Response to Intervention (RtI) at the Secondary Level

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Response to Intervention (RtI) at the Secondary
Level
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Big Ideas about Todays Presentation

1. Were aligning a delivery system to educational
   needs.
2. Were increasing the quality of teaching, tools,
   and support across 3-Tiers instead of moving the
   problem.
3. Were shifting mind sets Every problem learning
   (or behaving) becomes a special education
   problem.
4. Were shifting Interventions focus from
   reactive, punitive, and/or restrictive to
   proactive, preventative, inclusive.
5. We have the tools and we have experience, but
   there is a gap.

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Without Problem Solving
Special Education
Sea of Ineligibility
General Education
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Student Profiles

• 8.7 million 4th-12th graders cant cope with
  academic demands
• 74 of all 9th graders scored at Unsatisfactory
  or Basic Level on state assessment
• Unsatisfactory 3ile WR 1ile RC
• Basic9ile WR 8ile RC
• 69.2 of adolescents graduate 51.2 of students
  Black 55 Hispanic
• Students who stay on track in freshman year
  (earn 5 credits and no more than 1 F) 3.5 times
  as likely to graduate
• (Diplomas Count 2009," the fourth annual report
  on graduation rates by Education Week)

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Student Profiles (cont)

• On-track Indicator
• Students who stay on track in freshman year
  (earn 5 credits and no more than 1 F) 3.5 times
  as likely to graduate
• One semester F decreases likelihood of graduating
  from 83 to 60
• 2 Fs decreases likelihood to 44
• 3 Fs decreases likelihood to 31

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The Old Problem Solving Heuristic
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What is NOT RtI Its not your fathers
Oldsmobile

1. Its Not About SE Eligibility with a new label
   (e.g., pre-referral intervention, old team-new
   name).
2. Its Not About SE Business as Usual with
   programs that meet the needs of adults more than
   students.
3. Expecting GE Teachers to meet the needs of ALL
   students (180 students-180 different
   interventions).

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Difference Between Elementary and Secondary

• Elementary Focus on basic skills (learning to
  read)
• Secondary Focus on content (reading to learn)
• Elementary One to two teachers
• Secondary Five to seven teachers

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Difference Between Elementary and Secondary

• ElementaryReading and Writing Narrative
• Secondary Reading and Writing-Expository
• Elementary Validated Level 1 skill programs
• Secondary Lack of validated Level 1 content
  programs

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What students may need RtI at the Secondary Level?

• Students who do okay early on but have problems
  when expectations change
• Students who did not get good early intervention
• Problems with vocabulary accumulate
• Wide range of problems some still struggle with
  early skills, others have comprehension
  difficulities

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Bridging the Gap
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Problem Solving Steps
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The VISION To Provide Effective Interventions
to Meet the Needs of ALL Students Through Early
and Scientifically Based Interventions Through
Careful Systems Planning
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Information Explosion/Instructional Time Dilemma
1960
Time
1980
Content
2000
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Tier One Universal Instruction

• Is your district meeting AYP at 80?

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Large Group Illustration

• Is our initial instruction meeting the needs of
  enough students?
• Historically, there hasnt been a target on
  acceptable success rates.
• Some kids were successful
• Some kids werent
• Kids who were not successful got different
  programming through different programs
• Screening was haphazard

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Large Group Illustration

• We have a new assumption to start from All kids
  successful
• A rate of 80 has been suggested by many
  researchers and policy makers nationally, as the
  rate needed for Initial Instruction
• The number of kids in strategic or intensive
  programs can vary based on available resources,
  20 seems reasonable

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Basics of Universal Screening-

• Given to everyone
• Critical Skills (using a scientifically-based
  measure)
• Brief
• Repeatable
• Cheap and easy to administer and score
• Tells us who needs more assessment

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Basics of Universal Screening

• Typically done three times per school year to
  determine which students are at risk for failure.
• Interventions or differentiated instruction based
  on assessment results can then be given to these
  students.

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Tier Two

• -Tier One PLUS
• -Small Group Interventions
• -For at-risk students
• Includes programs,
• strategies, and procedures
• designed and employed to
• supplement, enhance, and
• support Tier 1.

