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Student Teacher Support Teams (ST 2 ). Miami-Dade County Public Schools Office of Professional Development July 2006. Caribbean Elementary - Profile. Approximately 975 students in grades Pre-K through 5 th 93% free or reduced lunch 37% mobility rate 94% attendance rate - PowerPoint PPT Presentation
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Student Teacher Student Teacher Support Teams Support Teams (ST(ST22))
Miami-Dade County Public SchoolsMiami-Dade County Public Schools
Office of Professional DevelopmentOffice of Professional Development
July 2006July 2006
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Caribbean Elementary - ProfileCaribbean Elementary - Profile
• Approximately 975 students in grades Approximately 975 students in grades Pre-K through 5Pre-K through 5thth
• 93% free or reduced lunch93% free or reduced lunch
• 37% mobility rate37% mobility rate
• 94% attendance rate94% attendance rate
• Student populationStudent population− 50% Hispanic50% Hispanic− 45% African American45% African American− 2% White, Non-Hispanic2% White, Non-Hispanic− 3% Asian/Indian/Multiracial3% Asian/Indian/Multiracial
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Caribbean Elementary – Caribbean Elementary – Background and ConcernBackground and Concern
• The students at the school are assessed The students at the school are assessed four times a year utilizing the Dynamic four times a year utilizing the Dynamic Indicators of Early Literacy Skills Indicators of Early Literacy Skills (DIBELS) (DIBELS)
• The first assessment period data The first assessment period data indicated that nearly 65% of the indicated that nearly 65% of the students were at-risk in reading and students were at-risk in reading and needed some degree of intervention needed some degree of intervention
• Their first grade data from the second Their first grade data from the second assessment indicates that students assessment indicates that students were not making desired gains. were not making desired gains.
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Caribbean ElementaryCaribbean Elementary
Mock Team DiscussionMock Team Discussion
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Caribbean ElementaryCaribbean Elementary – Grade 1 dataGrade 1 data
Assessment 1 Assessment 2
Grade Summary
Teacher A
Teacher B
Teacher C
Assessment 1 Assessment 2
Teacher D
Teacher E
Teacher F
Teacher G
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Caribbean Elementary - Caribbean Elementary - AnalysisAnalysis
““What did you hear?”What did you hear?”
• What are respective roles of the What are respective roles of the different team members?different team members?
• What did you notice about the group What did you notice about the group dynamics?dynamics?
• How were professional development How were professional development needs identified? needs identified?
• How did administrative support allow How did administrative support allow for the implementation of interventions for the implementation of interventions and professional development?and professional development?
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District PerspectiveDistrict Perspective
Recognized epidemic of low Recognized epidemic of low performing schools and took performing schools and took steps to build a foundation steps to build a foundation
for change and supportfor change and support
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FocusFocus
Low performing schools face a Low performing schools face a critical need for high-quality, critical need for high-quality, research-based professional research-based professional development aligned with development aligned with student and teacher needsstudent and teacher needs
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Student Teacher Support Teams (STStudent Teacher Support Teams (ST22))
The Student Teacher Support Team The Student Teacher Support Team (ST(ST22) model was created to address ) model was created to address
critical needs in 22 high-need critical needs in 22 high-need elementary (13), middle (8), and senior elementary (13), middle (8), and senior high (1) schools by providing targeted high (1) schools by providing targeted
professional development aimed at professional development aimed at meeting the specific instructional meeting the specific instructional
needs of at-risk studentsneeds of at-risk students
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Professional Development is the focal point Professional Development is the focal point for the acquisition of the knowledge, skills, for the acquisition of the knowledge, skills, and tools for implementation of STand tools for implementation of ST22
InstructionalStrategies
Interventions Analysis
Data
Assessment
ProfessionalDevelopment
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GoalsGoals
•Provide on-going professional Provide on-going professional development and support aligned development and support aligned with the instructional needs of with the instructional needs of at-risk studentsat-risk students
