RtI at the Secondary Level: The RtI Journey at Chisago Lakes High School

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RtI at the Secondary Level The RtI Journey at
Chisago Lakes High School

• Holly Windram, PhD
• School Psychologist
• St. Croix River Education District
• Sara Johnson, MA
• Assistant Principal
• Chisago Lakes High School

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Advance Organizer

• Terminology
• District/School background
• Journey of CLHS, our Problem-Solving Team and RtI
  implementation
• How we use data for decision-making
• Examples of Tier 1 and Tier 2 interventions that
  are being implemented through regular education
• Outcome data

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Disclaimer

• Research offers few strategies or models to
  implement RtI in secondary settings (Mastropieri
  Scruggs, 2005)
• No magical solutions or tricks
• What we do offer
• Strategies that are empirically-supported,
  data-based, and have been field tested in a real
  school with real students and teachers!

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Terminology Tier 1, 2, 3
School-Wide Systems for Student Success

• Intensive, Individual Interventions
• Individual Students
• Assessment-based
• Intense, durable procedures

5-10
5-10
Tier 3
Tier 2
10-15
10-15
Tier 1
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Curriculum-Based Measures (CBM)

• Standardized, validated, short duration tests
  used to evaluate the effects of instructional
  programs in the basic skill areas such as
  reading, writing, math computation, etc. (e.g.,
  Deno, 1985, 1989 Shinn 1998).
• CBM Reading Words read correct in one minute
• CBM Written Expression Correct word sequences
  given a story starter, 30 seconds to think, and 3
  minutes to write.
• CBM Math Applications 20-22 mixed math
  computation and applied problems in 10 minutes
• Aimsweb

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NWEA Measures of Academic Progress (MAPs)

• Computer-adaptive achievement test that assesses
  math, reading, and language usage using Rasch
  Unit (RIT) scores.
• RIT scores interval scale ranging from about 150
  to around 260 in reading, and around 300 in math.
  Third grade students typically start at a RIT
  score of 170-190 and progress to the 230-260
  range by high school.
• Students scores on the MAPs measure academic
  growth over time, and can be administered in both
  the fall and the spring.

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Statewide tests

• MCAs Minnesota Comprehensive Assessments. AYP.
• Minnesota BSTs Basic Skills Tests. Required for
  graduation.
• Both are now combined MCAIIs

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Who we are District

• 3600 students
• Predominantly white (96)
• Middle SES (Median income 78,000)
• Member of St. Croix River Education District
  (SCRED)
• 5 member districts Rush City, East Central,
  Hinckley/Finlayson, Pine City, Chisago Lakes

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Who we are Chisago Lakes High School

• 1200 students
• 10 special education
• 8 free/reduced lunch
• 1 English Language Learning
• 4x4 Block schedule Four, 85 minute blocks

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The RtI Journey 2003-2004

• Problem-Solving Team and five step model
• Student Assistance Team (Regular Education)
  Problem-Solving Team
• Problem-Solving Team Members Assistant
  Principal, guidance counselors, school
  psychologist, school nurse, police liaison
  officer, truancy prevention, chemical health, and
  mental health.
• Weekly, Monday AM

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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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Problem-Solving Process at CLHS

• Student referred to SAT/Problem-Solving Team via
  counselors from teachers, parents, etc.
• Problem Identification data are collected
• Team prioritizes problem decides next step
• Consultation/follow-up with teacher, parent by
  counselor or school psych, or other team member
• Proceed with problem solving Problem Analysis
• Proceed with problem-solving with smaller team
  (e.g., regular education teacher, special
  education teacher, guidance counselor, school
  psychologist, Assistant Principal)
• Proceed with referral for Special Education

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Who collects the data?
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RtI Journey End of 2003-2004

• Primary problem-solving team members trained
• Familiar with forms and process
• Familiar with using data to drive decisions and
  interventions
• Figure out how problem-solving fit within CLHS
  structure

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RtI Journey End of 2004-2005 Critical
Considerations

• Reauthorization of IDEA (2004) Use of RtI for
  entitlement under SLD for 2005-2006
• Solid implementation of problem-solving model
• Tier 2 level interventions implemented with
  integrity

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RtI Journey End of 2004-2005Two Challenging
Trends

• Ninth grade students
• Remedial academic skills reading and writing
• Student engagement work completion, passing
  classes, earning credits, attendance, discipline
  referrals
• Intervention delivery on a block schedule
• 15-30 minute intervention 85 minute study hall
  no credit
• Quarter change new study hall time, new
  intervention implementer, etc.
• Student participation was intermittent to poor

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RtI Journey 2005-2006Tutors during the school
day

• Selected regular education teachers assigned to
  tutoring as their supervision duty.
• Two versions Team of three teachers, each taking
  one full block OR individual teacher assigned to
  30 mins each day.
• Blocks 1, 2, 4. Could not work around lunch.
• Tutors are trained in specific intervention
  strategies.
• Any student can access as needed OR
• Students can be assigned for academic
  interventions

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RtI Journey 2005-2006 RtI English Class

• Critical features for remedial literacy
  instruction at the secondary level
• Effective professional development
• Effective instructional tools incl. core
  curriculum and instructional methodology
• System reorganization and support
• Formative and summative assessment
• A classroom climate that fosters high student
  engagement
• (e.g., Alliance for Excellence in Education,
  2004 Diamond, 2004)

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RtI English 9 class

• Tier 2 intervention
• Daily, one 85 minute block, all year (regular
  English 9 is for one semester)
• Cooperative learning

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RtI English 9 class

• Academic interventions in reading and writing
  30-40 minutes per day
• Remedial instruction adapted quarterly based on
  CBM data collected frequently on every student
• Core English curriculum taught at modified pace
  and adapted for diverse learners

