Response to Intervention: Georgia’s Pyramid Diagnostic, prescriptive and timely responses to meet the needs of ALL Georgia students!

Our Goal : Building a Student Achievement Pyramid of Intervention that includes PREVENTION, INTERVENTION and ACCELERATION STRATEGIES To assist in improving the achievement of ALL students

THE BIG PICTURE: Raising Expectations for Georgia’s Children A HIGHER BAR NEW CURRICULA NEW ASSESSMENTS If we are truly raising expectations for ALL students, periodic academic struggles are normal and should be expected! We have stepped up our expectations in three main ways. We’ve implemented a new curriculum that is more rigorous and demands mastery of the material that is covered each year. As we’ve phased in this new curriculum, we’ve developed new tests that require students to demonstrate higher thinking skills and deeper knowledge of the subject. And on nearly every test we are requiring our students get more questions right to pass the test. For instance, this year, students in grades 6 and 7 had to answer seven more questions correctly just to pass the science exam. The results of these 19 tests set a new baseline for our students. Politics might have dictated that we wait, that we put off raising the bar until after the election. But I will not play politics with the future of our children. It was the right thing to do and the time to do it was right now.

These divisions within the GaDOE collaborated to construct the state POI: Career, Technical, and Agricultural Education Standards, Instruction and Assessment Exceptional Students Early Intervention Programs English to Speakers of Other Languages Innovative Academic Programs Reading First Remedial Education Program School and Leader Quality Teacher Quality Student Support Services Title I Gifted

The School Keys (Georgia School Standards) EIGHT STRANDS OF QUALITY Curriculum Instruction Assessment Planning and Organization Student, Family & Community Support Professional Learning Leadership School Culture

Response to Intervention What is Georgia’s Pyramid?

Response to Intervention:GEORGIA STUDENT ACHIEVEMENT PYRAMID TIER 4 SPECIALLY DESIGNED LEARNING Targeted students participate in learning that includes: Specialized programs Adapted content, methodology, or instructional delivery GPS access/extension Increasing Intensity of Intervention TIER 3 SST DRIVEN LEARNING Targeted students participate in learning that is in addition to Tier 1 and Tier 2 and different by including: Individualized assessments Interventions tailored to individual needs Referral for specially designed instruction if needed Decreasing numbers of students TIER 2 NEEDS BASED LEARNING: Targeted students participate in learning that is in addition to Tier 1 and different by including: Formalized, systemic processes of intervention Greater frequency of progress monitoring TIER 1 STANDARDS-BASED CLASSROOM LEARNING: All students participate in general education learning that includes: Implementation of the Georgia Performance Standards through research-based practices Use of flexible groups for differentiation of instruction Frequent progress monitoring Georgia Department of Education Kathy Cox, State Superintendent of Schools April 12, 2006 All Rights Reserved

Georgia’s Model: Student Achievement Pyramid of Intervention (POI) Tiers of support for students in order to meet and exceed expectations in: Academics Communication/language deficits Appropriate school behavior/social skills Provides assistance to any student for any duration necessary

Who will need to collaborate to build a district-level Pyramid of Intervention? _____________________ _____________________

What may prevent a district-level Pyramid of Intervention from being fully operational? Issues related to “turfdom”: Unclear grasp or knowledge of student need Programs with conflicting goals Lack of coordination across resources, services, projects, or unites Lack of coordination across programs Student groupings that are NOT instructionally based Policies, rules, etc. Flexibility of resources (human, financial, time, etc.)

The Historical Evidence of Interventions Essential Practice Evidence Adequate Behavioral Definition? 15% Data Prior to Intervention? 10% Written Plan for Intervention? 15% Progress Monitored/Changes made? 5% Compare pre to post measures? 10% Dan Reschly, Vanderbilt University

District wide expectations that must be in place to successfully implement a POI! District wide focus on collaboration of resources and services toward increasing student academic achievement A strong Tier I (standards-based classrooms), district wide, that will yield improvements in student achievement and reductions in behavioral transgressions Strategic collection, disaggregation, and analyses of data, to identify the assets and needs specific to each unique learning community

District-wide expectations that must be in place to successfully implement a POI! School structures that allow teachers the time to meet regularly to examine data, problem-solve, and share instructional strategies Common classroom “look-fors” that will drive the collection of information and data and guide focused interventions A clear, strongly-articulated Student Support Team (SST) process and protocol Clear expectations and processes for Tier 4 (special education referrals) thus limiting the possibility of inappropriate placements, disproportionality All schools within the district will respond to the unique needs of the population served

How can the framework of Pyramid of Interventions improve a student's educational performance? Benchmarks are established that indicate current performance. These “points of reference” aid in monitoring students’ performance and their progress toward skill attainment. The POI is designed, specifically, to identify solutions - the instructional, behavioral and social “adjustments” that lead to student success. The POI relies on artifacts and evidences to support interventions.

