T ier 4 – Specially Designed Learning IN ADDITION TO TIERS 1-3, targeted students receive specialized programs, methodologies, or instruction Greater frequency of PM of student response to intervention Tier 3 – SST-Driven Learning IN ADDITION TO TIERS 1 & 2, targeted students receive: intense, problem- solving to identify individual student needs Targeted research-based interventions tailored to individual needs Frequent Progress Monitoring/ analysis of student response to intervention Tier 2 – Needs-Based Learning IN ADDITION TO TIER 1, targeted students receive instruction that is different including : Standard Intervention Protocol Process to identify and provide research-based on need and resources On-going Progress monitoring to measure student response to intervention guide decision-making Tier 1 – Standards-Based Classroom Learning Universal Screening Implementation of Georgia Performance Standards through Standards-Based Classroom Structure Differentiated Instruction including flexible grouping, multiple means of learning, and demonstration of learning Progress Monitoring Positive Behavior Interventions and Supports (PBIS) Bibb County School District RtI Process 80-90% 10-20% 5-10% 1-5% (Does not include Gifted, ESOL, or Speech)

RtI: Engaging In A Relentless Pursuit Of Success for Every Student!

Smart RtI: “working with students to help steer them clear of school dropout, unemployment, incarceration, poor health, and other life-limiting sequelae (consequences/negative after-effects) of inadequate academic performance.” ~~Fuchs, Fuchs, & Compton (2012)~~

Current Levels of Performance  More than 40% of all students who enter college must take remedial courses.— Gates Foundation  More than one in five young people who graduate from high school do not meet the minimum academic standard required to enlist in the US military— Education Trust, 2010  Employers estimate that 45 percent of recent graduates who have entered the workforce lack the academic preparation they need to advance beyond entry-level jobs.— Achieve, 2011 Sarlo, R. (2015) SSTAGE Conference PPT

What is RtI?  RtI is a preventative, continuous improvement framework  Using data to identify and understand student needs  Providing high-quality instruction/intervention matched to student needs  Using data to evaluate the effectiveness of instruction/intervention/action plans and the need to make changes  Problem Solving is the process that is used to develop effective instructional/intervention/action plans.  RtI implementation is never the goal, rather it is the means to effectively and efficiently accomplishing student outcome and organizational goals Sarlo, R. (2015) SSTAGE Conference PPT

High School Dilemma  Struggling students often enter high school with a combination of:  Poor Skill Development  Limited or No Productivity (work completed, practice)  Many if not most achievement and engagement issues are wide-spread (i.e., exist with more than 20% of students)  As student needs and accountability for addressing those needs increase, the resources for available to address them seem to shrink every year Sarlo, R. (2015) SSTAGE Conference PPT

District-Wide/School-Wide Considerations  Do WE believe a problem exists?  Do WE believe WE have the power/means to impact this problem?  Do WE understand and accept how RtI implementation will impact roles/responsibilities at all levels of OUR District?  Do WE understand how RtI implementation will BENEFIT individuals at ALL levels of OUR District, especially OUR students and ultimately OUR Community?

Sarlo, R. (2015) SSTAGE Conference PPT

A Word of Caution  It is not enough to simply identify which students are not demonstrating expected levels  Teams must work to understand the root causes of the current level-expected level gap  Effective intervention planning is completely dependent on understanding these underlying reasons Sarlo, R. (2015) SSTAGE Conference PPT

Identifying Barriers to Student Achievement  Domains to Consider  Instruction  Curriculum  Environment  Organizational  Learner Sarlo, R. (2015) SSTAGE Conference PPT

What is Problem-Solving?  An Inquiry-Based Process Designed to Define, Diagnose, and Address Identified Problems  A Collaborative Group Process that Provides a Structure Needed for Efficient/Effective Action Planning and Intervention  An Opportunity for Each Level of an Organization to Examine the Barriers at that Level Related to a Problem Needing to be Addressed Sarlo, R. (2015) SSTAGE Conference PPT

Problem-Solving Teams  District Leadership Teams  School-Based Leadership Teams  Instructional Level Teams  Grade-Level  Departmental  Student Support Teams  Principals/Assistant Principals  RtI Site Leads  Instructional Coaches  Grade-Level Experts  Departmental Experts  Counselors  PEC Leads  School Psychologists

