RESPONSE TO INTERVENTION

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RESPONSE TO INTERVENTION

• Scheduling to
• Facilitate RTI

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Where Have We Been?

• October
• Overview for Secondary Schools on What is
  Response to Intervention
• Changes to the regulations that impact Secondary
  Schools

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What is Response to Intervention?

• A process that is a multi-tiered approach to
  providing services and interventions (at
  increasing levels of intensity) to students who
  struggle with learning.
• Regularly scheduled monitoring of student
  progress at each tier of service and
  intervention.
• Using data from monitoring to guide decision
  making and inform instruction, intervention and
  services for all students.

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Implementation of RTI in Secondary SchoolsAKA
Scheduling with RTI Regulations

• Secondary Schools identify who is At Risk of
  academic failure.
• All students identified as At Risk must be
  screened within 2 weeks of the beginning of the
  school year or within 2 weeks of entering school
  (i.e. transfers, new students).
• Secondary Schools establish what triggers will
  identify students At Risk of Academic Failure

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• Tier III
• Students with insufficient progress in
• Tier I/Tier II
• Sustained Intensive Interventions
• Possible Special Education Identification
• for students with insufficient progress
• with Tier III interventions

Three Tiered Model
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• Tier II
• Students with insufficient
• progress in Tier I
• Group and individual
• research-based
• interventions

Increasing Support
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• Tier I
• All Students
• Core Class Instruction

Special Services
80 of Students
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TIER I

• Core Classroom Instruction delivered in a
  general education setting, by a general education
  teacher. Instruction shall be delivered with
  fidelity as part of a scientifically based core
  curriculum and matched to student need.

• All Students receive instruction in core
  curriculum in the regular classroom.

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Tier 2

• In addition to regularly scheduled core
  instruction in the general education curriculum
• Small group intervention for 90 minutes per week
  not less than two (2) sessions per week.
• Students needing intervention in both reading
  math, the intervention shall be designed by the
  instructional support team proportionate to
  student need, but not less than one hundred
  twenty (120) minutes per week.
• Students must receive a minimum of 6 weeks of
  intervention with weekly progress monitoring.
• Problem solving team makes decision based on
  progress monitoring data if sufficient progress
  is made or student needs to continue for an
  additional 6 weeks.

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Tier 3

• In addition to regularly scheduled core
  instruction in the general education curriculum
• Small group intervention for 120 minutes per week
  not less than four (4) sessions per week.
• Students needing intervention in both reading
  math, the intervention shall be designed by the
  instructional support team proportionate to
  student need, but not less than one hundred fifty
  (150) minutes per week.
• Students must receive a minimum of 6 weeks of
  intervention with weekly progress monitoring.
• Problem solving team makes decision based on
  progress monitoring data if sufficient progress
  is made or student needs to continue for an
  additional 6 weeks.

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Today

• Focus is on how to infuse the intent of
  responding to the instructional needs of all
  students into the scheduling process.

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Coming attractions

• February Problem Solving Teams
• Half Day session
• February 13th - New Castle County, a.m. and p.m.
  sessions
• February 24th- Kent County, a.m. session
• February 27th Sussex County, a.m. session

• April Literacy Math at Secondary Level
• Each session focus will be ½ day on Literacy and
  ½ day on Math
• April 6 9th - New Castle County
• April 29th - Kent County
• April 30th - Sussex County

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Scheduling that Supports RTI

• The master schedule is critical to a successful
  secondary school experience.
• It affects
• Students
• Administrators
• Teachers
• Counselors
• Nurses
• Support Staff
• Transportation Providers
• Parents

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Master Schedule

• For many schools, the master schedule remains the
  same from year to year.
• Among the reasons for maintaining the same
  schedule are
• It works
• The teachers are happy with it
• It accommodates the bus schedule
• It fits in all the lunches
• Band, chorus and athletics work well

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Scheduling Considerations

• Curriculum
• What courses will be offered?
• How many students will select what courses?
• How many teachers are assigned to the school?
• What are the teachers areas of expertise and
  certification?
• In what areas are teachers highly-qualified?

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Scheduling Considerations

• Parameters
• Periods in the day
• Days in the cycle
• Courses that dont meet on a daily schedule
• Back to back courses
• Double period classes (i.e., science labs)
• Carnegie units

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Traditional Master Schedules

• Characteristics of Most Schedules
• Time Bound
• Based on a quarter, semester, or school year
• Rigid
• Difficult to change
• Requires grades and credits
• Deadlines for changing classes

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Scheduling that Supports RTI

• How RTI challenges traditional scheduling
• All students access general curriculum
• Flexible movement within class day and school
  year
• Three tiers of instruction
• Time
• Staff
• Matching interventions to quarters, semesters
• Meeting course and credit requirements

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Scheduling that Supports RTI

• Individually, identify those issues that present
  a challenge to your school as you think about how
  to implement RTI.
• Write each issue you identify on a separate
  post-it note.