•Assist teachers with:Assist teachers with: data collectiondata collection progress monitoringprogress monitoring appropriate interventionsappropriate interventions timely, targeted PDtimely, targeted PD
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Student Teacher Support Teams (STStudent Teacher Support Teams (ST22))
In STIn ST22, professional development is , professional development is based on ongoing progress based on ongoing progress monitoring and focused interventions monitoring and focused interventions conducted by school teams that conducted by school teams that include:include:
•professional development professional development specialistspecialist•school psychologistschool psychologist•reading coachreading coach•school-site administratorschool-site administrator•school psychology internschool psychology intern•hourly, certified teachershourly, certified teachers
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Role – Professional Development Role – Professional Development Specialists Specialists
Provide ongoing support to classroom Provide ongoing support to classroom teachers, school psychologists, school teachers, school psychologists, school psychology interns, hourly teachers, psychology interns, hourly teachers, administrators and paraprofessionals administrators and paraprofessionals with targeted technical assistance, with targeted technical assistance, coaching, and mentoring through:coaching, and mentoring through:
• Formalized workshopsFormalized workshops• Literacy leadership team meetingsLiteracy leadership team meetings• Data study groups Data study groups • Teacher-teacher assistance Teacher-teacher assistance • Modeling, demonstration lessons, Modeling, demonstration lessons,
coaching and more…coaching and more…
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• Coordinate the screening/progress Coordinate the screening/progress monitoring of the specified groups monitoring of the specified groups of students in their school of students in their school
• Collaboratively analyze data Collaboratively analyze data • Support teachers in implementing Support teachers in implementing
interventions prescribed for their interventions prescribed for their studentsstudents
• Assist in establishing small group Assist in establishing small group instruction and interventions for instruction and interventions for identified studentsidentified students
Role – Reading CoachRole – Reading Coach
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• Coordinate the completion of Coordinate the completion of required diagnostics required diagnostics
• Collaboratively analyze data Collaboratively analyze data • Coordinate the OPM of designated Coordinate the OPM of designated
students students • Assist in determining the need for Assist in determining the need for
Student Service referral and/or a Student Service referral and/or a request for assistance from the request for assistance from the School Support Team School Support Team
Role – School PsychologistRole – School Psychologist
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• Conduct screening/progress Conduct screening/progress monitoring of the specified groups monitoring of the specified groups of students of students
• Assist teachers with the provision of Assist teachers with the provision of small group intervention small group intervention
• Conduct the OPM of designated Conduct the OPM of designated studentsstudents
Role – School Psychologist Intern and Role – School Psychologist Intern and Hourly, Certified Teacher Hourly, Certified Teacher
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Role – Classroom TeacherRole – Classroom Teacher
• May participate in conducting progress May participate in conducting progress monitoring, diagnostics and/or OPM monitoring, diagnostics and/or OPM
• Collaboratively analyze data and Collaboratively analyze data and determine appropriate interventionsdetermine appropriate interventions
• Participate in skills-building Participate in skills-building professional developmentprofessional development
• Provide uniform curriculum, Provide uniform curriculum, interventions, differentiated interventions, differentiated instruction, and adjustments to instruction, and adjustments to scheduling/groupsscheduling/groups
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Oversee STOversee ST22 process, including: process, including:
• Oversee screening/progress Oversee screening/progress monitoring, OPM, and small group monitoring, OPM, and small group intervention of students intervention of students
• Building the teamBuilding the team
• Assist reading coaches, teachers, and Assist reading coaches, teachers, and school psychologists in collaborating school psychologists in collaborating with parents to build trust and with parents to build trust and support to match students needssupport to match students needs
Role – AdministratorRole – Administrator
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TrainingTraining