Tier Two
5-10 of All Students
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Tier Two Supplemental Interventions

• Hypotheses
• That the students require additional time for
  direct instruction
• That the focus of the curriculum must narrow in
  order for students to gain the skills

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Characteristics of Tier Two Interventions

• Available in general education settings
• Opportunity to increase exposure (academic
  engaged time) to curriculum
• Opportunity to narrow focus of the curriculum
• Sufficient time for interventions to have an
  effect (10-30 weeks)
• Often are standardized supplemental curriculum
  protocols

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Tier Three

• -Tier One PLUS
• -Tier Two PLUS
• -Intensive interventions
• -Specifically designed and
• customized interventions
• Very small groups of students

1-5 of All Students
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The Performance Gap
/
The University of Kansas Center for Research and
Learning
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The Performance Gap
/
Grade Level Expectations Demands Skills
Existing Support
Years in School
The University of Kansas Center for Research and
Learning
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The Performance Gap
Grade Level Expectations Demands Skills

• Infrastructure Support
• Flexible Scheduling
• Planning Time
• Professional Development Time
• Extended Learning Time
• Smaller Learning Communities

/
Existing Support
Years in School
The University of Kansas Center for Research and
Learning
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The Performance Gap
/
Instructional Core System Learning
Supports Infrastructure Supports Current
Supports
Grade Level Expectations Demands Skills
Years in School
The University of Kansas Center for Research and
Learning
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The Performance Gap
/
Instructional Core System Learning
Supports Infrastructure Supports Current
Supports
Grade Level Expectations Demands Skills
Years in School
The University of Kansas Center for Research and
Learning
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School Improvement Cycle
Problem Solving Process
http//www.ncrel.org/sdrs/school.htm
Similarities?
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http//www.nsdc.org/connect/projects/resultsbased.
cfm
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School Improvement Activity

• What are your current SI Goals?
• What content is covered in the current
  professional development plan?
• What problems or issues often come up at your
  school?

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ICE SCRAPER
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So...WHAT is RTI?

• 1. An eligibility process for determining if a
  student has a learning disability?
• 2. An opportunity to redress years of
  dissatisfaction with both special education and
  general education?
• We See IT as Both

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Program vs. Framework

• Response to Intervention (RtI) and School-wide
  Positive Behavior Support are not programs, but
  frameworks for designing and implementing
  proactive, preventative programming using data.

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Who Do We Serve in a Problem-Solving Model?

• We identify
• 1. Students with Basic Skills or Severe Literacy
  Deficits for Direct Service
• 2. Students without these Deficits who Need
  Indirect Service for Success in Content Area
  Courses

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Screen and Monitor

• Screening Prediction
• State Assessment
• Word/Passage Fluency
• Correct Word Sequencing
• Progress Monitoring
• Comprehension Measure
• Three Minute Maze Test
• progressmonitoring.org (Espin et al.)

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Secondary Intervention and Progress Monitoring

• Research by S. Vaughn
• Tier I
• Require Prof.Development for Content Teachers on
  Effective Practices in Reading and Comprehension
  of Academic Texts and Vocabulary/Concept
  Development

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Intervention/PM continued

• Tier II
• Teach Word Level Skills
• More Intensive
• Supplemental Instruction in Comprehension and
  Vocabulary
• Facilitate Their Use in Tier 1 Activities

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Possible Data Sources Activity

• Brainstorm the potential data sources in your
  school
• Examples may include
• Dean Referrals, Tardies, Suspensions, Expulsions,
  Outside Placements, Drop Outs
• Common Assessments, CBM, Yearly Progress Pro,
  Failure Rates

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The High School Solution Building Continuously
Improving Tier 1 General Education Instruction
5
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Use of Teaching Routines and Learning Strategies
(Kansas) Well-Designed Curriculum with a Big
Ideas Focus or Ability to Distill Curriculum
to Big Ideas Effective Secondary Classroom
Management Study and Organizational
Skills Curriculum Modification
80 of Students
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After Screening

• Then ask
• Five important questions about literacy supports!

