Middle and Secondary Levels Characteristic of Tiers Single ... · RESA RTI specialists are employees of the West Virginia Department of Education (WVDE) located in RESAs. Their positions

Characteristics of Tiers at Middle and Secondary Levels

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West Virginia Department of Education

WEST VIRGINIA BOARD OF EDUCATION 2008-2009

Delores W. Cook, President Priscilla M. Haden,Vice President

Jenny N. Phillips, Secretary

Robert W. Dunlevy, Member Barbara N. Fish, Member Burma Hatfield, Member

Lowell E. Johnson, Member Gayle C. Manchin, Member Ronald B. Spencer, Member

Brian E. Noland, Ex Officio James L. Skidmore, Ex Officio

Steven L. Paine, Ex Officio

Discrimination Prohibited: The West Virginia Department of Education does not discriminate on the basis of sex, race, color, religion, disability, age and national origin in employment and in the administration of any of its education programs and activities. Inquiries may be directed to the Elimination of Sex Discrimination Program Coordinator, 304-558-2702; to the Section 504 Coordinator, 304-558- 2696, (V/TDD), West Virginia Department of Education, 1900 Kanawha Blvd. E., Charleston, WV 25305-0330; or to the U.S. Department of Education's Director of the Office for Civil Rights, 215-656-8541.

Response to InterventionImproving Achievement for StudentsAll

West Virginia has completed the third year of its stategic implementation of the Response to Intervention (RTI) model. This implementation has expanded from a pilot study in 11 elementary schools in nine counties to 36 demonstration

schools in 25 counties to all elementary schools in West Virginia. Its statewide implementation across all grades is rooted in policies 2510 and 2419 and has been developed within the vision of all West Virginia students becoming 21st century learners.

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RTI is a framework for thinking about instruction for all students but particularly those who are strug-gling at all grade levels. West Virginia is choosing to use RTI first to address low performance in reading.

Response to Intervention is

• a framework for organizing instruction for ALL students.

• a process designed not only to intervene early and prevent academic difficulties but to assist in advancing students at all programmatic levels to mastery of grade level Content Standards and Objectives (CSOs).

• a means of documenting that increasing levels of support have been provided to at-risk students prior to referral to special education.

RTI offers a means of addressing the declining reading, writing and math achievement during the grades when the skill deficiencies becomes apparent. West Virginia is initiating the implementation of RTI first in reading instruction; the brochure will be updated later to include mathematics and writing. RTI provides a systematic means of applying research-based intervention strategies and structures to targeted students to close the achievement discrepancies among student groups.

What is Response to Intervention?

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RESA RTI specialists are employees of the West Virginia Department of Education (WVDE) located in RESAs. Their positions

are grant funded from the WVDE’s five year Bridges to Literacy Grant.

The specialist will

• work within and across RESAs to assist in the statewide effort to ensure compliance with timelines in Policy 2419.

• analyze data specific to schools and districts and assess the implementation status of schools within their RESAs in order to prioritize those schools/districts they will initially support.

• develop, coordinate and deliver professional development and provide technical assistance for schools and districts in implementing Response to Intervention and a three-tiered model at both the elementary and secondary level.

• provide monthly reports detailing the projects that are in planning, those that are in progress and those that have been completed. Data will be collected on the number of professional development offerings and on the number of meetings for providing technical assistance to schools and districts.

The work of the RTI specialists for the 2008-2009 year will focus on the following:

• Support through professional development and technical assistance in establishing the RTI process in all elementary schools and ensuring that a strong three-tiered reading model is implemented in all elementary schools in West Virginia K-5.

• Support through professional development and technical assistance in scaling up RTI to middle and high schools, building knowledge of the RTI process framework and guiding development of a tiered literacy model at the secondary level.

