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Successful Implementation of RtI at the Secondary Level: Strategies and Solutions Learned

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Title: Successful Implementation of RtI at the Secondary Level: Strategies and Solutions Learned


1
Successful Implementation of RtI at the Secondary
Level Strategies and Solutions Learned
  • Presented by
  • Sara Johnson, Assistant Principal
  • Dave Ertl, Principal
  • Chisago Lakes High School
  • Holly Windram, Asst. Special Education Director
  • SCRED
  • March 26, 2009

2
Introductions
3
Get ready for the journey
4
A Three-Tier Model
School-Wide Systems for Student Success
Academic Systems RtI
Behavior Systems PBIS
  • Intensive, Individual Interventions
  • Individual Students
  • Assessment-based
  • Intense, durable procedures

5-10
5-10
Tier 3
Tier 2
10-15
10-15
Tier 1
5
SCRED RtI Model Academics and Social/Emotional/Be
havior
Tier 3 Some
Assessment
Tier 2 Few
Instruction
Tier 1 All
Problem-Solving Organization
6
Why RtI at the Secondary Level?
  • Shouldnt all the Special Ed kids be identified
    already?
  • Im here to teach the kids who show up to
    learn.
  • I have to get through my content and you want me
    to teach insert 1 million other things here
  • Wont I have to do more work?
  • How is this relevant to me - today - right now?
  • Its just another initiative.
  • When is lunch?
  • Is this workshop over yet?

7
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8
Why RtI at the Secondary Level
  • NCLB
  • IDEA 2004
  • Prevention

We need more options
9
Traditional Model
Special Education
General Education
Amount of Resources Needed To Benefit
Sea of kids in the gray area
Severity of Educational Need or Problem
10
New System of Problem Solving
Special Education
General Education
Amount of Resources Needed To Benefit
General Education with Support
Severity of Educational Need or Problem
11
Bridging the Gap
Core Intensive
Core Supplemental
Weekly
Core
Amount of Resources Needed To Benefit
Weekly-Monthly
3x/year
Severity of Educational Need or Problem
12
Ready? Pop Quiz
13
Chisago Lakes High School
  • 1200 students
  • 10 special education
  • 8 free/reduced lunch
  • 1 English Language Learning
  • Four, 85 minute blocks
  • 98 graduation rate
  • Credit increase 29 by 2009-10

14
02-03 School YearCatalyst for Change
  • Incoming 9th graders.
  • Top concerns academic skills, social
    interactions, and work completion issues
  • Sound familiar?

15
Ninth grade
  • If you want to reshape high school, start by
    changing ninth grade.
  • . . . success or failure in ninth grade is a
    pivotal indicator of whether or not a student
    drops out.

16
Timeline
  • Year 1 (03-04) Problem-Solving Team and Process
  • Year 2 (04-05) Intervention Integrity and STP
    Intervention development
  • Year 3 (05-06) RtI English 9 class
  • Year 4 (06-07) RtI English 10, CLHS Check
    Connect
  • Year 5 (07-08) See table

17
CLHS Three Tier RtI Model Examples
18
Timeline for decision-making
Start with DATA
19
CLHS Problem Solving
  • 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
  • 1x month data reviews with small group AP,
    Counselors, School Psych., truancy, RtI Coach

20
SCRED Problem-Solving Model
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?
21
Problem-Solving Process at CLHS
  • Step 1 Student referred to SAT/Problem-Solving
    Team via counselors from teachers, parents, etc.
  • Step 2 Problem Identification data are collected
  • Step 3 Team prioritizes problem decides next
    step
  • Level 1 Grade Level Team or Consultation/follow-u
    p
  • Level 2 Support Staff Consultation
  • Level 3 Refer for STP
  • Level 4 Extended Problem-Solving Team referral
  • Refer to SST for consideration of SE evaluation

22
Who collects the data?
23
Data Reviews
  • RtI students and Alt English and Math 2x per
    term
  • Teachers identify students of concern prior to
    meeting
  • Graph review and problem-solving done as a team
  • RtI Teachers, Principal, Asst. Principal, 1 or
    more counselors, School Psychologist
  • 1x month for students in Problem-Solving
  • CBM graphs
  • Check Connect data

24
RtI English classes
  • Daily, one 85 minute block, all year
  • DOUBLE the instructional time!!!!
  • Typical English 9 10 1 block, 1 semester
  • Reading writing interventions 30-40 min. daily
  • Core English 9 10 curriculum taught
  • Modified pace
  • Adapted based on students needs
  • CBM Reading Writing data collected on every
    student
  • Data reviews 2x per quarter

25
Critical features of 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
  • Building/classroom climate that fosters high
    student engagement
  • Committee/Team
  • (e.g., Allain, 2008 Alliance for Excellence in
    Education, 2004 Diamond, 2004)

26
Who are the teachers
  • English Teachers Enthusiastic, experience with
    at-risk learners
  • Intervention Specialists
  • These were already existing positions

27
How Students Are Selected RtI Eng 9
  • Spring of 8th grade, teachers introduce class to
    students and families
  • Not required
  • About 18-24 students per year

28
How students are selected
  • Multiple data sources and indicators of student
    engagement
  • CBM scores
  • MAPs
  • State level reading tests
  • 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

