Response to Intervention (RtI) at the Secondary Level: Keys to Implementation

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Response to Intervention (RtI) at the Secondary
Level Keys to Implementation

• Madi Phillips, Ph.D. NCSP
• I-ASPIRE Regional Coordinator

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Big Ideas about Todays Presentation

• Were aligning a delivery system to educational
  needs.
• Were increasing the quality of teaching, tools,
  and support across 3-Tiers instead of moving the
  problem.
• Were shifting mind sets Every problem learning
  (or behaving) becomes a special education
  problem.
• In a perfect world, we shouldnt have RtI (as
  an eligibility process) at the secondary level.
• Were shifting Interventions focus from
  reactive, punitive, and/or restrictive to
  proactive, preventative, inclusive.
• 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
• 70 of adolescents graduate 50 of students with
  color do
• Students who stay on track in freshman year
  (earn 5 credits and no more than 1 F) 3.5 times
  as likely to graduate

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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

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

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Presentation Intended Outcomes

• Describe a heuristic for multi-tiered service
  delivery for middle and high schools to meet the
  academic and socio-emotional/behavioral needs.
• Provide illustrations of effective reading
  assessment for
• Universal Screening,
• Problem Identification
• Progress Monitoring in Reading Intervention.
• Provide illustrations of effective assessment and
  intervention tools necessary for
• Basic Reading Skills
• Success in Content-Area Classes
• Behavioral Support
• Give you strategies for implementation.

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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
Batsche, G. M., Elliott, J., Graden, J., Grimes,
J., Kovaleski, J. F., Prasse, D., et al. (2005).
Response to intervention Policy considerations
and implementation. Alexandria, VA National
Association of State Directors of Special
Education, Inc.
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Information Explosion/Instructional Time Dilemma
1960
Time
1980
Content
2000
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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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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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How We See It
Needs-Based Service Delivery Systems
Problem-Solving Service Delivery System
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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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Basic Skills or
Functional Literacy

Pr
oblem?

No
Y
es
Instruction in Content

What

Instruction in Basic or

Ar
ea Knowledge
Literacy Skills
Service?
Dir
ect Service
Thru

Dir
ect Service
Thr
ough

How?
Special Education
GE Indirect
Service

Thru SE or GE Interventions

Master
Basic or
Literacy

Master
Content
Ar
ea

Goal
Skills
Knowledge
Evaluation

Mainstream

Consultation
CBM

Agreements
T
ool
CTMs VM
A
Secondar
y Pr
oblem-Solving Model
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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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A Model of Secondary Special Education Service
Delivery Should Be Predicated On

• 1. Students with serious functional literacy or
  basic skills deficits receiving instruction in
  these skills via special education
• 2. Students without serious functional literacy
  or basic skills deficits receiving instruction in
  content area courses via general education with
  relevant special education assistance or general
  education interventions

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Scientific Standards for Progress Monitoring
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Typical High School Reader
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A Simple, Economical Way of Identifying
Educational Need
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High School Student with Severe Reading Problem
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A Severe Performance Discrepancy
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Likelihood of Passing the High Stakes Test
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Obvious and Potentially Severe Educational Need
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Testing in Even Easier Material
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Graph the Results and See the Problem Severity
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What Does R-CBM Measure?
Beware the Trap of the BOXES- Low Scores in the
Box Mean You Must TEACH the Things in the Box
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The Bigger Deficits Here
And Here
Oral Reading is the EASIEST to Measure--Lets Get
This Down and Add MORE Tools
And the MOST Unmotivated Here
For Some, the Hardest Thing Theyll Ever Do
The Easiest Thing To Teach
The Longer It Takes...
modified slightly from presentations by Joe
Torgesen, Ph.D. Co-Director, Florida Center for
Reading Research www.fcrr.org
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Case StudySevere Basic Skill Problem Provide
Intense Basic Skill Intervention!
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Predicted Not to Pass High Stake Test
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Determine the Severity of the Problem Using
Survey Level Assessment and Write an IEP
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Provide a Powerful Basic Skill Intervention and
Monitor Progress
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Conduct a Survey Level Assessment to Estimate
Basic Skill Discrepancy
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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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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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CONCEPT DIAGRAM
À
CONVEY CONCEPT
Â
Á
Key Words
À
Democracy
a form of government
Á
OFFER OVERALL
CONCEPT
Â
NOTE KEY WORDS
CLASSIFY
Ã
CHARACTERISTICS
Always Present
Sometimes Present
Never Present
leaders accountable by elections
direct representation
rule by king
Athens
citizens have equal voting rights
indirect representation
rule by dictator
individuals can oppose government
centralized power
censorship of press
decentralized power
all views are tolerated
hereditary transfer of power
leaders
accountable
separation of power
statement of civil political rights
unified power
Examples
Ä
Nonexamples
EXPLORE EXAMPLES
views
tolerated
United States
China in 1993
direct
England in 1993
England under Henry VIII
Athens (500 B.C.)
Macedonia (under Alexander)
indirect
Å
PRACTICE WITH NEW EXAMPLE
rule by dictator
A democracy is a form of government in which
leaders are accountable to the people through
elections, citizens have equal voting rights,
individuals can oppose the government, all views
are tolerated, and there is a statement of civil
and political right
Æ
TIE DOWN A
DEFINITION
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a period of social change in the U. S.
Social Problems
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Learning Strategies Curriculum
The University of Kansas Center for Research and
Learning
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Acquisition Strategy Self-Questioning

• Attend to clues as you read
• Say some questions
• Keep predictions in mind
• Identify the answer
• Talk about the answers

The University of Kansas Center for Research and
Learning
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Embedded strategy instruction- Example of ASK IT
Strategy Implementation

• All teachers teach the steps of a
  self-questioning strategy (ASK IT), regularly
  model its use, and then embed paraphrasing
  activities in course activities through the year
  to create a culture of active reading.