RESA RTI Specialists’ Scope of Work Response to Intervention

Improving Achievement for StudentsAll

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Establishing Response to Intervention: Scaling Up in West Virginia

Phase 1 2005-2007

Phase 2 2007-2010

Phase 3 2010-2012

• Establish 11 elementary pilot schools and 36 demonstration schools in 25 counties

• Include timeline for implementation in revised Policy 2419

• Include necessary structure and Learning Disabilities (LD) identification process in Policy 2419

• Organize a department and practitioner collaborative effort as foundation for expansion

• Get grant funding for expansion

• Issue an implementation guidance document

• Initiate expansion to all elementary schools

• Define the model for middle and high schools

• Expand communication formats to answer questions on implementation at all levels

• Create foundational and implementation documents for middle and high schools

• Implement funded grant

• Create monitoring and professional development support at the WVDE

• Expand statewide resource capacity at elementary and middle levels

• Establish and implement evaluation

• Complete expansion to all middle and high schools

• Update implementation documents for middle and high schools

• Expand and continually update communication formats to answer questions across all levels

• Maintain communication loops with department and practitioner collaborative structures

• Continue implementation of evaluation

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ADVANCED TIER

Focus Students who consistently exceed the standards

Setting All content areas

Instructional Content • Adopted content area classroom materials • Scientifically Based Reading Research (SBRR) materials emphasizing vocabulary,

comprehension and writing • Pre-AP strategies and materials • Teach 21 SBRR Strategy Bank, Teach 21 Instructional Guides and/or Standards-based Unit

Plans • Standards Focused Project-based Learning (PBL) units • Virtual learning experiences

Grouping As appropriate for instruction

Assessments Continuous assessment using: • classroom texts assessments; • classroom assessments for learning and classroom assessments of learning; • benchmark assessments; and • Acuity Platform.

Staffing General education teachers and co-teachers Pre-AP trained teachers

Time Policy 2510 Chart IV Middle Level (5-8)

Students read 25 books per year

Middle Level 5-8 - Advanced Tier

Middle Level 5-8

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TIER II Supplemental Targeted Instruction

Focus Students who have moderate gaps in skills and knowledge and consistently do not meet benchmarks


Instructional Content • Use of intervention and content materials that support Tier I • Teach 21 SBRR Strategy Bank


Assessments Continuous assessment to pinpoint problems and target interventions: Examples of assessments include: • Scholastic Reading Inventory (SRI) • AIMSWeb (grades 6-8) • GMRT (Gates-McGinnite Reading Test) • GORT (Gray Oral Reading Test) • Acuity Platform

Staffing • General education teachers • Reading specialists • Special education teachers • Academic coaches

Time Scheduled outside the reading block with flexible groupings of students


Middle Level 5-8 - Tier II

Focus All students


Instructional Content • Adopted content area classroom materials • SBRR materials emphasizing vocabulary, comprehension and writing • Pre-AP strategies and materials • Teach 21 SBRR Strategy Bank • Teach 21 Instructional Guides and/or Standards-based Unit Plans • Standards Focused Project-based Learning (PBL) Units • Virtual Learning Experiences


Assessments Continuous assessment using: • classroom texts assessments; • classroom assessments for learning; • classrooms assessments of learning; • benchmark assessments; and • Acuity Platform.

Staffing General education teachers and co-teachers

Time Policy 2510 Chart IV Middle Level (5-8)


Middle Level 5-8 - Tier I

TIER I Core Classroom Instruction for All Students

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TIER III Intensive Targeted Intervention

Focus Students who have not responded to Tier II interventions of long duration

Setting Appropriate setting within the school, such as a reading intervention classroom or other specialized instructional setting

Instructional Content Alternate, replacement programs such as: • WILSON Reading Program • Language! (Sorpris West) • Sonday System (Winsor Learning, Inc.) • READ 180 (Scholastic) • Fast Track Reading (Wright Group)