All STAll ST22 teams are trained in literacy teams are trained in literacy development, assessment, data analysis, development, assessment, data analysis, and monitoring of students’ response to and monitoring of students’ response to interventions, including:interventions, including:
• Classroom Walk-ThroughClassroom Walk-Through• Core Reading Curriculum (Early Core Reading Curriculum (Early Success, Soar to Success, Voyager, Success, Soar to Success, Voyager, Read 180)Read 180)
• Dynamic Indicators of Basic Early Dynamic Indicators of Basic Early Literacy Skills (DIBELS)Literacy Skills (DIBELS)
• Continuous Improvement Model (CIM)Continuous Improvement Model (CIM)• Classroom ManagementClassroom Management• Florida Oral Reading Fluency (FORF)Florida Oral Reading Fluency (FORF)• Ongoing Progress Monitoring (OPM)Ongoing Progress Monitoring (OPM)
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Student Teacher Support Teams (STStudent Teacher Support Teams (ST22))
ProfessionalProfessionalDevelopmentDevelopment
ReadingReadingInterventions/Interventions/InstructionalInstructionalStrategiesStrategies
DiagnosticDiagnostic AnalysisAnalysis
Teacher/Teacher/StudentStudentTeacher/Teacher/StudentStudent
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STST22 FCAT Reading Changes FCAT Reading Changes
• Percent of 3rd grade students scoring in Percent of 3rd grade students scoring in Level Three or above on FCAT ReadingLevel Three or above on FCAT Reading
0%
20%
40%
60%
80%
100%
Levels 3-5 - 2005 Levels 3-5 - 2006
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STST22 FCAT Reading Changes FCAT Reading Changes
• Percent of 3rd grade students scoring in Percent of 3rd grade students scoring in Level One on FCAT ReadingLevel One on FCAT Reading
0%
10%
20%
30%
40%
50%
60%
Level 1-2005 Level 1-2006
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STST22 Oral Reading Fluency Growth Oral Reading Fluency Growth
• STST2 2 3rd grade ORF progress comparison 3rd grade ORF progress comparison with Statewith State
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Caribbean 3rd Grade ProgressCaribbean 3rd Grade Progress
• 3rd grade ORF progress compared to State3rd grade ORF progress compared to State
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Caribbean K Progress PSF and NWFCaribbean K Progress PSF and NWF
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Impact on the delivery of Impact on the delivery of Professional DevelopmentProfessional Development
•Tailored services to individuals and Tailored services to individuals and school-sitesschool-sites
•Higher percentage of job embedded Higher percentage of job embedded servicesservices
•Greater flexibility in responding to Greater flexibility in responding to changeschanges
•Increased opportunities for: Increased opportunities for: MentoringMentoring
Demonstration lessonsDemonstration lessonsOne-on-one coachingOne-on-one coachingLearning CommunitiesLearning Communities
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Impact of STImpact of ST22 on on Caribbean ElementaryCaribbean Elementary
Administrator’s role in: Administrator’s role in:
• analysis, dissemination, and analysis, dissemination, and monitoring of datamonitoring of data
• team building and buy-inteam building and buy-in
• leveraging of resourcesleveraging of resources
• implementing intervention strategiesimplementing intervention strategies
• selection of and support for selection of and support for professional developmentprofessional development
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Impact of STImpact of ST22 on on Caribbean ElementaryCaribbean Elementary
What has changed?What has changed?
•Increased Focus on Students Increased Focus on Students •Increased Focus on Professional Increased Focus on Professional
DevelopmentDevelopment•Leveraged Resources DifferentlyLeveraged Resources Differently•Enhanced Team BuildingEnhanced Team Building•Established Small Learning Established Small Learning
CommunitiesCommunities•Increased Parental Awareness of Increased Parental Awareness of
Student’s Literacy Strengths and Student’s Literacy Strengths and ChallengesChallenges
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Applying STApplying ST² to Your District/School² to Your District/School
Take AwaysTake Aways
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Student Teacher Support Teams (STStudent Teacher Support Teams (ST22))
Ava G. Byrne, Deputy SuperintendentAva G. Byrne, Deputy Superintendent
Office of Professional DevelopmentOffice of Professional Development
Joseph L. Jackson, Administrative DirectorJoseph L. Jackson, Administrative Director
Division of Psychological ServicesDivision of Psychological Services
Peter Cabrera, PrincipalPeter Cabrera, Principal
Caribbean Elementary SchoolCaribbean Elementary School
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Cindy CaldwellCindy Caldwell
Professional Development SpecialistProfessional Development Specialist
Maribel LauberMaribel Lauber
School PsychologistSchool Psychologist
Marie V. SmithlineMarie V. Smithline
Reading CoachReading Coach
