Implementing a Multi-Tiered System of Supports at Response at the Secondary Level

Implementing a Multi-Tiered System of Supports at Response at the Secondary

LevelOctober 15th, 2012

RtI Best Practices InstitutePresented by: Kim Gibbons, Ph.D.

RtI In Middle and High Schools

Yes! – It can be done!Yes! – It has been done!

Yes! – You can too!

Facts about SCRED

• 14,000 total students• Early Implementation of

RtI (1995)• Pilot Site for CBM’s in

the 1980’s• Long History of Data-

Based Decision -Making

Technology Integration

• m.socrative.com• Room number: 78738

What is your knowledge about RtI?

A: I’ve heard the term, but don’t know much about it.B: I’ve been to a few workshops but still have a lot to learnC: Middle of the road, some experience with implementing aspects of framework.Intermediate but it helps to hear the information again.E: Advanced, our building or district could be a model site.

What are the top 3 things you want to learn more about today?

$330,000,000,000

Context: OUR WORLD

• Not what it used to be.• Pace of change is increasing.• Issues we (and our kids) will face will become

increasingly complex• Other parts of the world are figuring this out

faster.

Context: OUR SCHOOLS

• Schools are Not Adapting fast enough to Meet the Challenges we face.

• Achievement Gaps, High Dropout Rates, & Unprepared Students are Unacceptable!

Context: THE PUBLIC

• Expectations of Schools continue to Increase.• Our Schools are Under Intense Scrutiny &

Criticism - some fair and some unfair.• Many community members Do Not

Understand the Challenges educators face in meeting expectations.

Context: CHANGE

• Too Much Energy spent on Blame & Too Little on Solutions.

• Change is Difficult; Systems are Hard to Change, & most people struggle with change.

• Change Will Occur whether we like it or not - we can either work to create the future or respond to the future that someone else creates for us!

Agenda for Today

•Why RtI in Secondary?•Essential Components of Framework•Where to start?

NAEP DATA 20098th 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

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.

Problem-Solving & OrganizationAssessm

ent

Instruction

SCRED RtI Model: Academics & Positive Behavior Support

75 – 85 %

10 – 20 %

5 - 10 %

Tier 1: Universal

Tier 2: Strategic

Tier 3: Intensive

Facts about RtI

• RtI is for ALL children and ALL educators.• RtI must support and provide value to effective practices.• Success for RtI lies within the classroom through

collaboration.• RtI applies to both academics and behavior.• RtI supports and provides value to the use of multiple

assessments to inform instruction.• RtI is something you do and not something you buy.• RtI emerges from and supports research and evidence-

based practices.

RtI: It’s a Framework!

• It’s not a class, program, Tier 2, or special education.

• It is a framework for educating all students.

Key Assumption 1: Move from Sifting & Sorting to Multi-Tiered Serving.

• Historically, schools use extrusion and isolation.• Children were categorized & labeled.• We need to shift to identification procedures that

are curriculum-based & remedies to be in the curriculum and instruction realm.

If All You Have is a Hammer,

Everything Starts to Look

Like a Nail

If All a Teacher Has for Support for Students with Academic and/or Behavioral Needs

is Special Ed

Every Student with Academic and/or Behavioral Needs Will Look Like a.......

Special Education

General Education

Sea of Ineligibility

Severity of Educational Need or Problem

Amou

nt o

f Res

ourc

es N

eede

d To

Ben

efit

This is what we had…

Problem Solving Approach

Intensity of Problem

Am

ount

of R

esou

rces

Nee

ded

To S

olve

Pro

blem

General Education

Special Education

General EducationWith Support

Successful Multi-Tier Models Have:

• Continuum of services and/or programs across tiers that are scientifically based

• Methods of evaluating & monitoring progress across tiers, ideally those considered scientifically based

• Efficient, COMMON methods of communicating student performance for all disciplines.

Key Assumption 2: Shift our focus from struggling students to making sure all students struggle.

• All students should be challenged!• Instruction should be matched to their level and

all students should be working in their zone of proximal development.

