a multi-tiered system of academic & behavioral support in high schools

A MULTI-TIERED SYSTEM OF

ACADEMIC & BEHAVIORAL

SUPPORT IN HIGH SCHOOLSRebecca Sarlo, PSRtI

Stephanie Martinez, FLPBS:RtI/B2011 National PBIS Leadership Forum

Rosemont, Il

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

Agenda

• The “compelling why” of Ridgewood’s MTSS.

• What does MTSS look like at Ridgewood High?– Behavior– Academic

• What are the outcomes?– Behavior – Academic

Expected Level of Performance

Mission Statement

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 productive citizens in an increasingly complex and global society

Current Level of Performance: January 2009

Early Warning System Data: January 2009

What does MTSS look like at Ridgewood High?

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

Ridgewood Rewards System

• Where did these ideas come from?–RtI/Behavior Team Brainstorming –Student and Teacher Survey

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 10th graders 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)

Multi-Tiered Student Supports

• Intervention Critical Thinking courses focused on academic, social-emotional and interpersonal skill development– Problem solving skills– Goal setting and progress monitoring– Community building activities– Advisement– Study skills– Note taking– Reading comprehension skills

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

What are the outcomes?

Current EWS Data

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

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

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

Impact on Graduation Rate

MTSS Implementation Phase

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