Rebecca Sarlo, Ph.D. Hollie Pettersson, Ph.D.. “All students need to develop the knowledge and...

Innovation: Secondary Strand

Rebecca Sarlo, Ph.D. Hollie Pettersson, Ph.D.

The Why: High Expectations for All Students

“All students need to develop the knowledge and skills that will give them real options after high school. No student’s choices should be limited by a system that can sometimes appear to have different goals for different groups. Educating some students to a lesser standard than others narrows their options to jobs that, in today’s economy, no longer pay well enough to support a family of four.”

ACT, Ready for College and Ready for Work: Same or Different?(2006)

“All students, ready for college and career,

by the end of high school. Period.”

• Students must possess higher level skills than ever before to be competitive in our global economy

- “On the Road to Implementation.” Achieve, August 2010

The Why: High Expectations for All Students

High Expected Outcomes for All Students

“The highest level of mathematics reached in high school continues to be a key marker in precollegiate momentum, with the tipping point of momentum toward a bachelor’s degree now firmly above Algebra 2. . . . The world has gone quantitative: business, geography, criminal justice, history, allied health fields—a full range of disciplines and job tasks tells students why math requirements are not just some abstract school exercise.”

Clifford Adelman, The Toolbox Revisited, March Feb. 2006

High Expected Outcomes for All Students

“The levels of readiness that high school graduates need to be prepared for college and for workforce training programs are comparable.”

ACT, Ready for College and Ready for Work: Same or Different? (2006)

“An estimated 85% of current jobs and almost 90% of the fastest growing and best paying jobs now require postsecondary education.”

Alliance for Excellent Education, (September 2007)

“An estimated 40% of all students who enter college must take remedial courses.”

Gates Foundation, Toward a More Comprehensive Conception of College Readiness.

US Global Competiveness Our relative performance is weak and declines

dramatically the longer our students are in school

Our high school graduation rate lags nearly all other OECD countries.

College Completion Rate

Of 36 OECD countries, the U.S. is one of only three countries to show no gain in the past 30 years, dropping from 3rd in the world to 12th.

A high school diploma used to be sufficient to have a fair shot at the American dream, but no longer. A college

degree is required.

Source: Inherited Opportunity for Higher Education, Association for Institutional Research, 5/16/06.

Wage Trends for Men by Education Level

-9-

NAEP DATA 2009

8th Grade Reading Performance:

• 2% Advanced• 28% Proficient• 43% Basic• 26% Below Basic

69% scored Below Proficient

NAEP DATA 2009

8th Grade Math Performance:

• 7% Advanced• 25% Proficient• 39% Basic• 29% BELOW Basic

68% scored Below Proficient

The Why- Dropouts are Costly

• High school dropouts and ill prepared graduates are incredibly costly to our society and to their students as individuals

• Cost to our nation is more than $325 billion in lost wages, taxes, and productivity

“In a global economy where the most valuable skill you can sell is knowledge, a good education is no longer just a pathway to opportunity -- it is a prerequisite. The countries that out-teach us today will out-compete us tomorrow.”

President Barack Obama (2/24/09)

Education is also highly correlated with employment and workforce participation.

A lack of education is literally deadly.

Academic Achievement?

• More than one in five young people who graduate from high school do not meet the minimum academic standard required to enlist in the U.S. Army.

• 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.

http://www.nap.edu/catalog/10421.html

http://org2.democracyinaction.org/dia/track.jsp?v=2&c=Gb+RxuEzA/WZEVMBEphlNspDNliyUHA7

http://org2.democracyinaction.org/dia/track.jsp?v=2&c=Gb+RxuEzA/WZEVMBEphlNspDNliyUHA7

The Why- What educators do matters

• The quality of instruction students receive in their classrooms is the most important variable in student achievement

• Same studies also noted the wide disparity in quality of that instruction within the same school

Hattie, 2009; Marzano, 2003

Variables Contributing to Student Learning

Student

Teacher

Peer Effects

Homes

Schools

50%

30%

5-10%

5-10%

5-10%

John Hattie, Visible Learning “Meta-Meta-Analysis” (800 Meta-Analyses)

Effective Teacher vs. Ineffective Teacher

• On average, the least effective teachers (Q1) produce gains of about 14 percentile points during the school year. By contrast, the most effective teachers (Q5) posted gains among low-achieving students that averaged 53 percentile points

Vol. 3, Issue 2 A Publication of The Education Trust Summer 1998

Effective Teacher vs. Ineffective Teacher

Long range effects

Instructional Quality

“The major message is simple—what teachers do matters… the greatest source of variance in our system relates to teachers…”

Hattie, Visible Learning (2009)

Variability by Educational System

Baumeister & Leary, 1995; Connell & Wellborn, 1990; NRC, 2004; Ryan & Deci, 2000

• National Research Council publication, “Engaging schools: Fostering high school students’ motivation to learn”– I can, I want to, I belong– Competence, Autonomy, Belonging

• The other “ABCs”

• URL: http://www.nap.edu/catalog/10421.html

Educators Impact Student Engagement

http://en.wikipedia.org/wiki/World_War_II

Educators Impact Student Engagement

Alterable Variables, 72%

Status Variables, 28%

Educators Impact Dropout Rates

• 47% said a major reason for dropping out was that classes were not interesting

• 69% said they were not inspired to work hard

• 35% said that “failing in school” was a major factor for dropping out

• 45% said they started high school poorly prepared by their earlier schooling.

The Silent Epidemic, 2006

Educators Impact Dropout Rates

• 29% expressed significant doubts that they could have met their high school’s requirements for graduation even if they had put in the necessary effort.

• 50%-65% missed class often the year before dropping out.

• 38% believed they had “too much freedom” and not enough rules

The Silent Epidemic, 2006

Effective Dropout Prevention Services

Effective Schools and Teachers Promote:• Students’ understanding of what it takes to learn• Confidence in their capacity to succeed in school • A sense of belonging by personalizing instruction, showing an interest

in students’ lives, and creating a supportive, caring social context.• High expectations for all students

And, Provide:• Challenging instruction • Support for meeting high standards• Opportunities for choice and control• Curriculum and instruction that is relevant to adolescents’

experiences, cultures, and long-term goalsNational Research Council, 2004

What Schools Do Matters!

• Freshman with weak academics entering high school who reported having a positive 9th grade year were almost twice as likely to graduate from high school than students who entered with strong academics but reported a negative 9th grade academic experience

• Dropout prevention strategies which focus on improving school climate, academic rigor, and student support and monitoring have been found to reduce dropout rates by as much as 50%

The Why: We Have the Power

We can meet the needs of all students through targeted strategic planning, multi-tiered service delivery, progress monitoring, and early identification

90-90-90 Schools

• Same union contracts• Same teacher and administrator time• Same budget• Same facilitators• Same teacher and administrator assignment

polices• Same attention from district office• Same materials and standards• Same social and home challenges

Doug Reeves, 2004

90-90-90 Schools

Despite these common challenges…• 90% or more of students met grade level

expectations

• Significant gains made over 2 years and sustained over more than 10 years

• Gains maintained even with staff and leadership turnover

Doug Reeves, 2004

Quick Write

• Jot down your WHY for systematic renewal in your school/system to increase college and career readiness for students.