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5 Key Questions

1. What happens for those students who are reading
   below the 4th grade level?
2. What is in place across a school staff to ensure
   that students will get the critical content in
   spite of literacy skill?
3. What happens for students who know how to decode
   but cant comprehend well?
4. What steps have been taken to ensure that
   powerful learning strategies are embedded across
   the curriculum?
5. What happens for students who have language
   problems?

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Improving Content Area Instructionin General
Education WHAT?

• Consider a Common
• Scientifically Based Core Language Arts Program
• Increase Access to
• Strategic Instruction Model (SIM)
• Build
• Common Assessments in Content
• Provide Staff Development Around
• Effective Grading Systems
• Train and Support School-Wide and Within the
  Class
• Effective Behavior Support

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Increase the Capacity of General Education to
Teach ALL Students Critical Content

• All students learn critical content required in
  the core curriculum regardless of literacy
  levels.
• Teachers compensate for limited literacy levels
  by using
• Explicit teaching routines,
• Adaptations, and
• Technology to promote content mastery.
• For example The Unit Organizer Routine

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Key Skills Sets for Secondary Support(http//www.
ku-crl.org/)
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A Major Source of Support for Secondary
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http//www.kucrl.org/iei/sim/ceroutines.html
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Content Enhancement Routines (Creating
learning-friendly classrooms)

• A way of teaching academically diverse classes in
  which
• The integrity of the content is maintained
• Critical content is selected and transformed
• Content is taught in an active partnership with
  students

The University of Kansas Center for Research and
Learning
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Content Enhancement Teaching Routines

• Planning Leading Learning
• Course Organizer
• Unit Organizer
• Lesson Organizer
• Exploring Text, Topics, Details
• Framing Routine
• Survey Routine
• Clarifying Routine
• Ordering Routine

• Teaching Routines
• Concept Mastery Routine
• Concept Anchoring Routine
• Concept Comparison Routine
• Increasing Performance
• Quality Assignment Routine
• Question Exploration Routine
• Recall Enhancement Routine

The University of Kansas Center for Research and
Learning
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Elida Cordora
The Unit Organizer
NAME
BIGGER PICTURE
4
1/22
DATE
The roots and consequences of civil unrest.
LAST UNIT
/Experience
NEXT UNIT
/Experience
CURRENT UNIT
3
1
2
CURRENT UNIT
The Civil War
The Causes of the Civil War
Growth of the Nation
is about...
8
UNIT SCHEDULE
UNIT MAP
5
1/22 Cooperative groups -
over pp. 201-210
Sectionalism
was based on
was influenced by
1/28 Quiz
pp. 201-236
1/29 Cooperative groups -
Leaders
over pp. 210-225
Areas of
across the
emerged because of
became greater with
the U.S.
U.S.
"Influential Personalities"
project due
Differences
Events in
1/30 Quiz
between
the U.S.
the areas
2/2 Cooperative groups -
over pp. 228-234
2/6 Review for test
2/7 Review for test
2/6 Test
6
descriptive
What was sectionalism as it existed in the U. S.
of 1860?
compare/contrast
UNIT SELF-TEST QUESTIONS
UNIT RELATIONSHIPS
How did the differences in the sections of the
U.S. in 1860 contribute to the start of the Civil
War?
cause/effect
What examples of sectionalism exist in the world
today?
7
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How will Content-Area Strategy Instruction be
provided?

• Middle School
• Embedded into content-area courses
• Strategy Instruction course as part of the fine
  arts rotation
• Strategic tutoring in place of foreign language
• High School
• Embedded into content-area courses
• Strategic tutoring in place of study hall
• Strategy Instruction as an elective

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A Major Source of Support for Secondary
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Components of Well-Designed Syllabi

• Contact Information
• Course Goals and Big Ideas
• Instructions and Directions as to How to Get Help
• Course Materials
• Behavior Expectations and Consequences
• Detailed Information About the Grading System
• Course Calendar and Due Dates
• Self Monitoring Checklists
• Access to Models for Papers, Projects, Tests

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Evaluate Components of Syllabus
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Not Everything We Teach Is Equally
ImportantThe sheer quantity of information
requires us to constantly determine what to
include in a courseKeith Lenz, 2003
http//www.ku-crl.org/archives/classroom/smarter.h
tml
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Students need intensive intervention to work on
basic literacy components.