Do staff members within your district “behave” this statement? As we begin to tie up our presentation about the WHYs and HOWs of Professional Learning Communities, you need to begin to view all of this information in respect to the specifics of your school. What strengths and weaknesses exists there that can help or hinder the development of a true Learning Community. What assumptions are present within the instructional staff of your school that would govern how they might answer a very key question: How does your school respond when students don’t learn? You are the one person here today who can answer this question: Perhaps you need to begin with a more fundamental question: Does the staff at your school endorse the statement on this slide? ALL KIDS CAN LEARN. If not, what can you do about? “ALL KIDS CAN LEARN.”

Who is responsible? IF: What or who does that leave? Quote: The curriculum is not responsible The setting is not responsible The adults are not responsible What or who does that leave? The child must be responsible Quote: “…disabilities have become the sociological sponge to wipe the spills of general education…” Reid Lyon

“We believe all kids can learn . . . based on their ability.” The Charles Darwin School The Pontius Pilate School “We believe all kids can learn . . . based on their ability.” “We believe all kids can learn . . . if they take advantage of their opportunity we give them to learn.” In the 2004 book WHATEVER IT TAKES, How PLCs Respond When Kids Don’t Learn, DuFour, Eaker and others point out that different schools respond in different ways when students experience difficulties. The specific responses (or non-responses) of various school staffs are determined by their beliefs and assumptions about students and learning. Let’s look at the guiding philosophies at these four different schools. At the Charles Darwin School, the staff believes that the ability that students walk in the door with already predetermines the learning that they are going to graduate with or dropout with. At the Pontius Pilate School, the staff does the minimum requirements to educate the students in their classes and then at the end of the year, “washes their hands” of any responsibility. They main role is to get these kids out of school – one way or another. At the Chicago Cub Fan School, the staff dreams of playing in the world series (i.e. making AYP for all sub groups consistently), but they usually lack the commitment or execution to make the dream a reality. They still glow with that warm & fuzzy feeling, but it is always “Wait ‘til next year!” At the Henry Higgins School, the staff, like Professor Higgins of My Fair Lady, believes that they can perform miracles. They never give up and are willing to do Whatever It Takes in regard to time and support to help students reach high standards of achievement. You -- as a principal have to truthfully answer one very important question. Does your staff really believe that all students can succeed? The Chicago Cub Fan School The Henry Higgins School “We believe all kids can learn . . . something, and we will help all students experience academic growth in a warm and nurturing environment.” “We believe all kids can learn . . . and we will work to help all students achieve high standards of learning.”

“We believe all kids can learn . . . based on their ability.” The Charles Darwin School “We believe all kids can learn . . . based on their ability.” In the 2004 book WHATEVER IT TAKES, How PLCs Respond When Kids Don’t Learn, DuFour, Eaker and others point out that different schools respond in different ways when students experience difficulties. The specific responses (or non-responses) of various school staffs are determined by their beliefs and assumptions about students and learning. Let’s look at the guiding philosophies at these four different schools. At the Charles Darwin School, the staff believes that the ability that students walk in the door with already predetermines the learning that they are going to graduate with or dropout with. At the Pontius Pilate School, the staff does the minimum requirements to educate the students in their classes and then at the end of the year, “washes their hands” of any responsibility. They main role is to get these kids out of school – one way or another. At the Chicago Cub Fan School, the staff dreams of playing in the world series (i.e. making AYP for all sub groups consistently), but they usually lack the commitment or execution to make the dream a reality. They still glow with that warm & fuzzy feeling, but it is always “Wait ‘til next year!” At the Henry Higgins School, the staff, like Professor Higgins of My Fair Lady, believes that they can perform miracles. They never give up and are willing to do Whatever It Takes in regard to time and support to help students reach high standards of achievement. You -- as a principal have to truthfully answer one very important question. Does your staff really believe that all students can succeed? Is your current practice in sync with your posted mission? Isn’t perfection really impossible? What can be gained from attempting the impossible? Would you want your son or daughter to attend school in this district? How much impact does school have on a student?

“Never, never think outside the Box !”

The Pontius Pilate School “We believe all kids can learn . . . if they take advantage of their opportunity we give them to learn.” In the 2004 book WHATEVER IT TAKES, How PLCs Respond When Kids Don’t Learn, DuFour, Eaker and others point out that different schools respond in different ways when students experience difficulties. The specific responses (or non-responses) of various school staffs are determined by their beliefs and assumptions about students and learning. Let’s look at the guiding philosophies at these four different schools. At the Charles Darwin School, the staff believes that the ability that students walk in the door with already predetermines the learning that they are going to graduate with or dropout with. At the Pontius Pilate School, the staff does the minimum requirements to educate the students in their classes and then at the end of the year, “washes their hands” of any responsibility. They main role is to get these kids out of school – one way or another. At the Chicago Cub Fan School, the staff dreams of playing in the world series (i.e. making AYP for all sub groups consistently), but they usually lack the commitment or execution to make the dream a reality. They still glow with that warm & fuzzy feeling, but it is always “Wait ‘til next year!” At the Henry Higgins School, the staff, like Professor Higgins of My Fair Lady, believes that they can perform miracles. They never give up and are willing to do Whatever It Takes in regard to time and support to help students reach high standards of achievement. You -- as a principal have to truthfully answer one very important question. Does your staff really believe that all students can succeed? Is your current practice in sync with your posted mission? Think back to your elementary, middle and high school days. How responsible were you at age 8, age 12, or age 16? Did you take advantage of everything that school offered? Were you always highly motivated to learn? Do teachers have a responsibility to motivate and engage? At your school, do young people come to watch old people work? How do you involve students in their own learning?