• Your WHY sums up your reasons for your commitment to school improvement and effective instruction for ALL students.

The How: Focus on What Matters

“Let’s focus on behaviors, not just test scores. In other words, measure what the grownups do. We need to set as many standards for the adults … as we do for kids.”

Douglas B. Reeves, in Harvard Education Letter, March/April 2002

Unproductive Question

What about the student is causing the performance discrepancy?

Productive Question

What part of the interaction of the curriculum, instruction, learner, and

learning environment should be altered so that the student will learn?

Quick Write

• What are the key features of high quality instruction?

• What curricular variables are most critical to achieving high student achievement?

• What environmental conditions most critical to achieving high student achievement?

Table Talk

• Get in groups of 3 to 4– 1-4, 5-8

• Discuss your quick write ideas• Poster your group agreement of TOP 5

features of effective/high quality instruction and critical curricular variables and environmental conditions

• Each BLT will have at least two groups

Focus on What Matters

• Capacity for Continuous Improvement

• Standards Based Instruction

• Student Engagement

• Differentiation and Intervention


Capacity for Continuous Improvement– Established Mission and Vision: A laser-like focus

on student achievement continuous improvement

– Effective School-Based Leadership Team• Distributed leadership• Sets clear expectations for professional practice and

provides high quality feedback• Allocates sufficient resources for school improvement

efforts (time, instructional and assessment resources, feedback)


Capacity for Continuous Improvement– Teaming Structure and Effectiveness

• All teams essential and aligned with school improvement goals

• Established norms, communication plans• Effective use of data-based problem solving process

The How- How do we do it?

Establish a laser like focus on the end in mind

FULL OPTION GRADUATION FOR ALL STUDENTS

Align all resources toward accomplishing this goal including the use of:

– Time– Personnel– Space– Materials

Targeting the End in Mind

Effective District Leadership…• Establish and communicate a K-12 vision

– Sunshine State School District creates a sound educational environment that provides all students the academic and social emotional competencies and skills necessary to become full option graduates

• And, support all schools in redefining their own mission statements to align with the K-12 vision– Redefining Elementary , Middle and High School’s mission to

include preparing students to successfully transition to the next school level will help to strengthen vertical articulation and the effectiveness of feeder patterns

Establishing a Clear Vision

Ridgewood High School creates a sound educational environment that provides all students the opportunity to develop their individual talents, to meet and exceed graduation requirements, and to become productive citizens in an increasingly complex and global society

Establishing a Clear Vision

Ridgewood High School creates a sound educational environment that provides all students the skills and habits of mind to meet and exceed graduation requirements and to become full option graduates

59%14%

15%

8%4%

All RHS

On Track

At Risk

Off Track

High Risk

Extremely off Track

A Call to Action

District First Steps…

Schools will be empowered to prevent engagement/skill gaps and readily respond to them when they occur when the District establishes…• A K-12 vision and aligns the curriculum and instructional goals

of each school level with the vision• Communication plans, protocols and practices for vertical and

horizontal articulation of student needs, gaps, and strengths

• A data system which allows for the integration and fluid analysis of engagement and academic data AND the vertical articulation of both engagement and academic data between grade/school levels

Table Talk

• Does your system/district/school mission statement accurately communicate the purpose of your organization?

• Does your system/district/school vision statement communicate the student results your team is striving to achieve? – Can progress toward the vision be measured through the analysis

of student outcome data?

• Is the mission and vision of your system/district/school understood and owned by all stakeholders?

• Does your mission and vision drive instructional and intervention planning and evaluation?


Leadership and effective teaming structures are critical for PS/RtI implementation and all school improvement efforts• System Leadership- using fair and transparent

accountability systems to develop effective learning systems

• Administrative Leadership- creating and sustaining conditions for success

• Teacher Leadership- providing direct modeling of effective practice

Doug Reeves, 2010

Effective Teaming Structures

Beh. wk. Group

DistrictOffice; External Coach

Lit. wk.Group

Math wk.Group Building Leadership

Team

All Staff GRADE/DEPT. LEVELS

• BLT provides priorities for action• Work Groups provide monthly data and action reports to BLT.

•BLT provide info, training, and reminds staff ofPriorities (WHYS)•Staff informs BLT of needs

•BLT identifies and passes along level issues to appropriate teams.•Levels reports back on action taken, results, & needs.

District & Building Leadership Teams

• Goal of the district leadership team is to standardize expectations and structures

• Goal of the building leadership team is to customize the implementation

Ecology of Change

Urgency for improvement around real data

A shared vision of good teaching

Meeting content and processes focused on good instruction

A shared vision of results

Effective supervision

Professional development

Diagnostic data with accountable collaboration

Function of District Leadership Team

District Leadership Teams:• Set clear expectations for student outcomes• Establish PS/RtI as a way of work and provide

ongoing guidance and support for schools• Allocate sufficient resources to support full

implementation at all schools• Utilize school outcome and implementation

data to provide tiered implementation support

Building Leadership Teams

Building Leadership Teams (BLTs):• Provide strong organizational process for school

renewal and improvement• Orchestrate the work of school professionals,

administrators, families and students through the school improvement process

• Determine effectiveness of current practices • Plan for progress, achievement and risk• Manage implementation teams

The Building Leadership Team – National Institute for Urban School Improvement (2005)

Building Leadership Team• Purpose: Establish and monitor the school-wide learning and

development goals, the instructional/intervention plans (tier 1 and 2) developed to achieve goals, and allocate the resources needed to fully implement instructional/intervention plans with fidelity.

• Activities:– Determine school-wide learning and development areas in need of improvement – Identify barriers which have or could prohibit school from meeting improvement goals– Develop action plans to meet school improvement goals (e.g., SIP)– Distribute and assign resources to implement plans– Monitor fidelity and effectiveness of core and tier 2 instruction– Manage and coordinate efforts between all school teams– Support the problem solving efforts of other school teams

• Avoid:– Individual student progress monitoring– Meeting without a clear agenda or goals– Making decisions without input from key stakeholder groups– Developing action plans without communicating the purpose, goals, and responsibilities

to other stakeholders– Delegating school-wide action planning responsibilities to teams with less decision

making power or control over resource allocation

Building Leadership Team Key Questions

What are the predictable needs/failures?

What can we do to address needs and prevent failures?

How will we maintain consistency?

How will we know if it is working?

Recommended SBLT Meeting Schedule

• Meet Weekly• 60 to 90 minute meeting times• Utilize a revolving schedule to make sure that

major goal areas are addressed at least once per month

• Example– Week 1: Reading and Writing– Week 2: Mathematics– Week 3: Attendance and Behavior– Week 4: 9th Grade Cohort or 12th Grade Cohort

Team Membership• Selection of team members should aim at creating a

well-rounded team with specific skill sets represented• Critical skills needed for effective team functioning

include:– Instructional leadership– Data management and analysis– Content specialization (minimally Reading, Math, Behavior)– Student advisement, mentoring, and guidance– Knowledge of evidence-based instruction/intervention

• Exceptional Student Education specialist• English Language Leaning specialist (if warranted by

population)– Parent/Community involvement strategies

Team Talk: Article Jigsaw

• Use your teamwork skills to ensure that each member of the team reads at least one section of the article:– Sharing Leadership– Building the Team– Making Meetings Productive– Decision-Making Processes– Working Important Topics

• Read the article

• Come together to discuss

• Complete WHY – HOW- WHAT for your audience describing the rationale for BLTs (step one of action plan)

Content/Engagement Area Teams

• Grade Level Teams• Department Level Teams• Content Area Teams• Course Alike Teams• Positive Behavior Support Team• Attendance Team• Literacy Leadership Team• Administrative Team• Coaching Team

Etc., Etc., Etc.

