Potential AAF Student Outcomes

1. Accelerating Achievement in Boston Public Schools:Academic Achievement FrameworkSchool Orientation

2. Decrease problem behavior Reduce dropout rates 3. Reduce inappropriate referrals to Special Education Potential AAF Student Outcomes 1. Improve academic and social competence 2. Increase academic proficiency on statewide assessments • Increase graduation rates • Improve post-school outcomes • Increase attendance rates

3. Principles of the Academic Achievement Framework • Personal Professional Responsibility • Differentiated Instruction and Services • Collaborative Approach • Problem-Solving Orientation • Data-driven Decision Making

4. History of the BPS Academic Achievement Framework (AAF) MTSS ELD Academic Achievement Framework (AAF) Response to Intervention Positive Behavioral Intervention Supports English Language Development 4

5. Conceptual Model of the AAF Intervention Assessment Intensive Weekly Progress Monitoring (PM) Tier 3 (5-15%) e.g. 1-1 or 1-3 intervention e.g. ORF at instructional level e.g. Therapy impact e.g. Mental Health Service Strategic Monthly Progress Monitoring (PM) Tier 2 (10-15%) e.g. Small Group Intervention e.g. ORF Currculum-based assessment e.g. Behavior contract e.g. Friendship Group Universal Core Universal Screening 3x/Yr. Tier 1 (75-80%) e.g. DIBELS= ORF e.g. Evidenced-based Curriculum e.g. Attendance School-Wide Assessment e.g. School wide Discipline Program RTI Academic RTI Academic PBIS Soc / Emo / Beh

6. Conceptual Model of the AAF-- An Overlay for ELD -- English Language Development Services Intervention Levels 1 & 2 75-80% Tier 3 - Intensive (5-15%) Level 3 10-15% Tier 2 - Strategic (10-15%) Levels 4, 5 & FLEP 5-15% Tier 1 – Universal Core (75-80%) RTI Academic RTI Academic PBIS Soc / Emo / Beh PBIS Soc / Emo / Beh

7. What is RTI video • Any aha! Moments? • Any disagreements/differing opinions? • Next, walk through the AAF problem solving process and documents.

8. ICs Who does what in AAF? ECs District Design Team • Service Team (ST) • Problem-solving at the student level • Focus: Process • Support: Internal Consultant (IC) • Membership: Facilitator, direct service providers (e.g., faculty, paraprofessionals, partner site-based staff) • School Management Group (SMG) • Problem-solving at the building level • Focus: Implementation Fidelity • Support: External Consultant (EC) • Membership: Principal/Headmaster, all Service Team Facilitators, AAF Site Leader, partner leadership • Cross-Functional Rapid Support Team (C-FRST) • District Design Team (DDT) Claudia Rinaldi Cross-Functional Rapid Support Team School Management Group David Riley Service Team Student Draft, Nov. 15, 2010

9. School Management Group • Once the universal screening & identification of students needing Tier 1, Tier 2 and Tier 3 supports is completed by grade, all summaries are sent to the SMG • SMG provides a school wide view and develops a projected SMART goal • Specific • Measurable • Attainable • Responsive • Timely

10. School Management Group Evaluates the data and general plans for intervention including: • schoolwide needs • Grade level needs • Allocation of resources (materials, human capital, scheduling, etc) • Removes barriers to learning • Ex. Teachers are not able to provide the intervention for a particular reason • Teacher need professional development

11. The AAF Problem-Solving Process Universal Screening & Diagnostic Data 1. Define the Problem (Identifying Areas of Concern) What do the data show? What are the expected outcomes? 4. Evaluate (Progress Monitoring) 2. Develop a Plan (Goal Setting and Planning) Did our plan work? What do the data show? Is the growth as expected? Do we need to maintain, adjust or decrease support? What do we want the student to do? Long-term and short-term goals? What are we going to do? What is needed to carry out next steps? What indicators will we use? 3. Implement the Plan (Ensuring Integrity) How should we carry out the intervention? Who will do what, where, when, and how often? How often should we monitor? At what level should we monitor? How will fidelity of implementation be determined? Adapted from Ernst, L., Miller, B., Robinson, W., & Tilly, W. D. (2005). Response to Intervention: A Case Illustration. Presentation at the National Association of State Directors of Special Education Satellite Series.