“How We Fix These Broken Kids”

How do you ensure rigor in your classroom? How do you measure growth for individual students? Is your feedback to students directly related to their performance on the standards, in addition to advice on how they can improve? In the 2004 book WHATEVER IT TAKES, How PLCs Respond When Kids Don’t Learn, DuFour, Eaker and others point out that different schools respond in different ways when students experience difficulties. The specific responses (or non-responses) of various school staffs are determined by their beliefs and assumptions about students and learning. Let’s look at the guiding philosophies at these four different schools. At the Charles Darwin School, the staff believes that the ability that students walk in the door with already predetermines the learning that they are going to graduate with or dropout with. At the Pontius Pilate School, the staff does the minimum requirements to educate the students in their classes and then at the end of the year, “washes their hands” of any responsibility. They main role is to get these kids out of school – one way or another. At the Chicago Cub Fan School, the staff dreams of playing in the world series (i.e. making AYP for all sub groups consistently), but they usually lack the commitment or execution to make the dream a reality. They still glow with that warm & fuzzy feeling, but it is always “Wait ‘til next year!” At the Henry Higgins School, the staff, like Professor Higgins of My Fair Lady, believes that they can perform miracles. They never give up and are willing to do Whatever It Takes in regard to time and support to help students reach high standards of achievement. You -- as a principal have to truthfully answer one very important question. Does your staff really believe that all students can succeed? The Chicago Cub Fan School “We believe all kids can learn . . . something, and we will help all students experience academic growth in a warm and nurturing environment.”

Bill Watterson

Can we have these teachers for ALL students? In the 2004 book WHATEVER IT TAKES, How PLCs Respond When Kids Don’t Learn, DuFour, Eaker and others point out that different schools respond in different ways when students experience difficulties. The specific responses (or non-responses) of various school staffs are determined by their beliefs and assumptions about students and learning. Let’s look at the guiding philosophies at these four different schools. At the Charles Darwin School, the staff believes that the ability that students walk in the door with already predetermines the learning that they are going to graduate with or dropout with. At the Pontius Pilate School, the staff does the minimum requirements to educate the students in their classes and then at the end of the year, “washes their hands” of any responsibility. They main role is to get these kids out of school – one way or another. At the Chicago Cub Fan School, the staff dreams of playing in the world series (i.e. making AYP for all sub groups consistently), but they usually lack the commitment or execution to make the dream a reality. They still glow with that warm & fuzzy feeling, but it is always “Wait ‘til next year!” At the Henry Higgins School, the staff, like Professor Higgins of My Fair Lady, believes that they can perform miracles. They never give up and are willing to do Whatever It Takes in regard to time and support to help students reach high standards of achievement. You -- as a principal have to truthfully answer one very important question. Does your staff really believe that all students can succeed? The Henry Higgins School “We believe all kids can learn . . . and we will work to help all students achieve high standards of learning.”

Examining Current Beliefs: “KNOW THYSELF” ACTIVITY Mark an X through the Belief Quadrant that best represents the practices of most of the: Elementary Schools Middle Schools High Schools Tally results.

Beliefs and underlying assumptions to successfully implement a Pyramid of Interventions All students can learn; when they are not learning, WE must find out why. Our focus should begin by understanding and taking steps to resolve the “root causes” of “why” student learning is not occurring. Passionately seeking authentic, relevant information about each child's unique skills and needs will result in academic and/or behavioral improvement. Assessment s must be multidimensional and linked, directly, to interventions. Students in need must be served early and often. Intervention strategies must be diagnostic and prescriptive in nature- not “blanket” or “generic”. Family involvement is critical, desired, encouraged and beneficial.

Six Critical Components of an RTI/POI Model Universal Screenings Measurable definition(s) of problem area(s) Baseline data prior to an intervention(s) Identification of available interventions Frequent, on-going PROGRESS MONITORING Comparison of pre-intervention data to post- intervention data, for efficacy

Response to Intervention (RtI) is not: Intended to delay services to students eligible for special education Intended to be used to document every service available for a child