Sarlo, R. (2015) SSTAGE Conference PPT

High Probability Domains  Effective Instructional Practice  Standards-Instruction Alignment  Gradual Release of Responsibility  Instructional Rigor  Student Engagement  Learning Environment Conducive to Learning  Recruiting Student Interest  Promoting and Maintaining Student Interest  Multi-Tiered Intervention  Intervention Response and Logistics  Instruction-Intervention Alignment  PK-12 Alignment and Effective Transition Programs and Support  Vertical Articulation and alignment  Transition Programs and Support Sarlo, R. (2015) SSTAGE Conference PPT

District and School Leaders Role  Ensure that Staff Understand Tier 1 is Provided for ALL Students and is the Most Critical Tier Within the Multi-Tiered Support System (MTSS)  Ensure Staff Consider Tier 1 Solutions to Large Scale Issues and Do Not Attempt to Intervene Their Way Out of Providing Effective Core Instruction  Build Master Schedules that Allow for On-Going Team Collaboration and MTSS  Ensure Tiered Interventions are Sufficiently Aligned and Integrated with Core Instruction Sarlo, R. (2015) SSTAGE Conference PPT

District and School Leaders Role  Monitor Problem-Solving, Problem- Analysis, and Intervention Planning Processes  Provide Resources and Support for Data Collection/Analysis  Ensure Intervention Plans are Designed to remove Specific Barriers Identified During Problem Analysis Sarlo, R. (2015) SSTAGE Conference PPT

Multi-Tiered Support System  A continuum of intervention supports designed to ensure each student masters grade-level standards and meets grade-level expectations  All instruction occurs within a four tiered system  Tier 1 - Core instruction provided to all students  Tier 2 - intervention provided to students in need of supplemental instruction  Tier 3 - intervention provided to students in need of intensive instruction  Tier 4- provided to students in need of specialized instruction  Instruction IS tiered, Students are NOT  There is no such thing as a Tier 3 student Sarlo, R. (2015) SSTAGE Conference PPT

Multi-Tiered Support System  Tiered instruction (Tiers 2, 3, 4) must be fully integrated and aligned with core (Tier 1) instruction  Tier 2 and Tier 3 instruction is supplemental to Tier 1/Core instruction and should not supplant core instruction while Tier 4 (specialized) instruction is integrated within all other Tiers of instruction Sarlo, R. (2015) SSTAGE Conference PPT

Interventions Matched to Student Needs  Use Diagnostic Data to Identify Specific Barriers preventing student from meeting grade-level expectations  Determine How Far Behind and How Much Time is needed to catch student up  Monitor student’s responsiveness to intervention  Master Schedules that include an Intervention/ Enrichment block/period ensures efficient/ effective MTSS support Sarlo, R. (2015) SSTAGE Conference PPT

Differentiated vs. Undifferentiated Artist Unknown

What is fair… …isn’t always equal.

Program Evaluation & Progress Monitoring  If the Data Indicates that an Intervention or Strategy IS NOT Producing the Desired Impact, TEAMS Should:  Ensure the Instructional/Intervention Programming was Implemented with FIDELITY  Return to the Problem-Solving Process to Address Barriers to Implementation Fidelity and/or to Augment the Instruction/ Intervention Plan Sarlo, R. (2015) SSTAGE Conference PPT

Program Evaluation & Progress Monitoring  Evaluating the Impact of Instructional/ Intervention Programming on Student Outcomes allows teams to:  Identify Ineffective Instruction AND Intervention  Make Timely Instructional Changes  Identify Students Who Require MORE Intensive Intervention Support Sarlo, R. (2015) SSTAGE Conference PPT

MTSS Helps To…  Close Existing Gaps  Address Students’ Proximal Needs to Prevent New Gaps  Support Student Engagement  By Secondary School, most learners with a history of failure are disengaged and most disengaged learners are failing and are less likely to graduate on time if they graduate at all. Overs,%20Part%20One Sarlo, R. (2015) SSTAGE Conference PPT

