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!

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 continuous improvement framework to  Use data to identify and understand student needs  Provide high-quality instruction/intervention matched to student needs  Use 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  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

High School Dilemma  Students in high poverty school districts who successfully navigate grades 6 to 9 by and large graduate from high school (75% or higher graduation rates).  Students in high poverty school districts who struggle and become disengaged in the early secondary grades and, in particular, have an unsuccessful 6 th and/or 9 th grade transition do not graduate (20% or less graduation rates). 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

Are the Barriers….  Foundational in Nature?  Across Content Areas?  Immediately Actionable?  Expertise and Resources Available RIGHT NOW?  Likely to Impact Other Barriers, if Addressed? 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

The Most Effective Problem- Solving Teams…  Recognize Problem-Solving as a Way of Work—not another program or procedure  Intentionally Focus on the Most Alterable Variables— Curriculum, Instruction, & Environment  Look for Opportunities to Address Identified Problems at the Systems Level  Foster a Common Understanding of the “Big Picture” and the Interrelatedness of ALL the Parts  Ensure Broad Stakeholder Involvement in Problem-Solving and Action Planning  Consensus Typically Ends Where Involvement Does  At a Minimum, Those Involved in Implementing Action Plans MUST Be Directly Involved or Represented 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/Content Experts  Departmental Experts  Counselors  PEC Leads  School Psychologists

Problem-Solving Teams  Team Roles and Responsibilities  Data Manager/Analyst  Note Taker  Time Keeper  Content Specialist 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

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. 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

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

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 High 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 Performance Standards 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)

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.

Early Warning Systems Students with just one indicator (attendance, course performance, behavior) during Middle School have a 25% likelihood of graduating within four or five years of entering high school.

Sarlo, R. (2015) SSTAGE Conference PPT

Student Engagement Academic Engagement  Indicators  Time On-Task  Classwork/Homework Completed  Academic Engagement is Strongly Related to Academic Achievement  Course Performance  Credits Earned  GPA  Progression and Graduation Rates  Most Visible Form of Engagement and the Most Often Tracked by School Personnel Behavioral Engagement  Indicators  Adherence to Attendance Expectations  Compliance with Behavior Rules and Expectations  No Suspensions or Significant Referrals  Behavioral Engagement is Significantly Related to Academic Achievement and School Dropout  Among the Most Common Concerns Expressed by Educators and Parents Sarlo, R. (2015) SSTAGE Conference PPT

Student Engagement Social Engagement  Indicators  Positive and productive relationships with adults and peers  Affiliation with School  Sense of Belonging  Early Intervention in this Area is Associated with Reduced Grade Retention, Misbehavior, Violence, Sexual Activity, Dropout, and Teen Pregnancy  Safe Learning Environments and Positive and Productive Social Relationships with Teachers and Peers Promote a Sense of Belonging, Increased Hope about One’s Future, and Greater Involvement in the School Environment Psychological Engagement  Indicators  Growth vs. Fixed Mindset  Perceptions of Competence  Perceptions of Control (Choice & Voice)  Grit, Persistence, & Tenacity  Problem-Solving Skills  Hope  Curiosity  Perceptions of Relevance of Education to Personal Goals and Aspirations  Significantly Related to Academic Achievement, Attendance, Behavior, High School Graduation, and Post- Secondary Enrollment  Takes on Increased Significance as Students Grow Older  Includes Many of the Most Powerful Predictors of Student Outcomes  Infrequently measured or considered during Intervention Planning Sarlo, R. (2015) SSTAGE Conference PPT

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/Behavior Contract/Token Economy/Behavior Modules w/Counselor/Ripple Effects  Progress Monitor/Evaluate Student Response to Intervention/Guide Decision-Making

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

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/Behavior Contract/Token Economy/Behavior Modules w/Counselor/Ripple Effects  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???? Next Steps????

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

Research-Based Intervention Resources  America’s Promise Alliance  National Association of Secondary Principals Sarlo, R. (2015) SSTAGE Conference PPT