• This is a challenging area to change!

Key Assumption 3: The best place to start correcting learning problems is in the instructional process.

• The best place to start correcting reading problems is by teaching kids to read - not in attempting to remediate underlying deficits

• The best place to start remediating math problems is math instruction.

• Efforts to remediate process deficits prior to content instruction repeatedly have been shown to be unnecessary.

Key Assumption 4: Focus on Alterable Variables

• We spend far too much time making predictions about students’ lives, and far too little time making a difference in their lives.

• We have new subtypes of conditions and subtypes of subtypes. We have invented new processes or abilities for students to be deficient in (Ysseldyke, 2009).

• Keep the focus on Really Terrific Instruction!

If the water in the aquarium is dirty, don’t spend time diagnosing individual fish.

• Students don’t learn in a vacuum.

• They function in environments that include curriculum, specific instructional strategies, peers, and school organizations.

The Water…

I

C

E

L

O

The question needs to change!

Shift the question we are asking from:

“What about the student is causing the performance discrepancy?”

to “What about the instruction, curriculum, &

environment should be altered so that students will learn and be more successful?”

What IS NOT RTI: It’s Not Your Father’s Oldsmobile

1. The Old Way of Doing Business with a New Label (e.g., Pre-Referral Intervention, Old Team-New Name)

2. Expecting GE Teachers to Meet the Needs of ALL Students (25 Students-25 Different Interventions

3. A Referral-Driven System That Considers Students 1 at a Time (Lots of Paper, Lots of Testing, Lots of Meetings, Lots of Paper, Lots of Meetings, and on and on)

Critical Components for Secondary RtI

• High quality instruction and standards aligned core curriculum

• Relational Support

• Data-based decision making

• SRBI methodologies and strategies

• High quality professional development

Guiding Questions for RtI Implementation

1. Is the core program sufficient?2. If the core program is not sufficient, why isn’t it?3. How will the needs identified in the core be addressed?4. How will the effectiveness and efficiency of the core be monitored over

time?5. Have improvement to the core been effective?6. For which students is the core program sufficient and not sufficient and

why?7. What specific supplemental and intensive instruction is needed?8. How will supplemental and intensive instruction be delivered?9. How will effectiveness of supplemental and intensive instruction be

monitored?10. Which students need to move to a different level of instruction?

Sharon Kurns, Heartland AEA #11

Heartland AEA #11

Advantages of Using an RtI Framework

• You will : – Know immediately, “Is what we are doing

working?” – Know which students need more– Know what each student needs– Provide structures to deliver what students need– Raise student achievement

Why RtI? How often do you hear the following statements?• “Isn’t this just another way to identify sped kids?”

• “I have to get through my content and you want me to

• teach [insert 1 million other things here]?”

• “Won’t I have to do more work?”

• “How is this relevant to me - today - right now?”

• “It’s just another initiative.”

• “Is this workshop over yet?”

Why RtI?

• Think of three reasons why you think your district is pursuing RtI –

• Share with your neighbor• What categories

resulted?

Why RtI?

• Increase achievement for all students?• Accountability for results?• Increase collaboration?• Unified framework of academics and

behavioral support?• Allocate resources based on needs?• Non-discriminatory assessment practices?• High rates of referrals for special education?

Problem-Solving & OrganizationAssessm

ent

Instruction

SCRED RtI Model: Academics & Positive Behavior Support

75 – 85 %

10 – 20 %

5 - 10 %

Tier 1: Universal

Tier 2: Strategic

Tier 3: Intensive

Key Purposes of Assessment

• Screening• Diagnostic• Progress Monitoring• Outcomes

Screening• Fast and relatively inexpensive• Given building or district-wide• Provides an indication of overall performance in a domain

(i.e., math)• Allows for local comparisons• Tells you which students might be in trouble• Need to gather more data on these students

Screening: Secondary

• General Outcome Measures (GOMs)– Grade 6-8 (All students)– Grades 9-12 (Some students)