T ier 4 – Specially Designed Learning IN ADDITION TO TIERS 1-3, targeted students receive specialized programs, methodologies, or instruction Greater frequency of PM of student response to intervention Tier 3 – SST-Driven Learning IN ADDITION TO TIERS 1 & 2, targeted students receive: intense, problem- solving to identify individual student needs Targeted research-based interventions tailored to individual needs Frequent Progress Monitoring/ analysis of student response to intervention Tier 2 – Needs-Based Learning IN ADDITION TO TIER 1, targeted students receive instruction that is different including : Standard Intervention Protocol Process to identify and provide research-based on need and resources On-going Progress monitoring to measure student response to intervention guide decision-making Tier 1 – Standards-Based Classroom Learning Universal Screening Implementation of Georgia Performance Standards through Standards-Based Classroom Structure Differentiated Instruction including flexible grouping, multiple means of learning, and demonstration of learning Progress Monitoring Positive Behavior Interventions and Supports (PBIS) Bibb County School District Elementary RtI Process 80-90% 10-20% 5-10% 1-5% (Does not include Gifted, ESOL, or Speech)

Tier 1 Standards-Based Classroom Learning  Universal Screening to identify and target students performing at or below the 25 th percentile  Implementation of Georgia State Standards of Excellence (SSE) through standards-based classroom structure  Differentiated instruction including fluid, flexible grouping, multiple means of learning and demonstration learning  Progress Monitoring using multiple formative assessments  Positive Behavior Interventions and Supports (PBIS)

Tier 1 Standards-Based Classroom Learning  Universal Screening to identify and target students performing at or below the 25 th percentile  AIMSweb  Tests of Early Literacy (1 st grade )  Tests of Early Numeracy (1 st grade)  RCBM-Reading Curriculum Based Measure (1 st – 5 th grade)  MAZE Comprehension (1 st – 5 th grade)  MCOMP-Math Computation (1 st – 5 th grade)  MCAP-Math Concepts & Applications (1 st – 5 th grade)  ANY prior or current data available to assist in making the best instructional decision

Spring District Screening Data Kindergarten TELs LNF= 33% (517) LSF= 42% (656) PSF= 57% (830) NWF= 42% (667) Kindergarten TENs OCM = 32% (526) NIM = 30% (502) QDM= 41% (620) MNM = 42% (637) *Percentages reflect students below the 25 th percentile when compared to same age and grade level peers nationally.

Spring District Screening Data 1 st Grade TELs LNF= 31% (568) Fall LSF= 34% (621) Fall PSF= 49% (843) NWF= 53% (921) 1 st Grade TENs OCM = 24% (352) NIM = 30% (512) QDM= 30% (518) MNM = 34% (591) *Percentages reflect students below the 25 th percentile when compared to same age and grade level peers nationally.

Spring District Screening Data RCBM 1 st Grade = 43% (788) 2 nd Grade = 46% (822) 3 rd Grade = 43% (717) 4 th Grade = 46% (740) 5 th Grade = 45% (717) MAZE 1 st Grade = 54% (980) 2 nd Grade = 47% (836) 3 rd Grade = 54% (902) 4 th Grade = 56% (903) 5 th Grade = 47% (759) *Percentages reflect students below the 25 th percentile when compared to same age and grade level peers nationally.

Spring District Screening Data MCAP 1 st Grade = N/A 2 nd Grade = 37% (725) 3 rd Grade = 50% (899) 4 th Grade = 49% (836) 5 th Grade = 46% (786) MCOMP 1 st Grade = 31% (614) 2 nd Grade = 31% (604) 3 rd Grade = 34% (611) 4 th Grade = 32% (554) 5 th Grade = 30% (508) *Percentages reflect students below the 25 th percentile when compared to same age and grade level peers nationally.

Tier 1 Standards-Based Classroom Learning  Implementation of Georgia State Standards of Excellence (SSE) through standards-based classroom structure  English Language Arts & Reading  Reading Foundational Skills Reading for Literature Reading for Information Writing Speaking & Listening Language  Mathematics  Counting and Cardinality Operations and Algebraic Thinking number and operations in base ten number and operations – fractions measurement and data geometry  Science  Earth Science Physical Science Life Science Habits of Mind  Social Studies  Historical Understandings Geographic Understandings Government/Civic Understandings Economic Understandings

