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Ross Local Schools Child Study Process CSP A Response to Instruction

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Title: Ross Local Schools Child Study Process CSP A Response to Instruction


1
Ross Local Schools Child Study Process (CSP) A
Response to Instruction
OSBA Conference November 9, 2009
2
Ross Local School District
  • Excellent
  • With
  • Distinction
  • 2008 and 2009

3
Ross Local Schools Child Study Process (CSP)
Presenters Ray Lyttle - Director Special
Services Tom Perry Morgan Principal Dianne
Clemens Morgan SLP Kelly Taylor Elda
SLP Lani Wildow Ross High School Principal Lisa
Hodits Curriculum/Personnel Director
4
Ross Local School District
  • Morgan Elementary
  • Enrollment 460
  • Elda Elementary
  • Enrollment 645
  • Ross Middle School
  • Enrollment 900
  • Ross High School
  • Enrollment 950

Handout Page 2
5
Ross Child Study Process (CSP)
  • All for one and one for all, a K-12 district-wide
    intervention process.
  • Interventions are the by-product of Responding
    to Instruction.
  • It takes a community to raise a child, even if
    the child just moved to your community.

6
Presentation Goals
  • Show a process looking at instructional practices
    district-wide.
  • Demonstrate a 3-tier intervention process that is
    designed to help all students at the primary
    instructional level. (Handout Page 3)
  • Share the development of a district-wide K-12
    intervention plan that allows for building level
    autonomy.
  • Provide an overview of a collaborative planning
    process that provides immediate student
    interventions.

7
Presentation Goals Continued
  • How the RTI concept became a necessary ingredient
    for the CSP.
  • Share what Ross has done right and what barriers
    still exist.
  • Share how intervention practices for meeting all
    students needs must be a data driven process.
  • Share district-wide action plan form.

8
If It Is Broken, Fix It
  • CSP not properly working.
  • Staff survey to find out why.
  • District Core Team discovered that instructional
    practices were needed to help at-risk and
    struggling students, not accommodations.
  • Incorporated RTI and Professional Learning
    Communities concept.
  • Discovered core instructional practices needed to
    be addressed.

9
Response to Intervention (RTI) Key Points
  • Alternative to ability/achievement testing for
    identifying special needs students.
  • Eliminates wait to fail.
  • RTI is good for students

10
RTI
  • Bottom line…. RTI is
  • good fundamental
  • student- centered
  • classroom instruction.

11
A Little Backwards But We Are Getting There
  • Would have been better to have curriculum drive
    the development of the CSP, not CSP drive the
    curriculum.
  • Would have been better to have had general
    education initiate instructional practices and
    bring CSP into the instructional process instead
    of vice-versa.

12
Child Study Process Core Team Conclusion
  • 1. Look at the total child, not just the
  • area(s) of concern.
  • Provide interventions in the LRE.
  • And, do all this with the understanding
    that…

13
  • CSP Focus
  • Every child can learn, but every child learns
    differently.

14
CSP Belief Statements
  • Intervention is preferable to remediation.
  • Be proactive instead of reactive.
  • Fundamental understanding, No excuses for
    achievement gaps.
  • Access does not lead to success.
  • CSP is a district-wide initiative supported by
    district and building level administrators.
  • We must not only think outside the box, we must
    perform outside the box.
  • Follow the medical model for diagnosing (problem
    solving) and treating symptoms. (Dr. Gregory
    House) (Treatment Integrity)
  • CSP is not a special education process.
  • Paradigm Shift Move from Eligibility focus for
    diagnose and place/get label to Outcomes focus
    for problem solving and response to
    interventions/get help.
  • Data I (GUIDED) is used to guide instructional
    decisions.
  • Progress monitoring is an assessment process.

Handout Page 5
15
CSP Definitions
  • Behavior Interventions Students with behavior
    concerns are constantly being provided
    opportunities and choices to make and use
    appropriate replacement behaviors.
  • Academic Interventions Measuring performance
    levels and re-teaching content through the use of
    instructional interventions.

16
Two Main Focal Points
  • Seamless instructional system from general
    education to special education.
  • Bring services to students.

17
Seamless System
  • Provide interventions to students as soon as
    possible.
  • Instructional interventions that directly address
    areas of concern.
  • Avoids waiting for the child to fail before
    providing appropriate intervention.
  • Collaboration between all staff as needed.
  • If suspected learning disability team will be
    able to use intervention practices to help guide
    the evaluation process.

18
Bring Services to Students
  • All students are in CSP receiving Tier 1
    services.
  • Take services to the general education classroom
    first.

19
Ross Instructional Intervention Services
Goal Bring Services to Students, Not Student to
Services
Instructional interventions and resource services
are embedded into instruction with staff
collaboration.
1-5 Intensive Individualized Interventions
5-10 Targeted Interventions
80-90 School-Wide Interventions
Handout Page 3
20
What We Learned About Responding to
Interventions……
  • There are many ways to develop a student
    intervention plan using the RTI concept.
  • Use of data for accessing student performance,
    the use of data to develop interventions, and the
    use of data to evaluate success of interventions
    are essential to the process.
  • Keep individual student as focal point.