• Measures of Academic Progress (MAP)• State Assessments?• Credits• Grades• Office Disciplinary Referrals

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 behavior– Fail either math or English/Reading

Retention– 64% of students repeating a grade in elementary school

eventually drop out– 63% of students held back in middle school eventually

drop out Mobility

• Multiple schools during educational career

Kennelly & Monrad, 2007

High School Risk Indicators

Academic indicators– GPA less than 2.0– Course Failures– Behind in Credits

Behavioral/Engagement indicators– Attend school less than 80% of the time– Consistently miss instruction due to behavioral issues– Psychological or Social disengagement

• Lack of peer group• Lack of involvement in school extracurricular activities• Low educational expectations• Lack of personal relationship with adults at school

Retention– Retained 1 or more years

Mobility– Multiple 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

Screening: Behavior

• Office disciplinary referrals• Other Red Flags:

– Failing 2 or more classes– Greater than 3 disciplinary referrals in a semester– Chronic Absenteeism– Greater than 6 assignments to detention

Diagnostic• More detailed and lengthy than a screening tool• Provides an examination of strengths and

weaknesses within a domain (i.e., number sense, spatial sense, etc.)

• Requires subtests of each “strand” to be reliable and valid

• If comparing the strands is valid, diagnostic tools can directly inform instruction

Diagnostic

Examples:• Measures of Academic Progress (MAP)• Common Formative Assessments• Specific skill mastery assessments• Diagnostic Reading Assessments (DRA)• Functional Behavior Assessment (FBA)

Progress Monitoring

• Given repeatedly to an individual over time• Must be relatively efficient and inexpensive• Must be “sensitive” to growth• Directly informs instruction – how well is it

working?• Formative assessment

Frequent Monitoring

We do NOT KNOW ahead of time whether an intervention will be successful for an individual student

Do they assume in the hospital that your heart is working just fine after your bypass surgery? After all… the surgery works well for MOST patients…..

____________________________________

Valid

Reliable

Simple

Quick

Inexpensive

Easily Understood

Can Be Given Often

Sensitive to Growth Over Short Periods of Time

Characteristics of An Effective Measurement System

Progress Monitoring

Non-Examples:• State Accountability Tests(only given once per

year)• MAP (only measure growth over longer

intervals of time)• End of Unit tests• Specific skill mastery assessments

Pre-K K F1 WS1 2 3 4 5 6 7 8 9-12 IGDI Letter Naming Fluency Letter Sound Fluency Nonsense Word Fluency Test of Early Numeracy Oral Reading Fluency Math Fact Fluency Math Application Fluency NWEA MAP

Screening Measures used at SCRED

The Aimsweb program is used to manage data (www.aimsweb.com)

Correlations with High-Stakes Tests

• Letter sound fluency (Fall of K) to Oral Reading Fluency (Spring Gr.1) is .64**