Content/Engagement Area Teams

Purpose: Implement instructional/intervention plans with fidelity to achieve established content/engagement area goals utilizing the allocated resources while monitoring student response to instruction/intervention

Activities:Review and analyze student data to build consensus around the

content/engagement area goalsDiscuss identified barriers and provide feedback to leadership teamReview action plans and provide feedback to leadership team Implement action plans with fidelityCollect and analyze student data to determine student response to

interventionRecommend programming changes to leadership team as necessaryEngage in professional development which allows for continuous

improvement

Avoid: Implementing action plans without understanding their purpose, goals

and assigned responsibilities Individual student intervention planningMeeting without a clear agenda or goalsMaking changes to instructional/intervention plans without

communicating with the leadership team Implementing action plans without monitoring the impact on student

learning and development

Balas & Boren, 2000; Fixsen, Blase, Timbers, & Wolf, 2001

Implementation Teams

Implementation Team

No Implementation

Team

Percent of Implementation 80% 14%

Time 3 Years 17 years

Specialist TeamsPurpose: Identify barriers to

academic/developmental progress for individual students, implement individualized intervention plans with fidelity to achieve established goals while monitoring each student’s response to intervention

Activities:Meet with specialists, teachers, and parent to identify barriers to

individual student progressDevelop individualized action plans to address identified barriers to

meeting core goals. Implement intervention plans with fidelityCollect and analyze student data to determine the student’s response to

interventionMake adjustments to intervention plans as indicated by the student data

Avoid:Developing action plans without clear purpose, goals and assigned

responsibilitiesDeveloping action plans without the direct involvement of the parent

and studentDeveloping action plans which are not aligned with core expectations

and goals Implementing action plans without monitoring the impact on student

learning and development

Team Roles and Responsibilities

All school teams are problem solving teams and will benefit from members with the following skills/roles:• Coordinator• Meeting Facilitator• Content Specialists• Behavior Specialist• Resource Specialists• Data Analyst• Time Keeper• Recorder• Consultant

Process: Developing a Way of Work

To work within a PS/RtI Framework ALL teams need:

• Ready access to student academic and behavior data

• To be skilled in managing student data (e.g., data collection, data entry, graphing of group and/or individual student data)

• To be skilled in the problem solving process

• Knowledge of research-based instructional/intervention strategies

Find and Make Time to Collaborate

Reduce the aggregate time spent in meetings by identifying and collapsing teams which have the same purpose

Protect Scheduled Time:• Begin and end on time• Set and stick to agendas• Complete all preparation activities prior to coming

together• Make sure all the right people are at the table• Focus only on the “essential few” goals

Team/Meeting Mapping Activity and Table Talk

Complete the Meeting Map and discuss the following:

1. In an average month, how many minutes are spent in meetings?

2. Were there any teams/committees with overlapping purpose? Circle or highlight them.

3. Across identified teams with overlapping purpose, how many members do they have in common?

4. Given the overlap, what actions can be taken to align/merge teams?

5. What infrastructure can be built for communication between remaining teams?

The How- Early Warning Systems

Develop and Utilize an Early Warning System (EWS) to identify students as early as possible

Identify ineffective courses and educational pipelines

Utilize EWS data to guide vertical articulation and programming

Developing a District-Wide Early Warning SystemThe best predictor of future failure is current failure

and disengagement

Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through

analyzing a combination of engagement and academic data.

Many students experience course failures as a result of disengagement (e.g., excessive absenteeism, lack of productivity, inattention)

Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction

Middle School Risk Indicators Academic and Engagement Indicators

Attend school less than 80% of the time Due to absenteeism or discipline issues Excused or unexcused absences

Receive a low final grade for behaviorFail either math or English/Reading

Retention64% of students repeating a grade in

elementary school eventually drop out63% of students held back in middle school

eventually drop out

MobilityMultiple schools during educational career

Kennelly & Monrad, 2007

High School Risk Indicators

Academic indicatorsGPA less than 2.0Course FailuresBehind in Credits

Behavioral/Engagement indicatorsAttend school less than 80% of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement

Lack of peer groupLack of involvement in school extracurricular activitiesLow educational expectationsLack of personal relationship with adults at school

RetentionRetained 1 or more years

MobilityMultiple schools during educational career

High Off TrackLacking 2 or more graduation requirementsBehind 4 or more CreditsCurrently failing 3 or more classesExcessive Referrals and/or Absences

Extreme Off Track 2-3 Years BehindNo chance for graduation in a traditional school settingDisengagement

At Risk for Off TrackLacking 1 of 3 Graduation requirements< 5%Absences3 or less Level 1 or 2 referrals

On TrackExceeding or Meeting all graduation requirements (Credits, FCAT Score, GPA)6 or less AbsencesNo referrals

Off Track Lacking 2 graduation requirementsBehind 1-3 Credits10% Absences3 or less Level 2 referrals or 2 Level 3 Referrals9th graders indentified “at high risk” (3 F’s in 8th grade)

Example: Credits Earned

1st Semester

09-10 < 3 Credits

08-09 < 9 Credits

07-08 <15 Credits

06-07 < 21 Credits

Pasco County Schools

On TrackAt Risk

Off TrackHigh Risk

Extremely off Track

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

Grad Plan 09-10

Grad Plan 08-09

Grad Plan 07-08

Early Warning Systems Data

52.8% (210) of last year's 9th graders are off-track for graduation19% (75) are off-track due to failed FCAT, Credits and GPA13% (52) of exiting 9th graders failed 3 or more courses

Almost all of these students are part of the lowest 25%Many of these students will count in the total graduation and at-risk

graduation ratesThese students have less than a 15% chance of graduating without

significant intervention

Course FailuresAlgebra 1 - 43.5%Spanish 1 - 45%World History- 29%English 1 - 28%Hope (Health and PE) - 58 students- 17%

Early Warning Systems and Vertical Articulation and Programming

While in Middle School, entering 9th graders…Demonstrated disengagement through

absenteeism (32%)Demonstrated disengagement through excessive

behavioral referrals/suspensions (22%)Had a history of course failures in English/Reading

(29%)48% scored non-proficient on the Reading FCAT

Had a history of course failures in math (37%)41% scored non-proficient on Math FCAT

Had a history of retention (24%)

The bottom line…Disengaged students are likely to be disengaged at the next grade/school level in the absence of prevention and intervention support

Students with a history of academic underachievement or failure are likely to continue to fail without prevention and intervention support

Addressing academic and engagement issues earlier rather than later is more successful and more cost effective

Preventing disengagement and/or academic failure is more effective than reacting to them once they occur

Table Talk

•How could the implementation of an early warning system improve your school’s ability to provide timely intervention services to students?

•How could your school utilize early warning system data to promote and guide vertical articulation?

