Georgia’s Graduation Coaches

1. Georgia’s Graduation Coaches Strategies for Systemic Intervention and Credit Recovery

2. Georgia Student Achievement Pyramid Of Interventions • 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 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

3. Georgia Student Achievement Pyramid Of Interventions • 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 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

4. School-Based Intervention • Tier II Interventions/Responses • Formalized, systemic processes of intervention • Require greater frequency of progress monitoring • Provided for ALL learners within a school

5. Foundation for School-Based Academic Intervention 1) What is your school’s response when students don’t learn the standards? 2) How do we create a culture that is responsive to the needs of ALL students?

6. Let’s explore…

7. 5-Step Process from: Graduation Counts! Readiness to Results in Grades 6-12

8. 5-Step Process • Examining Beliefs • Practices That Get in the Way • Random Acts of Intervention • Early Identification of Struggling StudentsWorking to be “proactive” rather than “reactive”… • Creating a School-Wide:Pyramid of Academic Intervention

9. Georgia Student Achievement Pyramid Of Interventions • 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 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

10. School-Based Interventions • Tier II Interventions/Responses • Formalized, systemic processes of intervention • Necessitate greater frequency of progress monitoring • Provided for ALL learners within a school

11. Examples of School-Based Academic Interventions • Tutoring (multiple delivery models) • Mentoring • Before-School, After-School, Saturday, Intersession and Summer Extended Learning • ‘Extra Help’ within the school day • Requiring ALL students to re-do work until it meets mastery • Allowing student choice in the demonstration of mastery • Credit Recovery (internal/external)

12. Credit Recovery

13. Credit Recovery: Internal • School-based, contract-driven credit recovery • Before-, After-, Evening, Summer, or Alternative Programs (LEA-sponsored) • Independent Study • Other/Combination

14. Credit Recovery: External • Georgia Virtual School • NovaNET • PLATO • Other computer-based and web-based options

15. Issues related to Credit Recovery • Seat Time • Acceptance of Transfer Credit and/or Grades • “Grade Integrity Act of 2006” • Georgia Virtual School

16. Seat Time

17. Notes

18. Acceptance of Transfer Credit and/or Grades

19. Notes

20. Grade Integrity Act of 2006

21. Notes

22. Georgia Virtual School

23. Notes

24. Jefferson County HS • Dr. Molly Howard, Principal Louisville, GA Jefferson County’s processes regarding contracted credit recovery have contributed to their achieving a high school graduation rate above the state average!

25. Extended-Learning Models

26. Extended-Learning Models • Double-Dosing (4x4 example / traditional model) • Intersession (9/3 model) • Constant “zero period” or “5th, 7th, or 8th” period) • Extended Year Models (SWD and others)

27. Extra Help…your future work!

28. Tenets of Quality ‘Extra Help’ • Assign the “best” teachers to the learners who have the most difficulty. • Extra Help is usually best delivered by the “teacher of origin”. • Attempt to create extra help around the framework of “prevention” rather than (always) “ intervention”. • Create a structure that allows for extra help to be delivered during the school day. • Ensure that the need for extra help doesn’t place students in a “remedial track”. • Make most of the extra help offered non-negotiable!

29. Scheduling ‘Extra Help’during the school day… • Build-in an extra help period (around lunch works) to do extra-help, advisement, and other academic enrichment (30-45 min.) • Have a weekly, intensive remediation/extension period for students to make up work, receive additional instruction, etc. (may be a “scheduled time” or a rotating academic period). • Have an “assigned” time, place and teacher for extra help in each of the four core academic areas (daily, M-TH, etc.). • Have upperclassmen on-staff (credit them with an elective) in the Career Center so that teachers may request (in writing) their services. Examine your school circumstances. For instance, if most of your students ride buses, if the buses arrive at 7:30- but your classes don’t begin until 8:15- use 7:30 - 8:15 as a time for extra-help.

30. Expectation-Based “Interventions” • Requiring ALL students to re-do work until it meets mastery • Allowing student choice in the demonstration of mastery (without compromising the standard) Changing the culture of learning in a school…

31. What is our response toincrease the graduation rate? WHATEVER IT TAKES!

32. Karen Faircloth Program Specialist Secondary Redesign Division of School Improvement kfairclo@doe.k12.ga.us Contact: Learning for all, whatever it takes…