• Oral Reading Fluency to MCA-II ranges from .50** (grade 8) to .79**

• Math Applications to MCA-II ranges from .51** to .79**

• MAP Reading to MCA-II ranges from .72** - .78**

• MAP Math to MCA-II ranges from .73**- .86**

Development of Target Scores

• Logistical regression procedures used to predict performance on MCA-II

• Tier 1 and Tier 2 Targets Developed

Oral Reading Fluency Words Read Correct Per M in u te

Target Scores Predicting Performance on MCA II

Revised 8/07

Grade Tier F a ll Winter Spring

1

1 2 2 5 2

2 0 1 9

2

1 4 3 7 2 9 0

2 1 4 3 2 4 7

3

1 7 0 9 1 1 0 9

2 2 4 5 0 6 5

4

1 9 5 11 4 1 2 7

2 4 9 6 9 7 8

5

1 11 3 1 2 8 1 4 1

2 6 9 8 3 1 0 0

6

1 1 3 5 1 5 2 1 6 6

2 9 4 11 2 1 2 2

7

1 1 5 1 1 6 2 1 7 2

2 1 0 4 11 7 1 2 5

8

1 1 6 1 1 7 0

2 1 0 9 11 4

Measures of Academic Progress - Reading RIT Scale S co res

Target Scores Predicting Performance on MCA II

Revised 8/07

Grade Tier F a ll S p rin g

2

1 1 6 7 1 8 2

2 1 5 4 1 6 9

3

1 1 8 2 1 9 4

2 1 6 8 1 8 2

4

1 1 9 6 2 0 3

2 1 8 2 1 9 1

5

1 2 0 5 2 11

2 1 9 3 2 0 0

6

1 2 1 4 2 1 8

2 2 0 1 2 0 6

7

1 2 1 8 2 2 2

2 2 0 7 2 1 2

8

1 2 2 3 2 2 6

2 2 1 2 2 1 7

Percent of Students at each Tier Level 2007-2008 MAP Reading

All SCRED Districts

49%55%55%

66%71%

82%76%

22%

31%27%28%

24%

18%12%

8%7%6%

20%

10%16% 18%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2F 2S 3F 3S 4F 4S 5F 5S 6F 6S 7F 7S 8F 8S Grade and Season

Perc

ent o

f Stu

dent

s

Tier IIITier IITier I

* Based on 07-08 SCRED Targets

Traditional Approaches to Assessment: Goldilocks

• The porridge is too cold.– Obsession with standardized test results and AYP.– Miss attention to individual student needs.

• The porridge is too hot.– Mandating pre and post tests at every grade level,

laboriously analyze interim assessments, lots of top down actions.

Traditional Approaches to Assessment: Goldilocks

• The porridge is just right.– Use benchmark assessment and progress monitoring data to

change what we are doing with kids.– Create common expectations for each grade– Build teacher capacity.

• And she ate it all up.– Alignment of district curriculum and assessments with state

standards.– Visually display progress monitoring during weekly PLC’s.– Standards-based report cards– Student self-assessment of progress

Common Implementation Issues around Measurement

• Too many assessments!• Not understanding the purposes of

assessments used.• Lack of valid and reliable progress monitoring

measures• Lack of professional development around

USING data.

Measurement

• What data exist for screening?• Who reviews screening data?• Do you have reliable and valid progress

monitoring measures?• Are they used with all at-risk students?• How do you obtain diagnostic information?• Do you use data to evaluate system

improvement?

Problem-Solving & OrganizationAssessm

ent

Instruction

SCRED RtI Model: Academics & Positive Behavior Support

75 – 85 %

10 – 20 %

5 - 10 %

Tier 1: Universal

Tier 2: Strategic

Tier 3: Intensive

Moving Upstream:A Story of Prevention and Intervention

In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.

Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath.

At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”

She replied, It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.

Quality Core Instruction at the Secondary Level

• What does it look like?• How do we evaluate the quality

of core instruction?

Curriculum & Instruction

• In an RTI model, it is imperative to have a high-quality, research-based curriculum in place that meets the needs of most students (~80%)

• You don’t want to have large numbers of students referred for problem solving (or special education) due to an inadequate curriculum!

• Emphasis on a 3-Tier Model

Big Ideas: Curriculum/Standards• Curriculum is the body of knowledge that all students are

expected to learn. Curriculum can be specific knowledge and learning processes. Curriculum is defined in district standards and benchmarks.– Consider:

• Are the Big Ideas (Important concepts, knowledge and skills) covered in the written curriculum and taught curriculum?

• Is the curriculum driven by the standards/benchmarks?• Is there breadth and depth to the curriculum across grade levels?

Big Ideas: Instruction

• Instruction: How the curriculum is taught.– Consider:

• What tools, methods and strategies are used to deliver the instruction?

• Are SBR practices used?• Adequate time? (Efficiency and

Effectiveness)• What evidence indicates teachers are

following the MN Standards?• Is there evidence that instruction is

driven by data?