Tier 1 Standards-Based Classroom Learning  Differentiated instruction including fluid, flexible grouping, multiple means of learning and demonstration learning  Differentiate  Content Process Product Readiness Levels Interests Learning Profiles  Tiered Activities  Content Process Product Readiness Levels Interests Learning Profiles  Fluid, Flexible Grouping  Readiness Levels Interests Learning Profiles Skill Level Background Knowledge Social Skills  Anchor Activities (Ongoing Assignments Done Throughout a Unit, Grading Period, or Longer)  Learning Packets Learning/Interest Centers Listening Stations Commercial Kits/Materials Websites Accelerated Reader

Tier 1 Standards-Based Classroom Learning  Progress Monitoring using multiple formative assessments  Common Formative Assessments (CFA)/District Progress Assessments/SLOs  Observations  Conferencing (Individual/Small Group)  Questioning  Discussion  Learning/Response Logs  Graphic Organizers  Games  Exit/Admit Slips

Tier 1 Standards-Based Classroom Learning  Positive Behavior Interventions and Supports (PBIS)  Clearly define behavioral expectations  Teach social & behavioral skills (BCSD Code of Conduct)  Practice positive and proactive discipline  Provide active supervision and monitoring  Demonstrate positive acknowledgement  Practice data-based decision-making  Provide parent training and encourage parent and community collaboration

Tier 2 Needs-Based Learning  Standard Intervention Protocol Process for identifying and providing research-based interventions based on need and resources  Reading – Journeys  Emerging Literacy Survey (K-1 st )/Diagnostic Assessment (1 st - )/Comprehensive Screening Assessment (2 nd -5 th )  Provides Student Performance Data on Essential Skills  Recommends Strategies Necessary for Successful Readers  Determines Student’s Reading Ability/Need for Support and In-Depth Testing  Intervention Resources to Reinforce (K)  Phonics  Vocabulary  Comprehension Skills  Write-In Reader (1 st -5 th )  Targets and Reinforces Vocabulary and Comprehensions Skills and Strategies  Reading Tool Kit (1 st -3 rd )  Provides Intensive Intervention with Individual Reading Skill Lessons in Phonemic and Phonological Awareness, Phonics and Decoding, Oral Reading Fluency, Vocabulary, and Reading Comprehension in a three –stage Developmental Sequence  Literacy Tool Kit (4 th -5 th )  Provides Intensive Intervention with Individual Reading Skill Lessons, Practice, and Assessment in Phonics and Word Study, Vocabulary, Fluency, and Comprehension in a four-stage Developmental Sequence  Progress Monitoring Assessment  Bi-Weekly Checks on Student Progress with Reading Skills and Vocabulary to measure student Response to Intervention and to Guide-Decision

Tier 2 Needs-Based Learning  Standard Intervention Protocol Process for identifying and providing research-based interventions based on need and resources  Mathematics – GoMath  Prerequisite Skills Inventory (K)/Diagnostic Interview Assessments  Provides information about Review and/or Intervention needed for Student Success Prerequisite Skills Activities are provided as Intervention Evaluates level of accomplishment for prerequisite skills using interview task items at concrete or pictorial level when appropriate  Beginning-of-Year Test  Establishes which On-Grade Level Skills are mastered with suggestions for areas in need of Intervention  Show What You Know  Assesses Prior Knowledge Suggestions provided for customizing Instruction with Intervention options  Intervention and Review Resources  Strategic Intervention Activity Guide-Tier 2 GoMath Reteach Book Intensive Intervention Activity Guide-Tier 3  Lesson Quick Check/Module Assessment/Middle and End-of-Year Tests/Individual Record Forms  Monitors Understanding of Skills and Concepts Monitors Progress allowing for Instructional Adjustments to facilitate mastery Measures student Response to Intervention and Guides Decision-Making

Tier 2 Needs-Based Learning  Standard Intervention Protocol Process for identifying and providing research-based interventions based on need and resources  Reading & Mathematics – ClassWorks  Universal Screener/RtI Recommendations  Identifies students needing specific additional instructional support  Skills Snapshot/Individualized Learning Plan Assignment Results  Automatically ties Assessment to Intervention/Instruction based on test results  Intervention/Instruction by State Standards  Aligns Instruction to state standards helping teachers plan appropriate support for areas below, on, or above grade level proficiency  Progress Monitoring/ Assignment Results  Monitor progress of students with CBM probes that measure student Response to Intervention and to Guide Decision-Making

