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RtI in the Secondary School Setting: Making it Work!
Jennifer [email protected]
Whittney Smith [email protected]
www.cerebrum.wikispaces.com/RtI
Schedule
AM: 8:30am – 12:00pm Introductions “Chalk Talk” Gallery Walk Chart patterns and trends Presentation, emphasizing patterns
Lunch: 12:00pm-12:30pm
PM: 12:30pm-2:00pm Needs assessment Determine next steps Plan for next steps
NYSED April 2008 State Education Department Field
Memo
Authorizes the use of RtI in the State's criteria to determine learning disabilities (LD) and requires, effective July 1, 2012, that all school districts have an RtI program in place as part of the process to determine if a student in grades K-4 is a student with a learning disability in the area of reading. “Effective on or after July 1, 2012, a school district shall not use the severe discrepancy criteria to determine that a student in kindergarten through grade four has a learning disability in the area of reading.”
[8 NYCRR section 200.4(j)]
Prior to the State’s Memo:
IDEA 2004: “…in determining whether a child has a
specific learning disability, a local agency may use a process that determines if the child responds to scientific research-based intervention as part of the evaluation procedures…” (H.R. 1350, 2004, section 614 (b)(6)(A&B))
IDEA continued
Scientifically
researched
interventions and
instruction
based on
student need
Decision making based
on student’s growth
and performance on achieve
ment
Intensity and
duration of
intervention
based on
student respons
e
RtI
“Chalk Talk”
Have a silent
conversation
Read each idea on
each of the sheets
Branch off of each
idea with your
thoughts
Discuss with others
by branching off of
their responses
with your own.
Continue the
“conversation”
u
ntil it is
done!
Albert Einstein once said…“The definition of insanity is doing the same thing over and
over again and expecting different results.”
“Without the right building-level leadership, RtI will not realize the potential it has in fundamentally altering for the better both the delivery system and educational practice in our schools.”
Dr. David P. Prasse, Professor and Dean
of the School of Education,
Loyola University Chicago
What constitutes a “building leader”?
Essential Components for Success High Quality
Tier I Building and Classroom
Instruction
Ongoing Student
Assessment
Student and Family
Involvement
Research Based Tiered
Instruction
Building Wide
Ownership
Making it work
Knowledge = Success
Focus on what you already do
Develop Solid framework and
processes
Implement Plan
Review what is working and what is
not
Continue Cycle
Scientifically
researched
interventions and
instruction
based on
student need
Decision making based
on student’s growth
and performance on achieve
ment
Intensity and
duration of
intervention
based on
student respons
e
RtI
Knowledge = Success
Resources for learning and development can be found at
www.cerebrum.wikispaces.com
Making it Work:
How we see RtI working:
Tier IIITier III
Tier IITier II
Tier ITier I
School Wide Individual
Phase I: Structure and Foundation
If we are facing in the right direction, all we have to do is keep on walking. ~Buddhist Saying
“If we are facing in the right direction, all we have to do is keep on walking.”
- Buddhist Saying
Building Wide InterventionsFocus on what we do
Content Area
Leaders
IST Chairperson
Universal Screening (AIMSWeb)
Determine how these fit and/or can be developed as Tier I Interventions
VP/ Content Area Leaders
DIGS
Continuous Professional Development is Essential
Individual Student Intervention Create a High Performing IST Core Team :
• IST Chairperson• Guidance Counselor• Speech Therapist• School Psychologist
Invited Members: • Parent• Student (when appropriate)• All teachers on student’s schedule• Reading/Math Instructional Leader (when appropriate)• Social Worker (when appropriate)• Nurse (when appropriate)• Administration (when appropriate)
Individual Student InterventionCreate a Solid IST Process
See A: “Mineola Middle School IST Protocol: Initial Referral and Follow Up Meetings”and
B: “Mineola Middle School IST Task List: Prior to Initial Meeting and 1st intervention period”
Roles and Responsib
ilities
Forms and Documents
Clear Timeline
Clear and Specific
Protocols
Building Level Academic SupportMaster Schedule Changes
(Individual Students may move between Tiers at any point in the year)
6th Grade7th and 8th Grade
One period dedicated in schedule for intervention
Double Period Math – Research Based Math Program Differentiated Instruction
Double Period ELA --- Reading Teacher Push In
Skill Specific Enrichment
Uses research based methods to develop areas of weakness Uses curriculum as support
Focus on individual areas of weakness Uses highly specific research based strategies and programs
Tier IOn Target
Tier II AIS Math and/or
AIS ELA
Tier III AIS Math and/or AIS Reading (Comprehension and/or Wilson Groups)
See C: “RtI Memo to all teachers”
Visual Representation of Tiers II & III in 7th and 8th Grade
Day A Reading Tier III Reading Tier III Math Tier III Math Tier III ELA Tier II ELA Tier II Math Tier II Math Tier II On-Target On-Target
4-6 students
12-14 students
25 students
Day B Reading Tier III Reading Tier III Math Tier III Math Tier III ELA Tier II ELA Tier II Math Tier II Math Tier II On-Target On-Target
4-6 students
12-14 students
25 students
Movement Through AIS Tiers
See D: “Mineola Middle School AIS IST Task List”
Roles and Responsi
bilities
Forms and Document
s
Clear Timeline
Clear and Specific
Protocols
Phase II: Implementation
“Do not wait; the time will never be just right. Start where you stand, and work with whatever tools you may have at your command, and better tools will be found as you go along.” - Napoleon Hill
Individual Student InterventionsTier I
. .