• Students develop the foundational phonics,
  fluency, and comprehension skills through
  specialized, direct, and intensive instruction in
  reading. Intensive instruction in listening,
  speaking, and writing is often a part of these
  services.
• For example Courses in researched-based reading
• programs such as the SRA Corrective Reading
  Program or REACH.

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How will basic literacy skill instruction be
provided?

• Requires a double-block schedule of
  English/Language Arts and Reading.
• Where does the time come from?
• High School Option
• Reading as an elective
• Middle School Options
• Reading instruction instead of foreign language
• Reading course within the fine arts rotation

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An intensive multi-faceted option for those who
need it.

• Students with underlying language needs learn the
  linguistic, related cognitive, metalinguistic,
  and metacognitive underpinnings they need to
  acquire content literacy skills and strategies.
• For example Speech-language pathologists,
  special education teachers, and social workers
  engage students in educational language and
  literacy instruction using a researched-based
  program such as the Sopris West Language! Program.

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http//www.corelearn.com/PDFS/Briefing20Papers/CO
RE20Briefing20Paper20Secondary20Reading.pdf
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Read the Carnegie Documentshttp//www.carnegie.
org/literacy/why.html
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Websites for Scientifically Based Behavior
Support

• National Technical Assistance Center on Positive
  Behavioral Interventions and Supports (PBIS)
  www.pbis.org
• Safe and Civil Schools www.safeandcivilschools.co
  m

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At the School Level
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At the School Level
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At the Referral Level
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Maze
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R- CBM
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Program Options

• Tier 1
• Pre-teaching Key Vocabulary
• Tier 2
• Co-taught English/Reading Block with REWARDS
• Co-taught Course on before, during, and after
  reading strategies with a focus on content-area
  text
• Tier 3
• Social Opportunities Academic Readiness(SOAR)
  Includes Language! Social Language Skills
  Vocational Opportunities Post-Secondary
  Exploration

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Intermediate and Secondary Reading Interventions
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Intensive Reading Intervention
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High School Tier 2 Example Freshman Reading
Classes

• Class A guided reading, modeling, class
  discussions, comprehension checks, oral reading,
  graphic organizers, REWARDS
• Class B guided reading, modeling, class
  discussions, comprehension checks, oral reading,
  graphic organizers

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WRC Mean Rate of Growth Per Week

• Class A mean rate of growth 0.67 WRC/week
• Class B mean rate of growth -1.22 WRC/week

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Instructional Planning FormGoal In 32 weeks,
Cary will read 95 cwpm with at least 95
accuracy.
Instructional Procedures Focus or Skill Teaching Strategy Instructional Procedures Focus or Skill Teaching Strategy Materials Arrangements Time Motivational Strategies
Decoding Fluency REWARDS reading program REWARDS Class novels/short stories Small group (131) 50 min 2X/week Approx 30 min wk 1 min biweekly Grades Candy Peer Praise Charting progress
Reading Comprehension Comprehension strategies (visual/graphic organizers) Graphic organizers Novels Small group (131) Varied 5 days/week Positive teacher feedback Grades
Class Discussions REWARDS comp questions Novels REWARDS Small group (131) Small group (131) Daily 50 min 2X/week Positive teacher/peer feedback Candy
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Carys Progress
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Next Steps

• Math!
• Math Department Proposal
• Screening Progress Monitoring
• Yearly Progress Pro (YPP) McGraw-Hill
• Includes CBM Custom Tests

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YPP Examples
7th Grade Math Class
8th Grade CBM Probe
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YPP Algebra Geometry Skill Clusters
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Developing Components

• Systems
• General survey of priorities, Effective Behavior
  Support Survey, Team Implementation Checklist
  tell you what you want to do
• Practices
• School-wide Evaluation Tool tells you how much is
  in place
• Data
• Curriculum Based Measures and Office Referral
  Data tell you with whom to focus

Steve Romano and Hank Bohanon
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School wide Expectations

• Identify expectations of the setting
• Develop team/plan/support
• Directly teach expectations
• Consistent Consequences, Acknowledge/Reinforce
  (Tall, Vente, Grande)
• Collect Data
• Communicate with staff
• On-going evaluation

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Accessed 3-7-06 http//web.utk.edu/swpbs/school
s/data/hchs/HCHS20SET20920282005.doc
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(02-03 compared to 03-04 X2 53.199, df 2,
p .000)
(03-04 compared to 04-05 X2 6.324, df 2,
p .042)
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Practice

• To address tardies (high school) names of
  students from class were put into a drawing. Four
  students names were drawn at random weekly, if
  they had no tardies, they could choose a prize.

