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Pyramid of InterventionsIn ActionTitle I ConferenceJune 7, 2007
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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
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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
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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
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STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS
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.)
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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.
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STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS
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
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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
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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.
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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.
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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.)
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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.
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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.
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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.
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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.
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““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.
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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.
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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)
STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS
Georgia Department of Education
Offices of Curriculum and Instruction and Teacher/Student Support
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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
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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?
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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
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BRIEF HISTORY AND STRUCTURE OF THE CONSORTIA
NE GA RESA/GLRSPyramid of Interventions
Consortia
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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
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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
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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
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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
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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
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Effingham County School District
Effingham County Student Pyramid
Dr. Colleen WebbCathie Weaver
Title 1 ConferenceJune 7,2007
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Effingham County School District
Demographics
Location School System
9853 Students27% Economically
Disadvantaged14% Students with
Disabilities
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Effingham County School District
MotivationsThe Mandate for RTIVery Significantly
DisproportionateCRCT / AYPGLRS trainings and Program
Promotions
In the Beginning
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Effingham County School District
Staff Organization
Central Office Student Support Team Leaders Intervention Supervisor Interventionists
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Effingham County School District
Intervention Team
Team Leader – Certified Teacher Team Members – 5
paraprofessionals serving 13 school sites
8 elementary schools3 middle schools2 preschools
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Effingham County School District
Budget & Funding
Permissive Use of IDEA Funds for EIS Paraprofessionals ($2.32 more per hour
than other paraprofessional positions)
SuppliesSoftwareComputersTravelStaff Development
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Effingham County School District
Budget & Funding, cont.
Title 1Software ProgramsSnacks for After School
Tutoring Instructional Extension
After School Salaries Teachers Paraprofessionals
After School Transportation
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Effingham County School District
Tier One
Standards based instruction for all students in every general education classroom
Georgia Performance Standards Differentiated Instruction Universal Screenings
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Effingham County School District
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).
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Effingham County School District
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
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Effingham County School District
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.
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Effingham County School District
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
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Effingham County School District
Additional Academic Programs We Use in
Tier 2Reading
Steep Reading Center Headsprout SRA Early Intervention
Reading
Math
iPASS/iLearnSRA
NumberWorlds
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Effingham County School District
Tier Three
Individual, child-specific interventions for high risk students who are not
making sufficient progress in Tiers 1 & 2.
Student Support Team guided
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Effingham County School District
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.
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Effingham County School District
Intervention Resources
Intranet Sitewww.effinghamschools.schoolwires.com
Pyramid of Interventions Administrative Guide
Tier 1Tier 1 InterventionsReferral to Tier 2
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Effingham County School District
Tier 2Tier 2 InterventionsIntervention ProgramsIntervention Assistance FormStudent Progress Report
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Effingham County School District
Progress Monitoring Tools
Behavior Report Card – Online Generator
Monthly Report Spreadsheet
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Effingham County School District
Tier 3InterventionsSST ChecklistSST ReferralGuide for Parent ContactParent InvitationInitial SST Meeting Minutes/Notes
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Effingham County School District
Target ConcernsTier 3 Intervention PlanSST Meeting EvaluationFollow-up SST Meeting
Minutes/NoteTier 3 Progress Report
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Effingham County School District
Coordinated Services
Curriculum and Instruction Exceptional Students Title 1 Pupil Services
Counselors, School Psychologists
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Effingham County School District
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
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Effingham County School District
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
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Effingham County School District
Contact Information
Effingham County BOE
Cathie Weaver [email protected]
Colleen [email protected]
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Effingham County School District
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
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Effingham County School District