Study Skills
Time Management
Behavioral
Family
Reading
Math
Motivation
Social
Getting Stuck in Tier I
Scenario: Your team has an IST meeting to discuss a student who is struggling in school. A few strategies were brainstormed after a lengthy conversation about what the student can’t do. Six weeks later, the team meets again and…
Tier I Strategy Development Teacher Ownership vs. “Buy In”
•Devote faculty meeting time•RtI vs.“Wait to fail”•IDEA•Provide articles, PD, time for Q & A
Educate
•List objectives from previous IST Meetings on chart paper (one per paper)•Teachers work in groups to brainstorm strategies they use in their classrooms to
Involve
•Attach strategies to research•Compile into document•Share strategies with faculty•Use as resource of Tier I strategies at IST meetings
Own See compilation of research based interventions on www.cerebrum.wikispaces.com
Tiers II and IIIResearch Based Programs and Interventions
Read 180Wilson Phonetics Based Program“Just Words” Reading Program
Shared Skill - Specific Research Based Strategies• Fluency (e.g. Repeated Reading, timed basic facts tests) • Comprehension (e.g. Guided Reading)• Explicit strategy instruction (Self-Questioning, Guess and Check)• Mnemonics (e.g. R.A.F.T., S.T.A.R.)• Graphic Organizers• Scaffolding
Mathematics Navigator Program
See compilation of research based strategies at
Monthly Strategic Monitoring: Reading Comprehension, Reading Fluency, Math Concepts and ApplicationsTwice Monthly Progress Monitoring of basic skills with self reflection and goal setting
www.cerebrum.wikispaces.com
Tiers II and III Behavior Programs and Interventions
Positive Reinforcement Plan (eg. response-cost) (teachers can access and fill in plan on password protected shared intranet folders)
Behavior Intervention Plan
1:1 Counseling
Targeted Group Counseling(Divorce, Socialization, Transition
Anxiety, Behavioral)
Periodic scheduled “Check In’s” with Guidance Counselor
Consultation with outside therapist
See E: Sample Behavior Plans
Phase II continued…
Decision making based on growth and performance
Universal
Screening
ProgressMonitoring
Continuous Assessment
Identification and Monitoring of At- Risk Students
Universal Screening (AIMSWeb)
Strategic and Progress Monitoring (AIMSWeb)
ELA and Math State Test Scores
Scheduled Articulation Meetings (e.g. within and between grades)
Attendance and Discipline Records
IST Process
Tier III – Progress Monitoring
(weekly / bi-monthly)
Tier III – Strategic Monitoring (Monthly)
Tier I – Universal Screening
(Benchmarking 3x/year)
AIMS Web Monitoring System
Reading MAZE Reading Curriculum Based
Measurement (R-CBM)
Math All Facts Math Concepts and
Applications (M-CAP)
See F: “AIMSWeb 2009-2010 Administration Schedule”
Sample AIMsWeb
Data8th Grade Tier II AIS
Sample Student Benchmark Report
Reading Improvement Report for 2009-2010 School Year
Benchmark Scores for 2009-2010 School Year
Phase III: Continuous Improvement Constant open discussion (What is working? What
isn’t?) Two-way feedback Incorporate technology (Outlook, Shared Folders etc.) Develop and Update Training Manuals as necessary Establish AIMSWeb testing schedule prior to start of
school year (See G: “MMS AIMSWeb administration schedule”)
Established schedule for articulation meetings to discuss data prior to start of school year (See H: “2009-2010 meetings to be scheduled”)
Update and revise Protocols, Task Lists and Forms as necessary
Continuous Research and Development of Interventions
Tier 1 - UniversalQuality classroom instruction using
research-based strategies with targeted students
Tier 2 - StrategicSmall Group (10-12 students) AIS Classes
Benchmarking three times / year
Tier 3 - IntensiveSmall group (4-6 students)
AIS classesProgress Monitoring every
2-3 weeks
At-Risk StudentTeacher analyzes data, refers student to IST and moves student to Tier 2.
Three data checks, regression/no progress IST Process
On Target StudentTeacher analyzes data and keeps student in Tier 1.
Three data checksIST Process
Regression /no progress, revise (repeat if not successful) --- consider referral to CSE
ProgressContinue with programIST Process
Percent Passing (level 3 or 4)
2006 6 7 8
ELA 70 64 75
Math 78 68 75
Science --- --- 83*
Social Studies
--- --- 86
* Includes Earth Science Results
Percent Passing (level 3 or 4)
2009 6 7 8
ELA 91 92 88
Math 95 94 90
Science --- --- 90*
Social Studies
--- --- 91
* Includes Earth Science Results
2006 6 7 8
ELA 70 64 75
Math 78 68 75
Science --- --- 83*
Social Studies
--- --- 86
30% 44%
17%
24%
23%
20%
6%
9%
S3TAIR
Questions…
RtI Resources/Links
www.nrcld.org www.ncld.org www.nasdse.org http://www.rtinetwork.org/ www.aimsweb.com www.interventioncentral.org