RTI Implementation Questions What are you already doing? (SST, general educational programs/initiative, etc) What would your “tiers” look like? How rigid is movement in terms of tiers? Is it fluid and flexible? How are you going to monitor integrity and fidelity? What are your strength and weaknesses in terms of resources? Who are your key personnel, what are their roles, and what are their competencies? Start identifying Instructional Barriers and Organizational Barriers, Brokering Existing Initiatives, and Identifying New Initiatives (Six Step Process) How rigid is the program? Stable framework across schools will likely increase consistency of implementation and those students considered for eligibility Flexibility can be built in to provide for the unique needs of the student and maximize problem solving opportunities. How will flexibility in timelines of interventions be considered? How will it be documented? Flexibility/Rigidity will affect the degree of individualization, sophistication required of personnel, cost of staff resources, and likelihood of implementation How rigid is movement in terms of tiers? How do you move within tiers and between tiers? Little agreement on specific cut scores or criteria on when and how to move. What are the instructional options (research- based) in each tier for math, reading, written expression, etc and how do you move between those options? How are you going to monitor integrity and fidelity How are you going to select and monitor implementation of each tier and interventions within tiers? Who are your key personnel to assist within the schools and at the system level to ensure integrity? Do you need to “re-tool” staff? Who will provide the interventions, in what environment?

TIER 1 STANDARDS BASED CLASSROOM LEARNING: All students participate in general education learning that includes: ▪ Implementation of the Georgia Performance Standards curriculum through research-based instructional practices ▪ Use of flexible groups for differentiation of instruction ▪ Frequent progress monitoring Defining Standards-Based Classroom Learning: A classroom where teachers and students have a clear understanding of the expectations (standards) for every content area. They know what they are teaching/learning each day, why the day’s learning is an important thing to know or know how to do, and how to do it. They also know that they are working toward meeting standards throughout the year…that standards-based learning is a process not an event. Students must produce evidence of learning Task based Feedback is essential Defining Flexible Groups for Differentiation of Instruction: based on readiness, interest, and learning profiles Frequent Progress Monitoring: Formative, both formal and informal assessments that measure student progress. Frequent progress monitoring is utilized to drive instruction and serves as an indicator for needed interventions. Example: Small group instruction, peer tutoring, teacher conferences, Tier 1 is a place for initial intervention. Eighty percent of students should succeed at the Tier 1 level. When Dufour - Formalized ALL Students

►Essential Components of Tier 1 Universal screening, benchmarking, and formative assessments are utilized at school level. Evidence based curricula and strategies are in place for all students, and differentiation is documented by general education teachers through the general education environment. At risk students are identified in an area of instructional need (language, academics, behavior). Any student identified as at risk is instructed and monitored for at least a grading period with progress monitoring tool or CBM in order to determine instructional effectiveness. Data is included and analyzed by classroom general education teacher for decision making that indicates if Tier 1 universal interventions should be continued or if there is a need to proceed to the increased intensity of Tier 2 interventions.

► Tier I: A Standards-Based Classroom is one in which… curriculum, assessment and instruction are rigorous, relevant, and aligned to the standards (GPS/QCC) ALL students have equal access to the standards (including required previewing, remediation, and acceleration of standards) clear expectations are set for and communicated to ALL learners LOTS (language-of-the-standards) is used consistently

► Tier I: A Standards-Based Classroom is one in which… tasks are performance-based, authentic, and require use of a variety of learning modalities students produce artifacts and evidences of learning progress is monitored frequently; timely feedback is provided; reteaching or extension of learning is performed immediately feedback (formative and summative) is directly related to standards AND instructs students how to get to “the next level” of performance

► Essential Components of Tier 1 In every standards-based school, there should be evidence of the following: School-wide screening Peer coaching Common planning/Collaboration Common assessments Data analysis where teachers share results of evidence and artifacts of learning Goal setting Data analysis to drive instruction Test talks with students Protected instructional time Curriculum documents in use to plan for instruction All certified and classified staff at the school participate in all professional learning Plans in place for students who are not successful Mission/vision of school clearly visible and communicated to students and parents School-wide discipline plan consistently implemented Professional learning aligned with School Improvement Parent /community involvement Information sessions for parents on curriculum, testing, parenting skills Daily Awareness Walks by administrators Opportunities for teachers to provide input/leadership Celebrations for students’ accomplishments

► In every standards-based classroom, there should be evidence of the following: Whole group Small group Flexible grouping Pairs Cooperative groups (or collaborative groups?) Research based strategies in place Agendas Syllabi Risk-free learning environment Clear and precise explanation of teaching and learning for each lesson Curriculum aligned with Georgia Performance Standards Learner focused Use of technology to support instruction High level of student engagement Differentiation of instruction based on but not limited to readiness levels, interests, and learning styles Students demonstrating what they have learned Students showing ownership of what they have learned Constant interaction and/or monitoring by teacher Goal setting Standards clearly communicated to students/clear expectations High expectations for all learners Higher order questioning by teachers to promote metacognitive thinking by learners Immediate and frequent feedback from teacher (written and oral) Verbal and written commentary Peer tutoring Co-teaching/ Inclusion Bell-to-bell instruction Exemplary work posted Formative and summative assessment Benchmarks Student conferencing Clear, precise, and timely communication to students and parents regarding students’ progress Help sessions before and/or after school School-wide discipline plan consistently implemented within classroom Plan in place to communicate with parents