Focus on What Works Best“We can, whenever we choose, successfully teach ALL children whose schooling is of interest to us. We already know more than we need to know to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.”

~Ron Edmonds, 1982

Focus on What Works BestThe University of Auckland 9 January 2009. A study by Professor John Hattie into what actually works in schools to improve learning has been lauded as education's "Holy Grail" by the UK media. Titled Visible Learning, it is believed to be the largest evidence-based study in the world into what works for students. It found that improving student-teacher interaction is the key to schooling success. The study ranked the power of teacher feedback and interaction far above influences like the school a student attends, reducing class sizes, frequent testing or a pupil's gender.

82

It’s all about the CORE!Effective interventions must be built on a solid

foundation of effective core instruction

We CANNOT intervene our way out of a core instructional problem

This approach leads only to overtaxed intervention providers and diluted, ineffective intervention systems

Practices over programs

“Educators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children face.”

Buffum, Mattos, & Weber, Pyramid Response to

Intervention, 2009

The 11th Commandment

Thou shall not address inadequate Tier I (Core)

through Tier IIand Tier III supports alone.

Focus on What Matters90-90-90 SchoolsPractices, not programsChange practices without changing budgetsCollaboration is the way of workCollective responsibility for all studentsRelentless pursuit of successAppropriate-proactive consequences for

failure

Doug Reeves, Accountability in Action (2004)

Intensifying Core Instruction

Increase time and response opportunities.

Improve core program efficacy.

Improve core program implementation.

Decrease group size.

Increase coordination of programming and instruction.

Simmons, 2003

Focus on What MattersStandards-Based InstructionUnpack, prioritize, and vertically align standards

Set and communicate learning objectives and goals

Plan and deliver engaging lessons aligned with standards

Focus on What MattersStandards-Based InstructionPlan and implement lessons utilizing a gradual

release of responsibility modelEnsure appropriate rigor of instruction,

questioning, tasks and assessments

Emphasize non-fiction writing across all subject areas (non-fiction writing in all courses for all students at-least once per month)

Measure what MattersStandards-Based Instruction Observation Tool Example

Rigorous Instruction Observation Tool Example

Gradual Release of Responsibility and Student Engagement Observation Tool Example

Component Evident Not Evident

Lesson begins with a discussion of desired outcomes and learning goals

Learning goal (essential questions) is written in student friendly language and posted so that all students can see it.

Lesson goal (essential questions) are directly related to what students need to know, understand, and be able to do to master the benchmark.

The lesson goal/essential question is a clear statement of knowledge or information as opposed to an activity or assignment.

The lesson goal/essential question requires higher order thinking, problem solving or decision-making

The teacher explains how the class activities relate to the learning goal and to answering the essential question.

Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it.

Teacher makes reference to the scale or rubric throughout the lesson.

Setting and Communicating Instructional Purpose

Webb’s Depth of KnowledgeWebb’s DOK Level 1 Webb’s DOK Level 2 Webb’s DOK Level 3 Webb’s DOK Level 4

• Emphasis is on facts and simple skills or abilities to recall or locate facts verbatim from the text. (e.g., What is the capitol of Florida?)

• Reproduction of previously taught information such as a fact, definition, term or a simple procedure.

• Simple steps, recipes, or directions.

• Requires reasoning which is often to carry out some procedure that can be performed mechanically.

• The focus is on basic initial comprehension, not on analysis or interpretation.

• Items require only a shallow/literal understanding of text presented.

• Students find “the right answer,” and there is no debating the “correctness,” it is either right or wrong.

• It is not left to the student to come up with a low complexity original method or solution.

• Requires both initial comprehension and subsequent processing of text or portions of text.

• Important concepts are covered, but not in a complex way and involve more flexible thinking and choice among alternatives than low complexity items.

• Items at this level may include words such as paraphrase, summarize, interpret, infer, classify, organize, collect, display, compare, and determine whether fact or opinion. (e.g., What is the difference between a tornado and a hurricane?)

• Requires a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step.

• The student is expected to decide what to do—using informal methods of reasoning and problem-solving strategies—and to bring together skill and knowledge from various domains.

• Students must explain “how” or “why” and often estimate or interpret to respond.

• One right answer.

• Strategic reasoning and thinking where students must reason or plan to find an acceptable solution to a problem.

• Requires deep knowledge, complex or abstract thinking, and application of knowledge or skill in a new and unique situation (e.g., Review hurricane occurrences over the past five years in Florida. Analyze the effects of the hurricanes. Hypothesize the impact on the environment.)

• Students need to provide support for thinking, reasoning or conclusions and are encouraged to go beyond the text to explain, generalize or connect ideas by citing references from the text or other sources.

• Items involve abstract theme identification and inferences between or across passages,

• Students’ application of prior knowledge, or text support for an analytical judgment made about a text.

• More than one correct response or approach is possible.

• Requires extended complex/abstract reasoning, planning, developing, analysis, judgment and creative thinking (generally over extended periods of time) where students typically identify a problem, plan a course of action, enact that plan, and make decisions based on collected data.

• Students often connect multiple content areas to come up with unique and creative solutions (e.g., Conduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results/solutions.)

• Students may be asked to relate concepts within the content area and around other content areas.

• Students make real-world applications in new situations.

• Assessment activities have multiple steps with extended time provided.

• Multiple solutions are possible. • Requires an investigation; time

to think and process multiple conditions of the problem or task.

Instructional RigorInstruction and Questioning Tasks and AssignmentsRate complexity of Examples

(E),Models (M), and Questions (Q), and Responses (R)

Describe and Rate Tasks (T) , Assignments (A), and

Assessments (T)

Cla

ssro

om

1

Cla

ssro

om

1

Cla

ssro

om

2

Cla

ssro

om

2

Instructional Rigor

Level 4

Level 3

Level 2

Level 1

Percentage Observed Percentage Observed

Gradual Release and Student Engagement

Focus on What MattersStudent EngagementActive monitoring of and focus on maximizing

student engagement in learning at schoolPositive behavior support programTeacher student relationshipsPeer support for learningStudent perceptions of competence and controlStudent future aspirations and goalsFamily support for learning

What is Engagement?Engagement in schoolwork involves both behaviors (e.g.,

persistence, effort, attention) and emotions (e.g., enthusiasm, interest, pride in success)

Both academic and social aspects of school life are integral for student success; engagement at school and with learning are essential intervention considerations.

Engagement is the primary theoretical model for understanding dropout and is, quite frankly, the bottom line in interventions to promote school completion.

Student engagement has emerged as the cornerstone of high school reform initiatives.

Engaging Schools, 2006

Academic EngagementThe amount of time spent engaged in academic work

“I can”

Behavioral EngagementSchool attendance andparticipation in school

“I will”

Psychological EngagementFeelings of competence and control

investment in learning, self regulation,goal setting and progress monitoring

“I want to”

Social EngagementIdentification and affiliation

with school, sense of belonging, perceived

social support“I belong”

Academic EngagementIndicatorsCourse Failures

Particularly Math and English in Middle SchoolCredits earnedGPAHomework completionTime on task

Academic engagement variables have a moderate to large effect on achievement

Most visible form of engagement and the most often tracked by school personnel

Behavioral EngagementIndicators

AttendanceSuspensionsParticipation in classroom activities

Among the most common concerns expressed by educators and parents

Significantly related to academic achievement and school dropout

Social EngagementIndicatorsPerception of supportAffiliation with schoolSense of belongingPerception of the value of school and school

related activities

Early intervention in this area is associated with reduced grade retention, misbehavior, violence, sexual activity, and teen pregnancy.