Grouping Flexible grouping as appropriate for targeted instruction

Assessments Program Specific Assessments or other assessments which can include: • DIBELS or AIMSWeb for progress monitoring • CTOPP (Comprehensive Test of Phonological Processing) • GMRT (Gates-McGinnite Reading Test) • GORT (Gray Oral Reading Test)

Staffing • Reading specialists • Special education teachers • Interventionists

Time Time for delivery of interventions during or outside the classroom depending upon individual needs


Middle Level 5-8 - Tier III

Chart IV: Middle Level Education (Grades 5-8)

These required core courses shall be taught daily by a team of qualified teachers. An intervention component will ensure mastery of the rigorous content standards and objectives at each grade level. The core courses (Reading and English/Language Arts, Mathematics/Algebra I, Science and Social Studies) will be offered within a block of time no less than 180 minutes. The principal and a team of teachers will determine time allocations that provide adequate time to achieve mastery of the West Virginia content standards and objectives for each of the required courses and effectively address the academic needs of students who are below mastery in the basic skills of reading, writing and mathematics. It is recommended that all students planning to enter the high school professional pathway will be enrolled in Algebra I in the 8th grade.

Reading and English Language Arts

Mathematics/Algebra I Science

Social Studies

Students in middle grades shall be provided not less than one full period of physical education, including physical exercise and age appropriate physical activities, each school day of one semester of the school year. Schools which do not currently have the number of certified physical education teachers or required physical setting may develop alternate programs that will enable current staff and physical settings to be used to meet the physical education requirements. The alternate programs shall be submitted to the WVDE and the Healthy Lifestyle Council for approval.

Physical Education

These required courses are considered part of the encore curriculum and each course shall be taught as a separate subject. Students shall be enrolled in each course for a minimum of 18 weeks cumulative across grades 6-8.

Visual Art Music1 Health2

Foreign language shall be offered annually. Foreign Language3

These requirements shall be integrated into the middle level education as determined by the principal and the team of teachers.

Advisory/Comprehensive School Guidance and Counseling

Career Exploration4 Technology5

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Advanced TIER

Focus Students who consistently exceed the standards


Instructional Content • Adopted AP and honors content area classroom materials • SBRR materials emphasizing vocabulary, comprehension and writing • Teach 21 SBRR Strategy Bank • Teach 21 Instructional Guides and/or Standards-based Unit Plans • Standards Focused Project-based Learning (PBL) Units • Virtual Learning Experiences


Classroom Continuous assessment using: Assessments • classroom texts assessments;

• classroom assessments for learning; • classroom assessments of learning; • benchmark assessments; and • Acuity Platform.

Staffing General education teachers and co-teachers AP-trained teachers

Time Policy 2510 Chart V and VI Adolescent (9-12)


Secondary Level 9-12 - Advanced Tier

Secondary Level 9-12

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TIER I Core Classroom Instruction for All Students

Focus All students


Instructional Content • Instructional materials supporting specific content areas • SBRR materials emphasizing vocabulary, comprehension and writing • Teach 21 SBRR Strategy Bank • Teach 21 Instructional Guides and/or Standards-based Unit Plans • Standards Focused Project-based Learning (PBL) Units


Assessments Continuous assessment using: • classroom texts assessments; • classroom assessments for learning; • classroom assessments of learning; • benchmark assessments; and • Acuity Platform.

Staffing General education teachers Co-teachers

Time Policy 2510 Chart V and VI Adolescent (9-12)


Secondary Level 9-12 - Tier I

Secondary Level 9-12 - Tier II Focus Students who have moderate gaps in skills and knowledge and consistently do not meet benchmarks


Instructional Content • Use of intervention and content materials that support Tier I • Teach 21 SBRR Strategy Bank


Assessments Continuous assessment to pinpoint problems and target interventions such as: • Scholastic Reading Inventory; • GMRT (Gates-McGinnite Reading Test); • GORT (Gray Oral Reading Test); • Benchmark Assessments • Acuity Platform.