The University of Kansas Center for Research and
Learning
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Storage StrategyFirst-Letter Mnemonic

• Form a word with first letters
• Insert a letter
• Rearrange the letters
• Shape a sentence
• Try combinations

The University of Kansas Center for Research and
Learning
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Expression StrategyError Monitoring

• Write on every other line using PENS
• Read the paper for meaning
• Interrogate yourself using the COPS questions
• Take the paper to someone for help
• Execute a final copy
• Reread your paper

The University of Kansas Center for Research and
Learning
62

• GOOD NEWS!!
• SASED has identified several local certified
  trainers
• and is planning to offer a workshop series on
  the
• University of Kansas
• Content Enhancement Routines
• Learning Strategies Curriculum
• for the 2008-2009 school year.

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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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Introduction to Poetry
1. Understanding form Journals
20 2. Understanding content Papers
60 3. Reflecting on reader Class
20 responses
Discussions
Empowering students to learn what poetry is,
what poetry does, and how poetry works.
Critical vocabulary Class demo Paraphrasing
Class demo Note-taking
Class demo
1. How do poets resemble/differ from writers of
other types of literature? 2. What kinds of
information do poems present? 3. What writing
tools and strategies do poets use? 4. Why do
some readers like poetry and others dislike
it? 5. What are the key traditions in poetry
that will most usefully contextualize poetry
for todays readers? 6. What are common themes
in poetry, and how do the themes speak to
readers experiences?
Ray Pence, Graduate Teaching Assistant, English
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Introduction to Poetry
Listening Persistence Mutual Self-respect Openmi
ndedness
Group presentations Visual representations Papers
Websites
Small-group collaborations Reading
journals Public poetry events Finding poetry in
your immediate environment Student-teacher
conferences
Voice Figurative Language Performance Rhythm Poeti
c traditions Art Diction Poetic
forms Use-value Persona Oral histories
Poetry as Reflection illumination of world
Poetry as Storytelling
Poetry as Journey and exploration
Poetry as Social History
Poetry as Autobiography
Ray Pence, Graduate Teaching Assistant, English
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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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High School Tier 1 Example

• English Dept. prior to 1993
• Reading and writing skills were not taught in a
  consistent manner at LFHS
• Members of the English Dept. began learning about
  Nancie Atwells reading and writing workshops and
  developed a proposal to bring this concept to
  LFHS
• The School Board approved the proposal and all
  teachers were trained in the program for the
  1994-95 school year

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Writing Workshop

• PRINCIPLES AND REQUIREMENTS
• Each student must produce 3 pieces of writing
  that go through the conferencing process
• Each student must produce a portfolio of the
  writing process
• The focus is on the writing process
• Students must have ownership and their written
  work must be student-generated

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Reading Workshop

• PRINCIPLES AND REQUIREMENTS
• At least 12 days/year must be devoted to reading
  workshop
• Students should be provided time to read
• Students should gain ownership over texts by
  selecting what they read
• Students should respond to text in a variety of
  ways and there must be teacher/student
  interaction regarding reading

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English Dept 2005-06

• High level of satisfaction with the writing
  skills of students at LFHS
• Less satisfaction with reading skills and overall
  enjoyment of reading (based off of 1st semester
  English finals and anecdotal information)

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Vocabulary The Broad Context..

• Of the many compelling reasons for providing
  students with instruction to build vocabulary,
  none is more important than the contribution of
  vocabulary knowledge to reading comprehension.
  Indeed, one of the most enduring findings in
  reading research is the extent to which students
  vocabulary knowledge relates to their reading
  comprehension.
• Lehr, F., Osborn, J., Hiebert, E.H. (2004). Focus
  on Vocabulary, San Francisco Pacific Resources
  for Education and Learning.

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Bringing Words to Life Isabel Beck M. McKeown L.
Kucan Guilford Press
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Vocabulary Matching
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English (VM)
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Science (VM)
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Social Studies (VM)
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Results

• Tier One - Basic words
• chair, bed, happy, house
• Tier Two - Words in general use, but not common
• concentrate, absurd, fortunate, relieved,
  dignity, convenient
• Tier Three - Rare words limited to a specific
  domain
• tundra, igneous rocks

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How can we use this information?

• Vocabulary Matching Screening can be completed in
  about 15 minutes
• Using the cut scores provided we have reason to
  believe that students with scores
• less than 15 are likely to require strategic or
  intensive assistance
• between 16 and 25 may require strategic
  assistance
• above 25 are likely to be on track and can
  continue with instruction as planned
• in order to meet academic expectations for
  Illinois State Achievement test in 10th grade

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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.
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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
114
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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Systems/Data

• System - SET Information
• Overall Score approximately 80
• Teaching _at_ 70
• Acknowledgment _at_ 50
• Impact data
• School has access to discipline and attendance
  data

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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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Control Classrooms
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Treatment Classrooms
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At least at the school-wide level you are
trying to get 80 of your staff teaching!

• In Illinois when schools get to 80/80
• Fewer risk factors
• More protective factors
• More likely to have tried interventions beyond SW
• More students with fewer discipline problems

http//www.pbisillinois.org/ (see FYO5 Report)
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Examples of Targeted Interventions

• Behavior Education Program (BEP)
• Check-In, Check-Out
• Functional Behavioral Assessment/ Behavior
  Support Planning

???
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Behavior Education Program (BEP)Features

• Students identified and receive within a week
• Check-in and check-out daily with an adult at
  school
• Regular Feedback and reinforcement from teachers
• Family component
• Daily performance data used to evaluate progress

Taken from Hawken March, 2004
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General Data Decision Rules
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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.

129
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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Plan Evaluation Outcomes Form