Standards-Based Classrooms Concept Not Addressed Emergent Operational Fully Operational 1. The Georgia Performance Standards are utilized as the curriculum in the school (based on the phase-in plan), and there is a shared understanding of the standards. Teaching is often driven solely by the textbook (or other resources) or is performance activities-based but unaligned with the GPS. Curriculum documents are developed to support implementation of the GPS, using textbooks as a resource. Teachers work together to build consensus on what students are expected to know, understand, and be able to do and plan instruction based on the GPS. Teachers utilize the GPS to collaboratively plan for instruction and assessment. Teachers and students articulate a common understanding of what they are expected to know, understand, and be able to do based on the Georgia Performance Standards. 2. Standards are accessible to all students. Teachers do not explain the purpose of the lesson or articulate the expectations for student work. Visual cues and other strategies to make the standards accessible are not evident. Teachers use a variety of strategies to make the standards accessible to students such as paraphrasing, repetition, visual cues, essential questions, etc. Teachers do not explicitly state the standard(s) being addressed during a lesson. Teachers use the language of the standards during instruction as well as when they provide feedback to students. Teachers provide students with models and provide specific examples of how the work meets standards. Students explain the standards in their own words. Students can articulate the standards and elements they are currently working on and show evidence of the standards in their work. Teachers expect students to use the language of the standards to describe their work. Students use the language of the standards to support their work and their answers. Students use the language of the standards when they provide feedback to other students. 3. Teachers sequence the lesson or their instruction in a logical, predictable manner referencing standards throughout. There is not an agreed upon school-wide instructional framework or sequence for instruction. Teachers implement a common instructional framework or sequence of lessons. (e.g., opening, work session, closing) Teachers implement a sequence of instruction or instructional framework that provides opportunities for students to receive explicit instruction connected to the standards, apply learning independently and collaboratively, share and explain their work as it relates to the standards, and receive feedback based on the standards. Teachers expect students to explain the standards and/or elements they are applying during the sequence of instruction or instructional framework. Students can explain the sequence of instruction and how they apply the standards and elements to the resulting work.

Concept Not Addressed Emergent Operational Fully Operational 4. A variety of delivery modes are incorporated into instruction to ensure that all students have access to and meet standards. Teachers use lecture as the predominant mode of instruction assuming the responsibility of “imparting” knowledge and “covering” the curriculum. Teachers use a variety of delivery modes including modeling, demonstration, small-group instruction, whole group instruction, one-on-one instruction, etc. but still assume the responsibility of “imparting” knowledge and “covering” the curriculum. Teachers use a variety of delivery modes to ensure mastery of the standards (e.g., extended time, additional support, etc.) rather than impart knowledge. Students can explain different grouping options typically used in the class. Students transition smoothly from one activity to another. Teachers can explain the specific purposes of how students are divided into work groups and can articulate the data that led to the flexible groups. The delivery modes observed support the learning goals of the lesson and students’ needs. All students make progress toward meeting standards and apply new knowledge to real-world tasks. 5. Students are expected to meet the same standards and instruction is differentiated by content, process, and/or product. Content is present in the same way to all students regardless of readiness levels, learning styles, and/or student interests. Teachers make a single plan for all learners. Teachers use summative assessments to determine students in need of support. Teachers assign students to interventions outside of the regular classroom instructional time. Teachers use summative and formative assessments to systematically and purposefully plan for student differences. Classroom instruction is tailored to student readiness levels, learning styles, and interests to ensure that students meet the same standards. Students show mastery of standards in a variety of ways. Teachers monitor student progress to revise content (how students are given access to the standards), process (how students learn and apply the standards) and product (how students demonstrate their understanding of the standards). Teachers revise content, process, and product as necessary. Although the content, process, and product may differ for students they can explain how their work meets standard(s). 6. Assessments are aligned to the GPS and used frequently to adjust instruction and provide students with feedback. Assessment is typically summative in nature and used to assign grades. Teachers use summative assessments aligned to the standards. These assessments are analyzed to identify students in need of additional instruction. Teachers utilize formative assessments frequently which are directly aligned to the standards and lead to revision of instruction as well as specific feedback to students. Examples include: rubrics; conferencing; questioning; observations; written reflections (e.g. 3-2-1, KWL, ticket out the door, etc.); graphic representations of thinking; etc. Summative assessments are utilized to identify students in need of additional instruction or interventions and to revise classroom instruction. Teachers collaborate regularly to develop common formative and summative assessments. They use the results from the assessments to revise common assessments and instructional plans. Students utilize summative and formative assessment results to set learning goals toward meeting standards.

