Georgia s Student Achievement Pyramid of Intervention March 2007 Karen Faircloth

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

3. Divisions within the GA-DOE that collaborated to construct this conceptual framework: Career, Technical, and Agricultural Education Curriculum & Instruction Exceptional Students Early Intervention Programs English to Speakers of Other Languages Gifted

6. Our Goal for Today: Understanding Georgia�s Student Achievement Pyramid of Intervention

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

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

10. What is a standards-based classroom? Curriculum, Assessment and Instruction are aligned to the standards Clear expectations are set for all learners ALL students have access to the standards (differentiation, co-teaching, etc.)

11. Standards-based Classrooms Performance-task Based (real world applications) Students produce artifacts and evidences of learning Frequent Progress Monitoring Students receive ongoing (formative) feedback that is directly related to standards

12. Reminder that school-based academic interventions (Extra Help strategies, etc.) are Tier II InterventionsReminder that school-based academic interventions (Extra Help strategies, etc.) are Tier II Interventions

13. Tier 2 interventions are in addition to classroom learning and are created through a formalized, systematic process of intervention that is developed by the school community. Participation in mandatory, formalized interventions is fluid. Students can enter and be dismissed from the intervention as students progress. For example: Early Intervention Program, Reading First Supplemental Intervention, and other Formalized processes of interventionTier 2 interventions are in addition to classroom learning and are created through a formalized, systematic process of intervention that is developed by the school community. Participation in mandatory, formalized interventions is fluid. Students can enter and be dismissed from the intervention as students progress. For example: Early Intervention Program, Reading First Supplemental Intervention, and other Formalized processes of intervention

14. Tier 2 Formalized, systematic processes of intervention Interventions are in �addition to� regular classroom learning Interventions are strategic, diagnostic, and prescriptive in nature Participation in intervention is fluid and flexible; dynamic grouping and regrouping

18. WHY CHANGE? If not YOU�then who? If not NOW�then when?

19. Less Talk�Make It Happen!

24. In the 2004 book WHATEVER IT TAKES, How PLCs Respond When Kids Don�t Learn, DuFour, Eaker and others point out that different schools respond in different ways when students experience difficulties. The specific responses (or non-responses) of various school staffs are determined by their beliefs and assumptions about students and learning. Let�s look at the guiding philosophies at these four different schools. At the Charles Darwin School, the staff believes that the ability that students walk in the door with already predetermines the learning that they are going to graduate with or dropout with. At the Pontius Pilate School, the staff does the minimum requirements to educate the students in their classes and then at the end of the year, �washes their hands� of any responsibility. They main role is to get these kids out of school � one way or another. At the Chicago Cub Fan School, the staff dreams of playing in the world series (i.e. making AYP for all sub groups consistently), but they usually lack the commitment or execution to make the dream a reality. They still glow with that warm & fuzzy feeling, but it is always �Wait �til next year!� At the Henry Higgins School, the staff, like Professor Higgins of My Fair Lady, believes that they can perform miracles. They never give up and are willing to do Whatever It Takes in regard to time and support to help students reach high standards of achievement. You -- as a principal have to truthfully answer one very important question. Does your staff really believe that all students can succeed? In the 2004 book WHATEVER IT TAKES, How PLCs Respond When Kids Don�t Learn, DuFour, Eaker and others point out that different schools respond in different ways when students experience difficulties. The specific responses (or non-responses) of various school staffs are determined by their beliefs and assumptions about students and learning. Let�s look at the guiding philosophies at these four different schools. At the Charles Darwin School, the staff believes that the ability that students walk in the door with already predetermines the learning that they are going to graduate with or dropout with. At the Pontius Pilate School, the staff does the minimum requirements to educate the students in their classes and then at the end of the year, �washes their hands� of any responsibility. They main role is to get these kids out of school � one way or another. At the Chicago Cub Fan School, the staff dreams of playing in the world series (i.e. making AYP for all sub groups consistently), but they usually lack the commitment or execution to make the dream a reality. They still glow with that warm & fuzzy feeling, but it is always �Wait �til next year!� At the Henry Higgins School, the staff, like Professor Higgins of My Fair Lady, believes that they can perform miracles. They never give up and are willing to do Whatever It Takes in regard to time and support to help students reach high standards of achievement. You -- as a principal have to truthfully answer one very important question. Does your staff really believe that all students can succeed?