Identifying Socially Disengaged StudentsList all students names at grade levels and

have adults in school initial next to students with whom they have a personal relationship.Students with no initials by their names may be

socially disengaged

Utilize a survey to identify students who are bullied, alienated by peers, or who simply perceive that they have difficulty connecting with peers

Determine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs

Psychological EngagementIndicatorsSense of confidence and control Use of learning and problem solving strategiesInvestment in learningPerceived relevance of school for future

outcomes

Significantly related to academic achievement, school attendance, and high school graduation

Identifying Psychologically Disengaged Students

Utilize a survey to assess students’ sense of control, relevance of schoolwork, and future aspirations and goals

Employ a systematic student-nomination process within which school personnel indicate the students whom they are concerned regarding their interest in learning or lack post-secondary goals

Identifying Specific Engagement Issues

Survey students regarding barriers to their attendance, engagement, work completion, etc.All Students or a Subset of students (e.g., at-risk)Survey MonkeyOpen endedMultiple Choice

Hold focus groups with at-risk and high performing students to identify barriers and potential strategies for addressing the barriers.

“The Rich Get Richer”

Time Spent Successful Perceive moreAcademically Performance teacher andEngaged peer support

Participation in School Activities

Feelings of Connection and Identification w/School

Feelings of competenceand control

Contextual Variable related toStudent Engagement and Academic Outcomes

FamilyAcademic and motivational support for learningGoals and expectations of successful school

performanceMonitoring/supervisionLearning resources in the home

PeersEducational expectationsShared common school valueHigh attendance ratesAcademic beliefs and effortsPeers’ aspiration for learning

SchoolSchool climateInstructional programming and learning activitiesMental health supportClear and appropriate teacher expectationsGoal structure (task vs. ability)Teacher-student relationships

Don’t Assume--Go to the Source!School assumed that source of

dropout/underachievement problems were a lack of family support and a lack of future aspirations and goals

Students showed strong agreement with all of the following items1. My family/guardian(s) are there for me when I need them.

29. My family/guardian(s) want me to keep trying when things are tough at school.11. Going to school after high school is important.30. I am hopeful about my future.17. I plan to continue my education following high school.19. School is important for achieving my future goals.8. My education will create many future opportunities for me.

Don’t Assume--Go to the Source!School principal also spoke regularly of his

commitment to developing a family/community climate at his school and in fact felt strongly that the goal had already been accomplished

Students showed strong disagreement with all of the following items

10. The school rules are fair.28. I feel like I have a say about what happens to me at school.2. After finishing my schoolwork I check it over to see if it’s correct.27. I feel safe at school.5. Adults at my school listen to the students.13. Most teachers at my school are interested in me as a person, not just as a student.21. Overall adults at my school treat students fairly.3. My teachers are there for me when I need them.14. Students here respect what I have to say.6. Other students here care about me.7. Students at my school are there for me when I need them.

Focus on What MattersDifferentiation and InterventionFrequent formative assessment of student

progress and multiple opportunities for improvement

Interventions are aligned and integration with core instruction

Interventions address both academic and engagement needs of students

Intervention programs are evaluated by examining both skill acquisition and the impact of supports on student success within core content areas

Spend Resources on What Matters Most“Professional development, when embedded

within a systems-change perspective that is focused on the issues of adoption and implementation, will help to create an environment that can sustain evidence-based practices… training practitioners in the use of evidence-based practices without systems-change is not enough. The ability to implement practices with fidelity and sustainability is limited without adequate system supports”

OSEP, December 2007

Spend Resources on What Matters Most

Ensure that teacher leaders have the skills and efficacy to effect change

Provide high quality professional development with follow-up coaching, opportunities for deliberate practice, and high quality formative feedback

Spend Resources on What Matters MostFocus on increasing teacher efficacy levels in

relation to best practices#1 antidote to stress, frustration, and burnout

Embrace deep implementation7:1 Rule- for every 1 day of sit and get professional

development, provide 7 days of on-site job-embedded implementation support

Plan for deliberate practice- 24-40 hours to learn and apply new professional practices with fidelity

Doug Reeves, 2004

113

Develop and implement integrated multi-tiered intervention which address both student engagement needs and academic skill gaps/deficits

The How- Integrated Multi-Tiered Supports

A Shift in Thinking

Targeted Instruction + Time = Learning

Variable Variable Constant

Targeted Instruction + Time = Learning

Constant Constant Variable

From:

To:

Fullen, 2009

Instructional/Intervention Design

Teams need to be knowledgeable of research-based instructional/intervention strategies and programs when developing the school’s intervention programming.

Teams should implement scientifically validated instruction/interventions in order to ensure that students have access to instruction that has been proven to be effective with other (preferably similar) students.

Intervention plans must be multi-tiered to meet the needs of all students

The most effective intervention plans are derived from a comprehensive understanding of the underlying barriers which prevent success“Both pupil and teacher must know where the learner is now, how that compares to ultimate learning success, and how to close the gap between the two”

Stiggins, 2007, p.15

Instructional/Intervention Design

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 barriersEffort spent personalizing instruction/intervention

is typically well spent

At the very least, secondary students must understand the “compelling why” of programming changes

Facilitating Problem Analysis

Survey students regarding barriers to their attendance, engagement, work completion, etc.All Students or a Subset of students (e.g., at-risk)Survey MonkeyOpen endedMultiple Choice

Hold focus groups with at-risk and high performing students to identify barriers and potential strategies for addressing the barriers.

Understanding Skill BarriersAdminister diagnostic assessments to all students who are below grade-level in reading, writing, or mathematics

Reading diagnostic assessments should assess student’s ability to decode words, read text fluently as well as provide measures of the student’s vocabulary development and reasoning skills.

Writing diagnostic assessments should assess student’s writing organization, writing fluency, mechanics, and spelling abilities

Mathematics diagnostic assessments may measure numeration, rational numbers, addition, subtraction, multiplication, division, measurement, time and money, estimation, interpreting data, problem solving, statistics, algebra, and geometryAligned with the pre-requisite skills students will need to be

successful in their current math course

Assessment PlansAssessment for all students must:1. First and foremost be designed to answer specific

questions2. Focus on essential, important skills3. Be instructionally relevant4. Be efficient to administer5. Be sensitive to change in skill performance6. Measure fluency of performance

1. Be easy to use and understand

Facilitating Problem AnalysisSecondary school staff typically require

significant support for problem analysis in order to move past student motivation and parent involvement barriers

Without this shift in thinking, school staff often feel helpless in improving student outcomesConsensus wanesFidelity suffersData collection and analysis become less frequent

and less validDeveloping effective intervention plans is

dependent upon a team’s ability to take a transparent look at the instructional, curricular, and environmental barriers to student engagement and achievement

Team TalkWhat are your team’s hypotheses regarding why students are not meeting expected levels in reading?Hypothesis: 52% of students are proficient in reading while the expectation is 80% because _________________….

