2012 Comprehensive Student Support System

1. 2012Comprehensive Student Support System Overview

2. Mucho Mahalos! Thank you for all you DO!

3. Objectives for Today

4. Outcomes for Today • Walk away with: • Clear understanding of what is “Comprehensive Student Support” and its process from identification to beginning evaluation process • 2-3 Big Ideas about CSSS to share with school staff • A CSSS profile of your school’s implementation status • One key action step to enhance your school’s CSSS implementation

5. Today “Prevention-Intervention-Evaluation Process “

6. “Children are like flowers…you plant the seed, nurture their growth and enjoy its beauty.”

7. “All Students” • Kawena, grade 10, suffers concussion @ Friday night football game. • Chey 3rd grader, who continues to not to be able to read and has been sent to the office for discipline referrals every day this week. • Nantel a 7th grader who was caught with marijuana that his father asked him to sell. • Tress, 11th grader who is pregnant and lives with grandma and grandpa. • Joel a kindergartner who can read at the 3rd grade level and finds school boring.

8. “No one has yet fully realized the wealth of sympathy, kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure.” Emma Golden, Author

9. Another Thing?????

10. . . . Another thing?

11. Expectations & Self-Sufficiency

12. Purpose and

13. Packet Orientation • School Operations Workbook • Engage your school team in process, build collaboration, strengthen team, organize-analyze-prioritize, “powerful practices”, ensure consistency of practice, align resources • Portfolio • Left Side • 2012 CSSS Handout • Introductory Guide • PBIS Getting Started • Right Side • Activity Sheets • CSSS Coaching and Mentoring • RTI – Helemano Elementary Example

14. CSSS Historical Perspectives • 1996: Adopted Adelman & Taylor model • 2009: BOE Policy 2203 adopted • 2010: Race to the Top • Project title: Continuum of Proactive Student Supports

15. Heart of CSSS

16. “Balancing Act”

17. F or A ?

18. Research & Childhood Adversity • “Toxic Stress” – severe & sustained impacts • Minneapolis 26,000 students who moved more than 3X year had lower math achievement & academic growth • Children with 6+ adverse experiences before age 3 identified as needing SpEd • Findings • Developing supportive relationships between teachers & parents & their children

19. Comprehensive Student Support

20. All DOE students demonstrate they are on a trajectory toward success in college, career, and citizenship. HIDOE has a high performing culture where all employees have the training, support, and opportunities to develop their full potential and contribute to student success. HIDOE effectively mobilizes internal resources and community resources to support the high achievement of students, staff, and school.

21. MISSION: We serve our community by developing the academic achievement, character and social-emotional well being of our students to the fullest potential. We work with partners, families, and communities to ensure that all students reach their aspirations from early learning through college, career, and citizenship. • VISION: Hawai`i’s students are educated, healthy, and joyful lifelong learnerswho contribute positively to our community and global society.

22. RTTT Project Goals RTTT Continuum of Proactive Supports for Early Intervention & Prevention • Schools will implement a comprehensive, integrated, and multi-tiered system of a continuum of proactive student supports that meets the needs of all students so they may achieve academic & social/emotional success within the classroom. • Schools will use an enhanced electronic database system(s) to document student support processes & procedures.

23. RTTT Project Goals • Theory of Action: When schools implement CSSS with a high degree of integrity and fidelity, then students will receive proactive, positive, customized, and timely interventions, services, programs and/or supports to enable them to achieve to their greatest potential so he/she will be college and career ready.

24. Accountability Measures • Within 6-9 weeks, did the student meet his/her target goals? • To what degree are schools implementing CSSS with fidelity?

25. “CSSS Myths” • CSSS is only for special education students • “CSSS is for ALL Students A-Z”. • Only admin & counselors responsible to work with students referred • “ALL Hands on DECK. We are all responsible.” • CSSS focused on resources, services, & programs to improve learning. • A caring “ohana” • “Powerful practices” • “Pre-referrals” • Team-based data-driven problem solving • Continuum of supports • Documentation for eligibility

26. Building on Success: Moving Forward

27. College & Career Ready

28. Unifying Components

29. Multi-tiered Continuum of Supports 5 Levels of CSSS

30. Team-Based Data-Informed Problem Solving Process

31. Function, Not labels

32. Many Paths

33. “How do you Build Your House?” Effective Data Decision-Making

34. IDEA Partnerships, May 2005 • “All children and youth deserve a quality education, one in which they can learn and achieve to high standards alongside their peers.”

35. Referrals & Assessments3 Prong Test • Does the student have a disability? • Is the disability adversely affecting the student’s involvement and progress in general education? • Does the student need special education and related services as a result of his/her disability?

36. Support for Students • Supports for students occur in general education • Referrals to SpEd begin after all supporting instructional practices have occurred • Situations where general education interventions not appropriate • Preschool aged students • Student clearly has disability

37. Appropriate Instruction • Primary factor – Cannot be for learning disabilities due to lack of appropriate instruction • Assurances • Exposed to high-quality instruction? • Looking at overall performance of class • What does the data indicate? • Receiving appropriate learning experiences? • Progress monitoring on routine basis? • Students at-risk identified and targeted? • How did student do in comparison to peers?

38. Effectiveness of Interventions • Documentation interventions occurred? • Interventions effective? • If no interventions, what are the team options? • Sufficient info to mover forward in eligibility process?

39. Early Warning System

40. eCSSS SMART Goals

41. eCSSS Interventions

42. eCSSS Supports

43. Student Progress Chart

44. “Casting The Net” • How to support & monitor over time: • “On-track” • “Approaching Off-track” • “Off-track” • Identify those students displaying risk factors for school failure

45. Thresholds:Elementary & Middle/High • Content Area Marks: • Middle/High • English, Math, Social Studies and Science courses • Elementary • General Learner Outcomes • Attendance = Percentage of days absent • Behavior incidents = Class offense weighed

47. EWS Components

49. EWS In Action • “Student watch list” for core meetings • Checking students with multiple incidents • Correlations between attendance/marks/incidents • Monthly use with school data teams • Celebrating “student success” • Complex resource: how to support schools • Molokai High – No retained 9th graders

50. Extending the Dialogue • As a school how will you utilize EWS? • Describe your school’s infrastructure for utilizing EWS? (Functions of “Data Teams”) • What % of students identified as “approaching” and “off-track” were provided interventions? • As a complex how can you utilize EWS in transitioning students? • Over the year, what trend patterns emerge? • What % of students flagged graduated on time?