Elementary to Middle Academic & Behavioral Connections: - PowerPoint PPT Presentation

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Elementary to Middle Academic & Behavioral Connections: Multi-Tiered System of Supports Promoting Literacy for School-level Improvement February 5, 2019

Ou Outc tcom omes es for or T Tod oday Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org • Understand the impact of Georgia’s Tiered System of Supports for Students to elementary and middle school literacy • Utilize a tiered system of supports to improve student academic and behavior outcomes • Discuss academic/behavior transitions from elementary to middle • Integrate High Leverage Practices (HLPs) and Evidence Based Practices/Interventions (EBPs/EBIs) to support increased student engagement/achievement 2/5/2019 2

Inte In tegrating ting the he Essential sential Co Components ponents of Nationa Na tionally lly Ali ligned gned Georgia’s Tiered System of Supports for Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” MTSS MT S Frame amewor ork Students to Georgia’s Systems of gadoe.org gadoe.org Co Contin ntinuous uous Im Impr provement ement 2/5/2019 3

What’s the big deal about a tiered system of of sup suppor ports ts for or st stud uden ents? ts? Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Impr Improved Outcomes ed Outcomes 1.07 Effect Size • Decreased expulsion, behavioral (that’s really large!!) referrals, and suspension rates. • Sustained academic improvement. • Increase in on-time graduation. Strong positive effects on system outcomes • Increased instructional and planning time • More efficient use of resources and staff • Decreased inappropriate special education services • Reduction in student grade retention Source: Burns, Appleton, & Stehouwer, 2005; Dexter, Hughes, & Farmer, 2008; Simmons, Coyne, Kwok, McDonagh, Harn, & Kame’enui, 2008; Hattie, 2015 2/5/2019 4

Birth Bi th to A to Age e 8: 8: T The he Path thway y to to R Rea eadin ding g Pr Prof ofic icien iency Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Resource: www.getgeorgiareading.org 2/5/2019 5

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Georgia’s Tiered System of Supports for Students A Na A Nati tion onal al De Defin init itio ion ➢ A tiered system of supports integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavioral problems. ➢ Promotes systems alignment to increase efficiency and effectiveness of resources. (Adopted from National Center on Response to Intervention, 2010) 2/5/2019 6

The How he How Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org • With Georgia’s Tiered System of Supports for Students, schools: • identify students who are in need of enrichment/acceleration or who are at risk for poor learning and/or behavioral outcomes; • provide evidence-based interventions; • monitor student progress; and • continue/adjust the intensity and nature of those interventions based on a student’s responsiveness. • Districts and schools develop infrastructure and support mechanisms to operationalize all of the components into a unified system to meet the established goals. 2/5/2019 7

Esse Essential ntial Com Components ponents of of the the Na Nationally Aligne tionally Aligned d MT MTSS F SS Frame amewor ork Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Supported by District and School Infrastructure and Support Mechanisms 2/5/2019 8

Essential Essential Com Components ponents Tie iered ed Sy System stem of of Sup Suppor ports ts for or Stu Students dents Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Supported by District and School Infrastructure and Support Mechanisms 2/5/2019 9

Esse Essential ntial Com Component: ponent: Sc Screening eening Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent Identify students who are in need of enrichment/acceleration “Educating Georgia’s Future” “Educating Georgia’s Future” PURPOSE gadoe.org gadoe.org or who are at risk for poor learning and/or poor behavior outcomes and provide an indicator of system effectiveness. ALL Students FOCUS Brief assessments that are valid and reliable and that TOOLS demonstrate diagnostic accuracy for predicting learning potential or behavioral problems. TIME Administered more than one time per year (e.g., fall, winter, and spring) FRAME Resource: https://intensiveintervention.org/ 2/5/2019 10

Sc Screen eenin ing g Me Measu asures es to to P Predi edict Stu ct Studen dents ts at R t Ris isk k for or R Rea eadin ding g Di Diffic icul ulti ties es Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org • Select screening measures that target skills pertinent and appropriate to the grade level • Skills in kindergarten could include phonemic awareness, letter and sound knowledge, and vocabulary. • In 1st grade it might be phonemic spelling, decoding, word identification, and text reading. • In 2nd & 3rd grades, the measures could assess number and type of words students can read and comprehend, and the fluency of those skills. • In higher grades, comprehension of more difficult texts may be the relevant skill. National Center on Response to Intervention: Screening Brief 2/5/2019 11

Sc Screen eenin ing g Tool ools Cha s Chart https ht ps:/ ://c /cha harts.in .inten tensiv siveinte einterven ention ion.or .org/c g/cha hart/aca /academic demic-scr screen eening ing Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org 2/5/2019 12

Esse Essential ntial Com Components ponents Tie iered ed Sy System stem of of Sup Suppor ports ts for or Stu Students dents Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Supported by District and School Infrastructure and Support Mechanisms 2/5/2019 13

Essen Es senti tial al Co Comp mpone onent nt: Pr : Prog ogress ess Mon Monit itor orin ing PURPOSE Monitor students’ response to secondary or tertiary Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” instruction/intervention in order to estimate rates of gadoe.org gadoe.org improvement, identify students who are not demonstrating adequate progress, and compare the efficacy of different forms of academic and/or behavior instruction FOCUS Students identified who are in need of enrichment/acceleration or who are at risk for poor learning and behavioral outcomes TOOLS Brief assessments that are valid and reliable, and evidence- based (High schools may gather and use historical data in addition to other data sources.) TIME FRAME Administered at regular intervals (e.g., weekly, biweekly, or monthly) Resource: https://intensiveintervention.org/ 14 2/5/2019