The Middle School andHigh School Solution:

Improving Tier 1 General Education Content Area Instruction

Core Languages Arts Curriculum in 3 Tiers

High Quality Syllabus

Study and Organizational Skills

High Quality Grading System

Well-Designed Curriculum with a “Big Ideas” Focus or Ability to “Distill” Curriculum to Big Ideas

Effective Secondary Classroom Management

Strategic Instruction Model (SIM) Use of Teaching Routines and Learning Strategies

Brief Cognitive Behavior Therapy (CBT)

http://www.ku-crl.org/

136

129

The Strategic Instruction Model (SIM): 30 Years of “What Works” to Support Content Area Instruction Success

SCRED:• Federal Funds to

deliver 2-3 modules per year targeted towards secondary teachers

Sprick, R. S., Booher, M., & Garrison, M. (2009). Behavioral Response to Intervention (B-RTI): Creating a continuum of problem-solving and support. Eugene, OR: Pacific Northwest Publishing, Inc.

School and Classwide Behavior RTI

\

Sprick, R. S., & Garrison, M. (2008). Interventions: Evidence-based behavioral strategies for individual students (2nd ed.). Eugene, OR: Pacific Northwest Publishing, Inc.

Provide Access for Each School and Teacher to Improve Behavior

Support

\

Reduce Tardies School-Wide

124

Sprick, R. S., Garrison, M., & Howard, L. (1998). CHAMPS: A proactive and positive approach to classroom management for Grades K-9. Longmont, CO: Sopris West.

Provide Access for Each Teacher to Improve Classroom Behavior

Management

121

Well-Designed Course Syllabi

Contact InformationCourse Description Course Goals and Big Ideas Instructions and Directions as to How to Get Help Course Materials Behavior Expectations and Consequences Detailed Information About the Grading System Assignment Calendar with Due Dates Self-Monitoring Checklists

Access to Models for Papers, Projects, Tests

Designed to Reflect Knowledge of Instruction to Meet the Needs of Diverse Learners and Reinforce Study Skills

Sprick, R. S. (2006). Discipline in the secondary classroom (2nd ed.). San Francisco, CA: Jossey-Bass.

Building an Effective Grading System:

Chapter 2

Task 1: Develop Clear Goals for Each Class You TeachTask 2: Design Instruction and Evaluation Procedures That

Create the Clear Relationship Between Student Effort and Success

Task 3: Establish a System to Provide Students Feedback on Behavior and Effort, Incorporate This into Your Grading System

Task 4: Design Procedures for Students to Receive Feedback on Each Aspect of Their Behavioral and Academic Performance and Know Their Current Grades

150

Simple Picture of High Quality Grading System

What It Looks Like When It’s Done

Student Making Progress

How can we impact learning for all students?

• Visible Learning: John Hattie• What works in education? Almost everything,

but some things work better and work worse compared to many alternatives.

How do we know what works BEST?

• Meta-Analysis: Compares results of many different research studies and outcomes

• Effect sizes: Converts outcomes of studies to a single scale we we can compare outcomes across studies.

• Effect size of 1 indicates an increase of one standard deviation on the outcome (achievement). – Advanced achievement by 2-3 years– Student who got “xyz” exceeded 84% of kids who didn’t

get “xyz.”

Formative Evaluation

Variables Impacting Student Achievement: Some of the Biggies!

• Student self report of grades 1.44• Formative Evaluation .90• Teacher Clarity .75• Reciprocal Teaching .74• Feedback .73• Teacher-Student Relationship .72• Spaced vs. mass practice .71• Metacognitive strategies .69

CLHS Multi-Tier RtI Model: ExamplesLevel Class/Intervention Primary Assessments

Tier 1 PAWZPAWZ Grade checks9th Grade Common Expectations9th Grade Link CrewNCA GoalGo WILD (SW-PBIS)

Grades/attendanceGrades/creditsPlanners

RelationshipReading Comp/6 TraitsODR’s

Tier 2 RtI 9 English (STP)RtI 10 English (STP)Pre-Algebra Math LabPS InterventionsCheck and ConnectMath and Reading Labs

CBM Reading and WritingCBM Reading and WritingCBM Math

Tier 3 1:1 or small group interventions

CBMs

Your Turn

• What Challenges exist with Core Instruction in your building?