Staffing • General education teachers • Reading specialists • Special education teachers • Academic coaches

Time Time for delivery of interventions during or outside the classroom depending on the individual needs: • strategic tutoring in which students are taught how to learn curriculum information through

learning strategies in content areas; • flexible groupings during or after school; or • double blocking of class periods.

TIER II Supplemental Targeted Instruction Students read 25 books per year

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TIER III Supplemental Targeted Instruction

Secondary 9-12 - TIER III

Focus Students who have not responed to Tier II interventions of long duration

Setting Appropriate setting within the school, such as a reading intervention classroom or other specialized instructional setting

Instructional Content Alternate, replacement programs such as: • WILSON Reading program; • Language! (SorpisWest); • Sonday System (Winsor Learning, Inc.); • READ 180 (Scholastic); • Fast Track Reading (Wright Group); and

Grouping Small group in a pull-out setting

Assessments Program Specific Assessments or other assessments which can include: • GMRT (Gates-McGinnite Reading Test); and • GORT (Gray Oral Reading Test).

Staffing • Reading specialists • Special education teachers • Interventionists

Time Time for interventions during or outside the classroom depending on the individual needs


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Core Requirements (18 credits) Reading and English Language Arts 4 credits

English 9, 10, 11, 12 Mathematics1 4 credits Science2

3 credits Physical Science Biology or Conceptual Biology Chemistry or Conceptual Chemistry or Life Science or Earth Science (effective with 9th grade students entering in 2008-09 and 2009-10 only)

Social Studies3 4 credits World Studies to 1900 United States Studies to 1900 Twentieth and Twenty-First Centuries Studies Civics for the 21st Century

Physical Education 1 credit Health 1 credit The Arts5 1 credit Electives 2 credits

The remaining graduation requirements are to be electives.

Career Concentration Courses (4 Credits)4 Professional Pathway

Skilled Pathway

Science - 4th credit (which must be above Physical Science) Foreign Language - 2 credits in one language Concentration – 1 additional elective credit required

Concentration - 4 additional credits required related to the selected career concentration

Career Development Prior to students selecting a concentration and pathway, opportunities for career

decision-making must be provided in grades 9-10. Experiential Learning

All students must participate in an experiential learning experience at some time in grades 9-12. If credit is granted for these experiences, content standards and objectives will be developed and approved at the local level. (See Section 5.6.5)

Technology Students in grades 9-12 shall be provided integrated opportunities within the core requirements to master the standards for Policy 2520.14. It is recommended that all students take at least one course in technology applications during grades 9-12. It is also recommended that all students complete an online learning experience during grade 9-12.

Senior Year All West Virginia High School students shall be fully enrolled in a full day of high school and/or college credit bearing courses. It is recommended that students complete a senior project to add rigor and relevance to the senior year.

These graduation requirements are effective for students entering grade 9 in the school year 2008-2009 and thereafter. Courses needed for graduation require mastery of approved 21st century content standards and objectives. Students who do not demonstrate mastery of the content standards and objectives shall be provided extra help and extra time through intervention strategies.

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Chart VI (B) Adolescent (9-12) Electives (Effective July 1, 2008) Electives Required To Be

Offered Optional Electives

Note: Any course offered in lieu of a graduation requirement must first receive a WVBE approved waiver before counting towards graduation.1

These courses must be offered at least in alternating years. (Effective 2004-2005)

These courses (or others) may be offered depending on need or student demand.

COLLEGE BOARD AP COURSES IB PROGRAM

A minimum of four College Board AP Courses or the IB Program must be offered annually.