Concept Not Addressed Emergent Operational Fully Operational 7. Examples of student work are displayed for student use. Benchmarks are provided to gauge progress over time. Exemplars are provided to exemplify the standards. Teachers do not have a collection of benchmark (anchor papers) or exemplary student work. Teachers collect examples of local and national benchmark and exemplary student work. Teachers post examples of student work. The benchmarks demonstrate progress toward meeting the standards. The exemplary work shows expected levels of rigor as defined in the standards. Teachers explain how the exemplary work meets standards and refer to it frequently during the sequence of instruction or instructional framework. Teachers explain how a set of benchmark work displays progress over time toward the standards. Teachers explicitly teach students how to compare their work to the benchmark work to identify next steps. Students can explain how they use benchmark and exemplary student work to improve their own work. Teachers collect benchmark work and exemplars from their own class. Students identify where their work falls in relation to the benchmarks. Students identify exemplars from their own collections of work and describe their work based on the standards. Students can identity next steps toward meeting standards and revise accordingly. 8. Student performance tasks require students to show progress toward meeting the standard(s)/element(s). Students are not demonstrating progress towards standards in performance tasks. Rather, they are passive selectors of correct answers. Teachers design performance tasks that require students to show evidence of the standards. Teachers collaboratively analyze common performance tasks to ensure rigor and revise tasks as needed. Students can explain how performance tasks show evidence of the standards they are working on. Teachers ensure that performance tasks make connections to other content areas and real world situations. Students apply their understanding of the standards to other content areas and real-world situations.

Concept Not Addressed Emergent Operational Fully Operational 9. Students receive feedback through written or verbal commentary aligned with the standards that results in revision of work, if needed. Feedback is limited to evaluative judgments such as, “That is right,” “That is incorrect,” “80%,” “Great job,” etc. Teachers provide feedback that extends evaluative judgments but does not connect to the standards. For example, That is incorrect because you forgot to move the decimal point. Teacher feedback is directly aligned to the standards and provides students with specific strengths and next steps. For example, You develop your character by using literary language when you said, “he had orange hair like wire…Good writers help the reader to feel satisfied when the story ends. They do this by providing a sense of closure. A next step for you as a writer would be to provide closure to your writing. Students identify how their work meets standards based on teacher feedback. Teachers encourage students to revise their work as a result of feedback from teachers and peers. Teachers expect students to use the language of the standards when describing their work, providing feedback to peers, and identifying next steps. Students use the language of the standards as they discuss their work and explain teacher feedback. Students identify their next steps based on teacher feedback. Students can show a piece of student work and describe how it was revised to meet standards based on teacher feedback. Students provide feedback to peers that is directly aligned to standards. 10. Student work reflects understanding of the Georgia Performance Standards. Teachers independently determine what students should know, understand, and be able to do with little or no relation to the Georgia Performance Standards. Student work does not represent student understanding of the standard(s). Teachers collaboratively identify what students should know, understand and be able to do relative to the Georgia Performance Standards and design instruction and assessments accordingly. Teachers collaboratively analyze student work based on the Georgia Performance Standards. Based on collaborative analysis of student work, teachers revise instruction. As a result of revised instruction, students revise their work to reflect their understanding of the standards. Teachers have collaboratively aligned assessments and instruction to the GPS. Students analyze the quality of their own work and articulate why it meets, exceeds, or does not meet standards. Students identify their own next steps towards meeting standards.

What is a standards-based classroom? The standards-based classroom is one in which the environment, resources, instructional practices and assessments are aligned to student knowledge of and demonstration of articulated, state standards. What characterizes rigor in a standards-based classroom? Rigor may be defined as curriculum that “challenges all learners to demonstrate depth of understanding, including such cognitive processes as explanation, interpretation, application, analysis of perspectives, empathy, and self-knowledge. Rigor in the curriculum: results in desirable discomfort, leading to continued questioning on the part of each student requires content to be deeply considered differentiates for individuals and flexible, fluid groups reflects high expectations allows for and encourages varying methods of solution or pathways to discovery teaches to each student’s “zone of proximal development”

What characterizes relevance in a standards-based classroom? Relevance in the curriculum: leads to the creation of ideas or products that are useful in real-world problem solving differentiates in order to reflect individual student interests, including career interests emphasizes inter-disciplinary connections aligns with articulated workplace competencies leads to authentic assessments further reveals real-world problems and their potential solutions What do students do in a standards-based classroom? The standards-based classroom is one in which individual students and student groups are working with concepts, tools, and resources that will lead toward mastery of specific standards. Therefore, the standards-based classroom is rich in resources, opportunities, and conversations that make standards and expectations clear and further encourage student self-reflection. A standards-based classroom “looks like” a community of learners who speak about qualities evident in work that meets and exceeds standards. Students self-reflect on progress toward standards by a facilitated examination of their own work samples.