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RtI English 9 class

• Two licensed teachers
• 1 core curriculum specialist
• 1 academic interventions, progress monitoring
  specialist
• Curriculum Specialist New to CLHS, young, male,
  enthusiastic, experience with at-risk learners
• Interventions Specialist Experienced (Spanish
  teacher), very enthusiastic for this opportunity,
  very open to learning and trying new things

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How students are selected

• Multiple data sources and multiple indicators of
  student engagement
• CBM scores
• MAPs
• Reading BSTs
• Attendance and grades
• Current 8th grade class enrollment
• 8th grade problem-solving status
• Eighth grade teacher input and recommendation
• No specific/formal entrance or exit criteria

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How students are selected

• In spring of 8th grade, teachers began talking
  with students and their families about the
  availability of this class
• Not required
• No students/families have opted out
• 2005-2006 18 students enrolled

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Timeline for decision-making

• February 2005 AP and MS admin/staff put together
  initial list of at-risk students and their data
• March 2005 Master schedule adjusted to
  accommodate new course and two teachers
• April 2005 Principal, AP, and School Psych
  review student needs and develop the Tier 2
  course concept what would need to be included to
  meet the needs of the students and building level
  needs
• June 2005 Hire RtI Eng 9 Teacher
• Aug 2005 Meet with RtI Eng 9 teachers, discuss
  class concept, data and progress monitoring

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RtI English 9 First quarter

• Three goals
• Build relationships with students
• Establish regular cycle of CBM data collection
• Apply problem-solving model for intervention
  decisions what and for whom
• Fall 2005 Professional Development
  Problem-solving training (SCRED), CBM progress
  monitoring (School Psychologist).
• End of first quarter Team met to review data to
  determine what academic interventions were needed
  and how to deliver these within the RtI class.

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Problem analysis driven by data

• Quarter 2 Whole group academic interventions for
  reading fluency and writing mechanics
• Daily Oral Language (DOL)
• Six Minute Solution (Adams Brown, 2003)
• Peer tutoring, reading fluency building
  intervention.
• Same-level pairs, students engage in repeated
  readings of 1-minute nonfiction passages as their
  partners note the number of words read correctly.

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• Quarter 3 Three additional students identified
  for further problem-solving
• Challenge Delivery of a second intervention.
  Who, when, where, what?
• One-on-one intervention. Paraprofessional during
  the content instruction of RtI 9 class.

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• Additional intervention
• Disrupted the flow of the content delivery part
  of the class.
• Felt like a revolving door with kids going in
  and out.

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RtI English 9 Year One Student Outcomes
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RtI English 9 Year One Outcomes

• CBM ORF slope on instructional level passages
  1.01
• CBM CWS slope .16
• Average growth on MAP RIT Reading scores 4.9 RIT
  points (national average for 9th grade is 1.6 RIT
  points)
• Prior to intervention, in 8th grade, these
  students grew .9 RIT points (national average for
  8th graders is 3.2 RIT points)
• One student qualified for Special Education under
  SLD using RtI process.

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Example Aimsweb graph
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The RtI Journey 2006-2007

• RtI 10 One semester, 1 block. Emphasis on
  writing with continued focus on reading. 10th
  grade English 10 content.
• RtI 9 Same as last year. Started year with whole
  class reading fluency and writing interventions.
  Progress monitoring started immediately.

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The RtI Journey 2006-2007Other Tier 2
programming

• Math needs ALEKS program pilot w/BST math
  students
• Tutoring or single staff available for
  interventions
• Creation of master schedule for interventions
• Interventionists are responsible for progress
  monitoring
• SAT/Problem-Solving Team data/graph reviews on
  all students receiving interventions 1x per
  month.

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The RtI Journey 2006-2007

• Student engagement study w/UofM
• Check Connect at two levels
• Grade checks in advisement for all students at
  week three and week seven of each term (Tier 1)
• Behavior Education Program (BEP) (Crone, Horner,
  Hawken, 2004) (Tier 2).

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Early outcomes 2006-2007

• Term 1 A 20 reduction (building wide) in
  students failing classes
• 4 of the 8 students in BEP passed all classes
  Term 1.

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Next Steps

• Building wide interventions for 9th grade fall of
  2007
• New RtI staff trained in problem solving process
• Continue to develop the tool box for curriculum
  needs
• Selected regular ed teachers trained in problem
  solving process tutor teachers

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References

• Adams, G., Brown, S. (2003). The Six-Minute
  Solution A Reading Fluency Program. Colorado
  Sopris West.
• Alliance For Excellence in Education. (2004).
  Reading Next A Vision for Action and Research In
  Middle and High School Literacy. www.all4ed.org.
• Deno, S.L. (1985). Curriculum-Based Measurement
  The emerging alternative. Exceptional Children,
  52, 219-232.

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• Deno, S.L. (1989). Curriculum-Based Measurement
  and alternative special education services A
  fundamental and direct relationship. In M.R.
  Shinn (Ed.), Curriculum-Based Measurement
  Assessing special children (pp.1-17). New York
  Guilford.
• Diamond, L. (2004). Implementing and Sustaining a
  Middle and High School Reading Intervention
  Program. The Consortium on Reading Excellence,
  Inc.

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• Shinn, M.R. (1998). Advanced applications of
  Curriculum-Based Measurement. New York Guilford.
• Windram, H., Scierka, B., Silberglitt, B. (In
  press). Response to Intervention at the Secondary
  Level A Description of Two Districts Models of
  Implementation. NASP Communiqué.

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• Holly Windram
• hwindram_at_chisagolakes.k12.mn.us
• 651-213-2586
• Sara Johnson
• smjohnson_at_chisagolakes.k12.mn.us
• 651-213-2503