2. How to Build a Pyramid without a Manual: One System’s Approach How to Build a Pyramid without a Manual: One System’s Approach Meeting the requirement of Georgia’s Student Achievement Pyramid of Interventions. How the Commerce City School System embraces the Pyramid approach and is making it their own. Dr. Pam Summey Mr. Chuck Bell Director of Principal Special Education/ Commerce Middle Student Assessment School

3. “The Georgia Department of Education is unveiling a conceptual framework that will enable all students in Georgia to continue to make great gains in school. … The Student Achievement Pyramid of Interventions is a graphic organizer that illustrates layers of instructional efforts that can be provided to students according to their individual needs. Additionally, the Student Achievement Pyramid of Intervention can serve as a framework for discussion among collaborative professional learning communities that are willing to explore and engage in all avenues available to assist students in their learning process.”

4. Why should we implement the Pyramid? Problem solving practices and response to intervention models work: By creating the time, structures, and opportunities for teachers to engage in inquiry, and collegial dialogue, and to learn and practice effective problem solving. By creating the time, structures, and opportunities for teachers to engage in inquiry, and collegial dialogue, and to learn and practice effective problem solving. By passionately focusing on collecting and analyzing evidence of student learning and celebrating student success. By passionately focusing on collecting and analyzing evidence of student learning and celebrating student success. By creating opportunities for universal prevention and early intervention activities. By creating opportunities for universal prevention and early intervention activities. By having high, but achievable, developmentally appropriate expectations for all students. By having high, but achievable, developmentally appropriate expectations for all students.

5. Questions to Discuss … Where are we now? Where are we now?  How do we help students who are not succeeding?  What interventions are in place?  How do we know our interventions are working?  Do we have a research-based, computerized program to assist with tutoring and to use for monitoring progress?

6. System wide expectations that must be in place to successfully implement the Pyramid Strategic analyses will help identify the assets and needs specific to each unique learning community. Strategic analyses will help identify the assets and needs specific to each unique learning community. Schools will restructure so that teams of teachers can meet regularly to problem solve and share instructional strategies. Schools will restructure so that teams of teachers can meet regularly to problem solve and share instructional strategies. Teachers’ problem solving skills will be enhanced. Teachers’ problem solving skills will be enhanced. Staff will learn what to “look for” when students are having difficulty and be able to collect authentic information to guide focused interventions. Staff will learn what to “look for” when students are having difficulty and be able to collect authentic information to guide focused interventions. Inappropriate special education referrals will occur less frequently, thus limiting the possibility of disproportional. Inappropriate special education referrals will occur less frequently, thus limiting the possibility of disproportional. Pyramid framework will support improvements in student achievement and reductions in behavioral transgressions. Pyramid framework will support improvements in student achievement and reductions in behavioral transgressions.

7. Commerce City Schools Building Project FY 2007 80% 10% 5% intensity of Intervention Increases Student Population Decreases Tier 1 Standard-Based Classroom Learning GPS, Classworks for monitoring progress and remediation Duration: 8 weeks Setting: regular ed classroom Adequate Tier 1 response is operational zed with a score above the 34th percentile (SS 94) Tier 2 Tier 1 plus Tier 2 Needs Based Learning GPS, Classworks, for monitoring progress, and remediation, use of manipulative, academic coaches, after-school tutoring, behavior checklist special seating, token economy, counseling Duration: 10 weeks Setting: regular ed. classroom, Adequate Tier 2 response is operationalzed with a score above the 25 th percentile (SS 90) Tier 3 Tier 1, Tier 2, plus Tier 3 SST Driven Learning Standard-Based Classroom Learning: GPS Classworks, for monitoring progress and remediation, use of manipulative, academic coaches, after-school tutoring, behavior checklists, special seating, token economy, counseling, EIP, use of Connections & special classes for tutoring, summer session, Classworks/Plato for tutoring Peer Mentoring (3-4 times per week 45-60 minutes per session) Duration: 12 weeks Setting: regular ed. classroom and special classes Adequate Tier 3 response is operational zed with a score above the 16 th percentile (SS 85) Tier 4 Student Support Team Referral to Special Education

