2012Comprehensive Student Support System

Overview

Mucho Mahalos!

Thank you

for all you

DO!

Objectives for Today

Our Responsibility is to:

Your Responsibility is

to:•Overview of 2012 CSSS process •eCSSS Early Warning System•Series of CSSS self-assessment implementation activities•CSSS expectations for State, Complex, & Schools

•Gain a better understanding of how the 2012 CSSS provides an integrated and cohesive system from prevention-identification-beginning of eligibility process•Utilize data from Early Warning System and CSSS self-assessments to refine, enhance, modify, and/or identify gaps with your school’s current CSSS implementation

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

Today

“Prevention-Intervention-Evaluation Process “

“Children are like flowers…you plant the seed, nurture their

growth and enjoy its beauty.”

“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.

“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

Another Thing?????

RTTT SGP DSI HQT

SSBAC K-12 Construct

ESEA SLO

BOE CCR RTI 4540

CCSS STEM PDCA OCISS

LDS CSSS RRR WASC

. . . Another thing?

Expectations & Self-Sufficiency

CSSS Expectations

PBIS Expectations

RTI Expectations

How to build capacity

Purpose

and

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

CSSS Historical Perspectives

1996: Adopted Adelman & Taylor model

2009: BOE Policy 2203 adopted

2010: Race to the TopProject title: Continuum of

Proactive Student Supports

Heart of CSSS

 

 

“Balancing Act”

F or A ?

Research & Childhood Adversity

“Toxic Stress” – severe & sustained impactsMinneapolis 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

FindingsDeveloping supportive relationships

between teachers & parents & their children

Comprehensive Student Support

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.

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 learners who contribute positively to our community and global society.

1. 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.

2. Schools will use an enhanced electronic database system(s) to document student support processes & procedures.

RTTT Project Goals

RTTT Continuum of Proactive Supports for Early Intervention & Prevention

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.

RTTT Project Goals

Within 6-9 weeks, did the student meet his/her target goals?

To what degree are schools implementing CSSS with fidelity?

Accountability Measures

“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

Building on

Success:

Moving Forward

Click icon to add picture

College & Career Ready

Unifying ComponentsHigh Quality Leadership

Curriculum, Instruction, Assessment

Comprehensive Student Support

• Culture that addresses barriers to learning & well-being of all students

• Vision, buy-in, “shifts”

• Collaborative partnerships with community

• Building organizational capacity

• Clarity of roles, responsibilities

• Common Core Standards

• Formative instruction

• Formative assessment

• Early Warning System

• Universal Screening

• Multi-tier system of instructional practices

• Accountability system

• Research based practices

• Progress monitoring

• Resource allocation

• Positive school community climate

• Schoolwide PBIS• “Peaceful

Schools”• Six critical

learning supports

• Continuum of proactive student supports

Multi-tiered Continuum of Supports

5 Levels

of CSSS

Team-Based Data-Informed Problem Solving Process

Function, Not labels

Many Paths

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

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.”

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?

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 appropriatePreschool aged studentsStudent clearly has disability

Appropriate Instruction

Primary factor – Cannot be for learning disabilities due to lack of appropriate instruction

AssurancesExposed 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?

Effectiveness of Interventions

Documentation interventions occurred?

Interventions effective?

If no interventions, what are the team options?

Sufficient info to mover forward in eligibility process?

Early Warning System

eCSSS SMART Goals

eCSSS Interventions

eCSSS Supports

Student Progress Chart

“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

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

EWS Components

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

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?

www.ecsss.k12.hi.usEnter usernameEnter password

Click: eCSSS LoginClick: School Profile

Click: View Early Warning

Helemano’s Story

Groups(Reading

)

2009(58%)

2010(58%)

2011(72%)

2012(72%)

2013(86%)

All students

58% 65% 83% 84%

Disadvantaged

53% 61% 78% 81%

Asian Pacific

59% 65% 83% 86%

(SpEd) 49 39 19

Universal Screener

K-1 K-3 K-5 K-5

Helemano’s Story

Groups(Math)

2009(46%)

2010(46%)

2011(64%)

2012(64%)

2013(82%)

All students

53% 58% 78% 78%

Disadvantaged

47% 56% 74% 74%

Asian Pacific

53% 58% 81% 79%

(SpEd) 49 39 19

Universal Screener

K-1 K-3 K-5 K-5

Aiea High’s Story

Activity – Then & Now

As a team, review & discuss Page 3 of CSSS Handout.What “shifts” stand out to

you?How does this impact what we

do at school?

What are 2-3 BIG IDEAS we will take back to share with our school staff?

Function, Not labels

Activity #1: CSSS Process

Review & discuss graphic on Page 2.

Outline your school’s current CSSS process on Page 3.

Compare the graphic with current CSSS model.

Complete Gap Analysis on Page 4.

Sample #1

Sample #2

Sample #3

Sample #4

Activity #2: 6 Step Problem Solving (Schoolwide)

Step #1: Review example on Page 7.Determine a concern – schoolwide or

individual student or from your school’s Early Warning System data

Utilize template Page 9 and problem solve

Reflection: How did the 6 step process enhance problem solving our identified concern? Share your “ahas”.

College & Career Ready

Activity #3: 6 Critical Learning Supports

Review definitions of Primary, Secondary, & Tertiary Interventions (Pages 12, 14).

Complete Pages 13, 15 by listing your school’s current programs, services, interventions that are primary, secondary or tertiary.

Circle with a color pen the gap areas.

College & Career Ready

Activity #4: CSSS Profile

IC Maps info – Section 6 Operations Workbook.

Complete Pages 18-22 by circling the cell that best describes your school’s current implementation status for each element.

Complete Page 23 by X or shading.

What does your profile indicate about your strengths & action planning to address apparent needs?

Professional Learning Strategy & Level of Impact

Awareness Skill Problem Application

Theory 85% 15% 5-10%

Modeling

85% 18% 5-10%

Practice 85% 80% 10-15%

Coaching/Peer Visits

90% 90% 80-90%

“Team Debriefing”

Clear understanding of “Comprehensive”From general ed to eligibility

1-3 BIG IDEAs to share with staff

CSSS School Implementation ProfileOne key action step to be

implemented

… After all these words, statistical analyses, and

graphs,…

What we do matters.”Reeves, 2006

KEEP ON PUMPING!

Build on strengths

Keep what works

Identify gaps

Work on enhancingFocus on top 1-3 priorities

Phase in implementation

Celebrate your successes!