Prediction: If we ________________...then reading outcomes will improve

Team TalkLet’s say you also have data that indicates…Instruction:

The majority of instruction is explicit followed by independent practice

Questioning, tasks and assessments are primarily basic level (i.e., fact finding)

Students are often unaware of the purpose for instruction

Team TalkLet’s say you also have data that indicates…Curriculum:

Content area texts are well above most struggling students’ reading level

Reading intervention classes utilize only instructional level (not grade level) materials and texts.

Students have very little choice when it comes to choosing books for recreational reading or assignment completion

Team TalkLet’s say you also have data that indicates…Environment:

Teacher-student relationships are strained (e.g. students do not feel their teachers are interested in them as individuals, only as students)

Peer relationships negatively impact students’ willingness to ask questions or seek help during or outside of class

Students report that their basic needs are not always met (i.e., bathrooms are unclean, rooms are too cold, lunches run out after 2nd lunch)

Team TalkLet’s say you also have data that indicates…Learner:

45% of students have missed more than 10% of school

Skipping is the top referral reason with 24% of students receiving referrals for skipping

While 95% of students report that receiving an education is important for their life goals and plan to continue after high school, only 62% report feeling hopeful about their futures, and only 58% believe that what they are learning in school relates to their future goals

Where to Begin???Identify barriers which are foundational in natureIdentify barriers which are cross contentIdentify barriers which are immediately

actionableThe school has the expertise and resources to

address the barrier right nowIdentify barriers which if addressed could

possibly also lessen the impact of other barriers

Team TalkGiven the barriers that your team identified

and the guiding principles for prioritizing barriers…

Which barriers would you address first?

Why?

Integrated Intervention Programs

Mentoring programsGoal Setting & career planning Frequent progress reportsTargeted rewardsMandatory study hallMandatory homework helpStudy skills classes

Disengaged learners Failed Leaners

Targeted, differentiated instruction

Additional instructional time Pre-teach essential skills,

content, and vocabulary Review/Reteach

prerequisite skills to address the learning gap

Prevention (requires vertical articulation with middle/elementary school and early identification of at-risk students)

CAUTION: By the secondary level, failed Learners have become

disengaged learners and require both categories of intervention

support

Designing a Comprehensive System to Address Student EngagementBecause student engagement is multi-modal

so must be our intervention plans to address student engagement issues

Plan should be multi-tiered in order to prevent disengagement and address disengaged students’ needs

Positive behavior support programs should address all engagement areas and focus on teaching, modeling, and reinforcing pertinent skills.

Addressing Academic Disengagement

UniversalUse mastery learning principles to guide instructional

planning and deliveryIncorporate service learning and community projects

into core instructionAllow students to have choices within course

selection and assignmentsSupplemental and TargetedProvide leveled text books in content classesCheck-In Check-Out focused on academic

preparedness and effortSeek out college outreach programs and tutors for

students

Academic Engagement Example

Strategic Literacy Project

Addresses:Reading across subject areasThe social and personal dimensions of readingReading strategy instructionExpanding repertoires in knowledge of topics

including knowledge of topics, vocabulary, genres, and text structure

All 6th or 9th grade students receive a course in academic literacy in order to prepare them for the demands of reading across the content areas


Results:Produced greater than one year’s growth at the 9th

grade level.

Student reported more than doubling the number of books that they had read in the last year

Students could describe an array of reading strategies available to them to understand what they read

These rates did not vary as a function of teacher, or student ethnicity or language background


Zeros Are not Permitted (ZAP) Program

Main Objectives: Improved academic performance by students Increased sense of responsibility for academic

successDevelopment of better study habits and higher

quality workIncreased communication between school and

home

Increases academic outcomes by increasing the amount of time that students are engaged in academic work by not allowing students to escape the work

ZAP Process ZAP will meet five days per week during the students lunch

hour.

Students will be assigned by their classroom teacher for not completing work by the required due date.

The teacher assigning the ZAP will meet briefly with student when assigning the ZAP to provide the student with necessary information to complete his/her missing assignment.

The student will then be directed to the designated staff-supervised room to complete the homework.

Completed assignments will be collected and placed in the teachers’ mailbox for their review the next day.

Completed assignments will max out an 80% of original assignment.

ZAP ConsiderationsThe ZAP program is not a form of punishment

rather a program to send the message that failure is not acceptable.

For this program to be effective, all staff must adopt the following policy: assignments must be completed in a timely manner.

Failure to do so will result in the student being assigned a during lunch or after school homework session because Zeros Aren’t Permitted (ZAP).

ZAP on Steroids

Augment school’s master schedule to incorporate an intervention/enrichment period around the lunch periodsResults in 45-60 minute lunch periods

Plan enrichment and extension activities, clubs, and service learning opportunities for all students who are on-track for graduation and are caught up/passing their current courses

Plan mandatory, facilitated study halls, tutoring, and social-emotional skill support for students who are off-track for graduation or behind/failing one or more courses

Ensure that on-track criteria is transparent and understood by students, teachers, and parents

Team SharingWhat other strategies/programs could be

employed to increase the amount of time students spend engaged in academic work?

Do the strategies require a change to your master schedule or could they be integrated into your existing instruction/intervention programming?

Addressing Behavioral DisengagementUniversal

Implement a school-wide positive behavior support program

Offer developmentally appropriate social skills instruction as part of the curriculum

Create an orderly routine environment which promotes consistency

Gather student input on school rules and climate and evaluation of coursework/assignments

Supplemental and TargetedCheck and Connect programImplement student advisory program Implement school-to-work programs that foster success

in school and relevant educational opportunities

Positive Behavior Supports Expectations for behavior must be defined and taught to

students explicitly

Students should be reinforced for appropriate student behavior and school attendance

Group contingencies and competitions are powerful at the secondary level because they encourage social engagement

Secondary students are typically more interested in earning privileges and autonomy than in earning tangibles

Positive reinforcement should be awarded to students for the amount of time and effort students spend academically engaged


employed to encourage and support consistent attendance and compliance with school rules and expectations?


Addressing Psychological Disengagement

Universal Provide students with choices when completing assignments Focus on necessary steps to reach/pursue personal goals and

career exploration- align data chats to this purpose Provide students with challenging and motivating assignments

that relate to their lives outside of school Begin lessons by activating background knowledge and relating

to student’s personal goals.

Supplemental and Targeted Check and Connect focused on goal setting and progress

monitoring Self-monitoring interventions Metacognitive strategies, effective note-taking, and study skills Design assignments to ensure behavioral momentum

Psychological Engagement Example

Teacher/Advisor-Student Data ChatsBe driven by students’ long term and short term

goalsHelp students to see the relationship between their

academic progress and attainment of their goalsEmpower students to develop action plans related

to maintaining or improving their progressBe supportive and promote teacher-student

relationships

Video Example


employed to increase students’ perception of instructional relevance and goal setting and progress monitoring skills?


