Presentation on theme: "Using Targeted Interventions to Support School Improvement Presenter: Kathleen Smith Director Office of School Improvement."— Presentation transcript:
Using Targeted Interventions to Support School Improvement Presenter: Kathleen Smith Director Office of School Improvement
Purpose To identify the tiered interventions required of every school – TA01, TA02, and TA03 To model improvement planning processes for division and school teams to use while developing tasks associated with the tiered interventions To identify strategies for monitoring the interventions in the school improvement plan?
Improvement Planning and Targeted Interventions Link between schools & central office School Continuous Improvement Plan Indistar® Indicators: TA01, TA02, TA03 ◦ Identification Process ◦ Tiered, differentiated intervention process ◦ Monitoring progress
Targeted Interventions assist schools with: Early Identification – Intervention vs. remediation Providing struggling adolescent learners with support to be successful in middle and high school Targeting academic and behavior support that focuses on skills & content needed to graduate
Components of a Targeted Intervention Process Progress Monitoring – Entry/Exit criteria Screening Multi Level Prevention -Strategies for achieving academic outcomes and meeting social/behavioral expectations using evidence – based interventions Data – based decision making and using the results
Data- Based Decision Making Progress Monitoring Multi-Level Prevention System Screening Staff Collaboration Effective use of data is the centerpiece of a targeted intervention process
Tier 3 Core + Intensive intervention 1 - 5% of students Tier 2 Core +Targeted intervention 5 - 10% of students Tier 1 Common Core All students receive universal screening 80 - 90% of students
Tier 1Tier 2Tier 3 StudentsAllTargetedSpecifically Targeted InstructorGen. Ed Teacher+ Specialists++ Additional staff LocationClassroomLab, etc. IntensityDaily Instruction3/4 days a weekBased on need & daily GroupingLarge/SmallSmall (2 to 5) per group Smaller and individualized MonitoringUniversal screening 3 x year Remediation of skills 1 to 3 times per wk. Daily – focused learning CurriculumGeneral InstructionHigh Quality Differentiate Target specific deficits Individual based on learner need
Targeted Intervention Indicators TA01 The school uses an identification process (including ongoing conversations with instructional leadership teams and data points to be used) for all students at risk of failing or in need of targeted interventions. TA02 The school uses a tiered, differentiated intervention process to assign research-based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students). TA03 The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness. Schools rated Accredited with Warning will develop tasks based on the targeted intervention indicators
Developing Tasks for Targeted Intervention Indicators Step 1: Begin with the end in mind – the school indicator. Step 2: Review the Wise Ways® research briefs and other research related to the selected improvement indicators. This information will provide ideas for possible tasks. Step 3: Begin drafting the series of tasks for the indicator. The tasks should clearly outline the steps involved in making the indicator (objective) a reality in the school. The indicator tells “what” will happen. The tasks tell “how” the indicator will be accomplished. Tasks must describe “who” will do “what”, and “when” this will occur. Step 4: After developing a series of tasks for an indicator, revisit the Wise Ways® research briefs and other research to determine whether your team has adequately addressed the literal meaning of the indicator.
TA01: The school will use an identification process (including ongoing conversations with instructional leadership teams and data points to be used) for all students at risk of failing or in need of targeted interventions. (Remember, an indicator tells you what will happen.) Tasks for this indicator must include answers to the following questions: 1) What adaptive reading assessment or other diagnostic tool will be used to identify reading intervention students? 2)What LEA mathematics assessment or other diagnostic tool will be used to identify mathematics intervention students? 3)How and when will teachers be trained to administer the assessments? 4)What is the timeline for administering the assessments? 5)How and when will teachers be trained to analyze the data gleaned from the assessments?
Sample Tasks for TA01 Task #1: In October 2012, teachers of grades four and five will review Spring 2012 Standards of Learning (SOL) data to identify students who did not pass the English assessment. Lists of intervention students will be posted on the grade-level shared drive. Task #2: During the week of September 17, 2012, Dr. Charlie Mars will conduct a workshop with third grade teachers regarding administration of the Phonological Awareness Literacy Screening (PALS). He will provide the training during the extended planning block. Task #3: During the week of September 30, 2012, third grade teachers will administer the PALS to students. Task #4: During the week of October 10, 2012, third grade teachers will meet with Susie Sunshine to review the PALS results, and identify students for Tier 2 and Tier 3 interventions. The list of PALS intervention students will be posted on the grade-level shared drive.
TA02: The school uses a tiered, differentiated intervention process to assign research-based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students). (Remember, an indicator tells you what will happen.) Tasks for this indicator must include answers to the following questions: 1)What are the tiered, differentiated intervention options available to assist the identified students in reading and mathematics? 2)How will the school, with assistance from the division leadership team, implement a research-based tiered, differentiated intervention process for identified students? 3)When will identified students receive the tiered, differentiated intervention? 4)In addition to the classroom teacher, who will be involved in providing the tiered, differentiated interventions to identified students? 5)What type of professional development will be provided to teachers to assist them with implementing tiered, differentiated interventions for identified students?
Sample Tasks for TA02 Task #1: In November 2012, the Happy Town mathematics and reading coordinators will provide training for teachers regarding the Roaring Reader and Magnificent Math intervention programs. These programs are designed for both Tier 2 interventions and Tier 3 interventions. Task #2: On a monthly basis, the Student Support Team at Happy Hills Elementary will meet with teachers and parents of intervention students to develop individualized intervention plans (IIP) to address deficiencies in reading and/or mathematics. The plans will include in-class and extended day intervention strategies. Task #3: On a monthly basis, collaborative learning teams will meet with the Literacy Team to review student data and develop intervention lessons. Literacy Team members include special education teacher, reading specialist, ELL teacher, administrators, and classroom teachers.
TA03: The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness. (Remember, an indicator tells you what will happen.) Tasks for this indicator must include answers to the following questions: 1.How will teachers monitor the tiered, differentiated intervention process for identified students? 2.What type of professional development will teachers receive regarding procedures for monitoring and evaluating the impact of tiered, differentiated interventions? 3.How will the division leadership team be involved in the monitoring? 4.What data will be used on a quarterly basis to determine the effectiveness of the interventions provided to identified students?
Sample Tasks for TA03 Task #1: On the second Wednesday of each month, the Student Support Team (SST) will meet to review formative data for intervention students and make decisions about the effectiveness of the strategies included in the individualized intervention plan (IIP). Tier 2 students - quarterly; Tier 3 students – monthly Task #2: On a monthly basis, the principal and assistant principal will observe intervention lessons and provide written feedback to teachers. This information will be used to determine whether additional professional development is needed for specific teachers. Task #3: During monthly meetings with the division leadership team, the principal will share teacher observation data related to intervention lessons and formative assessment data (teacher-made and those associated with the Roaring Reader and Magnificent Math programs). This information will be used to determine additional support needed from the division.
The purpose for using a progress monitoring system is to provide an ongoing, systematic method of collecting data to determine the academic, social, or behavioral performance of a student. Progress monitoring consists of quick, brief probes designed to gauge progress toward grade-level goals and to fine-tune instruction as it is delivered. Frequent progress monitoring is a way of determining if a student is responding to an intervention so that judgments about continuing, adjusting, or replacing the intervention can be made. Without performance documentation, it is difficult to determine the effectiveness or value of an intervention. Monitoring Interventions
Questions A recorded video regarding the targeted intervention indicators may be accessed at: http://www.doe.virginia.gov/support/school_improvement/indistar/index.shtml http://www.doe.virginia.gov/support/school_improvement/indistar/index.shtml