gail m. smith, supervisor school counseling debbie lozo, supervisor special education
DESCRIPTION
The Integration of the Georgia Student Achievement Pyramid of Interventions with Comprehensive School Counseling: A Framework that Supports All Students. Gail M. Smith, Supervisor School Counseling Debbie Lozo, Supervisor Special Education Laurel Kinard, Director Student Assistance Programs. - PowerPoint PPT PresentationTRANSCRIPT
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The Integration of the Georgia Student Achievement Pyramid of Interventions
with Comprehensive School Counseling: A Framework that Supports All Students
Gail M. Smith, Supervisor School Counseling
Debbie Lozo, Supervisor Special Education
Laurel Kinard, Director Student Assistance Programs
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Georgia’s Student AchievementPyramid of Interventions
a framework of instructional/behavioral interventions that maximizes student
performance for ALL students.
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How does the Pyramid of Interventions
maximize student performance?
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It is a model that is
• Proactive
• Collaborative
• Data-driven
• Multi-tiered
• Whole child centered
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Pyramid of Interventions Pyramid of Interventions
Tier 1: Performance Based Instruction for ALL students:•Standards based curriculum
•Research-based practices and strategies•Differentiated instruction
•Effective classroom management•Guided by progress monitoring and balanced assessment
•Planned to address developmental domains (academic, communication/language, social/emotional, etc.)
Tier 2: Targeted Interventions•Tier 1 + more “TLC”
•Standard intervention protocols•Problem solving process & data analysis
•Tailored to student needs•Enhanced opportunities for extended learning
•Targeted small groups and selected individuals•Includes more frequent progress monitoring
•Planned to address developmental domains (academic, communication/language, social/emotional, etc.)
Tier 3: Intensive Interventions - SST
•Individualized – refine and intensify•More indepth assessment &
data analysis•Strategies & interventionstailored to specific needs
•Consideration for referral to special education and/other programs only when data indicates a need
Tier 4:
Specially Designed Instruction –
Special Education
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Tier 1What All Students Receive
•Performance based instruction for all students
•Standards based curriculum
•Research based practices
•Differentiated instruction
•Effective classroom management
•Attention to developmental domains (academic, communication/ language, social/emotional, etc.)
•Progress monitoring and problem solving
•Assessment to determine what students need
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Tier 2Targeted Interventions, Additional Focus and Intensity
•Interventions are available in the general education setting
•Opportunities to increase exposure (engaged time on targeted content)
•Problem Solving Process and data analysis
•Tailored to student needs
•Designed for flexible groupings, some small groups
•Attention to developmental domains
•More frequent progress monitoring
•Short term in nature - most Tier 2 interventions should have an end
•Documentation of interventions and outcomes begins
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Tier 3Intensive, Individualized
•More individualized problem solving model
•Can include Title 1, Reading Recovery, remedial services, and other district initiatives as long as interventions and strategies are documented
•Includes longer term interventions
•In depth assessment, formative assessments, and data analysis
•More specialized strategies and interventions
•Child specific focus
•Data used for consideration of eligibility for special education are the data that have been gathered through the provision of supplemental services using Pyramid of Intervention services in Tier 1 & 2
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Tier 4Specially Designed Learning
•Specialized programs, methodologies, or instructional deliveries
•Greater frequency of progress monitoring
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Whole Group
Classroom Teacher
Smaller Group
School Intervention Teams
Individualized
Core Team
-decrease group size
-increase “dosage” or amount of interventions
-use flexible groups
Behavioral InterventionsBehavioral Interventions
-individual behavior plan
-classroom behavior management plan -school wide discipline
Specially Designed
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Behavioral Interventions
Rarely does behavior occur without relationship to the academic environment.
Georgia Department of Education, 2008
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Tier 1What All Students Receive
Universal school-wide expectations, rules, and procedures serve as the standards
for behavior
80-90% are expected to respond positively.