25. In the 2004 book WHATEVER IT TAKES, How PLCs Respond When Kids Don�t Learn, DuFour, Eaker and others point out that different schools respond in different ways when students experience difficulties. The specific responses (or non-responses) of various school staffs are determined by their beliefs and assumptions about students and learning. Let�s look at the guiding philosophies at these four different schools. At the Charles Darwin School, the staff believes that the ability that students walk in the door with already predetermines the learning that they are going to graduate with or dropout with. At the Pontius Pilate School, the staff does the minimum requirements to educate the students in their classes and then at the end of the year, �washes their hands� of any responsibility. They main role is to get these kids out of school � one way or another. At the Chicago Cub Fan School, the staff dreams of playing in the world series (i.e. making AYP for all sub groups consistently), but they usually lack the commitment or execution to make the dream a reality. They still glow with that warm & fuzzy feeling, but it is always �Wait �til next year!� At the Henry Higgins School, the staff, like Professor Higgins of My Fair Lady, believes that they can perform miracles. They never give up and are willing to do Whatever It Takes in regard to time and support to help students reach high standards of achievement. You -- as a principal have to truthfully answer one very important question. Does your staff really believe that all students can succeed? In the 2004 book WHATEVER IT TAKES, How PLCs Respond When Kids Don�t Learn, DuFour, Eaker and others point out that different schools respond in different ways when students experience difficulties. The specific responses (or non-responses) of various school staffs are determined by their beliefs and assumptions about students and learning. Let�s look at the guiding philosophies at these four different schools. At the Charles Darwin School, the staff believes that the ability that students walk in the door with already predetermines the learning that they are going to graduate with or dropout with. At the Pontius Pilate School, the staff does the minimum requirements to educate the students in their classes and then at the end of the year, �washes their hands� of any responsibility. They main role is to get these kids out of school � one way or another. At the Chicago Cub Fan School, the staff dreams of playing in the world series (i.e. making AYP for all sub groups consistently), but they usually lack the commitment or execution to make the dream a reality. They still glow with that warm & fuzzy feeling, but it is always �Wait �til next year!� At the Henry Higgins School, the staff, like Professor Higgins of My Fair Lady, believes that they can perform miracles. They never give up and are willing to do Whatever It Takes in regard to time and support to help students reach high standards of achievement. You -- as a principal have to truthfully answer one very important question. Does your staff really believe that all students can succeed?

26. �How We Fix These Broken Kids�

27. In the 2004 book WHATEVER IT TAKES, How PLCs Respond When Kids Don�t Learn, DuFour, Eaker and others point out that different schools respond in different ways when students experience difficulties. The specific responses (or non-responses) of various school staffs are determined by their beliefs and assumptions about students and learning. Let�s look at the guiding philosophies at these four different schools. At the Charles Darwin School, the staff believes that the ability that students walk in the door with already predetermines the learning that they are going to graduate with or dropout with. At the Pontius Pilate School, the staff does the minimum requirements to educate the students in their classes and then at the end of the year, �washes their hands� of any responsibility. They main role is to get these kids out of school � one way or another. At the Chicago Cub Fan School, the staff dreams of playing in the world series (i.e. making AYP for all sub groups consistently), but they usually lack the commitment or execution to make the dream a reality. They still glow with that warm & fuzzy feeling, but it is always �Wait �til next year!� At the Henry Higgins School, the staff, like Professor Higgins of My Fair Lady, believes that they can perform miracles. They never give up and are willing to do Whatever It Takes in regard to time and support to help students reach high standards of achievement. You -- as a principal have to truthfully answer one very important question. Does your staff really believe that all students can succeed? In the 2004 book WHATEVER IT TAKES, How PLCs Respond When Kids Don�t Learn, DuFour, Eaker and others point out that different schools respond in different ways when students experience difficulties. The specific responses (or non-responses) of various school staffs are determined by their beliefs and assumptions about students and learning. Let�s look at the guiding philosophies at these four different schools. At the Charles Darwin School, the staff believes that the ability that students walk in the door with already predetermines the learning that they are going to graduate with or dropout with. At the Pontius Pilate School, the staff does the minimum requirements to educate the students in their classes and then at the end of the year, �washes their hands� of any responsibility. They main role is to get these kids out of school � one way or another. At the Chicago Cub Fan School, the staff dreams of playing in the world series (i.e. making AYP for all sub groups consistently), but they usually lack the commitment or execution to make the dream a reality. They still glow with that warm & fuzzy feeling, but it is always �Wait �til next year!� At the Henry Higgins School, the staff, like Professor Higgins of My Fair Lady, believes that they can perform miracles. They never give up and are willing to do Whatever It Takes in regard to time and support to help students reach high standards of achievement. You -- as a principal have to truthfully answer one very important question. Does your staff really believe that all students can succeed?

