1 / 48

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

The Schoolwide Applications Model (SAM) An RtI-Driven Approach to School Reform. Wayne Sailor University of Kansas For Professional Development Conference Rochester, New York March 15, 2007. SAM Agenda. What is SAM? Does it work? What is required to implement SAM?. What is SAM?.

samson
Download Presentation

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

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Schoolwide Applications Model (SAM)An RtI-Driven Approach to School Reform Wayne Sailor University of Kansas For Professional Development Conference Rochester, New York March 15, 2007

  2. SAM Agenda • What is SAM? • Does it work? • What is required to implement SAM? SAMSCHOOLS, LLC.

  3. What is SAM? Schoolwide Applications Model

  4. RESPONSE TO INTERVENTION • A Logic Model of Support

  5. White Church Elementary

  6. Tertiary Level Support Must Include • Response to Intervention • Student study teams • Schoolwide Positive Behavior Support • Three levels • School-Based Mental Health Services • Prevention • Wraparound • School-wide Data-Based Decision Making Teams • Site Leadership Teams • Grade-Level Teams • SWPBS Teams (initially)

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

  8. 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

  9. 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.

  10. 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.

  11. 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.

  12. Schoolwide Applications Model Analysis SAMAN

  13. Does SAM Work? Evaluating the SAM Model

  14. Ravenswood School District Demographics Data and Outcomes

  15. Ravenswood School District School A Demographics Enrollment in 5th-8th Grades= 346

  16. Schoolwide Evaluation Tool (SET)

  17. School Progress on Critical Features

  18. Progress By Cohort

  19. School A N=5 N=5 N=5 N=4 N=2 N=1 N=2 N=3

  20. Significant on Tuckey’s HSD Test Significant on Tuckey’s HSD Test Repeated Measure ANOVA- Significant main effect on year of measurement F(1.75, 298.60) = 12.85, p < .01, ηp2 = .07

  21. Significant on Tuckey’s HSD Test Significant on Tuckey’s HSD Test Repeated Measure ANOVA- Significant main effect on year of measurement F(1.908, 324.30) = 15.66, p < .01, ηp2 = .08

  22. Significant on Tuckey’s HSD Test Repeated Measure ANOVA- Significant main effect on year of measurement F(1.77, 297.56) = 5.14, p = .09, ηp2 = .03

  23. School A N=86 N=72 N=89 N=87

  24. What is Required to Make SAM Work? Systems, Structures and Tools

  25. Definition of SAM Cohorts • Four elementary schools or • Two elementary schools and one middle school or • Two middle schools or • One comprehensive high school SAMSCHOOLS, LLC.

  26. SAM STRUCTURAL REQUIREMENTS • District-Level Instructional Coaches (.50 EFT per cohort • District-Level SAM Coordinator (.50 EFT per cohort) • Baseline SAMAN assessment data • SLT—School Leadership Team • SCP—School-Centered Plan process Renewable Site Action Plans • DLT—District Leadership Team • DRT—District Resources Team SAMSCHOOLS, LLC.

  27. SAMInternal Staffing Requirements • One instructional coach per cohort • .50 – 1.0 FTE • Trained by SAM staff • Supervised by district SAM coordinator • One district-level coordinator • .50 – 1.0 FTE per cohort • Trained by SAM staff • One “data manager” per school site • One district-level data manager • District Administrator responsible for SAM implementation • Usually Assistant Superintendent for C&I SAMSCHOOLS, LLC.

  28. SAM Assessment Tools • Step One: Teacher/Administrator Survey • Step Two: SAMAN Baseline Assessment • Step Three: SET Assessment of SWPBS • Step Four: District Level Self Assessment • Step Five: Quarterly SAMAN Assessments SAMSCHOOLS, LLC.

  29. SAM Self-AssessmentDistrict Leadership Features SAMSCHOOLS, LLC.

  30. SAM Self-AssessmentCritical Features SAMSCHOOLS, LLC.

  31. SAM Self-AssessmentEvaluation Features SAMSCHOOLS, LLC.

  32. District Assessment Tools • Step One: Risk Screening Assessment • SSBD • ISTEEP • Step Two: Ongoing Risk Monitoring • SSBD • CBM’s • Step Three: Grade Level State Assessments SAMSCHOOLS, LLC.

  33. Thank You For Your Time • Wayne Sailor University of Kansas 785-864-4950 wsailor@ku.edu

  34. Recommended Resources • Sailor, W., Zuna, N., Choi, J., Thomas, J., McCart, A., & Roger, B. (2006). Anchoring schoolwide positive behavior support in structural school reform. Research and Practice for Persons with Severe Disabilities31(1), 18-30. • Sailor, W., & Roger, B. (2005). Rethinking inclusion: Schoolwide applications. Phi Delta Kappan 86(7), 503-509 • National Association of State Directors of Education: Response to Intervention www.nasde.org • www.PBIS.org

More Related