June 19, 2008 Maurice McInerney, Daryl Mellard Presented at: National High School Center’s Summer Institute Washington, D.C. June 19, 2008 Tiered Intervention

June 19, 2008

Maurice McInerney,

Daryl Mellard

Presented at:National High School Center’s Summer Institute

Washington, D.C.June 19, 2008

Tiered Intervention at the High School Level

June 19, 2008

Center Mission

Build the capacity of State Educational Agencies (SEAs) to assist Local Educational Agencies (LEAs) in

implementing proven and promising RTI models.

June 19, 2008

Center Objectives

1. To identify, adapt, evaluate, and scale up RTI models for identifying and serving students with disabilities;

2. To provide SEAs and LEAs with ongoing TA support, as needed and appropriate, to implement comprehensive RTI programs in local districts, schools, and classrooms; and

3. To disseminate information about proven and promising RTI models to parents, service providers, program administrators, policymakers, and other interested stakeholders across the country.

June 19, 2008

Center Service Areas

1. Technical Review Committee evaluation of RTI tools and practices for:

• Rigor and Impact• Conditions for successful implementation • Cultural and linguistic competence

2. Technical Assistance for SEA Capacity-Building:

• Face to Face• At a Distance

3. Information Dissemination: • Web-based Communities of Practice• Library of Products for Educators and Families

June 19, 2008

Center Strategic Partners

• Center for Early Literacy Learning • Center for Evidence-Based Practices• Center on Instruction• Center on Positive Behavioral Interventions and

Supports• IDEA Partnership• IRIS Training Center• National Center on Student Progress Monitoring• National High School Center• National Research Center on Learning Disabilities • Project Forum

June 19, 2008

What is RTI?

• Response to Intervention• Organizational framework

for instructional and curricular decisions and practices based on students’ responses

• RTI Components– Screening– Tiers of instruction– Progress monitoring– Fidelity indicators

June 19, 2008

What do we mean by RTI?Response to intervention integrates assessment and intervention within a multi‑level prevention system to maximize student achievement and to reduce behavior problems.

With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence‑based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities.

June 19, 2008

Tiered Interventions

Tier 3:Individualized

Strategies

Tier 2: Effective, Strategic Interventions and Strategies,

Progress Monitoring

Tier I: Research Based Core Programs, Universal Screening, Identification of Students with

Greater Needs

Intensity-

Interventions &

Progress M

onitoring

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

PBS Prevention Model

June 19, 2008

Presentation topics

• Essential considerations at the secondary level

• Research findings on RTI at the secondary level

• Tiered Instruction example from KU’s Center for Research on Learning

• Implementation issues

June 19, 2008

Considerations at the Secondary Level

• What percentage of the students are meeting expected performance levels?

• What role do the instructors have in developing students’ literacy skills and strategies?

• Fundamental Issue: The quality of the primary level of curriculum and instructional practices

June 19, 2008

Research Studies of RTI at the Secondary Level

• No experimental studies in an RTI framework of commonly associated components– Screening– Student progress monitoring– Tiered level of services– Implementation fidelity

• Descriptive studies of a few high schools

June 19, 2008 McInerney & Mellard, RTI Ctr

University of Kansas:Center for Research on Learning

• Founded in 1978. Almost 30 years of scientifically-based research; accepted as “Best Practices” nationally.

• Designed Strategic Instruction Model (SIM)– Learning Strategies– Content Enhancement Routines– Cooperative Strategies– Community Building Strategies– Motivation Strategies

• Developed Content Literacy Continuum• Over $120 million R & D

The listening, speaking, reading, writing, and

thinking skills and strategies required to

learn in each of the academic disciplines.


RtI in Secondary School Setting: Riverbank High School Story - Implementing the Content Literacy Continuum

Ken Geisick, Ed.D.

Riverbank High School Principal

Peggy Graving-Reyes

National Site Coordinator, Midwest CLC Research Project

CLC/SIM Professional Developer, KU Center for Research on Learning

Silvia DeRuvo

Program Associate

California Comprehensive Center at WestEd

Thinking about the curriculum:

Knowledge and Outcomes

Thinking About the Curriculum... Knowledge

Course Critical Content


The CLC says…The CLC says…

• Each member of a secondary staff has unique (but very important) roles relative to literacy instruction– While every content teacher is not a reading teacher, every

teacher instructs students in how to read and process content.

– Instructional coaches may be necessary but aren’t sufficient.

