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Building-Based Intervention Strategies

Building-Based Intervention Strategies. By Danny Mendez Principal Southport Elementary MSD of Perry Township . Southport Elementary Demographics. 484 Students 12% Hispanic 11% Asian or Pacific Islander 5% African American 7% Multi-Racial 21% English Language Learners

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Building-Based Intervention Strategies

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  1. Building-Based Intervention Strategies By Danny Mendez Principal Southport Elementary MSD of Perry Township

  2. Southport Elementary Demographics • 484 Students • 12% Hispanic • 11% Asian or Pacific Islander • 5% African American • 7% Multi-Racial • 21% English Language Learners • Over 60% Free/Reduced • ISTEP+ Overall • Lang. Arts 81.7% • Math 83.6%

  3. Organizational Change Technical Change Cultural Change Must happen before any technical change can have positive effects. Knowledge of where we are and where we need to go. Belief in universal student achievement. Necessary to combat the beliefs, policies, and institutions that have been established to buffer educators from change and accountability. • Necessary to affect improvement in student performance. • Double Blocking Special Ed. • Double Blocking ELL • Small group differentiated instruction in K-5. Book Clubs/Center Time • Building Intervention Team

  4. A War of Paradigms School Culture Study Four Distinct Paradigms Believers Tweeners Survivors Fundamentalists • Study consisted of formal and informal observations in 34 schools across the US. • Focused on how staffs functioned in their school community and it’s impact on students. • 11 Elementary Schools • 14 Middle Schools • 9 High Schools • Diverse socio-economic status, racial make up, enrollment • Information Based on Transforming School Culture: How to Overcome Staff Division by Anthony Muhammad Ph. D.

  5. Positive School Culture • Educators have an unwavering belief in the ability of all of their students to achieve success, and they pass that belief on to others in overt and covert ways. • Educators create policies and procedures and adopt practices that support their belief in the ability of every student. • Believe all Students are capable of learning. • Believe they have a direct impact on student success. • High levels of flexibility with students. • Application of positive student pressure. • Not satisfied unless each child reaches their full potential. • Change is not threatening to them; they embrace any change that they felt would improve student performance.

  6. The Big Ideas Reality Checks Global Perspective Graduation Rates and expectation discussions should start in the elementary school. Graduates are no longer competing locally, they are competing globally. • We are all Special Ed. Teachers. • We are all ELL teachers. • Labels shouldn’t change accountability or expectations. • Interventions are the responsibilities of all. • Remove institutional barriers that are in place within the traditional public school system that make the goal of learning for all students a difficult one to achieve.

  7. Technical Changes: Core InstructionTier 1 & Tier 2 Technical Change Administrative Action Essential to coordinate all schedules in building to consolidate and use resources efficiently and effectively: Master Gen Ed. Grade level Special Ed. Pull out & Inclusion ELL Pull out and Inclusion Reduce Variability • K-5 Small Group Differentiated Instruction. • Book Clubs with Flexible Grouping • Literacy Centers • Differentiated levels of rigor • Successmaker: Individualized computer program • Remediation • Acceleration • Data Analysis Meetings • Grade level team/Administration • Common Assessments

  8. Technical ChangeTier 2 Technical Change Administrative Action Set Clear Expectations for Staff on who should be referred. Team make up should be diverse. Designate resources to support interventions. • Building Intervention Team • Emphasis on Common Assessment Data • Clear Cut Expectations • Emphasis is not “Road Block” to testing, but rather to get all students to be successful.

  9. Technical ChangeTier 3 Technical Change Administrative Schedule Creative scheduling that must be coordinated building wide. • Double Blocking Special Education Services • Allows for grade level and at level exposure. • Double Blocking English Language Learner Services • Allows for grade level and at level exposure.

  10. Contact Information Danny Mendez Principal Southport Elementary MSD of Perry Township Phone: (317)789-3300 Email: dmendez@msdpt.k12.in.us

  11. Resources • Transforming School Culture: How to Overcome Staff Division by Anthony Muhammad Ph. D. • High Performance in High Poverty Schools: 90/90/90 and Beyond by Douglas Reeves

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