Project ACHIEVE a Model Program Effecting Change in Academic Achievement

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Project ACHIEVEa Model ProgramEffecting Change
in Academic Achievement

• C. Brent Myers, Ed.D, School Psychologist
• Montgomery County Public Schools
• Montgomery County, Maryland

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Match

• Environment

• Needs

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Disproportionality

• Test Scores
• Special Education
• Suspension Data

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Change

• Proactive

• Reactive

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Reactive Interventions

• Refer, Test, Place
• He/she cant do this.
• He/she needs to be out of my classroom.
• We cant meet his/her needs
• Parents dont follow through.
• Send him/her to the principal, etc.

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Proactive Interventions

• Strategic
• Well-Planned
• Purposeful
• Interventions based on data and systematic
  problem solving.

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Change

• Structure

• Culture

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Structure and Culture

• Collective Ownership
• Shared Accountability
• Common Language
• 50 Academic/50 Behavioral
• Expectation
• Continuous Improvement-Increase skills in bank,
  match.
• Consistency in Implementation and Application
  (home and school)
• Beliefs

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In conclusion, it worksProject ACHIEVE gives us

• Knowledge of student behavior
• Skills to do meaningful functional assessment
• Data-based decision-making

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Show me the dataSpecial Education
ReferralsSuspension DataTest Scores
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Special Education Referrals 1999-2002
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Out of School Suspensions1999-2002
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Academic Achievement and Test Scores
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Comprehensive Test of Basic Skills Grade 2,
Germantown ES, 2001-2002
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Comprehensive Test of Basic SkillsGrade 2,
Poolesville ES, 2001-2002
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Comprehensive Test of Basic SkillsGrade 2,
Resnik ES, 2001-2002
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Comprehensive Test of Basic Skills Grade 2
Germantown Similar ES in FARMS Mobility Rate
2001-2002
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Comprehensive Test of Basic Skills Grade 2
Resnik Similar ES in FARMS Limited English
2001-2002
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Comprehensive Test of Basic Skills Grade 2
Poolesville Similar ES in FARMS Mobility Rate
2001-2002
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Summary of trends

• Locally, Project ACHIEVE schools during the 2001
  school year experienced an average decrease in
  special education referrals of 42. Furthermore
  out of school suspensions decreased an average of
  27 at the MCPS schools.

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Summary of trends

• After implementing grade-level problem solving,
  social skills teaching, and targeted after school
  tutoring in 2000-2001, Resnik also reduced
  overall referrals for comprehensive special
  education evaluations by 32, and African
  American referrals by 19.

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Summary of trends

• Average second grade CTBS scores rose at 3
  Montgomery County Project Achieve schools, which
  implemented the academically supporting STOP and
  THINK Social Skills Program from Project Achieve,
  as well as individual and building-level problem
  solving of academic and behavior issues.

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Summary of Trends

• Fall 2000 data from two MCPS classrooms showed
  that implementing weekly STOP and THINK Social
  Skills training noted a 21 decline (from 24 to
  3) in students who demonstrated on-task behavior
  below expected levels.

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Summary of Trends

• January 2001 MCPS Teacher Survey results from the
  three pilot schools reflected average Likert
  scale ratings of 4.3 and 4.5 (Satisfied to Very
  Satisfied) for overall effectiveness of the
  problem-solving process and its enhancement of
  school climate.

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