Title: Successful Implementation of RtI at the Secondary Level: Strategies and Solutions Learned
1Successful 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
2Introductions
3Get 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
5SCRED RtI Model Academics and Social/Emotional/Be
havior
Tier 3 Some
Assessment
Tier 2 Few
Instruction
Tier 1 All
Problem-Solving Organization
6Why 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?
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8Why RtI at the Secondary Level
- NCLB
- IDEA 2004
- Prevention
We need more options
9Traditional Model
Special Education
General Education
Amount of Resources Needed To Benefit
Sea of kids in the gray area
Severity of Educational Need or Problem
10New System of Problem Solving
Special Education
General Education
Amount of Resources Needed To Benefit
General Education with Support
Severity of Educational Need or Problem
11Bridging the Gap
Core Intensive
Core Supplemental
Weekly
Core
Amount of Resources Needed To Benefit
Weekly-Monthly
3x/year
Severity of Educational Need or Problem
12Ready? Pop Quiz
13Chisago 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
1402-03 School YearCatalyst for Change
- Incoming 9th graders.
- Top concerns academic skills, social
interactions, and work completion issues - Sound familiar?
15Ninth 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.
16Timeline
- 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
17CLHS Three Tier RtI Model Examples
18Timeline for decision-making
Start with DATA
19CLHS 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
20SCRED 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?
21Problem-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
22Who collects the data?
23Data 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
24RtI 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
25Critical 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)
26Who are the teachers
- English Teachers Enthusiastic, experience with
at-risk learners - Intervention Specialists
- These were already existing positions
27How 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
28How 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
29RtI 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
30First 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.
31RtI 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
32PLC 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.
33SCRED Target Scores
- CBM ORF 170 words read correct
- CBM Correct Word Sequences 64
- MAP R RIT 226
- MAP M RIT 235 Algebra I
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37What happened here?
2007-2008
2005-2006
2006-2007
38Special Education SLD
- SCRED districts use a SRBI process for SLD
eligibility. - CLHS
- 05-06 1 student
- 06-07 1 student
- 07-08 0 students
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40Case Study Jimmy
41Case Study Jimmy - 7th Grade Level
42Case Study Jimmy - 8th Grade Level
43Other 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)
44Program Failure Rates
45Program Referral Rates
46- What is the influence on schoolwide outcomes
- ????
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49Chisago Lakes Middle School
- 816 students
- 10 special education
- 15 free/reduced lunch
- 1 English Language Learning
- Seven period day
- Daily homeroom - CORE Connect
50CLMS Three Tier RtI Model Examples
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52Rush 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
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55- So you want to implement RtI at the Secondary
Level?
56Let kids tell you what to do and how to do it
57 - Start with school-wide literacy and/or positive
behavior support
58Start small
59 More time!
- 5-8 years for secondary settings
- (
60Be Prepared to Disrupt the Master Schedule!
61Student Involvement and Relationships
62Do you have data?
- Screening
- Formative
- Summative
- Reliable Valid
63Schedule data reviews
64What is your decision-making process?
- Problem-Solving Process
- Is everyone trained?
65When do comprehension and vocabulary instruction
happen?
- . . . reading comprehension depends on
knowledge and vocabulary. Its an organic and
cumulative process.
66Teaching content? SIM strategies
- Strategic Instruction Model
- http//www.ku-crl.org/sim/
- Routines to help bring order and
- priority to the content
67A word about roles for . . .
- School Psychologists
- Leadership for implementing
- RtI framework
68A word about roles for . . .
- Teachers
- Believe we teach ALL kids
69A word about roles for . . .
- Administrators
- Leadership in instruction and change
70Administrator 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.
71How not to do itTrain Hope
72Staff 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 . . .
73DATA!!!
74- RtI implementation integrity is essential
75 76- Have a process for decision-making
77- Have a building level RtI expert
78- Clearly defined roles of Problem-Solving Team
members
79Contact 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