A Multi-Tiered System of Academic & Behavioral Support in High Schools

1. A Multi-Tiered System of Academic & Behavioral Support in High Schools Rebecca Sarlo, PSRtI Stephanie Martinez, FLPBS:RtI/B 2011 National PBIS Leadership Forum Rosemont, Il

2. Why MTSS? • Integration of academics & behavior • Common components at all tiers across for both academics & behavior • Creates common language • Provides a common framework for schools & districts across academics & behavior • Focus is on multi-tiered supports

3. Agenda • The “compelling why” of Ridgewood’s MTSS. • What does MTSS look like at Ridgewood High? • Behavior • Academic • What are the outcomes? • Behavior • Academic

4. Expected Level of Performance Mission Statement Ridgewood High School creates a sound educational environment that provides allstudents the skills and habits of mind to meet and exceed graduation requirements and to become productive citizens in an increasingly complex and global society

5. Current Level of Performance: January 2009

6. Early Warning System Data: January 2009

7. What does MTSS look like at Ridgewood High?

8. Multi-Tiered Student Supports • Combined RtI training integrated academics & behavior • PBS necessary foundational component, did not have a Tier 1 curriculum for behavior • 2010-2011 SY First year of implementation of Tier 1 PBS • Designed and implemented a school-wide Positive Behavior Support Program which included: • Teaching, modeling, and reinforcing school-wide behavioral expectations • RAMs Bucks Token Economy • Individual, group, and grade-level reward contingencies • Received onsite coaching from district personnel

11. Ridgewood Rewards System • Where did these ideas come from? • RtI/Behavior Team Brainstorming • Student and Teacher Survey

13. Multi-Tiered Student Supports • Implemented 9th Grade Academy • Intentionally selected 9th grade teachers • 9th grade lunch period • 9th grade hallway • Scheduled all 9th graders and off-track 10thgraders into a Critical Thinking Intervention/Enrichment Course • All 9th grade teachers taught intervention or enrichment course • Students scheduled by greatest area of need • Math, Reading, Science • Students not in need of intervention scheduled for enrichment with specials teachers (e.g., art, pe, computers)

14. Multi-Tiered Student Supports • Intervention Critical Thinking courses focused on academic, social-emotional and interpersonal skill development • Problem solvingskills • Goal setting and progress monitoring • Community building activities • Advisement • Study skills • Note taking • Reading comprehension skills

15. Multi-Tiered Student Supports • 12th graders off-track for graduation due to GPA or credits (212 students) were scheduled into during-school credit recovery program which included: • Daily mentoring, advisement, and progress monitoring • 96 credits recovered in spring semester • 98% of previously off-track seniors graduated on-time

16. What are the outcomes?

24. Current EWS Data

28. Percentage of students passing all classes in Quarter 3 12th – 79% 2009-2010 11th - 69% 11th – 76% 10th – 62% 10th – 72% 9th – 54% 9th – 68% 2010-2011

29. 1530 Days of Lost Instructional Time Recouped with only Tier 1 Supports

31. 315 Days of Lost Instructional Time Recouped as a Result of Tier 1 Supports

32. Percentage of students with 5 or more absences in any period during Quarter 3 12th – 65% 2009-2010 11th% - 68% 11th – 78% 10th – 75% 10th – 41% 9th – 74% 9th – 54% 2010-2011

33. Impact on Graduation Rate MTSS Implementation Phase

34. Contact Information • Rebecca Sarlo • sarlo@usf.edu • (727) 580-0630 • http://floridarti.usf.edu/ • Stephanie Martinez • sam2@usf.edu • 813-974-6230 • http://flpbs.fmhi.usf.edu