12. What do SERVICE TEAMs do? STEP 1- DEFINING THE PROBLEM • Student not making progress/ not at benchmark • Academically (ELA or MATH) • Behaviorally • Identify cut-off scores in each • ELA- use MCLASS & Predictive or other comprehension data school has available • MATH- predictive or other math data available • Socio-emotional- explore attendance, tardiness, office discipline referral and get a baseline • Identify Students needing Tier 2 and Tier 3 supports • Assist facilitators in making a list of students

13. What is data in AAF? • What is Universal Screening? • Quick assessment indicator conducted 3 times per year to identify which students are at grade level (benchmark), which need additional tier 2 and tier 3 support. • Indicator sensitive to change • In the academic areas: reading, English language arts, math, oral language proficiency, writing, social emotional and behavioral areas • Decision Rules that help you identify who needs Tier 2 and Tier 3 Supports • Identify the schedule for progress monitoring for students receiving tier 2 and tier 3

14. How do you arrive to cut scores decision points? • Decision points or cut scores allows teachers to identify students at risk for needing Tier 2 and Tier 3 interventions • It can be with 1 or more screening tools /and or diagnostic tools • It can be a combination of a curriculum-based measurement and diagnostic tools • It is important the schools follow the SAME decision points/cut score/ for all grade levels • sensitive to improvement in brief intervalsof time • short as possible to ensure its “do ability” • linked to decision making for promoting positive achievement and Problem-Solving

15. Lets Model it & Practice Universal Screening & Progress Monitoring

16. Nonsense Word Fluency • Sample Tool • Single-skill measure used for kindergarten and first-grade students (vc or cvc blending) • Data graphed: Number of sounds produced correctly in 1 minute (Student may say individual sounds or say the entire word; however, credit is awarded for each sound produced)

17. Oral Reading Fluency • Multidimensional RTI measure used for students who are beginning to read connected text through high school students • Data graphed: Number of words read correctly in 1 minute

18. Let think how we can implement…. • What are some potential ways that you can organize as a Service/Grade Level team to universal screen all students in your grade? • Please develop plan a and plan

19. Expected gains per grade level per week

21. Universal Screening & Progress Monitoring

22. Example

23. What do we use the data for? • School-wide Data Meetings • Grade level Data meetings • Individual Student Data Monitoring …..ALL SUPPORT Service Team Data-based instructional problem solving

24. Let’s Look at some examples….. Draft, Oct. 15, 2010

25. Fall Look at ORF (DIBELS) & Comprehension (F &P) Comprehension

26. Fall Look at ORF (DIBELS) & Comprehension (F &P Comprehension

27. Overall Change in Reading Level K-2 (TRC) BoY MoY EoY For all students in the primary grades (K-2): The number of students meeting or exceeding the benchmark more than doubled, increasing 42 percentage points from 27% to 69%

28. Overall Change in Reading Level K-5 (TRC and F&P) For all students K-5: “Far below” dropped 19 percentage points, to 34% “At or Above Benchmark” more than tripled, increasing 37 percentage points to 51% BOY (389 students (no K2)) EOY (482* students) MOY (513 students)

29. School wide Reading Comprehension Percentage of Children in each Tier SMART Goal in the Fall– Using AAF, increase ORF from 59% to at least 69%

30. Service Team Role in AAF • Evaluate grade level needs of students by doing • Universal screening 3 times per year • Progress monitoring 1/month or weekly depending on the need of each student • Set the students needing Tier 2 and Tier 3 interventions in a cycle of progress (4-6 weeks) monitoring early in the year • Monitor individual student progress on the progress monitor schedule • Data-driven problem solving that address student potential for continues growth & move across tiers

31. The AAF Problem-Solving Process Universal Screening & Diagnostic Data 1. Define the Problem (Identifying Areas of Concern) What do the data show? What are the expected outcomes? 4. Evaluate (Progress Monitoring) 2. Develop a Plan (Goal Setting and Planning) Did our plan work? What do the data show? Is the growth as expected? Do we need to maintain, adjust or decrease support? What do we want the student to do? Long-term and short-term goals? What are we going to do? What is needed to carry out next steps? What indicators will we use? 3. Implement the Plan (Ensuring Integrity) How should we carry out the intervention? Who will do what, where, when, and how often? How often should we monitor? At what level should we monitor? How will fidelity of implementation be determined? Adapted from Ernst, L., Miller, B., Robinson, W., & Tilly, W. D. (2005). Response to Intervention: A Case Illustration. Presentation at the National Association of State Directors of Special Education Satellite Series.

