design for RSDAdministrative supportFramework for reading, math and behaviorScientifically based instruction and
interventionsSchool-Level RTI TeamsRTI manual to communicate processProcess for evaluating data and making
decisions
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Response to Intervention (RtI) Tier III Intensive Tier II Strategic Tier I Benchmark AdvancedUniversal Screening
DIBELS/Benchmark FASTT Math
DIBELS/Benchmark FASTT Math
DIBELS/Benchmark FASTT Math
DIBELS/Benchmark
Focus AreasOral Lang/Basic Rdg Number and Operations
Vocab/Fluency/ Rdg Number and Operations
Grade Level Reading and Math Skills
Advanced Reading and Math Skills
Intervention Program
Voyager/ DI/ FstFWd FASTT Math
Trophies/Voyager FASTT Math
Trophies/Emp. Writers FASTT Math
Accelerated Program
Instructional Time (ELA) ***
60+ min. within core 8-10 weeks
30+ min. within core 6-8 weeks
160 min core instruct. 160 m.advanced inst
Extend Day/Yr Voyager FASTT Math Voyager FASTT Math LEAP/I LEAP Prep LEAP/I LEAP Prep
Universal Screening
SRI Lexiles/Bnchmrk FASTT Math
SRI Lexiles/Bnchmrk FASTT Math
SRI Lexiles/Bnchmrk FASTT Math
SRI Lexiles/Bnchmrk FASTT Math
Focus AreasBasic Language, Reading & Math skill development
Reading & Math skill focus designed to achieve GLEs
Emphasis on building proficiency of GLEs in all content areas
Above GLEs through advanced activities
Intervention Program
Read 180/DI/FstFWd FASTT Math
Trophies/Read 180 FASTT Math
Trophies/EmpowerWrit DEEP Math
Accelerated Program
Instructional Time (ELA) ***
60+ min. within core 8-10 weeks
30+ min. within core 6-8 weeks
120 min. core instruct. Bal. Lang Arts Block
160 min. Accel. Inst.
Extend Day/Yr DI/FASTT Math DI/FASTT Math LEAP/i LEAP Prep LEAP/i LEAP Prep
Universal Screening
SRI Lexiles/Bnchmrk Carnegie-Br.Algebra
SRI Lexiles/Bnchmrk Carnegie-Br.Algebra
SRI Lexiles/Bnchmrk Carnegie-Br.Algebra
SRI Lexiles/Bnchmrk Carnegie--Br.Algebra
Focus AreasSpecially designed instruction focused on student needs
Reading and Math skill focus designed to achieve GLEs
Emphasis on building proficiency of GLEs in all content areas
Above GLEs through advanced activities
Intervention Program
Read 180/DI/FstFWd CarnegieBrAlgebra
Read 180 CarnegieBrAlgebra
Read 180 CarnegieBrAlgebra
Accelerated Program
Instructional Time (ELA) ***
60+ min. within core Small Groups: 1:5 8-10 weeks
30+ min. within core Small groups: 1:8 6-8 weeks
120 min. in Balanced Language Arts block (core instruction)
Accelerated Instruction to expand content areas
Extend Day/Yr Recovery Credit CarnegieBrAlgebra
Recovery Credit CarnegieBrAlgebra
Recovery Credit CarnegieBrAlgebra
College Level Class.
Certify Progress
***See Curriculum Support and Specific Grade Framew orks for details of Reading & Math minutes and Tier qualifying criteria scores
RSD Reading & Math Intervention Framework--Three Tiered Model
Evidence of Benchmark Performance
P R I M A R YK-3
M I D D L E 4-8
H I G H 9-12
Components of the RtI process:
� fidelity to a strong core curriculum� universal screening of all students to determine skill levels� research based interventions applied to address at risk areas� progress monitoring to assess outcomes of the intervention process.Tier I represents students who are achieving benchmark.Tier II represents students at risk needing strategic support.Tier III represents students at risk needing intensive support.� M. Gap students (overage and students not on grade level) will receive instruction at Tiers II & III. The process is represented by the tiered triangle. The triangle on the left is the ideal expected student skill distribution while the triangle on the right represents tier estimates for the RSD derived from 2007 LEAP data. Currently no data is available to show differentiation between Tiers II and III. Data derived from this process measures outcomes and drives decisions about support services.
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Academic RtI Example
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RSD LEAP SCORES: BASIC & ABOVE
0
5
10
15
20
25
30
Spring 2007 Spring 2008
School Year
Per
cen
tag
e o
f S
tud
ents
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Lessons Learned
Increase Professional Development and support for inclusive practices, instruction and RTI
Need over-arching data system to secure, retrieve and coordinate school record information
Improve coordination across school system departments (academics, behavior, special services)
Engage parents/guardians in processProvide competent support for emotionally fragile
students and school staff
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Where Are We?
School climate vastly improvedLEAP data showed improvement in all
major categories. Overall up by 7 points.SPED records much improved (esp.
counted over not counted & compliance).Better coordination of services to students
with special needs.
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Future Planning Increase professional learning about all aspects of RSD
Vision. Empower school staff through Small Learning Communities
to facilitate growth and buy-in Enhance school-wide data system to promote student
success; foster data decisions Increase evidenced-based/best practices - assessment tools
- interventions/data analysis - relevant training; coaching
Behavioral health – provide a system of care - wraparound services
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We
Have Confidence!
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Shannon O’Connor RSD/RtI Team [email protected]
Givanna Hymel RSD/Craig Elementary
Thank You For Your Time