READING AND ENGLISH LANGUAGE ARTS

Journalism/Newspaper/Yearbook Speech

Desk Top Publishing English college courses AP English Creative Writing Library/Media Technical Writing Broadcast Journalism

MATHEMATICS Algebra II Algebra III Geometry or Applied Geometry Pre-Calculus Trigonometry Conceptual Mathematics College Transition Mathematics2

Calculus Integrated Mathematics I, II, III, and IV Probability and Statistics Mathematics college courses AP Mathematics courses

SCIENCE Physics Earth Science Human Anatomy and Physiology

Conceptual Physics Science college courses Biology II Chemistry II Physics II AP Science courses

SOCIAL STUDIES Economics Geography

Social Studies college courses AP Social Studies courses

FOREIGN LANGUAGE Three levels of one foreign language

Other foreign languages based on student need and interest AP Foreign Language

HEALTH Any courses required to satisfy a concentration

Other health courses based on student need and interest

PHYSICAL EDUCATION3 Any courses required to satisfy a concentration and one lifetime physical education course3

Other physical education courses based on student need and interest AP Physical Education

THE ARTS Four sequential levels of student achievement in music (both choral and instrumental), visual art (general art and/or studio art), dance, theatre

Other courses in the arts based on student need and interest AP Arts Courses

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1. Any College Board AP course or IB Program taught by a trained AP/IB teacher may substitute for a course related graduation requirement.

2. College Transition Mathematics must be offered annually based on results of the State’s college readiness benchmark assessment.

3. Schools which do not currently have the number of certified physical education teachers or required physical setting may develop alternate programs that will enable current staff and physical settings to be used to meet the physical

Chart VI (B) Adolescent (9-12) Electives (Effective July 1, 2008) Continued Electives Required To Be

Offered Optional Electives

CONCENTRATIONS Four specified courses within a concentration

Other courses based on student need and interest

DRIVER EDUCATION One course Other driver education courses based on student need and interest

TECHNOLOGY Students must be provided opportunities for advanced technology applications.

Information Technology Information Management Web Development Other courses based on student need and interest

CAREER/TECHNICAL EDUCATION Note: Schools must provide students access to concentrations in a minimum of four of the following career clusters: $ Arts and Humanities $ Business/Marketing $ Engineering/Technical $ Health Sciences $ Human Services $ Science/Natural Resources

80% of students in grades 9-10 must have access to at least one career-technical foundation course. One foundation course must be offered that teaches parenting skills

Other career/technical education courses based on student need and interest

30% of students in grades 11-12 must have access to four units in a career/technical concentration and two career/technical electives

Other career/technical courses based on student need and interest

An additional 30% of students in grades 11-12 must have access to two units in a career/ technical concentration

Other career/technical courses based on student need and interest

CAREER DEVELOPMENT

Students must be provided opportunities for in-depth exploration of their chosen career cluster in grades 9-10 through formal coursework, web-based or independent studies, or other alternative means


How do special educators support students within atiered model?

Tier 1Conduct universal screening

Monitor student performance in theclassroom

Participate in data analysis meetingsKnow grade level CSOs

Co-plan and co-teach OR collaborateand consult

Know and implement research-basedstrategies

Assist in differentiating the generaleducation environment

Know and use instructionaltechnologies

Tier 2Administer and interpret progress

monitoring and diagnostic assessments

Progress monitor frequently toadjust instruction

Lead data analysis discussionsKnow CSOs across grade levelsDesign targeted instruction usingdata for small group intervention

beyond core instruction timeKnow and teach research-based

explicit intervention strategiesKnow and use instructional

technologiesMaintain intervention logs

Tier 3Administer and interpret progress

monitoring and diagnostic assessmentsProgress monitor frequently to adjust

instructionLead data analysis discussionsKnow CSOs across grade levels

Know and teach types of research-based explicit intervention replacementprograms and strategies to small groups

Know and use instructionaltechnologies

Maintain intervention logs

Dr. Steven L. Paine State Superintendent of Schools


Documents

Middle and Secondary Levels Characteristic of Tiers Single ... · RESA RTI specialists are employees of the West Virginia Department of Education (WVDE) located in RESAs. Their positions