8. Commerce City Schools Building Project FY 2007 80% 10% 5% intensity of Intervention Increases Student Population Decreases Tier 1 Standard-Based Classroom Learning GPS, Classworks for monitoring progress and remediation Duration: 8 weeks Setting: regular ed classroom Adequate Tier 1 response is operational zed with a score above the 34th percentile (SS 94) Tier 2 Tier 1 plus Tier 2 Needs Based Learning GPS, Classworks, for monitoring progress, and remediation, use of manipulative, academic coaches, after-school tutoring, behavior checklist special seating, token economy, counseling Duration: 10 weeks Setting: regular ed. classroom, Adequate Tier 2 response is operationalzed with a score above the 25th percentile (SS 90) Tier 3 Tier 1, Tier 2, plus Tier 3 SST Driven Learning Standard-Based Classroom Learning: GPS Classworks, for monitoring progress and remediation, use of manipulative, academic coaches, after-school tutoring, behavior checklists, special seating, token economy, counseling, EIP, use of Connections & special classes for tutoring, summer session, Classworks/Plato for tutoring Peer Mentoring (3-4 times per week 45-60 minutes per session) Duration: 12 weeks Setting: regular ed. classroom and special classes Adequate Tier 3 response is operational zed with a score above the 16 th percentile (SS 85) Tier 4 Student Support Team Referral to Special Education

9. Commerce Middle School Like most schools, we are a work in progress. As a developing professional learning community we focus on collaboration, results, and…

10. Simplicity “Simplicity is the ultimate sophistication.” Leonardo da Vinci

12. “Simple Plans” Whether we are talking about school improvement planning, instruction and supervision, or pyramids of intervention, “it turns out that simple plans work best— those with a direct focus on straightforward actions and opportunities (Schmoker, 2006, p. 34). Whether we are talking about school improvement planning, instruction and supervision, or pyramids of intervention, “it turns out that simple plans work best— those with a direct focus on straightforward actions and opportunities (Schmoker, 2006, p. 34).

13. Our Pyramid of Interventions Insures a school-wide response is in place for students who need more learning time, learning supports, or learning strategies. Insures a school-wide response is in place for students who need more learning time, learning supports, or learning strategies. Requires an insistence that students take advantage of the strategies that are in place to help them achieve at higher levels. Requires an insistence that students take advantage of the strategies that are in place to help them achieve at higher levels. Requires that we aspire to remove failure as an option for students. Requires that we aspire to remove failure as an option for students.

14. Our Most Important Resource The professionals within our school building.

15. No system of interventions will ever compensate for poor teaching practices. We must focus on developing the capacity of every teacher and administrator to become more knowledgeable and effective in his or her roles.

16. An Instructional Framework Must Be In Place

17. Standards-Based Classrooms, Classworks, Parent/Student/Teacher Communication, Frequent Progress Monitoring, Relationship Building Research-based Classroom Interventions, Classworks Volunteer Tutoring, Guided Study, Counselor Watch, Directed Study, Academic Intercession Counselor Watch, SST, and Individualized Interventions Specialized Programs Commerce Middle School Pyramid of Interventions

18. Voluntary Tutoring An important step for students “who aren’t getting it.” An important step for students “who aren’t getting it.” Comprehensive tutoring schedule is provided to all students and is available on the school’s web page. Comprehensive tutoring schedule is provided to all students and is available on the school’s web page. Teachers will recommend voluntary tutoring to students who don’t seek it on their own accord. Teachers will recommend voluntary tutoring to students who don’t seek it on their own accord.

19. Guided Study Designed for students who need to complete class assignments, homework assignments, resubmit assignments, make up assignments, or prepare for tests. It is held daily following each grade level’s lunch. Connections teachers are scheduled to administer Guided Study daily. Designed for students who need to complete class assignments, homework assignments, resubmit assignments, make up assignments, or prepare for tests. It is held daily following each grade level’s lunch. Connections teachers are scheduled to administer Guided Study daily. Attendance at Guided Study is not optional. Attendance at Guided Study is not optional.

20. Lunch-Directed Study All students failing two or more classes are required to participate in Lunch-Directed Study. All students failing two or more classes are required to participate in Lunch-Directed Study. Students in the program are required to engage in constructive work and participate in tutoring/remediation for 30 minutes of their lunch/break period. Students in the program are required to engage in constructive work and participate in tutoring/remediation for 30 minutes of their lunch/break period. Math/Science – Tuesdays Math/Science – Tuesdays ELA/Reading/Social Studies – Thursdays ELA/Reading/Social Studies – Thursdays If the student is failing no more than one class when the next report card or progress report is issued, the student will be no longer required to attend Lunch-Directed Study. If the student is failing no more than one class when the next report card or progress report is issued, the student will be no longer required to attend Lunch-Directed Study.

