Accelerating Achievement in
Boston Public Schools:
Academic Achievement
Framework
Potential AAF Student Outcomes
1. Improve academic and social competence
2. Increase academic proficiency on statewide
assessments
3. Increase graduation rates
4. Improve post-school outcomes
5. Increase attendance rates
1. Decrease problem behavior
2. Reduce dropout rates
3. Reduce inappropriate referrals to Special
Education
2
Principles of the Academic Achievement Framework
 Personal Professional Responsibility
 Differentiated Instruction and Services
 Collaborative Approach
 Problem-Solving Orientation
 Data-driven Decision Making
Conceptual Model of the AAF
-- An Overlay for ELD -Intervention
English Language Development Services
Levels 1 & 2
75-80%
Tier 3 - Intensive
(5-15%)
Level 3
10-15%
Tier 2 - Strategic
(10-15%)
Levels 4, 5 & FLEP
5-15%
Tier 1 – Universal Core
(75-80%)
RTI
Academic
PBIS
Soc / Emo / Beh
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Who does what in AAF?
• Service Team (ST)
–
–
–
–
Problem-solving at the student level
Focus: Process
Support: Internal Consultant (IC)
Membership: Facilitator, direct service
providers (e.g., faculty, paraprofessionals,
partner site-based staff)
• School Management Group (SMG)
–
–
–
–
Problem-solving at the building level
Focus: Implementation Fidelity
Support: External Consultant (EC)
Membership: Principal/Headmaster, all
Service Team Facilitators, AAF Site Leader,
partner leadership
• Cross-Functional Rapid Support
Team (C-FRST)
• District Design Team (DDT)
Draft, Nov. 15, 2010
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School Management Group
• Once the universal screening & identification of students
needing Tier 1, Tier 2 and Tier 3 supports is completed by
grade, all summaries are sent to the SMG
• SMG provides a school wide view and develops a
projected SMART goal
–Specific
–Measurable
–Attainable
–Responsive
–Timely
School Management Group
Evaluates the data and general plans for intervention
including:
1.schoolwide needs
2.Grade level needs
3.Allocation of resources (materials, human capital,
scheduling, etc)
4.Removes barriers to learning
– Ex. Teachers are not able to provide the
intervention for a particular reason
– Teacher need professional development
The AAF Problem-Solving Process
Universal Screening & Diagnostic Data
1. Define the Problem
(Identifying Areas of Concern)
What do the data show? What are the expected outcomes?
4. Evaluate
2. Develop a Plan
(Progress Monitoring)
(Goal Setting and Planning)
Is the growth as expected?
Do we need to maintain, adjust
or decrease support?
Long-term and short-term goals?
What are we going to do?
What is needed to carry out next steps?
What indicators will we use?
Did our plan work?
What do the data show?
What do we want the
student to do?
3. Implement the Plan
(Ensuring Integrity)
How should we carry out the intervention?
Who will do what, where, when, and how often?
How often should we monitor? At what level should we monitor?
How will fidelity of implementation be determined?
Adapted from Ernst, L., Miller, B., Robinson, W., & Tilly, W. D. (2005). Response to Intervention: A Case Illustration. Presentation at the National Association of State Directors of Special Education Satellite Series.
What do SERVICE TEAMs do?
STEP 1- DEFINING THE PROBLEM
• Student not making progress/ not at benchmark
1.
Academically (ELA or MATH)
2.
Behaviorally
• Identify cut-off scores in each
–
ELA- use MCLASS & Predictive or other comprehension
data school has available
–
MATH- predictive or other math data available
–
Socio-emotional- explore attendance, tardiness, office
discipline referral and get a baseline
•Identify Students needing Tier 2 and Tier 3
supports
–
Assist facilitators in making a list of students
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What is data in AAF?
• What is Universal Screening?
– Quick assessment indicator conducted 3 times per
year to identify which students are at grade level
(benchmark), which need additional tier 2 and tier 3
support.
– Indicator sensitive to change
– In the academic areas: reading, English language
arts, math, oral language proficiency, writing, social
emotional and behavioral areas
– Decision Rules that help you identify who needs Tier
2 and Tier 3 Supports
– Identify the schedule for progress monitoring for
students receiving tier 2 and tier 3
How do you arrive to cut scores decision
points?