What do teachers do in a standards-based classroom? “Demystify” and “deconstruct” standards and their accompanying elements through facilitated dialogues and experiences as part of strategic and thoughtful instructional design Maintain an excitement about and focus upon standards through instructional design that is engaging, experiential, and affords students the opportunity to examine and perform standards Model processes for students to make cognitive processes more transparent Expect and demand student awareness of individual progress toward standards Monitor and document individual student progress toward standards to communicate with students, parents, and school/teacher leaders Provide resources that demonstrate standard performance (including collected student work samples) Provide regular, critical, and task-specific feedback to individual students, instead of feedback that is broad, ill-deserved, or meant for the entire group Encourage and facilitate student revision of work for continuous improvement and progress toward standard Differentiate processes and expected products for individual students and/or groups of students Utilize formative data such as student work and the application of results from formative assessments to make instructional decisions, including how to differentiate for individuals and groups Award grades as reflection of progress toward standard Collaborate with teachers across and within grade levels and across and within disciplines Maintain a classroom environment, including visual displays that support learning and progress toward specific standards

What do administrators and school leaders need to do in order to support the implementation of and monitoring of effectiveness in standards-based classrooms? Create a daily schedule that allows for collaboration and professional learning time for teachers. Model a healthy sense of urgency that is balanced with clearly articulated school-wide expectations for instructional design and delivery. Provide time for teachers to be released of obligations in order to maximize time for relationship-building that enables teachers to truly know students. Facilitate professional learning teams around student work analysis and building a common understanding of the performance standards, as well as, measure professional learning by the extent to which changes are seen in the classroom. Support teachers in efforts to maximize learning within their professional learning communities. Design and utilize tools (such as a professional learning design, school-wide protocol, etc.) that support professional learning. Allow for structural divisions to personalize the learning environment and facilitate teacher/student relationships.

TIER 2 NEEDS BASED LEARNING: Targeted students participate in learning that is in addition to Tier 1 and different by including: ▪ Formalized, systematic processes of intervention ▪ Greater frequency of progress monitoring Targeted Students Tier 2 interventions are in addition to classroom learning and are created through a formalized, systematic process of intervention that is developed by the school community. Participation in mandatory, formalized interventions is fluid. Students can enter and be dismissed from the intervention as students progress. For example: Early Intervention Program, Reading First Supplemental Intervention, and other Formalized processes of intervention

Tier 2 Standards based learning PLUS Formalized, systematic processes of intervention Interventions are in “addition to” regular classroom learning Interventions are strategic, diagnostic, and prescriptive in nature Participation in intervention is fluid and flexible; dynamic grouping and regrouping Progress Monitoring is administered frequently to determine if a change in delivery or strategy is required.

Reading Tutorial Project using High School Students as Tutors Tier 2: One example… Reading Tutorial Project using High School Students as Tutors Implemented in 4 elementary schools over multiple years (8 cohorts of students) Teachers identified 1st and 2nd graders who were not mastering reading skills sufficiently. Each of those students was administered a Woodcock Reading Mastery Assessment: Word Identification & Passage Comprehension subtests

Tier 2 - Questions to consider Describe the system that is in place to determine which students are struggling? How are all teachers made aware of the pre-planned interventions that are available for all students? How does the school ensure that interventions have a specific end time so as not to become “tracking?” Describe the evidence supporting that the available interventions have sufficient intensity and fidelity to “catch students up?” What process do instructional leaders use to evaluate the effectiveness of the interventions on the unique needs of the school’s population?

How do we operationalize Tier I and Tier II? Critical elements: - We must teach the GPS using scientifically-based strategies for all students in Reading, ELA, and math - Some form of school wide screenings must be used to group and re-group students for supplementary assistance - Formative assessments must be analyzed to determine student needs (initially and on-going)

►How is your district implementing Tier 1 and Tier 2? Do you have screening measures in place? If so, where is the data maintained? What is the cut-point to determine those students that may be considered at-risk? How are students targeted for preventative intervention? How long are students provided preventative intervention? What determines success? How has the role of general education teachers, specialists and support staff changed?

TIER 3 SST-DRIVEN LEARNING: Targeted students participate in learning that is in addition to Tier 1 and Tier 2 and different by including: Individualized assessments Interventions tailored to individual needs Referral for specially designed instruction if needed

What is Tier 3? Tier 3 should be the district’s and school’s line of defense for reducing the number of students who are low performing or perhaps may later be referred for special education evaluation!

What are the components of Tier 3? Tier 3 consists of general education instruction, specialized interventions, and monitoring by the Student Support Team (SST). This may include an increased focus on: Providing small group and/or individual instruction Mastery of content (relative to points of reference identified on criterion screening measures) Progress monitoring Adequate duration of the intervention(s) (Nine to twelve weeks recommended) Frequency (time) of intervention service(s) (Three to four sessions per week with 45-60 minutes per session recommended) Instructor efficacy and effectiveness

TIER 3 – Questions to consider Have we assessed student’s current and past access to standards-based instruction? Is support/professional learning provided to the teacher when she/he is implementing interventions? Are students assessed to determine the “root cause” or “causes”of the learning problem- whether the difficulty is academic, behavioral, or other ? Are interventions tailored to assist the specific “root causes”? Are interventions provided with sufficient intensity and duration to produce the desired result? Is the intervention monitored and evaluated effectively?

How Should Student Support Teams Operate? Target students to participate in: Continued participation in standards-based, regular education instruction (Tiers I & II) Individualized assessments Interventions tailored to individual needs

In Georgia, it is required that each school have a Student Support Team in order to brainstorm interventions for students who are not responding sufficiently. Student Support Teams are a result of the 1982 class action law suit, Marshall vs. Georgia that sought to ensure that students were receiving effective interventions. SST was designed as a safeguard against the inappropriate identification of a student as having a disability. In MANY schools, if the Student Support Team is not functioning properly, it is seen as a hoop to jump through in order to get students into special education.