Tier 2 Needs-Based Learning  Standard Intervention Protocol Process for identifying and providing research-based interventions based on need and resources  Behavior - AIMSweb Behavior  Universal Screener (BESS, SSIS)  Students Who Receive Four or More Major Behavior Referrals  Students Who Receive One or More Major Behavior Referrals That Lead to Suspension  Generate Action Plan including teaching Social Skills and appropriate replacement behavior /Assign Check- In/Check-Out Mentor  Progress Monitor/Evaluate Student Response to Intervention/Guide Decision-Making

Tier 3 SST-Driven Learning  Intense Problem-Solving to Identify Individual Student Needs  Reading – Journeys  Emerging Literacy Survey (K-1 st )/Diagnostic Assessment (1 st - )/Comprehensive Screening Assessment (2 nd -5 th )  Provides Student Performance Data on Essential Skills  Recommends Strategies Necessary for Successful Readers  Determines Student’s Reading Ability/Need for Support and In-Depth Testing  Intervention Resources to Reinforce (K)  Phonics  Vocabulary  Comprehension Skills  Write-In Reader (1 st -5 th )  Targets and Reinforces Vocabulary and Comprehensions Skills and Strategies  Reading Tool Kit (1 st -3 rd )  Provides Intensive Intervention with Individual Reading Skill Lessons in Phonemic and Phonological Awareness, Phonics and Decoding, Oral Reading Fluency, Vocabulary, and Reading Comprehension in a three –stage Developmental Sequence  Literacy Tool Kit (4 th -5 th )  Provides Intensive Intervention with Individual Reading Skill Lessons, Practice, and Assessment in Phonics and Word Study, Vocabulary, Fluency, and Comprehension in a four-stage Developmental Sequence  Progress Monitoring Assessment  Frequent Checks on Student Progress with Reading Skills and Vocabulary to measure student Response to Intervention and to Guide-Decision

Tier 3 SST-Driven Learning  Intense Problem-Solving to Identify Individual Student Needs  Mathematics – GoMath  Prerequisite Skills Inventory (K)/Diagnostic Interview Assessments  Provides information about Review and/or Intervention needed for Student Success Prerequisite Skills Activities are provided as Intervention Evaluates level of accomplishment for prerequisite skills using interview task items at concrete or pictorial level when appropriate  Beginning-of-Year Test  Establishes which On-Grade Level Skills are mastered with suggestions for areas in need of Intervention  Show What You Know  Assesses Prior Knowledge Suggestions provided for customizing Instruction with Intervention options  Intervention and Review Resources  Strategic Intervention Activity Guide-Tier 2 GoMath Reteach Book Intensive Intervention Activity Guide-Tier 3  Lesson Quick Check/Module Assessment/Middle and End-of-Year Tests/Individual Record Forms  Monitors Understanding of Skills and Concepts Monitors Progress allowing for Instructional Adjustments to facilitate mastery Measures student Response to Intervention and Guides Decision-Making

Tier 3 SST-Driven Learning  Intense Problem-Solving to Identify Individual Student Needs  Reading & Mathematics – ClassWorks  Universal Screener/RtI Recommendations  Identifies students needing specific additional instructional support  Skills Snapshot/Individualized Learning Plan Assignment Results  Automatically ties Assessment to Intervention/Instruction based on test results  Intervention/Instruction by State Standards  Aligns Instruction to state standards helping teachers plan appropriate support for areas below, on, or above grade level proficiency  Progress Monitoring/ Assignment Results  Monitor progress of students with CBM probes that measure student Response to Intervention and to Guide Decision-Making

Tier 3 SST-Driven Learning  Intense Problem-Solving to Identify Individual Student Needs  Behavior - AIMSweb Behavior  Universal Screener (BESS, SSIS)  Students Who Receive Four or More Major Behavior Referrals  Students Who Receive One or More Major Behavior Referrals That Lead to Suspension  Generate Action Plan including teaching Social Skills and appropriate replacement behavior /Assign Check- In/Check-Out Mentor  Progress Monitor/Evaluate Student Response to Intervention/Guide Decision-Making