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Scheduling that Supports RTI

• As a school team, sort your issues into
  categories.
• Place them on the poster paper with the heading
  that most closely matches your category.
• Choose a member of your team to clarify your
  issues and to discuss them with other schools.

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Scheduling that Supports RTI

• Constraints
• Shared or part-time teachers
• Room limitations
• Team teaching
• Specific course placements
• Number of lunches (determined by size of
  cafeteria)
• Teacher contracts
• Work study assignments
• Bus schedules

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Scheduling that Supports RTI

• Think outside the box!

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Scheduling that Supports RTI

• Few models for implementation at the secondary
  level exist.
• Most of the literature talks about Tier 2 taking
  place within the general education classroom
  during regularly scheduled class time.
• There are significant implications for teacher
  training to implement such a model.

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Scheduling that Supports RTI

• Step 1
• Create a scheduling team or committee.
• Establish your beliefs about student learning.
• Step 2
• Survey staff capacity and availability.
• Examine and analyze student data.

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Scheduling that Supports RTI

• Step 3
• Assess all students.
• Determine number of students in need of Tier 2
  intervention.
• Step 4
• What interventions will be delivered?
• When will they be delivered?
• Who will provide the interventions?
• How do students move in and out of interventions?

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Scheduling that Supports RTI

• Freshman academies
• Team teaching
• Instructional specialists
• To deliver instruction to students
• To support classroom teachers
• Modify the schedule
• Move to A Day, B Day
• Stagger the school day
• Split blocks
• Common planning time
• Add minutes to the day
• Incorporate homeroom into 1st period
• Shorten each period by a few minutes to create a
  skinny

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Scheduling to Support RTI

• There is no one way to design a schedule or to
  provide interventions in Tier 2.
• Your response to intervention is as individual as
  your school, its staff, and the students you
  serve.

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School Presentations

• Polytech High School
• Alfred G. Waters Middle School
• Christiana High School
• McKean High School

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Getting A New View of The School Schedule

• Team Planning Activity

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Carpenters can produce large numbers of items of
the same dimensions by using a JIG. Each Jig
helps lock in a parameter such as length or
width that a machine or other tool will yield
as the wood is worked.
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Jigs or Templates are often used in Education
Training organizations

• Template Examples
• Course prerequisites needed to enter a course
• Qualifying test scores for placement
• Uniform length of class meeting periods for all
  content areas
• Master schedule criteria

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With the wrong criteria, jigs can create problems
in teaching, training, or supervising people.
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What are the Characteristics or Design Criteria
of a Typical School Scheduling Jig?

• Number of days in the cycle
• School Bus arrival and departure times
• Cafeteria lunch periods
• Sessions for instrumental, choral, and sports
  activities
• Catalog of available courses
• Matrix of available instructors
• Student schedule requests
• Other activities at your school? (List)
• Other factors at your school? (List)

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Complete your worksheet 1 and discuss at your
table

• First, indicate on your Scheduling worksheet 1
  the order of importance of various criteria in
  the development of this years building
  instructional schedule at your school.
• Then, discuss with others at your table the
  following question
• Is our school schedule a resource or a constraint
  in our efforts to improve instruction?

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Review the Schedule Characteristics of Todays
School Presentations
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Use Worksheet 2 and table discussion to consider
applications of these presentations to your school

• On your own, fill in Worksheet 2, and then,
• Discuss at your table one of the schedule
  features your team believes might work at your
  school with suitable preparation and support.

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A Possible Scheduling Template
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Recommended Design Criteria for a Master
Schedule Template

• Every student in Grades 9 10 takes a rigorous
  core program in English, Mathematics, Science,
  and Social Studies (reduce course sequence
  options) (Default College-ready/Workplace-ready
  curriculum for all students)
• Every student has additional periods during the
  week for enrichment or re-teaching in one or more
  content areas (Tiered Instruction offered by
  certified teacher with graduation credit for the
  student)

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Recommended Design Criteria for a Master
Schedule Template

• Every faculty member has at least two common
  planning periods per week- one with departmental
  colleagues, one with grade level team (Teacher
  collaborate around school instructional focus)
• Co-curricular activities (e.g., Drivers Ed.,Band,
  Chorus) occur in extended school day block (Core
  instruction, sequenced career pathways, expanded
  learning time)

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Complete and discuss at your table your thoughts
on Worksheet 3-

• What opportunities for student success would be
  possible with a schedule designed with these
  characteristics in mind?
• What challenges would need to be solved in order
  for the schedule to work?

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315 PM Harvest

• Additional Information needed on Scheduling
• Discoveries we can build around