Tier 3 / SST…some specifics When the student remains at the lowest 10%- 25% of performance in the area(s) of deficit and additional interventions are deemed necessary by teachers, parents, or others, the SST process is initiated with a referral to SST. Baseline and progress monitoring data from Tier 2 are analyzed to create specific goal(s) to increase student achievement in the area(s) of delay. The SST may determine the need for additional information on the student. This may include the use or administration of informal or formal measures to gather individual data on the area(s) of concern. Members of SST collaborate to identify no more than 2 specific interventions to utilize with the student.

Tier 3 / SST…some specifics The plan for implementation includes a timeline detailing how long the intervention will be implemented and dates for progress monitoring. If the child is making progress using the SST interventions, the interventions are continued for a minimum of 12 weeks. If progress toward the goal is minimal, SST members will revise or change the intervention. The intervention plan should be implemented and data collected for at least 4 weeks before changes are made. If the intervention plan is successful, the SST will create a plan for reducing the level of support needed by the child to the Tier 2 level. This plan should include a realistic timeframe for accomplishing this goal. The SST may make a referral to special education if the intervention plan and the revisions are not successful in helping the child meet the goals identified by the SST.

TIER 4 SPECIALLY DESIGNED LEARNING: Targeted students participate in learning that includes: Specialized programs Adapted content, methodology, or instructional delivery GPS access/extension

Georgia has seen significant changes in the education of students with disabilities. We have seen significant increases in the percentage of students with disabilities who are educated in general education environments. In 2000, compared to other states, Georgia was the 2nd lowest (of ALL states) regarding the percentage of students with disabilities who were educated in general education classes for most of the school day. Where can we GROW from here?

What essential element drives RtI/POI? Progress Monitoring

FACTS about Progress Monitoring Regular and systematic use of multiple indicators to assess and monitor children’s progress on a standard Good assessment is essential to help teachers tailor appropriate instruction to children and to know when and how much intensive instruction on any particular skill or strategy might be needed (National Association for the Education of Young Children, 1998)

FACTS about Progress Monitoring Progress Monitoring is conducted frequently Progress Monitoring is designed to: Identify students who are not demonstrating adequate progress Compare the efficacy of different forms of instruction Thereby design more effective, individualized instructional programs for struggling learners (National Center on Student Progress Monitoring, 2004) Project rates of student improvement Progress monitoring focuses on individualized decision making in general and special education with respect to academic skill development at the elementary grades. Progress monitoring is conducted frequently (at least monthly) and is designed to estimate rates of improvement, Identify students who are not demonstrating adequate progress and therefore require additional or alternative forms of instruction and/or compare the efficacy of different forms of instruction and thereby design more effective, individualized instructional programs for struggling learners.

Progress Monitoring data should be recorded and analyzed at: The district level The school and/or grade level The classroom level The individual student level

What We Look For in Student-Level Progress Monitoring INCREASING SCORES: Student is becoming a more skilled learner FLAT SCORES: Student is not profiting from instruction and requires a change in the instructional program

Example: Sarah’s Progress on Words Read Correctly (National Center on Student Progress Monitoring, 2004) Sarah Smith Reading 2 Words Read Correctly Sep Oct Nov Dec Jan Feb Mar Apr May

Example: Jessica’s Progress on Words Read Correctly (National Center on Student Progress Monitoring, 2004) Jessica Jones Reading 2 Words Read Correctly Sep Oct Nov Dec Jan Feb Mar Apr May

REMEMBER….. The Pyramids of Intervention (RtI) process is the practice of providing high-quality instruction/intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions. High quality instruction is defined as “scientifically research-based.” This gives us confidence that it will be effective with a large majority of students. “Matched” refers to the fact that we are directly assessing student skills. “Results” allow us to match instruction directly to student need. “Level of performance” gives us a snapshot of how well a student is doing compared to other students (or district/state standards). “Rate of growth” gives us more of a motion picture as to how well our instruction is working for individual students or small groups of students. “Educational decisions” include: (1) How far behind is a student? (2) What resources are needed (both intensity and nature of resources should be considered)? (3) Is our instruction working? (4) If not, how do we need to change it? (5) If so, is the student catching up to his/her peers? RtI data can also constitute PART of the data needed for a full, individualized evaluation under IDEA.

What Next???

KEYS TO THE PYRAMID It is only as good as Tier One. Progressions should be logical. Interventions should be well defined. Interventions should be well communicated. Interventions should not be “person dependent”. Interventions should be “fundable”. Pressure and encouragement are required! Start small and grow!

WHY CHANGE? If not YOU…then who? If not NOW…then when?

Georgia Department of Education Thank You Contact Information: John Doe Division of ABC Georgia Department of Education email@doe.k12.ga.us phone