The Schoolwide Applications Model (SAM) An RtI-Driven Approach to School Reform

1. The Schoolwide Applications Model (SAM)An RtI-Driven Approach to School Reform Shannon O’Connor & Givanna Hymel Recovery School District (RSD) New Orleans July 11, 2008 Sessions 27A & 27B

3. SAM Schoolwide Applications Model Six Guiding Principles Fifteen Critical Features

4. Six Guiding Principles of SAM • All instruction is guided by General Education • All school resources are configured to benefit all students • School Proactively addresses social development and citizenship • School is data-based learning organization • School has open boundaries in relation to its families and its community • School enjoys district support for undertaking the extensive systems-change activities required to implement SAM

5. Critical Features of SAM (1-5) • School serves all students. • All students at school are considered general education students. • General education teachers assume responsibility for all students at the school. • School is inclusive of all students for all classroom and school functions. • School is organized to provide all specialized supports, adaptations and accommodations to students in such a way as to maximize the number of students who will benefit.

6. Critical Features of SAM (6-10) • All students are taught in accordance with the general curriculum. • The school has an active, schoolwide Positive Behavior Support (SWPBS) program operating at all 3 levels. • The school is a data-driven, collaborative decision-making, learning organization with all major functions guided by team process. • School effectively utilizes general education students in instruction of students in need of supports in all instructional environments. • All personnel at the school participate in the teacher/learning processes and are valued for their respective contributions to pupil academic and social outcomes.

7. Critical Features of SAM (11-15) • School personnel use a uniform, non-categorical lexicon to describe both personnel and teaching/learning functions. • School has established a Site Leadership Team (SLT) empowered by the school and the district to implement SAM at the school. • School has working partnership with families of students who attend the school. • School has working partnership with its community businesses and service providers. • SAM implementation at the school site is fully recognized and supported by the district.

8. Schoolwide Applications Model Analysis SAMAN

9. Does SAM Work? Evaluating the SAM Model

10. RSD School District Demographics Data and Outcomes

11. Recovery School DistrictSAMSCHOOLSCohort 1 • Banneker Elementary • 359 students • 98% African American • 14% SWD • 77% Free & Reduced Lunch • Clark High School • 592 students • 98% African American • 14% SWD • 60% Free & Reduced Lunch • Craig Elementary • 505 students • 86% African American • 10% SWD • 86% Free & Reduced Lunch

18. Recovery School DistrictSAMSCHOOLSCohort 2 • Johnson Elementary • 288 students • 99% African American • 11% SWD • 85% Free & Reduced Lunch • Live Oak Elementary • 255 students • 96% African American • 11% SWD • 66% Free & Reduced Lunch • Schaumberg Elementary • 535 students • 99% African American • 10% SWD • 84% Free

25. SAM & RtI • Schoolwide Application Model (SAM) is an RtI logic model that integrates SWPBS at three tiers along with academics. • With RtI, support can move to the students rather than student moving to support. • RtI interventions need to occur in general education environment so can capitalize in incidental benefits.

26. RTI Design for RSD • Administrative support • Framework for reading, math and behavior • Scientifically based instruction and interventions • School-Level RTI Teams • RTI manual to communicate process • Process for evaluating data and making decisions

28. AcademicRtI Example

30. Lessons Learned • Increase Professional Development and support for inclusive practices, instruction and RTI • Need over-arching data system to secure, retrieve and coordinate school record information • Improve coordination across school system departments (academics, behavior, special services) • Engage parents/guardians in process • Provide competent support for emotionally fragile students and school staff

31. Where Are We? • School climate vastly improved • LEAP data showed improvement in all major categories. Overall up by 7 points. • SPED records much improved (esp. counted over not counted & compliance). • Better coordination of services to students with special needs.

32. Future Planning • Increase professional learning about all aspects of RSD Vision. • Empower school staff through Small Learning Communities to facilitate growth and buy-in • Enhance school-wide data system to promote student success; foster data decisions • Increase evidenced-based/best practices - assessment tools - interventions/data analysis - relevant training; coaching • Behavioral health – provide a system of care - wraparound services

35. WeHave Confidence!

37. Thank You For Your Time • Shannon O’Connor RSD/RtI Team Shannon.oconnor@rsdla.net • Givanna Hymel RSD/Craig Elementary glumpkins@aol.com