Objectives for Today Our Responsibility is to:Your Responsibility is to: Overview of 2012 CSSS process eCSSS Early Warning System Series of CSSS self- assessment implementation activities CSSS expectations for State, Complex, & Schools Gain a better understanding of how the 2012 CSSS provides an integrated and cohesive system from prevention-identification- beginning of eligibility process Utilize data from Early Warning System and CSSS self- assessments to refine, enhance, modify, and/or identify gaps with your schools current CSSS implementation
Outcomes for Today Walk away with: Clear understanding of what is Comprehensive Student Support and its process from identification to beginning evaluation process 2-3 Big Ideas about CSSS to share with school staff A CSSS profile of your schools implementation status One key action step to enhance your schools CSSS implementation
Today Prevention-Intervention-Evaluation Process
Children are like flowers…you plant the seed, nurture their growth and enjoy its beauty.
All Students Kawena, grade 10, suffers concussion @ Friday night football game. Chey 3 rd grader, who continues to not to be able to read and has been sent to the office for discipline referrals every day this week. Nantel a 7 th grader who was caught with marijuana that his father asked him to sell. Tress, 11 th grader who is pregnant and lives with grandma and grandpa. Joel a kindergartner who can read at the 3 rd grade level and finds school boring.
No one has yet fully realized the wealth of sympathy, kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure. Emma Golden, Author
Another Thing????? RTTTSGPDSIHQT SSBACK-12 Construct ESEASLO BOECCRRTI4540 CCSSSTEMPDCAOCISS LDSCSSSRRRWASC
Packet Orientation School Operations Workbook Engage your school team in process, build collaboration, strengthen team, organize-analyze-prioritize, powerful practices, ensure consistency of practice, align resources Portfolio Left Side 2012 CSSS Handout Introductory Guide PBIS Getting Started Right Side Activity Sheets CSSS Coaching and Mentoring RTI – Helemano Elementary Example
CSSS Historical Perspectives 1996: Adopted Adelman & Taylor model 2009: BOE Policy 2203 adopted 2010: Race to the Top Project title: Continuum of Proactive Student Supports
Research & Childhood Adversity Toxic Stress – severe & sustained impacts Minneapolis 26,000 students who moved more than 3X year had lower math achievement & academic growth Children with 6+ adverse experiences before age 3 identified as needing SpEd Findings Developing supportive relationships between teachers & parents & their children
All DOE students demonstrate they are on a trajectory toward success in college, career, and citizenship. HIDOE has a high performing culture where all employees have the training, support, and opportunities to develop their full potential and contribute to student success. HIDOE effectively mobilizes internal resources and community resources to support the high achievement of students, staff, and school.
MISSION: We serve our community by developing the academic achievement, character and social-emotional well being of our students to the fullest potential. We work with partners, families, and communities to ensure that all students reach their aspirations from early learning through college, career, and citizenship. VISION: Hawai`is students are educated, healthy, and joyful lifelong learners who contribute positively to our community and global society.
1. Schools will implement a comprehensive, integrated, and multi-tiered system of a continuum of proactive student supports that meets the needs of all students so they may achieve academic & social/emotional success within the classroom. 2. Schools will use an enhanced electronic database system(s) to document student support processes & procedures. RTTT Project Goals RTTT Continuum of Proactive Supports for Early Intervention & Prevention
Theory of Action: When schools implement CSSS with a high degree of integrity and fidelity, then students will receive proactive, positive, customized, and timely interventions, services, programs and/or supports to enable them to achieve to their greatest potential so he/she will be college and career ready. RTTT Project Goals
Within 6-9 weeks, did the student meet his/her target goals? To what degree are schools implementing CSSS with fidelity? Accountability Measures
CSSS Myths CSSS is only for special education students CSSS is for ALL Students A-Z. Only admin & counselors responsible to work with students referred ALL Hands on DECK. We are all responsible. CSSS focused on resources, services, & programs to improve learning. A caring ohana Powerful practices Pre-referrals Team-based data-driven problem solving Continuum of supports Documentation for eligibility
Unifying Components High Quality Leadership Curriculum, Instruction, Assessment Comprehensive Student Support Culture that addresses barriers to learning & well-being of all students Vision, buy-in, shifts Collaborative partnerships with community Building organizational capacity Clarity of roles, responsibilities Common Core Standards Formative instruction Formative assessment Early Warning System Universal Screening Multi-tier system of instructional practices Accountability system Research based practices Progress monitoring Resource allocation Positive school community climate Schoolwide PBIS Peaceful Schools Six critical learning supports Continuum of proactive student supports
Multi-tiered Continuum of Supports 5 Levels of CSSS
Team-Based Data-Informed Problem Solving Process
How do you Build Your House? Effective Data Decision-Making
IDEA Partnerships, May 2005 All children and youth deserve a quality education, one in which they can learn and achieve to high standards alongside their peers.
