Edina High School Intervention Structure

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Edina High School Intervention Structure The
RTI Framework
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The Starting PointWe did not start with RTI.
We started here.

• Intervention Committee (Will evolve into the
  Problem Solving Team)
• First meeting - January 2008
• The First Question Are we serving all students?
  
• Follow-up Questions
• If not, who exactly are we not serving? (Data)
• What are their needs? (Research)
• What does that mean for us? (Soul Search)
• Where does the responsibility for their success
  lie? (Building culture)
• How far are we willing to go to meet their needs?
  Are we committed?
• (Commitment/Purpose/Coalition Building)
• Appropriate Interventions
• Foundational skill development
• Holistic/individualized approach to interventions
• Embed standards in a more hands on curriculum for
  some learners
• Understanding where a student is academically in
  reading, writing and math

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Steps of Problem-Solving
2. Problem Analysis Why is the problem occurring?
1. Problem Identification What is the
discrepancy between what is expected and what is
occurring?
3. Plan Development What is the goal? What is
the intervention plan to address this goal? How
will progress be monitored?
5. Plan Evaluation Is the intervention plan
effective?
4. Plan Implementation How will implementation
integrity be ensured?
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Building capacity for RTIOur Journey Personal
Learning

• Identifying the need
• Asking the right
• questions
• Data Driven

• Problem solving Team
• (Administrators, Counselors,
• Teachers)
• Program design
• Screening
• Program evaluation

Assessment
RTI Framework
Problem Solving Team
Intervention

• Individualized Approach
• Skill Assessment/Personal Learning Plan
• Standards driven curriculum
• Skill Based Advancement
• Frequent Progress monitoring

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TIER 1

• Intervention occurs within the classroom setting
• Literacy strategies NUA
• Embedded math concepts across curriculum
• Role of staff development Teachers teaching
  teachers
• Special Education Restructure
• After school study support
• Targeting skill areas from test strands
• Use of MCA-II test scores with strand percentages
• School Improvement Plan
• Data coach

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Special Education Restructure

• Breaking down silos
• Embedded teacher into math and language arts
  departments
• Language Arts Remediation
• Co-teach Language Arts Course
• 18 out of 27 special education students
• Pull out essential core content and open time for
  intervention
• 2 periods a day dedicated student remediation
• Direct 11 intervention tied to core curriculum
• Indirect provide lessons to case manager or as
  home assignment. Assessed with feedback and
  reinforcement
• Develop individual plan for each student
• Focus on common vocabulary and strategies (NUA)
  across environments
• Lab courses - progress monitoring read 180 /
  PLATO
• Math Remediation
• Co-teach Courses
• E-math

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TIER 2

• Intervention involves a change of setting
• Courses
• E-math
• High School 101/102
• Read 180
• Language Arts Foundations
• Instruction
• Research based (Staff Development)
• Integrated Instruction Strategies
• Standards driven
• Test Preparation
• Using Data
• Screening
• Skill assessment
• Personal learning plan
• Progress monitoring

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E-Math Intervention Levels

• Level 1 Intervention (Zero-hour interventions
  as needed to build skills but remain in current
  math course)
• Students who
• Have acquired their algebra credit and possibly
  their geometry credit
• Have demonstrated some minor skill deficiencies
  on the PLATO assessment.
• Are on track to acquire the necessary skills to
  pass the MCA-II Math Assessment with some extra
  support
• Level 2 Intervention (1 year E-Math)
• Students who
• Have demonstrated substantial skill deficiencies
  on their MCA testing in middle school
• Student who have demonstrated substantial skill
  deficiencies in their math coursework and have
  not passed either algebra or geometry
• Who can demonstrate the necessary skills to earn
  those credits as well as pass the MCA-II Math
  Assessment with one year of e-math.
• Level 3 Intervention (2 years E-Math)
• Students who
• Have demonstrated substantial skill deficiencies
  on their MCA testing in middle school
• Student who have demonstrated substantial skill
  deficiencies in their math coursework and have
  not passed either algebra or geometry
• Who are not on track to develop the necessary
  skills to pass the MCA-II Math Assessment without
  more intensive math instructional support
• Level 4 Intervention (3 years of e-math)
• Students who
• Have demonstrated substantial skill deficiencies
  on their MCA testing in middle school
• Student who have demonstrated substantial skill
  deficiencies in their math coursework and have
  not passed either algebra or geometry

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E-Math Intervention Levels
Student Track
Level 1
MCA-II Math Test
Plato Assessment
Level 2
Student Track
Level 3
Student Track
Level 4
Student Track
E-Math 1
E-math 3
E-math 2
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High School 101 Skill Development/Remediation

• Course components
• Math
• Direct Instruction
• Plato
• Numeracy Coach
• Reading
• Direct Instruction
• Literacy Coach
• Read 180 when appropriate
• Plato Course Development
• Skill Development
• Goal Setting/Individualized Learning Plan
• Remediation
• Business Leaders/Mentors
• Parent Involvement
• Communication
• Meetings/Open House
• Edline

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TIER 3

• Students at Higher Risk
• High School 102
• ALC/287
• Special Education Services

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High School 102 Credit Recovery

• Course Components
• Individualized credit recovery plan
• Independent Work
• Interview process increases student commitment
• Objective is to keep students at EHS!
• Curricular Resource
• Plato online learning courses
• Math
• Reading
• Social Studies
• Science

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High School 102 Enrollment Protocol
Student is dropped from course due to
enrollment violation
Administrator or counselor suggests HS 102 and
provides application and enrollment documents
to be completed prior to intake interview.
Administrator schedules intake interview with
student
Student with Credit deficiency seeks to recover
credits
Student is either accepted into 102 or moves
into a study hall
Counselor does a credit assessment and
determines appropriate course placement
Counselor enrolls student into HS 102, routes
documents, makes any necessary schedule
adjustments, and alerts Teachers who may be
impacted.
Annie Weiss uses the Credit Assessment form and
application materials to create a student
Goal/learning plan for HS 102
Student begins HS 102 coursework
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Additional Supports

• After School Study Support

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Additional Supports (continued)

• Morning Math Help
• Study Hall for Spanish speaking students
• After School/Summer School ALC