The Rolling Meadows High School Experience

Charles Johns, Ph.D.Principal

• Tier I Interventions• Based on DuFours’ PLT• Based on classroom data,

teams design program interventions

• Assessments based on College Readiness Standards

• Summative and Formative Assessments

• PLT-Leaders Team• Professional development

tied to team needs

• Primarily Tier I Interventions for school wide or class wide concerns

• Supports interventions all levels of RtI

• Programs based on community/school incidents

• Parent/community feedback• Heavily teacher led

• Multi-tiered system• Building Leadership Team

= Building RtI Team• All members of leadership

team have leadership role in at least one RtI Component

• Matrix versus Pyramid• Interventions based on

teacher feedback and SIS data

1. Documented existing Tier III Interventions

2. Documented Existing Tier I Interventions

3. Developed Tier II Interventions4. Brought Staff on Board5. Built Systems6. Revisit all steps to improve

interventions and systems

Comparison Feature

Medicine 1. Researched based2. Shared body of

knowledge3. Ladders of specialty

Public Health 1. Tiers of intervention2. Established protocols3. Shared body of

knowledge

Toyota (TPS)/Lean 1. Emphasis on team work2. Ability to pull the

“Andon”3. Continuously learning

organization

Culture of teacher leadership

Culture of collaboration

Project management mentality

Strong affective connection between students and staff

Throws out black and white lines of criteria that currently exist between Regular Education and Special Education.

Necessitates the elimination of Isolated Practice

http://rmhs.d214.org/RMHSModel/