Georgia Department of Education, 2008
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Tier 2Targeted Interventions, Additional Focus and Intensity
• Most common data used is office referral• Most common screener is classroom teacher• Targeted skills include re-teaching and practice of
specific behaviors• Monitored by teacher checklists, office referrals, or
rating scales
Georgia Department of Education, 2008
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Tier 3Intensive, Individualized
• May include a more in depth analysis of student’s behavior
• May include a functional behavioral assessment• Academic assessments may also be completed as
the link between academic deficits and behavior can not be ignored
• A Behavior Intervention Plan may be developed
Georgia Department of Education, 2008
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Tier 4Specially Designed Learning
• Specialized programs, methodologies, or instructional deliveries
• Greater frequency of progress monitoring
Georgia Department of Education, 2008
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A Comprehensive School Counseling Program
American School Counselor Association, 2003
• A program foundation• A delivery system• A management system• Accountability
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Practical Overlap
Pyramid of Interventions
• Proactive• Collaborative• Data-driven• Multi-tiered• Whole child centered
School Counseling Pyramid
• Proactive• Collaborative• Data-driven• Multi-tiered• Whole child centered
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Classroom Guidance
Intentional Guidance
Individual Support
Specialized Interventions
School Counseling Pyramid School Counseling Pyramid
School School Improvement
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School Improvement
The school improvement plan is the basis of an effective school counseling program.
• Needs assessment
• School profile
• Data
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Tier 1 Guidance Curriculum
“Developmental in design, educational and preventive in nature, and comprehensive in scope, the guidance curriculum ensures that every student in the school will receive services from the guidance program.”
Dimmitt, Carey, & Hatch (2007)
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Tier 2 Intentional Guidance
“The intentional guidance philosophy is that some kids need more.”
Disaggregating data can reveal equity and access issues:
• Competencies• Barriers to learning• Systemic issues Dimmitt, Carey, & Hatch (2007)
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Tier 3 Individual Support
Can include:• Individual student planning (appraisal or
advisement)• Consultation with parents, teachers, other
educators, community• Individual counseling• Crisis counseling/response• Referrals• Peer facilitationDimmitt, Carey, & Hatch (2007)
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Tier 4 Specialized Interventions• Agency referral
• Emergency crisis treatment
• Family preservation
• Long-term therapy
• Probation/incarceration
• Hospitalization
• Disabilities programs
Adelman & Taylor, 1999
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In the past, school counselors were trained to deliver services one-on-one, behind closed doors, ancillary
to the academic program.
Today, individual counseling can be considered a Tier 3 intervention.
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With the introduction of the comprehensive model, the
delivery of services has shifted from primarily Tier 3 to
Tier 1, classroom guidance Tier 2, intentional guidance and
Tier 3, individual support
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Both models have the same goal in mind – EQUITY and ACCESS to
quality instructional and behavioral support for ALL students to
maximize student performance.
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Pyramid of Interventions School Counseling Pyramid
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Tier 1Classroom Guidance
Tier 2Intentional Guidance
Tier 3Individual Support
Tier 4Specialized Interventions
Kinard, Lozo & Smith (2008)
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Effective school counseling programs are linked to School Improvement and overlap with the Pyramid of Interventions.
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The shift is encouraging counselors to develop data-driven practices that support
School Improvement and maximize
Student Performance rather than operate in isolation.
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Cobb County School DistrictIntervention/Prevention Programs
• Coalition of Treatment Providers• Sources of Strength• QPR• Cobb Cyber Safe• Youth Leadership• Botvin Life Skills• Second Step Violence Prevention Curriculum• Olweus Bully Prevention• SUPER Program• Emergency Response and Crisis Management• Community Collaborations• Gang Prevention and Intervention• Positive School Climate Initiatives• Comprehensive/Developmental School Counseling Curriculum
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Activity
Think about the interventions conducted by your school counseling program and or other support personnel in your school
or district.
List them on the appropriate tier
on your pyramid.
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Classroom Guidance
Intentional Guidance
Individual Support
Specialized Interventions
School Counseling Pyramid School Counseling Pyramid
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The effective integration of the Pyramid of Interventions with
Comprehensive School Counseling practices requires developing
a common language —
data is the foundation.
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Evidence-Based vs
Research-Based
• Evidence-Based: Specific interventions supported by well-designed, independent research studies.