• What ideas do you have to strengthen Core Instruction?

Tier 2 is “MORE”

• (More) Time• (More) Explicit Teacher-Led Instruction• (More) Scaffolded Instruction• (More) Opportunities to Respond with Corrective Feedback• (More) Language Support, Especially Vocabulary• (More) Intensive Motivational Strategies• (More) Frequent Progress Monitoring

Intensity of Supports

The required resources to address the

problem increases

The need to enhance

environmental structures increases

The frequency for collecting

and acting upon information increases

As the magnitude of the problem increases...

Building Effective Tier 2 Interventions

Most Schools Have Resources to Build Tier 2

But...Too Many Remedial Programs with Different

• Entry Criterion• Curricula/

Interventions, • Assessment and

Progress Monitoring Systems

General Education

ELL

Title1

Specialists

RR

Special Education

Build Effective Tier 2 Math Interventions Using Evidence-

Based Programs

Tier 1

Tier 2

Tier 3

• - Transitional Math (Sopris West)• VMath (Voyager)• Essentials for Algebra (SRA)

More Effective Tier 2 Interventions

• Use Universal Screening

• More Focused and Unified Curriculum with an Emphasis on Explicit Teacher-Led Instruction with Explicit Language Support

• Same Progress Monitoring System

Guiding Questions for Tier 2

1. Which students need supplemental instruction?

2. What instruction do they need?3. How will it be delivered?4. How will it be evaluated?

Identifying Students

• Use screening data• Identify your cut score• What do the data “say” and do they make

sense?

What type of instruction is needed?

• Standard treatment protocol interventions• Supplemental programs to core • Diagnostic assessment information• Instructional Tools

– Scientifically based– Focus on teaching specific skills– Many good core programs have supplemental components

Tier 2 Middle School Reading Examples

• 45 Minute daily reading class• Supplemental to regular curriculum• Curriculum:

– Direct Instruction: Corrective Reading– Voyager: Journeys

• Interventions:– Standard Treatment Protocol– www.scred.k12.mn.us

Tier 2: High School

• Courses (Reading and Math)• Check and Connect• Advisory

Select Set of Standard Interventions Matched to Student Need

• Comprehension/Vocabulary– Collaborative Strategic Reading (Vaughn)– Reading in the Content Area (Kinsella)

• Fluency– Six Minute Solution (Hiebert)– Read Naturally (Imhott)

• Decoding– Rewards (Archer)– Phonics for Reading (Archer)– Corrective Reading (SRA)

Example 1: Middle School

Select Set of Standard Interventions Matched to Student Need

• Reading– Reading Mastery– Journey’s (Voyager)– Read Naturally– Headsprout– Fluency Protocols

• Math– Odyssey– Vmath– Tools for Success

SCRED Examples

• Behavior– Check and Connect– Social Skill groups

CLHS Multi-Tier RtI Model: ExamplesLevel Class/Intervention Primary Assessments

Tier 1 PAWZPAWZ Grade checks9th Grade Common Expectations9th Grade Link CrewNCA GoalGo WILD (SW-PBIS)

Grades/attendanceGrades/creditsPlanners

RelationshipReading Comp/6 TraitsODR’s

Tier 2 RtI 9 English (STP)RtI 10 English (STP)Pre-Algebra Math LabPS InterventionsCheck and ConnectMath and Reading Labs

CBM Reading and WritingCBM Reading and WritingCBM Math

Tier 3 1:1 or small group interventions

CBMs

Each Spring

• Each May, planning takes place for following school year:– RtI 9– RtI 10– Pre-Algebra– RtI Systems planning