• Decision points or cut scores allows teachers to identify
students at risk for needing Tier 2 and Tier 3 interventions
• It can be with 1 or more screening tools /and or diagnostic
tools
• It can be a combination of a curriculum-based
measurement and diagnostic tools
• It is important the schools follow the SAME decision
points/cut score/ for all grade levels
– sensitive to improvement in brief intervals of time
– short as possible to ensure its “do ability”
– linked to decision making for promoting positive
achievement and Problem-Solving
Universal Screening & Progress Monitoring
Grade
s
Universal Screening
Progress Monitoring
K-3
M-CLASS DIBELS Benchmark
Probes (Fall, Winter, Spring)
3rd grade A-NET
M-CLASS DIBELS- Progress
Monitoring Probes or oral reading
fluency (ORF) probes (monthly or
weekly depending on tier level of
each student)
4-5
DIBELS Benchmark Probes
(paper & pencil) (Fall, Winter,
& Spring)
A-NET
DIBELS Progress Monitoring
Probes/ORF
(paper & pencil) (monthly or weekly
depending on tier level of each
student)
6-8
MCAS cut scores
Proficient & above (240 and
up)
Needs Improvement (220238)- Tier 1 + PLUS Tier 2
intervention
Warning (200-218)
Tier 1 + PLUS Tier 2 + PLUS
ORF Probes (paper & Pencil)
(monthly or weekly depending on tier
level of each student)
A-NET
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Example
DIBELS
Comp. Reading Level
Tier 1 strong
At grade level
At grade level
instructional core
Tier 2
Below grade
At grade level
Intervention & supports
interventions &
level
in comprehension,
Intervention
&
supports
supports
vocabulary
in fluency, phonics,
phonemic awareness
Tier 2
interventions &
supports
At grade level
Tier 3
Below grade
Below grade
level
Intervention & supports
in comprehension,
vocabulary
Below grade
What do we use the data for?
• School-wide Data Meetings
• Grade level Data meetings
• Individual Student Data Monitoring
…..ALL SUPPORT Service Team
Data-based instructional
problem solving
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Service Team Role in AAF
• Evaluate grade level needs of students by doing
– Universal screening 3 times per year
– Progress monitoring 1/month or weekly depending on the
need of each student
• Set the students needing Tier 2 and Tier 3
interventions in a cycle of progress (4-6 weeks)
monitoring early in the year
• Monitor individual student progress on the
progress monitor schedule
• Data-driven problem solving that address student
potential for continues growth & move across tiers
The AAF Problem-Solving Process
Universal Screening & Diagnostic Data
1. Define the Problem
(Identifying Areas of Concern)
What do the data show? What are the expected outcomes?
4. Evaluate
2. Develop a Plan
(Progress Monitoring)
(Goal Setting and Planning)
Is the growth as expected?
Do we need to maintain, adjust
or decrease support?
Long-term and short-term goals?
What are we going to do?
What is needed to carry out next steps?
What indicators will we use?
Did our plan work?
What do the data show?
What do we want the
student to do?
3. Implement the Plan
(Ensuring Integrity)
How should we carry out the intervention?
Who will do what, where, when, and how often?
How often should we monitor? At what level should we monitor?
How will fidelity of implementation be determined?
Adapted from Ernst, L., Miller, B., Robinson, W., & Tilly, W. D. (2005). Response to Intervention: A Case Illustration. Presentation at the National Association of State Directors of Special Education Satellite Series.
STEP 2 Develop a PLAN
Record of Problem Solving and Progress Monitoring
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Step 3: Implement the Plan
Record of Problem Solving and Progress Monitoring
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STEP 4 Evaluate- Progress Monitor
Did our plan work?
–What do the data show?
–Is the growth as expected?
–Do we need to maintain, adjust or decrease
Tier 2 or Tier 3 Interventions & Supports?
•Restart the Cycle of Problem Solving in the next
Progress Monitoring Cycle (4-6 weeks)
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