Tier 4 Specially-Designed Learning  Specialized programs, methodologies, or instruction Greater frequency of PM of student response to intervention  Initial Referral Process to Determine Eligibility for SPED  Completed RtI Tier 2 and Tier 3 Plans with Supporting Data  Student Data Sheet (Completed by Current Teacher)  Student Background and Developmental History (Completed by Parent/Guardian)  Copy of Current Report Card  Attendance Report  Discipline Report  Passed Vision and Hearing Screening (current year)  Functional Behavior Assessment (Required for Behavior Referrals)  Behavior Intervention Plan (Required for Behavior Referrals)

Involving Students is VITAL!  Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriers  Resources and energy spent understanding student needs from the students’ perspective is typically well spent  Student Surveys  Student Focus Groups  At the very least, secondary students must understand the “compelling why” of programming changes

Questions, Answers, Concerns Animal School Presentation Next Meeting August 28, 2015 Sarlo, R. (2015) SSTAGE Conference PPT

Research-Based Intervention Resources  Visible Learning by John Hattie  Engaging Schools by National Research Council (available online for free)  What Works Clearinghouse  Doing What Works ml ml  Greater Good Center  National Center on Intensive Intervention  Everyone Graduates Center Sarlo, R. (2015) SSTAGE Conference PPT

T ier 4 – Specially Designed Learning IN ADDITION TO TIERS 1-3, targeted students receive specialized programs, methodologies, or instruction Greater frequency of PM of student response to intervention Tier 3 – SST-Driven Learning IN ADDITION TO TIERS 1 & 2, targeted students receive: intense, problem- solving to identify individual student needs Targeted research-based interventions tailored to individual needs Frequent Progress Monitoring/ analysis of student response to intervention Tier 2 – Needs-Based Learning IN ADDITION TO TIER 1, targeted students receive instruction that is different including : Standard Intervention Protocol Process to identify and provide research-based on need and resources On-going Progress monitoring to measure student response to intervention guide decision-making Tier 1 – Standards-Based Classroom Learning Universal Screening Implementation of Georgia Performance Standards through Standards-Based Classroom Structure Differentiated Instruction including flexible grouping, multiple means of learning, and demonstration of learning Progress Monitoring Positive Behavior Interventions and Supports (PBIS) Bibb County School District Middle School RtI Process 80-90% 10-20% 5-10% 1-5% (Does not include Gifted, ESOL, or Speech)

Tier 1 Standards-Based Classroom Learning  Universal Screening to identify and target students performing at or below the 25 th percentile  Implementation of Georgia State Standards of Excellence (SSE) through standards-based classroom structure  Differentiated instruction including fluid, flexible grouping, multiple means of learning and demonstration learning  Progress Monitoring using multiple formative assessments  Positive Behavior Interventions and Supports (PBIS)

Tier 1 Standards-Based Classroom Learning  Universal Screening to identify and target students performing at or below the 25 th percentile  AIMSweb  RCBM-Reading Curriculum Based Measure (6 th – 8 th grade)  MAZE Comprehension (6 th – 8 th grade)  MCOMP-Math Computation (6 th – 8 th grade)  MCAP-Math Concepts & Applications (6 th – 8 th grade) 1 st – 5 th grade)

Spring District Screening Data RCBM Middle School 6 th Grade = 43% (505) 7 th Grade = 44% (481) 8 th Grade = 41% (473) High School 9 th Grade = n/a MAZE Middle School 6 th Grade = 54% (636) 7 th Grade = 58% (767) 8 th Grade = 57% (761) High School 9 th Grade = 34% (134) = 32% (1,621) Fall *Percentages reflect students below the 25 th percentile when compared to same age and grade level peers nationally.

Spring District Screening Data MCAP Middle School 6 th Grade = 60% (777) 7 th Grade = 51% (682) 8 th Grade = 58% (776) High School 9 th Grade = 55% (207) = 40% (575) Fall MCOMP Middle School 6 th Grade = 41% (533) 7 th Grade = 40% (529) 8 th Grade = 45% (595) High School 9 th Grade = 40% (44) = 22% (259) Fall *Percentages reflect students below the 25 th percentile when compared to same age and grade level peers nationally.