21. Academic Intercession Course repair opportunity held the end of the 1st and 3rd nine week grading periods. Course repair opportunity held the end of the 1st and 3rd nine week grading periods. Consist of three (3) two-hour after-school tutoring sessions. Additional assignments as well as resubmission of assignments, tests, and quizzes are prescribed by the teacher and are due no later than five days following the last tutoring session. Every intercession class will include a final test, project, or other form of assessment. Consist of three (3) two-hour after-school tutoring sessions. Additional assignments as well as resubmission of assignments, tests, and quizzes are prescribed by the teacher and are due no later than five days following the last tutoring session. Every intercession class will include a final test, project, or other form of assessment.

22. Next Steps at our School… Continued focus on “best practices” as they pertain to:

23. DIFFERENTIATIONBALANCED ASSESSMENTBALANCED LEADERSHIPCO-TEACHINGGA PERFORMANCE STANDARDSPROFESSIONAL LEARNING COMMUNITIES STRATEGIES THAT WORK FOR MULTIPLE SUBGROUPS

24. Implementation of an Advisor System Based on the belief that classroom teachers who see students daily can be the best counselors. Based on the belief that classroom teachers who see students daily can be the best counselors. Advisor will serve as a mentor in whom a student can confide, and an advocate on whom they can rely for advice and support. Advisor will serve as a mentor in whom a student can confide, and an advocate on whom they can rely for advice and support.

25. Making a Commitment to “Staying the Course” “When we feel stuck, going nowhere—even starting to slip backward—we may actually be backing up to get a running start. Every positive change – every jump to a higher level of performance – involves a rite of passage. Each time to ascend to a higher rung on the ladder, we must go through a period of discomfort.” I have never found an exception.

26. Commerce Primary School Student Support Team Intervention Plan and Documentation Student Name: ____________________ _______________________ ____________ Last First Middle Initial Student Support Team Meeting (Date) ____________________ Support Team Member name and Title: Name ______________________________ title __________________________ Vision pass ______________(attach form) Hearing pass _____________(attach form) STAR TEST score_______ date ______ score________ date ______ score ________ date ________ Classworks Report: List Weak areas below Date ____________________ _______report attached 1. _________________________________________________________________________________________ 2. _________________________________________________________________________________________ 3. _________________________________________________________________________________________ 4. _________________________________________________________________________________________ 5. _________________________________________________________________________________________ 6. _________________________________________________________________________________________

27. Reading Record Report Level: __________________ (1st grade only) CRCT Scores _________________________________________ Date ____________________ Please check next to those items attached: ________ report card Failing grades in: ________________ Reading _________________ Language Arts ________________ Science _________________Social studies _________________ Math _________________other _________________ spelling _______ Scholastic Reading Inventory _______________________ _______ On-Line Benchmark Assessment Date given _________ Math % ______ Reading _____% Date given _________ Math % ______ Reading _____% _______ KTEA score _______________________________________________________________________ Specific weaknesses identified:_________________________________________________________________ _______ Number of discipline referrals to the office (attached computer print-out) Reasons for majority of referrals:___________________________________________________________________________________ _________ Previous SST minutes _________ Summer School years attended _______ ________ ________ comments _________________ Summer School recommended for current year ____________ yes _________no EIP instruction _________no ___________yes ____________reading __________math ESOL instruction ________no ___________yes Is student being served in the speech program ________no ___________yes Retained previously ____yes _____no Grade level previously retained __________________

28. PARENT CONTACTS Dates of parent conferences attended ATTENDANCE INFORMATION Days absent Attendance notice signed and attached : yes no Specific Problems Dates of conferences scheduled with no one responding or showing up Parent correspondence of importance attached Days tardyNumber of days covered with doctor note attached excuses: yes no

29. Teacher Responsible for Intervention Strategies ___________________ Research-Based Intervention: Description: Person Assisting Start Date End Date Not Successful (comments) Marginally Successful (comments) Very Successful (comments) Research-Based Intervention: Description: Description: Description: Description: Interventions must be implemented and documentation must be provided at the next meeting. SST Chairperson’s Signature: _________________________________________________________

30. 1. T ake inventory of what positive, researched-based interventions you already have in place that work for your system and your students. 2. E xpand on your positive interventions to address all students. 3. C apitalize on your resources. 4. D ialog with surrounding systems of what is working for them. 5. I mplement a quality progress monitoring system. 6. K eep it simple! 7. M ake it your own. First Steps To Building a Pyramid ommerce City Schools