• New 9th graders• Status of 10-12 graders• Behavior Data Review

– Reading and Math Lab Placement

Who Collects Data?Attendance/Grades/Credits Counselors

Educational History Counselors

Health Review Counselors/School Nurse

Observation School Psych/Para

Interviews: Parent, Teacher(s), Students Counselors/School Psychs

Data Warehouse Counselors, School Psychs, AP

Current CBM Paraprofessional

Intensive Instruction: Tier 3

Tier 3 is “MOST”• (Most) Time• (Most) Explicit Teacher-Led Instruction• (Most) Scaffolded Instruction• (Most) Opportunities to Respond with Corrective

Feedback• (Most) Language Support, Especially Vocabulary• (Most) Intensive Motivational Strategies• (Most) Frequent Progress Monitoring

Intensive Intervention does NOT equal Special Education

Instruction provided to a few students (in addition to core instruction) who need significant differentiation and greater

intensity in their instruction.

Intensive Interventions Defined:

• Correctly Targeted (Instructional Match)• Explicit Instruction• Appropriate Challenge• Opportunities to Respond• Immediate Feedback

– With contingent reinforcers

Burns, VanDerHeyden, & Boice (2008). Best practices in implementing individual interventions. In A. Thomas & J. Grimes (Eds.) Best practices in school psychology (5th ed.). Bethesda, MD: National Association of School Psychologists.

Factors Impacting Intervention Effectiveness

CLHS Multi-Tier RtI Model: ExamplesLevel Class/Intervention Primary Assessments

Tier 1 PAWZPAWZ Grade checks9th Grade Common Expectations9th Grade Link CrewNCA GoalGo WILD (SW-PBIS)

Grades/attendanceGrades/creditsPlanners

RelationshipReading Comp/6 TraitsODR’s

Tier 2 RtI 9 English (STP)RtI 10 English (STP)Pre-Algebra Math LabPS InterventionsCheck and ConnectMath and Reading Labs

CBM Reading and WritingCBM Reading and WritingCBM Math

Tier 3 1:1 or small group interventions

CBMs

Types of Teams (High School)

• PLC’s• 9th Grade Core• Student Assistance Team (Clearinghouse)• Problem-Solving Team• RtI English (Grade 9 and 10)• RtI Math

Teams and Meetings

• Each meeting is focused on specific students• Agenda/data are reviewed before each

meeting.• Focused, data-driven, problem solving process• About an hour long• Staff who work with students attend meeting• Meets entire year

Steps of Problem-Solving1. Problem

IdentificationWhat is the discrepancy between

what is expected and what is occurring?

2. Problem Analysis

Why is the problem occurring?

3. Plan Development

What is the goal?What is the intervention plan to address this goal?

How will progress be monitored?

4. PlanImplementation

How will implementation integrity be ensured?

5. Plan Evaluation

Is the intervention plan effective?

What does RtI “Look Like” at the Secondary Level?

• Teams• Interventions• Screening Data• Progress Monitoring Data• Decision-making Models

Are You Ready?

• How will you prepare your building and/or district for this change?

RTI Related websites– National Center on RTI http://www.rti4success.org/ – RTI Action Network http://www.rtinetwork.org/– RTI WIRE http://www.interventioncentral.org– National Center on Student Progress Monitoring

http://www.studentprogress.org/– National Assoc School Psych www.nasponline.org– St Croix River Ed District and MN RTI Center

http://www.scred.k12.mn.us/ – Council of Administrators of Special Education www.casecec.org– Office of Special Education Programs (OSEP) rti toolkit

http://www.osepideasthatwork.org/toolkit/ta_responsiveness_intervention.asp

The Moso Bamboo TreeThe Moso bamboo plant grows in China & the far

east. After the Moso is planted, growth occurs slowly for up to 5 years - even under ideal conditions! Then, as if by magic, it suddenly begins growing at the rate of nearly 2 ½ feet per day, reaching a full height of 75 feet within 6 weeks.

But it's not magic. The Moso's rapid growth is due to the extensive root system it develops during those first five years, five years of getting ready.

Questions?

kgibbons@scred.k12.mn.us320-358-1214www.scred.k12.mn.us (Forms, policies,

procedures, etc.)