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Report from School

• Teachers were not able to sustain, teachers did
  not remember to conduct drawings.
• We can use department chairs to provide reminders
  and support to staff (System)

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Step 1 Problem Identification

• Question What is the discrepancy between what is
  expected and what is occurring?
• 2/3 of Maples individual student referrals were
  due to lack of on-time assignment/homework
  completion.

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• A homework assignment is defined as any academic
  assignment assigned by a core academic, foreign
  language, allied arts, or physical education
  teacher to be completed after school. Homework
  does not include bringing appropriate supplies to
  class, turning in forms of any kind, or
  participation in fundraising activities.
• A homework assignment that is turned in on time
  is defined as being received by the assigning
  teacher at the requested day and class period.

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Comparison of Fall 2003 and Fall 2004 homework
completion

• 2003
• Average student had 18 assignments
• Average student turned in one assignment late
• Average student had 7 of homework late

• 2004
• Average student had 18 assignments
• Average student turned in one assignment late
• Average student had 6 of homework late

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Total Number of Homework Turned in Late
3
3
Fall 2003
Fall 2004
2
2
0-1 assignments
0-1 assignments
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Step 2 Problem Analysis

• Question Why is the problem occurring?
• Teachers determined a number of hypotheses
  including
• Lack of time
• Lack of skill
• Lack of motivation/interest in the subject area

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Step 3 Plan Development

• Question What is the goal?
• All students would turn in at least 80 of their
  homework on time.
• Question How will progress be monitored?
• Teachers will meet weekly and calculate the
  average work turned in per week for all students
  attending Homework Extension.

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• Question What is the intervention plan to
  address the goal?
• Homework Extension takes place during lunch
  periods. Students assigned to Homework Extension
  will go to the lunchroom to get their lunch (if
  purchasing their lunch) and then report to the
  Homework Extension classroom.
• Homework Extension is supervised by one/two of
  the lunch room supervisors in a separate
  classroom.

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• Homework Extension lasts the entire lunch period
  for the course of five school days. Students are
  then reevaluated. If work completion exceeds
  80, the student may return to the lunchroom. If
  not, he/she will be reassigned to Homework
  Extension.
• If a student attends Homework Extension for three
  consecutive weeks, then the student is
  automatically referred for individual student
  problem solving.

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Step 4 Plan Implementation

• Question How will implementation
• integrity be ensured?
• The principal required a weekly e-mail sent out
  to report which students qualified for Homework
  Extension and which attended Homework Extension
  and met their goals.
• The principal and assistant principal found a
  classroom and staff who would assist and monitor
  students work completion during lunch.

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Step 5 Plan Evaluation

• Question Is the intervention plan effective?
• Are the students making progress toward the goal?
• Yes, 66 of students were in HE for 1 week.
  (33-2 weeks 3-3weeks 11 students total.)
• Is the student decreasing the discrepancy between
  him/her and the general education peers?
• Yes, 77 of students were in HE only 1x. (11-2x
  8-3x 4-4x 6 students total.)
• Is the plan able to be maintained in the general
  education setting?
• No, 34 of students were involved in HE
  Universal not targeted problem.

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Lessons Learned

• A targeted, sustained commitment (3-5 years) by
  school and district administrators and large
  majority of staff is required to impact the
  targeted outcomes and build capicity
• Decision-making team structures must be
  established to drive the change (independent of
  persons/personalities)
• Resources to launch and sustain the initiative
  must be committed and protected (to weather
  points of resistance and stall)

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More Lessons

• The impact of adding a new initiative on top of
  other initiatives must be carefully analyzed.
  Start-up must be delayed until the new initiative
  can be given sufficient time, energy, and
  sustained commitment
• Improving student outcomes involves much more
  than simply providing professional development on
  targeted interventions

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Plan Evaluation Outcomes Form