Addressing Social Disengagement

Universal Implement adult and student advisory/mentoring programs Develop intermural sports teams Expand available extracurricular activities, survey students to

assess interest Enact zero tolerance for bullying and student alienation Implement a small learning community structure Implement summer community building activities, particularly for

transitioning students which promote social connections and affiliation with the school

Implement 6th and 9th grade academies

Supplemental and Targeted Maximize at-risk students exposure to and interaction with on-track

students Provide service learning opportunities at the school site which

involve high status jobs Facilitate involvement in extracurricular activities by providing

adult and peer support and encouragement


employed to increase students’ perception of peer and adult support, affiliation with school and sense of belonging?


The Good News…Most of these interventions can be integrated into a school’s existing master schedules.

Additional time is typically only required during transition years

6th grade and 9th grade “transition” classes are a perfect place to directly address engagement and get students off to a great start

District First Steps…Communicate the need and expectation of instructional/intervention plans to address student engagement barriers while simultaneously addressing student skill deficits and learning needs

Provide professional development and coaching for SBLT to ensure their understanding of the relationship between instruction, curriculum, and environmental variables and student engagement and achievement

Provide professional development and coaching for instructional personnel to support their ability to improve student engagement and academic outcomes through the manipulation of instructional, curricular, and environmental variables

Scheduling of Multi-Tiered Supports

Districts should support school’s efforts to…

Maximize academic engaged time in critical areas

Develop master schedules that reflect the needs of students

Maximize use of all staff

Ensure time allocated for Tiers 1, 2 and 3

Provide meeting time for tier integration work

Be flexible enough to provide timely intervention and re-integration

Scheduling of Multi-Tiered Supports

District’s should support school’s efforts to…Direct a significant amount of resources to critical transition

years (6th and 9th) to prevent academic and behavioral problems

Provide opportunities for mentoring, advisement, and academic support within the master schedule for all students

Include classes which provide instruction in organization, study skills, note-taking, problem solving, and communication in the school’s master schedule

Intensify instruction by providing additional time and personnel or smaller class sizes for classes which typically result in high rates of courses failures

The How- Integrate Technology

Technology integration to:teach 21st century skills, engage students in the learning process, and accommodate for significant skill gaps/deficits

and allow students true access to content area curriculum

The How- Create One Unified System

Engage in vertical articulation and programming k-12 driven by a common vision and supported by predictive, vertically aligned common assessments

“One Unified System”Successful high school completion begins with kindergarten

Each grade/school level inherits an aggregate of student gaps, weaknesses, and strengths produced in the previous grade/school level

Most successful “intervention” is to ensure that students enter each grade/school level with as much strength as possibleWith both the academic and social-emotional

skills needed to be successful

“One Unified System”Vertical Programming—articulation K-12- is the most effective way of ensuring that students graduate from the system as full-option graduates

An agreed upon “method” of vertical communication of student data/needs—that leads to vertical programming– is critical

All grades/school levels need to know student needs prior to their entry—preferably months ahead of timeThe best “screening” tool is the compilation of student

historical data This becomes more evident as students move beyond

elementary school

PRIORITIESElementary prepares students for success

in middle schoolMiddle school prepares students for

success in high schoolHigh school prepares students for success

in college and careers

Every System Is Perfectly Aligned to the Results That It Gets

--George Batsche-ism

1 2 3 4 50%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percent of Proficient Readers

Year

What Does this Data Seem to Tell Us?

1 2 3 4 50%

10%20%30%40%50%60%70%80%90%

100%

Percent of Proficient Readers

Year

“Low” Performing School

“High” Performing School

Without significant organizational changes, the school should expect approx. 68% of its students to need support in Reading.

Without significant organizational changes, the school should expect approx. 28% of its students to need support in Reading

What Does this Data Seem to Tell Us?

1 2 3 4 510%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percent of Students with Excessive Absenteeism

“Low” Performing School

“High” Performing School

1 2 3 4 510%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percent of Students with Excessive Absenteeism

Without significant organizational changes, the school should expect approx. 40% of its students to demonstrate disengagement by missing school

Without significant organizational changes, the school should expect approx. 21% of its students to demonstrate disengagement by missing school

Maximizing Student Outcomes

To improve student outcomes and allow for full-option graduation, districts must build systems which allow schools to more effectively…Prevent disengagement and academic skill gaps

from occurring in the first place

Respond more readily to student engagement and academic deficits when they do occur

Full Option Graduation Begins Before High School

The Forgotten Middle

“Making sure that all eighth-grade students have attained the knowledge and skills that put them on target to becoming ready for college and career is the single most important step that can be taken to improve their college and career readiness.”

The Forgotten Middle: Ensuring that All Students are on Target for College and Career Readiness before High School (ACT, 2008)

Remember this Scenario???

52.8% (210) of last year's 9th graders are off-track for graduation19% (75) are off-track due to failed FCAT, Credits and GPA13% (52) of exiting 9th graders failed 3 or more courses

Almost all of these students are part of the lowest 25% Many of these students will count in the total graduation and at-

risk graduation rates These students have less than a 15% chance of graduating without

significant intervention

Course FailuresAlgebra 1 - 43.5%Spanish 1 - 45%World History- 29%English 1 - 28%Hope (Health and PE) - 58 students- 17%

Early Warning Systems and Vertical Articulation and Programming

While in Middle School, entering 9th graders…Demonstrated disengagement through

absenteeism (32%)Demonstrated disengagement through excessive

behavioral referrals/suspensions (22%)Had a history of course failures in English/Reading

(29%)48% scored non-proficient on the Reading FCAT

Had a history of course failures in math (37%)41% scored non-proficient on Math FCAT

Had a history of retention (24%)

The bottom line…Disengaged students are likely to be disengaged at the next grade/school level in the absence of prevention and intervention support

Students with a history of academic underachievement or failure are likely to continue to fail without prevention and intervention support

Addressing academic and engagement issues earlier rather than later is more successful and more cost effective

Preventing disengagement and/or academic failure is more effective than reacting to them once they occur

Designing Multi-Tiered Supports

Multi-tiered supports should focus on:

Pre-teaching skills critical to successful transition to the next grade/school level

Horizontal alignment of instruction and curriculum for teaching grade-level standards and behavioral expectations

Teaching missing skills or providing necessary supports (e.g., mentoring, advisement) for student who arrive with or acquire skill/engagement deficits

Example Vertical Articulation Protocol

Overview of Benchmark

MA.3.A.1.1

Model multiplication and division including problems presented in context…

Required Prior Knowledge as Identified in Prior Year(s) Standards

Grade-Band Content as identified in current grade level standards

Expected Student Knowledge as Identified by Standards for next grade levels

District First Steps…Designing multi-tiered supports which prevent and respond effectively to academic/engagement deficits will be greatly facilitated if the District…Sets clear expectation for vertical articulation between

grade/school levelsEstablishes protocols, procedures, and processes for

articulationAllocates resources necessary to support articulation

between grades/school levels Data systems that allow for sharing of data both vertically and

horizontally Time for collaboration between grade/school levels Trained facilitators/coaches Support for unpacking of standards

The How- Program EvaluationEvaluating the impact of instructional/intervention programming on student outcomes will allow teams to identify ineffective instruction

and intervention,

make timely instructional changes, and

identify students who require more intensive intervention support.

Without AssessmentDistricts and schools lack of direction to know what needs to be improved, who needs intervention, and whether or not interventions have been effective.