21
IMPORTANCE OF DATA
  • Data like all things can be misused and/or
    misinterpreted.
  • Data must have a foundation and a purpose.
  • Data for the sake of data is data data with a
    purpose is a road map.

22
DATA
  • Data without a purpose is like putting a band
    aide on a large wound.
  • It looks good on the outside but internally there
    is no healing.

23
Tom Perry, Principal Dianne Clemens, SLP
Morgan Elementary
24
Demographics of Morgan
  • Growing Rural Community
  • Pre k - 5th Grade
  • Enrollment - 460
  • 97.8 White
  • 24 Economically Disadvantaged
  • 10 Handicapped Students
  • 96.8 Attendance Rate

25
Morgan CSP - Child Study Process
Key Features
  • Summer Assessment Team Meeting
  • Systematic Data Team Meetings
  • Meets the Needs of all Students/ Seamless
    Educational
  • Process
  • Data Informed Decision Making
  • Progress Monitored Through Data Collection
  • Intervention Plans are Designed, Implemented,
    and
  • Monitored by Multidisciplinary Teams
  • Parents and Teachers Involved in the Process
  • from School Day 1

26
Summer Assessment Team Meeting
  • Counselor
  • Speech/ Language Pathologist
  • Title 1 Reading Teachers
  • Intervention Specialists
  • Principal

27
Summer Meeting Agenda
  • Review Student Learning Data from previous school
    year
  • Ohio Achievement Test
  • Standardized Testing
  • K-2 Diagnostic Tests
  • Standards Based Report Cards (k-5)
  • Grade Level Common Assessments
  • Universal and short cycle assessments
  • Developmental Reading Assessment (DRA)
  • Pro-Ohio
  • STAR/AR

28
Summer Meeting Agenda
  • Review intervention data from previous school
    year.
  • Determine intervention programs based on needs of
    students.
  • Determine where instructional aides will be
    placed according to students needs.
  • Master Schedule, teacher schedules, and class
    lists are finalized.

29
School Processes
  • Balanced Literacy Reading Program
  • Columbia Writing Project
  • Read 180
  • Replacement Model for language arts.
  • After school tutoring programs.
  • Title 1 reading instruction (one-one-one, small
    group,Team Teaching)

30
First Quarter Activities
  • Before the first day of school, Counselor, SLP
    and/or Intervention Specialist will review
    previous year intervention plans with selected
    teacher for each student who will be continuing
    interventions.
  • After first week of school, assessment team will
    meet to look at new students and determine if
    they have intervention needs.
  • Administer universal assessments for all
    students.
  • Teacher administers short-cycle assessments for
    students who are on Tiers II III.
  • Team completes data sheets.

31
Quarterly Meetings/ assessment team meets with
each teacher to
  • Review universal assessment and short cycle
    assessment data.
  • Review results of individual intervention plans
    for each student receiving interventions and
    document results on CSP form.
  • Determine if interventions are being successful
    or if revisions are needed.
  • Develop and document new interventions on CSP
    form based on data collected.

32
Goals For 2009-2010
  • Computerized data tracking system.
  • Better utilize existing data sources.
  • Building and teacher goals consistent with
    D.I./R.T.I. models.
  • Develop common assessment binders for Tier 1 II.

33
Results Over Time
  • State 2002 2003 2004 2005
    2006 2007 2008 2009
  • Testing
  • Reading 78.8 76.7 83.7 87.4
    88.9 87.1 87.8 90.9
  • Math 70.0 82.6 81.3 85.8 86.9
    85.6 89.6 93.5
  • Perform. 95.1 97.6 95.9 99.6
    101.8 101.6 103.2 105.4
  • Index
  • Econon. 6.9 7.0 9.5 11.5
    12.4 13.5 16.7 19.9
  • Disadvan.

34
2009 Report Card Results
  • 1 of 7 Elementaries in Butler County to earn
    Excellent with distinction.
  • 2nd highest Performance Index in Butler County
    with a 105.4.

35
CSP Handouts Pages 6-14
  • CSP Action Plan Form.
  • Student Action Plans (3).
  • Grade 2 Records Forms.
  • Grade 4 Records Forms.
  • Students in Tier ll and Tier lll Records From.
  • (More forms on website)

36
Backdrop SLP Experience
SLP
  • Interviewing skills
  • Assessing/Studying Skills
  • Differentiated Instruction
  • Multi-Discipline Approach
  • Continuous Improvement
  • Early Intervention
  • Treating The Whole Person

37
Impact of Speech/Language
  • Language Skills (Receptive/Expressive)
  • Written Expression
  • Vocabulary
  • Executive Functioning
  • Pragmatic Social Skills
  • Phonological Awareness
  • Hearing/Auditory Processing

38
Consider Case Studies Feral Children
  • Children found at age 2-5 made progress in
    learning language and in formal education
  • Children who had 2-5 years of language prior to
    isolation made progress in language education
  • Genie Found at age 12 years. Made minimal
    progress ending up in assisted living adult care
    setting.