Referrals & Assessments 3 Prong Test Does the student have a disability? Is the disability adversely affecting the students involvement and progress in general education? Does the student need special education and related services as a result of his/her disability?
Support for Students Supports for students occur in general education Referrals to SpEd begin after all supporting instructional practices have occurred Situations where general education interventions not appropriate Preschool aged students Student clearly has disability
Appropriate Instruction Primary factor – Cannot be for learning disabilities due to lack of appropriate instruction Assurances Exposed to high-quality instruction? Looking at overall performance of class What does the data indicate? Receiving appropriate learning experiences? Progress monitoring on routine basis? Students at-risk identified and targeted? How did student do in comparison to peers?
Effectiveness of Interventions Documentation interventions occurred? Interventions effective? If no interventions, what are the team options? Sufficient info to mover forward in eligibility process?
Casting The Net How to support & monitor over time: On-track Approaching Off-track Off-track Identify those students displaying risk factors for school failure
Thresholds: Elementary & Middle/High Content Area Marks: Middle/High English, Math, Social Studies and Science courses Elementary General Learner Outcomes Attendance = Percentage of days absent Behavior incidents = Class offense weighed
EWS In Action Student watch list for core meetings Checking students with multiple incidents Correlations between attendance/marks/incidents Monthly use with school data teams Celebrating student success Complex resource: how to support schools Molokai High – No retained 9 th graders
Extending the Dialogue As a school how will you utilize EWS? Describe your schools infrastructure for utilizing EWS? (Functions of Data Teams) What % of students identified as approaching and off-track were provided interventions? As a complex how can you utilize EWS in transitioning students? Over the year, what trend patterns emerge? What % of students flagged graduated on time?
www.ecsss.k12.hi.us Enter username Enter password Click: eCSSS Login Click: School Profile Click: View Early Warning
Helemanos Story Groups (Reading) 2009 (58%) 2010 (58%) 2011 (72%) 2012 (72%) 2013 (86%) All students58%65%83%84% Disadvantaged 53%61%78%81% Asian Pacific 59%65%83%86% (SpEd)493919 Universal Screener K-1K-3K-5
Helemanos Story Groups (Math) 2009 (46%) 2010 (46%) 2011 (64%) 2012 (64%) 2013 (82%) All students53%58%78% Disadvantaged 47%56%74% Asian Pacific 53%58%81%79% (SpEd)493919 Universal Screener K-1K-3K-5
Activity – Then & Now As a team, review & discuss Page 3 of CSSS Handout. What shifts stand out to you? How does this impact what we do at school? What are 2-3 BIG IDEAS we will take back to share with our school staff?
Activity #2: 6 Step Problem Solving (Schoolwide) Step #1: Review example on Page 7. Determine a concern – schoolwide or individual student or from your schools Early Warning System data Utilize template Page 9 and problem solve Reflection: How did the 6 step process enhance problem solving our identified concern? Share your ahas.
Activity #3: 6 Critical Learning Supports Review definitions of Primary, Secondary, & Tertiary Interventions (Pages 12, 14). Complete Pages 13, 15 by listing your schools current programs, services, interventions that are primary, secondary or tertiary. Circle with a color pen the gap areas.
Activity #4: CSSS Profile IC Maps info – Section 6 Operations Workbook. Complete Pages 18-22 by circling the cell that best describes your schools current implementation status for each element. Complete Page 23 by X or shading. What does your profile indicate about your strengths & action planning to address apparent needs?
Professional Learning Strategy & Level of Impact AwarenessSkillProblem Application Theory85%15%5-10% Modeling85%18%5-10% Practice85%80%10-15% Coaching/ Peer Visits 90% 80-90%
Team Debriefing Clear understanding of Comprehensive From general ed to eligibility 1-3 BIG IDEAs to share with staff CSSS School Implementation Profile One key action step to be implemented
… After all these words, statistical analyses, and graphs,… What we do matters. Reeves, 2006
KEEP ON PUMPING! Build on strengths Keep what works Identify gaps Work on enhancing Focus on top 1-3 priorities Phase in implementation Celebrate your successes!