Tier 1 Standards-Based Classroom Learning  Universal Screening to identify and target students performing at or below the 25 th percentile  ANY prior or current data available to assist in making the best instructional decision  Middle School Risk Indicators (  Engagement  Miss 10% or More of Available Instructional Time  Course Performance  Students Who Fail a Mathematics Course  Students Who Fail an English Language Arts/Reading Course  Students Who Fail Two or More Courses in Any Subject  Behavior  Students Who Receive One or More Major Behavior Referrals  Students Who Receive One or More Behavior Referrals that Leads to Suspension Sarlo, R. (2015) SSTAGE Conference PPT

Early Warning Systems The power of early-warning indicators lies in the willingness and capacity of school leaders and educators to transform insightful data into strategic decision making that leads to improved student outcomes.

Sarlo, R. (2015) SSTAGE Conference PPT

Tier 1 Standards-Based Classroom Learning  Implementation of Georgia Performance Standards through standards- based classroom structure  English Language Arts & Reading (6 th - 12 th grades)  Reading Literary Reading Informational Writing Speaking & Listening Language Literacy in Social Studies, Science, & CTAE  High School Literature & Composition World Literature American Literature Multicultural Literature British Literature & Composition Advanced Composition  Mathematics (6 th – 12 th grades)  6 th - Number System Fluency Rate, Ratio, & Proportional Reasoning Using Equivalent Fractions Expressions One-Step Equations & Inequalities Area & Volume Statistics Rational Explorations: Numbers & their Opposites Standards for Mathematical Practice  7 th - Operations with Rational Numbers Expressions & Equations Ratios & Proportional Relationships Inferences Geometry Probability Standards for Mathematical Practice  8 th - Transformations, Congruence, and Similarity Exponents Geometric Applications of Exponents Functions Linear Functions Linear Models & Tables Solving Systems of Equations Standards for Mathematical Practice  High School -- Foundations of Algebra Algebra I Accelerated Algebra I/Geometry A Geometry Accelerated Geometry B/Algebra II Analytic Geometry Accelerated Analytic Geometry B/Advanced Algebra Algebra II/Advanced Algebra Pre-Calculus Calculus Statistics

Tier 1 Standards-Based Classroom Learning  Implementation of Georgia Performance Standards through standards-based classroom structure  Science (6 th – 12 th grades)  6 th - Earth Science Habits of Mind  7 th - Life Science Habits of Mind  8 th - Physical Science Habits of Mind  High School – Biology Chemistry Environmental Science Human Anatomy & Physiology Physics AP Physics  Social Studies (6 th – 12 th grades)  Historical Understandings Geographic Understandings Government/Civic Understandings Economic Understandings  6 th - Latin America and Canada  7 th - Africa, Southwest Asia (Middle East), Southern & Eastern Asia  8 th - Georgia  High School -- American Government/Civics Economics Pyschology Sociology US History World Geography World History

Tier 1 Standards-Based Classroom Learning  Differentiated instruction including fluid, flexible grouping, multiple means of learning and demonstration learning  Differentiate  Content Process Product Readiness Levels Interests Learning Profiles  Tiered Activities  Content Process Product Readiness Levels Interests Learning Profiles  Fluid, Flexible Grouping  Readiness Levels Interests Learning Profiles Skill Level Background Knowledge Social Skills  Anchor Activities (Ongoing Assignments Done Throughout a Unit, Grading Period, or Longer)  Learning Packets Learning/Interest Centers Listening Stations Commercial Kits/Materials Websites Accelerated Reader

Tier 1 Standards-Based Classroom Learning  Progress Monitoring using multiple formative assessments  Common Formative Assessments (CFA)  Observations  Conferencing (Individual/Small Group)  Questioning  Discussion  Learning/Response Logs  Graphic Organizers  Games  Exit/Admit Slips

Tier 1 Standards-Based Classroom Learning  Positive Behavior Interventions and Supports (PBIS)  Clearly define behavioral expectations  Teach social & behavioral skills (BCSD Code of Conduct)  Practice positive and proactive discipline  Provide active supervision and monitoring  Demonstrate positive acknowledgement  Practice data-based decision-making  Provide parent training and encourage parent and community collaboration