29
RtI English 9 First quarter
  • Three goals
  • Build relationships with students
  • Establish regular cycle of CBM data collection
    review. Set up graphs.
  • Apply problem-solving model for intervention
    decisions what and for whom
  • Professional Development

30
First quarter supplemental instruction
  • 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.

31
RtI English Classes
  • End of first quarter Identify additional needs
    at class, small group, and individual level.
  • Rest of the year
  • On-going data collection and reviews
  • Problem-solving for class, small group, and
    individual level
  • Adapt supplemental instruction for basic reading
    and writing skills based on student need

32
PLC Goal RtI Eng 9
  • Increase class average ORF through a motivation
    intervention (i.e. one on one graph reviews).
  • October 2009 Average was 125.35 wrc
  • By June 2009 Average of 140.35 wrc
  • February 2009 Average was 142.23 wrc
  • Avg growth was 1.13 wrc per week
  • 15 words in 17 weeks. Winter break weeks not
    included.

33
SCRED Target Scores
  • CBM ORF 170 words read correct
  • CBM Correct Word Sequences 64
  • MAP R RIT 226
  • MAP M RIT 235 Algebra I

34
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36
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37
What happened here?
2007-2008
2005-2006
2006-2007
38
Special Education SLD
  • SCRED districts use a SRBI process for SLD
    eligibility.
  • CLHS
  • 05-06 1 student
  • 06-07 1 student
  • 07-08 0 students

39
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40
Case Study Jimmy
41
Case Study Jimmy - 7th Grade Level
42
Case Study Jimmy - 8th Grade Level
43
Other Tier 2 Programming
  • Interventions with certified staff
  • Master schedule for interventions
  • Resource Room support staff progress monitoring
  • CLHS Check Connect at two levels
  • Correctives (Tier 1 2)
  • CLHS Check Connect modified Check Connect
    (http//ies.ed.gov/ncee/wwc/reports/dropout/check_
    conn/index.asp Christianson, et al.) and
    Behavior Education Program (Crone et al., 2004)

44
Program Failure Rates
45
Program Referral Rates
46
  • What is the influence on schoolwide outcomes
  • ????

47
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48
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49
Chisago Lakes Middle School
  • 816 students
  • 10 special education
  • 15 free/reduced lunch
  • 1 English Language Learning
  • Seven period day
  • Daily homeroom - CORE Connect

50
CLMS Three Tier RtI Model Examples
51
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52
Rush City High School
  • Math Lab
  • 1 certified teacher and 1 paraprofessional
  • 28 students (8-11 grade)
  • -9th grade, did not meet MAP Goal of 235 (needed
    for Algebra)
  • - Did not pass BSTs

53

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55
  • So you want to implement RtI at the Secondary
    Level?

56
Let kids tell you what to do and how to do it
57
  • Start with school-wide literacy and/or positive
    behavior support

58
Start small
59
More time!
  • 5-8 years for secondary settings
  • (

60
Be Prepared to Disrupt the Master Schedule!
61
Student Involvement and Relationships
62
Do you have data?
  • Screening
  • Formative
  • Summative
  • Reliable Valid

63
Schedule data reviews
64
What is your decision-making process?
  • Problem-Solving Process
  • Is everyone trained?

65
When do comprehension and vocabulary instruction
happen?
  • . . . reading comprehension depends on
    knowledge and vocabulary. Its an organic and
    cumulative process.

66
Teaching content? SIM strategies
  • Strategic Instruction Model
  • http//www.ku-crl.org/sim/
  • Routines to help bring order and
  • priority to the content

67
A word about roles for . . .
  • School Psychologists
  • Leadership for implementing
  • RtI framework

68
A word about roles for . . .
  • Teachers
  • Believe we teach ALL kids

69
A word about roles for . . .
  • Administrators
  • Leadership in instruction and change

70
Administrator is a leader for change
  • Do it. Do with baby steps or not, but do it.
  • If, as a school leader, you wait to improve
    insert whatever you want here until you have
    total buy-in from the school community, then your
    school will be the last to change.

71
How not to do itTrain Hope
72
Staff Buy-In
  • Start with a few motivated, charismatic staff
  • Make in-person connections (emails do not cut it)
  • Give educators tools for remedial/basic skill
    instruction for academics and PBS
  • Create time for their involvement, e.g., no bus
    or hallway duty, schedule team meetings during
    prep, etc.
  • For every 1 new task/initiative added, take 2
    away.
  • and above all . . .

73
  • Show them the

DATA!!!
74
  • RtI implementation integrity is essential

75
  • Schedule data reviews

76
  • Have a process for decision-making

77
  • Have a building level RtI expert

78
  • Clearly defined roles of Problem-Solving Team
    members

79
Contact Information
  • Holly Windram, Asst. Spec. Ed. Director, SCRED
  • hwindram_at_scred.k12.mn.us
  • 651-213-2008
  • Dave Ertl, Principal, CLHS
  • dertl_at_chisagolakes.k12.mn.us
  • 651-213-2501
  • Sara Johnson, Asst. Principal, CLHS
  • smjohnson_at_chisagolakes.k12.mn.us
  • 651-213-2503
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