• Some students require more intensive, systematic, explicit instruction of content, strategies, and skills


Content Literacy “Synergy”

Improved Literacy

CONTENT CLASSES

Level 1. Enhanced Content Instruction

TIER I

CONTENT CLASSES

Level 2. Embedded Strategy

Instruction

TIER I

Level 3. Intensive Strategy

Instruction

• strategy classes

• strategic tutoring

Level 4. Intensive Basic

Skill Instruction

KU-CRL CLC- Lenz, Ehren,& Deshler, 2005

Level 5. Therapeutic Intervention

Foundational language competencies


A Continuum of Literacy Instruction(Content Literacy Continuum -- CLC)

Level 1: Enhanced content instruction (mastery of

critical content for all regardless of literacy levels)

Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods)

Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences -4th & above)

Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the PreK-3rd: decoding, fluency…)

Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies)

SUBJECT MATTER

STRATEGIES

Enhance content instruction Tier I: Universal Instruction in CERs

SKILLS

HIGHER ORDER

LANGUAGE

1

2

3

4

5

LEVELS

TIER

I

Intensive strategy instruction Tier II: Targeted Interventions in LS (Short Term)

Tier III: Specialized Treatments in LS (Long Term)

Embedded strategy instruction Tier 1:Universal Instruction in Learning

Strategies (LS)

Intensive basic skill instruction Tier II: Target Interventions (Short

Term)Tier III: Specialized Treatments (Long

Term)Therapeutic intervention Tier III: Specialized Treatments (LSs, CERs, Traditional…)


Planning & Organizing

Course OrganizerUnit Organizer

Lesson Organizer

Exploring Text, Topics, & Details

Framing RoutineSurvey Routine

Clarifying RoutineOrder Routine

Teaching Concepts

Concept Mastery RoutineConcept Anchoring Routine

Concept Comparison Routine

Increasing Performance

Quality Assignment RoutineQuestion Exploration RoutineRecall Enhancement Routine

Content Enhancement Teaching Routines


Acquisition

• Word Identification

• Paraphrasing

• Fundamentals of Summarizing & Paraphrasing

• Self-Questioning

• Visual Imagery

• Word Mapping

• Interpreting Visuals

• Multipass

Storage

• First-Letter

Mnemonic

• Paired Associates

• Listening/Notetaking

• Vocabulary

Expression of Competence

• Sentence Writing (Fundamentals and Proficiency)

• Paragraph Writing

• Error Monitoring

• Theme Writing

• Assignment

Completion

• Test-Taking

• Essay Test Taking

Learning StrategiesLearning Strategies


• SLANT - A Classroom Participation Strategy

• Possible Selves (Motivational - Goal Setting Strategy)

Cooperative Thinking

• THINK Strategy (Problem Solving)

• LEARN Strategy (Learning Critical Information)

• BUILD Strategy (Decision Making)

• SCORE Skills: Social Skills for Cooperative Groups

• Teamwork Strategy

Community Building Series

• Focusing Together

• Following Instructions Together

• Organizing Together

• Taking Notes Together

• Talking Together

Strategies for Effectively Interacting with Others

June 19, 2008

Analyzing Change vs. Stability

William Reid (1987)

School Culture(Social System)

• Team relationships• Team chemistry

RTI Components(Technology)

• Current practices• Change agent

Perceived Role( Personal Theory)

• Professional beliefs• Context

June 19, 2008

How can teaming be organized at the secondary level?

• Site-based literacy teams

• Teachers working across subject areas

• Teachers working within subject areas

June 19, 2008

Data Analysis Teaming

Teams of like teachers working together to…• Access critical data on all students’ performance

related to achievement of standards• Analyze data and find which students have

which gaps in attainments• Set measurable goals to close the gap• Brainstorm or create instructional strategies

June 19, 2008

RTI in a School Reform Framework

1. What happens for those students reading below the 4th grade level?

2. What’s in place in core classes to ensure that students will get the “critical” content regardless of their literacy skills?

3. What happens for students who know how to decode but can’t comprehend well?

4. Are procedures for teaching powerful learning strategies embedded in courses across the curriculum?

5. What happens for students who have language problems?

June 19, 2008


Resources: Content Literacy Continuum

-- University of Kansas Center for Research on Learning: www.kucrl.org

-- Strategic Learning Center

www.smarttogether.org

June 19, 2008

Tiered Intervention at the High School Level

Maurice McInerney (American Institutes for Research)Daryl Mellard (University of Kansas)

The National Center on RTI is funded under a cooperative agreement (# H32E070004) issued by the Office of Special Education Programs, U.S. Department of Education, to the American Institutes of Research.

The views expressed in this presentation do not necessarily reflect the policy or position of the U.S. Department of Education and no official endorsement should be inferred.

Documents

June 19, 2008 Maurice McInerney, Daryl Mellard Presented at: National High School Center’s Summer Institute Washington, D.C. June 19, 2008 Tiered Intervention