28. In the 2004 book WHATEVER IT TAKES, How PLCs Respond When Kids Don�t Learn, DuFour, Eaker and others point out that different schools respond in different ways when students experience difficulties. The specific responses (or non-responses) of various school staffs are determined by their beliefs and assumptions about students and learning. Let�s look at the guiding philosophies at these four different schools. At the Charles Darwin School, the staff believes that the ability that students walk in the door with already predetermines the learning that they are going to graduate with or dropout with. At the Pontius Pilate School, the staff does the minimum requirements to educate the students in their classes and then at the end of the year, �washes their hands� of any responsibility. They main role is to get these kids out of school � one way or another. At the Chicago Cub Fan School, the staff dreams of playing in the world series (i.e. making AYP for all sub groups consistently), but they usually lack the commitment or execution to make the dream a reality. They still glow with that warm & fuzzy feeling, but it is always �Wait �til next year!� At the Henry Higgins School, the staff, like Professor Higgins of My Fair Lady, believes that they can perform miracles. They never give up and are willing to do Whatever It Takes in regard to time and support to help students reach high standards of achievement. You -- as a principal have to truthfully answer one very important question. Does your staff really believe that all students can succeed? In the 2004 book WHATEVER IT TAKES, How PLCs Respond When Kids Don�t Learn, DuFour, Eaker and others point out that different schools respond in different ways when students experience difficulties. The specific responses (or non-responses) of various school staffs are determined by their beliefs and assumptions about students and learning. Let�s look at the guiding philosophies at these four different schools. At the Charles Darwin School, the staff believes that the ability that students walk in the door with already predetermines the learning that they are going to graduate with or dropout with. At the Pontius Pilate School, the staff does the minimum requirements to educate the students in their classes and then at the end of the year, �washes their hands� of any responsibility. They main role is to get these kids out of school � one way or another. At the Chicago Cub Fan School, the staff dreams of playing in the world series (i.e. making AYP for all sub groups consistently), but they usually lack the commitment or execution to make the dream a reality. They still glow with that warm & fuzzy feeling, but it is always �Wait �til next year!� At the Henry Higgins School, the staff, like Professor Higgins of My Fair Lady, believes that they can perform miracles. They never give up and are willing to do Whatever It Takes in regard to time and support to help students reach high standards of achievement. You -- as a principal have to truthfully answer one very important question. Does your staff really believe that all students can succeed?

30. In the 2004 book WHATEVER IT TAKES, How PLCs Respond When Kids Don�t Learn, DuFour, Eaker and others point out that different schools respond in different ways when students experience difficulties. The specific responses (or non-responses) of various school staffs are determined by their beliefs and assumptions about students and learning. Let�s look at the guiding philosophies at these four different schools. At the Charles Darwin School, the staff believes that the ability that students walk in the door with already predetermines the learning that they are going to graduate with or dropout with. At the Pontius Pilate School, the staff does the minimum requirements to educate the students in their classes and then at the end of the year, �washes their hands� of any responsibility. They main role is to get these kids out of school � one way or another. At the Chicago Cub Fan School, the staff dreams of playing in the world series (i.e. making AYP for all sub groups consistently), but they usually lack the commitment or execution to make the dream a reality. They still glow with that warm & fuzzy feeling, but it is always �Wait �til next year!� At the Henry Higgins School, the staff, like Professor Higgins of My Fair Lady, believes that they can perform miracles. They never give up and are willing to do Whatever It Takes in regard to time and support to help students reach high standards of achievement. You -- as a principal have to truthfully answer one very important question. Does your staff really believe that all students can succeed? In the 2004 book WHATEVER IT TAKES, How PLCs Respond When Kids Don�t Learn, DuFour, Eaker and others point out that different schools respond in different ways when students experience difficulties. The specific responses (or non-responses) of various school staffs are determined by their beliefs and assumptions about students and learning. Let�s look at the guiding philosophies at these four different schools. At the Charles Darwin School, the staff believes that the ability that students walk in the door with already predetermines the learning that they are going to graduate with or dropout with. At the Pontius Pilate School, the staff does the minimum requirements to educate the students in their classes and then at the end of the year, �washes their hands� of any responsibility. They main role is to get these kids out of school � one way or another. At the Chicago Cub Fan School, the staff dreams of playing in the world series (i.e. making AYP for all sub groups consistently), but they usually lack the commitment or execution to make the dream a reality. They still glow with that warm & fuzzy feeling, but it is always �Wait �til next year!� At the Henry Higgins School, the staff, like Professor Higgins of My Fair Lady, believes that they can perform miracles. They never give up and are willing to do Whatever It Takes in regard to time and support to help students reach high standards of achievement. You -- as a principal have to truthfully answer one very important question. Does your staff really believe that all students can succeed?

40. FOUNDATIONAL NUTS AND BOLTS

42. Thank You Contact Information: Karen Faircloth Division of School Improvement Georgia Department of Education kfairclo@doe.k12.ga.us 404-463-1710