Tier 1 Standards-Based Classroom Learning  Positive Behavior Interventions and Supports (PBIS)  Clearly define behavioral expectations  Teach social & behavioral skills (BCSD Code of Conduct)  Practice positive and proactive discipline  Provide active supervision and monitoring  Demonstrate positive acknowledgement  Practice data-based decision-making  Provide parent training and encourage parent and community collaboration

Tier 2 Needs-Based Learning  Standard Intervention Protocol Process for identifying and providing research-based interventions based on need and resources  Reading & Mathematics – ClassWorks or Edgenuity (E2020)  Universal Screener/RtI Recommendations  Identifies students needing specific additional instructional support  Skills Snapshot/Individualized Learning Plan Assignment Results  Automatically ties Assessment to Intervention/Instruction based on test results  Intervention/Instruction by State Standards  Aligns Instruction to state standards helping teachers plan appropriate support for areas below, on, or above grade level proficiency  Progress Monitoring/ Assignment Results  Monitor progress of students with CBM probes that measure student Response to Intervention and to Guide Decision-Making

Tier 2 Needs-Based Learning  Standard Intervention Protocol Process for identifying and providing research-based interventions based on need and resources  Read 180  Reading Support  Math Support  E2020  ClassWorks

Tier 2 Needs-Based Learning  Standard Intervention Protocol Process for identifying and providing research-based interventions based on need and resources  Behavior - AIMSweb Behavior  Universal Screener (BESS, SSIS)  Students Who Receive Four or More Major Behavior Referrals  Students Who Receive One or More Major Behavior Referrals That Lead to Suspension  Generate Action Plan including teaching Social Skills and appropriate replacement behavior /Assign Check- In/Check-Out Mentor  Progress Monitor/Evaluate Student Response to Intervention/Guide Decision-Making

Tier 3 SST-Driven Learning  Intense Problem-Solving to Identify Individual Student Needs  Reading & Mathematics – ClassWorks  Universal Screener/RtI Recommendations  Identifies students needing specific additional instructional support  Skills Snapshot/Individualized Learning Plan Assignment Results  Automatically ties Assessment to Intervention/Instruction based on test results  Intervention/Instruction by State Standards  Aligns Instruction to state standards helping teachers plan appropriate support for areas below, on, or above grade level proficiency  Progress Monitoring/ Assignment Results  Monitor progress of students with CBM probes that measure student Response to Intervention and to Guide Decision-Making

Tier 3 SST-Driven Learning  Intense Problem-Solving to Identify Individual Student Needs  Read 180  Reading Support  Math Support  E2020  ClassWorks  Twilight

Tier 3 SST-Driven Learning  Intense Problem-Solving to Identify Individual Student Needs  Behavior -- AIMSweb Behavior  Universal Screener (BESS, SSIS)  Students Who Receive Four or More Major Behavior Referrals  Students Who Receive One or More Major Behavior Referrals That Lead to Suspension  Generate Action Plan including teaching Social Skills and appropriate replacement behavior /Assign Check- In/Check-Out Mentor  Progress Monitor/Evaluate Student Response to Intervention/Guide Decision-Making

Tier 4 Specially-Designed Learning  Specialized programs, methodologies, or instruction Greater frequency of PM of student response to intervention  Initial Referral Process to Determine Eligibility for SPED  Completed RtI Tier 2 and Tier 3 Plans with Supporting Data  Student Data Sheet (Completed by Current Teacher)  Student Background and Developmental History (Completed by Parent/Guardian)  Copy of Current Report Card  Attendance Report  Discipline Report  Passed Vision and Hearing Screening (current year)  Functional Behavior Assessment (Required for Behavior Referrals)  Behavior Intervention Plan (Required for Behavior Referrals)

Involving Students is VITAL!  Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriers  Resources and energy spent understanding student needs from the students’ perspective is typically well spent  Student Surveys  Student Focus Groups  At the very least, secondary students must understand the “compelling why” of programming changes

Questions, Answers, Concerns Animal School Presentation Next Meeting August 28, 2015 Sarlo, R. (2015) SSTAGE Conference PPT

Research-Based Intervention Resources  Visible Learning by John Hattie  Engaging Schools by National Research Council (available online for free)  What Works Clearinghouse  Doing What Works ml ml  Greater Good Center  National Center on Intensive Intervention  Everyone Graduates Center Sarlo, R. (2015) SSTAGE Conference PPT