39
Speech/Language Statistics
  • Communication disorders largest handicapping
    condition in society
  • By age 5, greatest growth/change in brain has
    already occurred
  • Prevalence of speech/language 1/6 students in
    elementary school.
  • Speech/language disorders learning disabilities
    have co-occurrence rates from 64-95
  • Standard language scores closely coincide with IQ
    and cognitive scores
  • SLP caseloads 2-3x as high as intervention or
    title, yet SLPs outnumbered 2-1 or 3-1.

40
Evolving CSP Process
  • Hand Written Notes Typed
    Forms Professional
  • Notes w/ Counselor Members
    Get Copies
  • Limited Communication List
    /Updates Provided
  • Files Not Accessed Files
    in Main Office
  • Meet On Student 1x/year Follow Up
    Meetings
  • No SLP/Title Teachers SLP/Title
    Teachers Attend
  • Problem Subjective/Vague More Specific
    Concerns
  • Limited Data
    Charts/Graphs, Samples
  • Limited Resources Binder,
    Websites, OT/SLP
  • Decide Testing
    Interventions/Track Data

41
Ross High School CSP
  • Demographics
  • 950 students
  • 75 certificated staff 37 core teachers IS
  • 3 counselors
  • 2 administrators
  • Culture of Building
  • Belief that ALL students can learn
  • Building goal 1 -- Improve Student Achievement
  • Failure is Not an Option

42
Ross High School CSP
  • Potholes in the Road …
  • Time
  • Credits
  • Size
  • Attitude

43
Ross High School CSP
  • On the Right Track…
  • 1. Created Success Team
  • Make Up of Team is Critical to Success
  • Need for Building Wide, Systematic Methods of
    Intervention
  • 2. Advisory System (Tier 1)
  • 3. Automatic Academic Systems (Tier 2)
  • Reading Team
  • Weekly Grade Monitoring
  • 4. Continuous Focus on Research Based
    Instructional Methods (Tier 1)

44
Ross High School CSP
  • Is It Working? …
  • OGT (10th Graders in March 2009)
  • 2 in Reading 90 passing
  • 2 in Mathematics 92 passing
  • 4 in Writing 95 passing
  • 6 in Science 88 passing
  • 6 in Social Studies 89 passing
  • Lower failure rate in classes
  • Higher daily attendance
  • Hope for higher graduation rate

45
Connecting the building pieces to the whole road
map of the district
  • 1. What are the common pieces in each buildings
    work?
  • 2. How do these pieces fit into the whole?

Elda Elementary Team-based decisions, communicati
on disorder focused, data analysis
Morgan Elementary All student focus, team-based
decisions, data focused (multi-faceted types,
Intervention time, progress monitoring
Morgan Elementary Team-based decisions, data
focused (multi-faceted types, seamless focus,
progress monitoring
46
Providing Focus
  • Questions to ask?
  • How can the districts instructional philosophy
    connect these pieces to ensure the whole child
    intervention practice for ALL students?
  • How do we help staff understand instruction,
    assess, analysis, intervention, assess cycle?
  • How do we focus a district-wide plan to ensure
    all students receive data-driven instruction that
    focuses on student individual needs and ensures
    their success rather than focusing on teachers
    teaching?

47
Decision Framework
  • When do we look at whole curriculum, whole group
    issues?
  • For example non-narrative text features,
  • reading comprehension,
  • When do we look at groups of student
    interventions?
  • For example fluency building, number sense
    practice
  • When do we look at individualizing student
    intervention ?(using the child study process)

48
Focusing on Whole Group Instruction
Use research-based intensive supports that are
more frequent than interventions for all children
in need
Use interventions that support and expand on the
whole curriculum based on frequent common
assessments that analyze the whole curriculum.
Focus efforts on curriculum and instructional
needs all students receive.
49
How does the systemic, whole child approach work
  • Systematic looking at progress monitoring data,
    systems of interventions for whole child pictures
  • 1. Common, short-cycle assessments
  • 2. PLC assessment of results-
  • whole picture of child
  • 3. Intervention banks
  • times for interventions
  • 4. Progress monitor
  • interventions

Focused approach
50
Focused tools to put our road map together
  • OLAC, OIP, and Decision Framework model to put in
    place a systemic approach to data collection and
    effective use for whole curriculum and whole
    student population analysis
  • Use of sliding lens to drill down to individual
    student needs and to zoom out to whole student
    or whole curriculum needs
  • Common assessment/data team approach to looking
    at all data pieces and using sliding lens for
    success of ALL children by implementing a data
    team/PLC model district-wide over the next two
    years.
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