• Research-Based: Methods, content, materials developed in guidance from the collective research and scientific community
Georgia Department of Education, 2008
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Types of Data
• Process
• Perception
• Results
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Process Data
• Provides evidence the intervention occurred
• Reports who, what, where, when and how
• Does not report how students are different
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Perception Data
Reports what a student believes, knows orcan demonstrate
Measures ASKAttitudesSkillsKnowledge
Hatch, T. (2006)
Behavior
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Results Data
• Achievement Related– attendance– discipline– parent involvement– homework completion– course enrollment patterns
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Results Data
• Achievement– Standardized test scores– SAT/ACT scores– Graduation rates– GPAs– AP tests– College prep course completion
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Hatching Results Conceptual Diagram
Guidance LessonsGroup Counseling
Who?What?When?Where?How Long?
Competency Attainment Data
Achievement Related Data
Achievement Data
Process Data Perception Data Results Data
Attitudes
Skills
Knowledge Beh
avio
r C
hang
e AttendanceDiscipline referralsParent InvolvementHomework completionCourse enrollment patterns
SAT/ACT ScoresGraduation ratesGPAAP TestsCollege prep class completion
Hatch, T. (2006)
Guidance Curriculum
Intentional Guidance (intervention)
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Outcome Measures
“For many school counseling interventions, there is not a direct link
between the intervention and the ultimate desired change
in behavior and performance.”
Dimmitt, Carey, & Hatch (2007)
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Outcome Measures
“Different measures are appropriate
at different points in the causal chain
that links the intervention
with the change in achievement.”
Dimmitt, Carey, & Hatch (2007)
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Types of Outcome Measures
Immediate - corresponds to the competencies (knowledge, skills, attitudes)
that the curriculum was designed
to help students attain
Dimmitt, Carey, & Hatch (2007)
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Types of Outcome Measures
Proximal – measures specific outcomes or school behavior an intervention is designed to address and are often
achievement related.
Dimmitt, Carey, & Hatch (2007)
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Types of Outcome Measures
Distal – measures the effects of an intervention on more distant outcomes
such as school behavior and/or achievement; the eventual change that is
required.
Dimmitt, Carey, & Hatch (2007)
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Perform Study Skills
Score HigherOn ClassExams
The Relationship Among Levels of Outcomes and Categories of Data
PerformSelf-Talk
Skills
Show HigherSelf-Efficacy
InterventionImmediateOutcomes
ProximalOutcomes Distal Outcomes
AcademicGroup
Intervention
Perform BetterOn State Test
Process Data
Process Data(Knowledge,
Attitudes,Skills)
Results Data
Standards andCompetency Data
Achievement-Related Data
Achievement-Related or
Achievement Data
ImmediateData
IntermediateData
Long-RangeDataDimmitt, Carey, & Hatch (2007)
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Examples in Handouts
• Guidance Curriculum Action Plan
• Intentional Guidance Action Plan
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Conclusion
When school counselors build their school counseling programs on
• The Pyramid of Interventions and • The School Improvement Plan,
the result is improved student performance for all students.
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Pyramid of Interventions
School ImprovementComprehensive School
Counseling
Student Performance
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Resources• www.cescal.org
• www.interventioncentral.org
• www.rtinetwork.org
• www.nasdse.org
• www.whatworks.ed.gov
• www.smhp.psych.ucla.edu
• www.studentprogress.org
• www2.edtrust.org
• www.schoolcounselor.org
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ReferencesAmerican School counselor Association. (2003). The ASCA National
Model: A framework for school counseling programs. Alexandria, VA.
Adelman H., & Taylor, L. (1999). Coalition for cohesive policy in addressing barriers to development and learning. UCLA Center for Mental Health in Schools.
Dimmitt, C., Carey, J. C., & Hatch, T. (2007). Evidence-based school counseling: Making a difference with data-driven practices. Thousand Oaks: Corwin Press.
Georgia Department of Education. (2008). Response to intervention: Georgia’s achievement pyramid of interventions. Atlanta, GA.
Metro GLRS. (2007). Georgia’s student Achievement pyramid of interventions and rti: From understanding to practice. Atlanta, GA.