Without examining rate of learning over time in

comparison to the rate required to meet the learning goal in the

available time, teams sometimes celebrate

“insufficient” responses.

Learning Rate Over TimePercentage of Students Scoring Proficient on State Reading Assessment

0%

10%

20%

30%

40%

50%

60%

70%

80%

Baseline Midyear End of Year

Goal Level"Positive" Response

"Insufficient" Response

"Poor" Response

High Quality Feedback and Evaluation?American students score highly in only one area relative to their

international peers: self-confidence.

State:High Stakes Assessment

Teacher:Daily

Monitoring

State:High StakesAssessment

District:Common

BenchmarkAssessments

School/Course:Common Unit Assessments

Teacher:Daily

Monitoring

National Center for Educational Accountability

OF

OF/FOR

FOR

OF/FOR

Using Early Warning Data to Monitor Progress

The indicators in the Early Warning System can continue to be used to monitor the progress of students participating in dropout prevention interventions

Interventions should be considered effective for students who move back on-track for graduation

Students who continue to be identified as off-track for graduation may require more intense drop out prevention interventions.

When evaluating results, be sure to check for delayed outcomes associated with early interventions

Data ChatsData chats between administrators and teachers

should occur at least quarterly to: Set and monitor student outcome goalsProblem Solve barriers to achievement such as skill

deficits and behavior or attendance problemsIdentify the professional development and resource

needs of teachersBuilding consensus with secondary students is

facilitated by frequent data chats which focus on their progress:In specific courses,On state assessments, and Toward graduation

Relate data chats to the student’s personal goals

Data Chat Example

Video ExemplarWhat is the driving force of this data

chat?How does this example differ from

“typical” data chats?

Engage in a Relentless Pursuit of Success for Every ChildIf the data indicates that a strategy does

not work for all students, teams should…Ensure that the instructional/intervention

programming was implemented as planned (i.e., fidelity)

Return to the problem solving process to address barriers to implementation fidelity and/or to augment the instruction/intervention plan

The What- What should we expect if we do it?

A better understanding of our students’ needs and the practices that either get us or do not get us the results that we want

More timely, systematic, and systemic response to students who have not learned

A need for less and less intervention services over time

More effective transition from grade level to grade level and from school level to school level

The What- What should we expect if we do it?

More effective courses and academic pipelines

Increased graduation ratesInterventions which improve student success

within core instructional settingsImprovements in the percent of college-ready

studentsIncreased graduation and full option

graduation rates

Every System Is Perfectly Aligned for the Results That It Gets

Percentage of students passing all classes in Quarter 3

9th – 68%9th – 54%

10th – 72%10th – 62%

11th – 76%11th - 69%

12th – 79%2009-2010

2010-2011

9th Students 10th Students 11th Students 12th Students Total Percent

2009-10 Semester 1

0.27 0.24 0.2 0.13 0.21

2010-11 Se-mester 1

0.16 0.08 0.12 0.05 0.09

2009-10 Quarter 3

0.21 0.13 0.07 0.05 0.13

2010-11 Quarter 3

0.13 0.1 0.06 0.04 0.07

3%

8%

13%

18%

23%

28%

Percentage of Students Assigned ISS

2009-10 Semester 12010-11 Semester 12009-10 Quarter 32010-11 Quarter 3

2009-10 Semester 1 2010-11 Semester 1 2009-10 Quarter 3 2010-11 Quarter 3

9th Students 155 38 120 32

10th Students 107 26 57 32

11th Students 88 33 31 16


10

30

50

70

90

110

130

150

170

Number of Students Assigned ISS by Grade (Not Cohort)

9th Students10th Students11th Students12th Students

9th Grade 10th Grade 11th Grade 12th Grade Total

2009-10 Quarters 1-3 997 472 304 138 1911

2010-11 Quarters 1-3 119 89 109 64 381

250

750

1250

1750

2250

Number of ISS Days Assigned for Quarters 1-3 by Grade (Not Cohort)

2009-10 Quarters 1-32010-11 Quarters 1-3

1530 Days of Lost Instructional Time Recouped with only Tier 1 Supports

9th Students 10th Students 11th Students 12th Students Total

2009-10 Sem 1 0.09 0.11 0.05 0.05 0.07

2010-11 Sem 1 0.09 0.06 0.07 0.02 0.06

2009-10 Quarter 3 0.07 0.04 0.03 0.01 0.04

2010-11 Quarter 3 0.07 0.02 0.01 0.02 0.03

1%

3%

5%

7%

9%

11%

Percentage of Students Assigned OSS by Grade

2009-10 Sem 12010-11 Sem 12009-10 Quarter 32010-11 Quarter 3

2009-10 Semester 1 2010-11 Semester 1 2009-10 Quarter 3 2010-11 Quarter 3





5

15

25

35

45

55

Number of Students Assigned OSS by Grade

9th Students10th Students11th Students12th Students

The school is now designing tiered intervention supports for this group of students and reviewing their data to determine

missed early warning signs that would have allowedthe school to provide prevention services.

9th Grade 10th Grade 11th Grade 12th Grade

2009-10 Quarters 1-3 383 256 137 80

2010-11 Quarters 1-3 175 133 147 86

25

75

125

175

225

275

325

375

425

Number of OSS Days Assigned - Quarters 1-3 By Grade (Not Cohort)

2009-10 Quarters 1-32010-11 Quarters 1-3

315 Days of Lost Instructional Time Recouped as a Result of Tier 1 Supports

Percentage of students with 5 or more absences in any period during Quarter 3

9th – 54%9th – 74%

10th – 41%10th – 75%

11th – 78%11th% - 68%

12th – 65%2009-2010

2010-2011

On TrackAt Risk

Off TrackHighly Off Track

Extremely Off Track

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Grad Plan 11

Grad Plan 10

Grad Plan 09

Grad Plan 08

72%

10%9%

7%

2%

71%

11%10%

4%4%

75%

6% 10%

4% 5%

84%

5% 9%

1%1%

Early Warning System Data

Grad Plan 11Grad Plan 10Grad Plan 09Grad Plan 08

Risk Category

Perc

enta

ge o

f Stu

dents

On TrackAt Risk for off track

Off TrackHigh Off Track

Extreme Off Track

0

10

20

30

40

50

60

70

80

90

Jan-10

Jul-10

Jan-11

51

27

8 11

3

60

23

9

6

2

84

5 9

11

E.W.S Over Time – Cohort 2007- 08: Seniors

Jan-10Jul-10Jan-11

On TrackAt Risk


Extremely Off Track

0%

10%

20%

30%

40%

50%

60%

70%

80%

Jan-10

Aug-11

Jan-11

49%

35%

9%

6%

1%

58%

10%

21%

9%

2%

75%

6%10%

4% 5%

E.W.S. Over Time - Cohort 2008-09: Juniors

Jan-10Aug-11Jan-11

On TrackAt Risk


Extremely Off Track

0%

10%

20%

30%

40%

50%

60%

70%

80%

Jan-10

Aug-11

Jan-11

62%

14%14%

7%

3%

65%

8%

15%

6%5%

71%

11%10%

4%4%

E.W.S. Over Time - Cohort 2009-10

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Rebecca Sarlo, Ph.D. Hollie Pettersson, Ph.D.. “All students need to develop the knowledge and...

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