32. STEP 2 Develop a PLANRecord of Problem Solving and Progress Monitoring

33. Step 3: Implement the Plan Record of Problem Solving and Progress Monitoring

34. STEP 4 Evaluate- Progress Monitor Did our plan work? • What do the data show? • Is the growth as expected? • Do we need to maintain, adjust or decrease Tier 2 or Tier 3 Interventions & Supports? • Restart the Cycle of Problem Solving in the next Progress Monitoring Cycle (4-6 weeks)

35. What happens with these forms? • The Record of Problem Solving and Progress Monitoring can: • Stay as a binder for ease during meetings • Can stay with the teacher and she brings it to the Service Team meeting • Pass on in closing the year meeting for the next teacher

36. Let’s hear how this has happened

37. So what NOW? • Identify how you could organize students who are not at benchmark into a 4-6 week cycle of progress monitoring? • Who do you do first, in what order, etc. • What support do you need from your School Management Group to get started? • How can you review the core instruction to make sure it is done with fidelity?

38. SEB in Boston Public Schools What about Positive Behavioral Interventions and Supports (PBIS) Draft, Oct. 15, 2010

39. BPS Guiding Principles for Social Emotional and Behavioral Domain(At superintendent’s learning session 10/7/2010) • Positive School Climate • Connections to academics • Tiered & school-wide framework • Explicit expectations • Universal Foundations • Instructional Approach • Continuous teaching • Routine acknowledgement • Data-based decision making • Partnerships

40. Positive School Climate A safe, consistent, predictable, and positive school climate significantly affects the social, emotional and behavioral development of our students. ...At the school-wide level with consensus across faculty …In effective schools, there is a common vision, language, and set of experiences for all members of the community.

41. Rationale for PBS Effective schools are consistent, predictable, and positive places. In effective schools, there is a common vision, language, and set of experiences for all members of the community. Rob Horner, 2004 The social, emotional and behavioral development of our students is positively affected by a safe, consistent, predictable, and positive school climate

42. Connection to Academics • With the understanding that academic achievement and social, emotional and behavioral development are interrelated, … the child can move across tiers of need at any point and we must respond and move barriers to help learning occur

43. Tiered & School-wide Framework The behavioral complexity of our students requires multi-tier, school-wide systems of evidence-based, positive behavioral interventions and supports that are: In the same way that we provide interventions and supports in academics, we should define Core, Tier 2 and Tier 3 interventions for students while also using universal screening and progress monitoring

44. How do we implement these principles school-wide? Universal Foundation • A foundational, developmentally appropriate, universal curriculum that teaches pro-social skills and expectations to all students. • Consistency of Implementation of other existing curriculum that fits under Core Tier 1, 2 or 3 • Ex. Restorative Discipline

45. PBIS in Action

46. How do we implement these principles school-wide? Continuous Teaching • Schools to continuously teach and model the behaviors and social skills they expect students to exhibit. Routine Acknowledgement • Schools to acknowledge/recognize students routinely for exhibiting expected behaviors and prosocial skills.

47. How do we implement these principles school-wide? Data-based decision making -Schools to use social, emotional, and behavioral data for decision making. Partnerships -Schools to engage actively in partnerships with families, students, and community organizations.

48. Positive Behavioral Interventionsand Supports (PBIS) PBIS is a proactive, systematicframework for improving valued social, emotional, behavioral and learning outcomes for all students. PBIS uses a broad set of evidence-based systemic and individualized strategies to effectively prevent and respond to problem behavior. PBIS is a strategic approach in which collaborative teams use effective group processes and data-based decision-making to achieve desired outcomes. (Muscott & Mann, 2007)

49. PBIS: A 3-Tier Approach Level 1, primary prevention, is designed to address the whole population While applied to the entire student body, the emphasis here is on reaching the approximately 80-90% of students who do not have serious behavior problems or mental health needs The purpose of universal strategies is to maximize achievement, deter problem behavior, and increase positive peer and adult interactions

50. How Do We Collect Behavioral Data for Decision Making?Example of SWIS