implementing a multi-tiered system of supports at response at the secondary level
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Implementing a Multi-Tiered System of Supports at Response at the Secondary Level. October 15 th , 2012 RtI Best Practices Institute Presented by: Kim Gibbons, Ph.D. RtI In Middle and High Schools. Yes! – It can be done! Yes! – It has been done! Yes! – You can too!. Facts about SCRED. - PowerPoint PPT PresentationTRANSCRIPT
Implementing a Multi-Tiered System of Supports at Response at the Secondary
LevelOctober 15th, 2012
RtI Best Practices InstitutePresented by: Kim Gibbons, Ph.D.
RtI In Middle and High Schools
Yes! – It can be done!Yes! – It has been done!
Yes! – You can too!
Facts about SCRED
• 14,000 total students• Early Implementation of
RtI (1995)• Pilot Site for CBM’s in
the 1980’s• Long History of Data-
Based Decision -Making
Technology Integration
• m.socrative.com• Room number: 78738
What is your knowledge about RtI?
A: I’ve heard the term, but don’t know much about it.B: I’ve been to a few workshops but still have a lot to learnC: Middle of the road, some experience with implementing aspects of framework.Intermediate but it helps to hear the information again.E: Advanced, our building or district could be a model site.
What are the top 3 things you want to learn more about today?
$330,000,000,000
Context: OUR WORLD
• Not what it used to be.• Pace of change is increasing.• Issues we (and our kids) will face will become
increasingly complex• Other parts of the world are figuring this out
faster.
Context: OUR SCHOOLS
• Schools are Not Adapting fast enough to Meet the Challenges we face.
• Achievement Gaps, High Dropout Rates, & Unprepared Students are Unacceptable!
Context: THE PUBLIC
• Expectations of Schools continue to Increase.• Our Schools are Under Intense Scrutiny &
Criticism - some fair and some unfair.• Many community members Do Not
Understand the Challenges educators face in meeting expectations.
Context: CHANGE
• Too Much Energy spent on Blame & Too Little on Solutions.
• Change is Difficult; Systems are Hard to Change, & most people struggle with change.
• Change Will Occur whether we like it or not - we can either work to create the future or respond to the future that someone else creates for us!
Agenda for Today
•Why RtI in Secondary?•Essential Components of Framework•Where to start?
NAEP DATA 20098th Grade Reading Performance:
• 2% Advanced• 28% Proficient• 43% Basic• 26% Below Basic
69% scored Below Proficient
NAEP DATA 2009
8th Grade Math Performance:
• 7% Advanced• 25% Proficient• 39% Basic• 29% BELOW Basic
68% scored Below Proficient
Academic Achievement?
• More than one in five young people who graduate from high school do not meet the minimum academic standard required to enlist in the U.S. Army.
• Employers estimate that 45 percent of recent graduates who have entered the workforce lack the academic preparation they need to advance beyond entry-level jobs.
Problem-Solving & OrganizationAssessm
ent
Instruction
SCRED RtI Model: Academics & Positive Behavior Support
75 – 85 %
10 – 20 %
5 - 10 %
Tier 1: Universal
Tier 2: Strategic
Tier 3: Intensive
Facts about RtI
• RtI is for ALL children and ALL educators.• RtI must support and provide value to effective practices.• Success for RtI lies within the classroom through
collaboration.• RtI applies to both academics and behavior.• RtI supports and provides value to the use of multiple
assessments to inform instruction.• RtI is something you do and not something you buy.• RtI emerges from and supports research and evidence-
based practices.
RtI: It’s a Framework!
• It’s not a class, program, Tier 2, or special education.
• It is a framework for educating all students.
Key Assumption 1: Move from Sifting & Sorting to Multi-Tiered Serving.
• Historically, schools use extrusion and isolation.• Children were categorized & labeled.• We need to shift to identification procedures that
are curriculum-based & remedies to be in the curriculum and instruction realm.
If All You Have is a Hammer,
Everything Starts to Look
Like a Nail
If All a Teacher Has for Support for Students with Academic and/or Behavioral Needs
is Special Ed
Every Student with Academic and/or Behavioral Needs Will Look Like a.......
Special Education
General Education
Sea of Ineligibility
Severity of Educational Need or Problem
Amou
nt o
f Res
ourc
es N
eede
d To
Ben
efit
This is what we had…
Problem Solving Approach
Intensity of Problem
Am
ount
of R
esou
rces
Nee
ded
To S
olve
Pro
blem
General Education
Special Education
General EducationWith Support
Successful Multi-Tier Models Have:
• Continuum of services and/or programs across tiers that are scientifically based
• Methods of evaluating & monitoring progress across tiers, ideally those considered scientifically based
• Efficient, COMMON methods of communicating student performance for all disciplines.
Key Assumption 2: Shift our focus from struggling students to making sure all students struggle.
• All students should be challenged!• Instruction should be matched to their level and
all students should be working in their zone of proximal development.
• This is a challenging area to change!
Key Assumption 3: The best place to start correcting learning problems is in the instructional process.
• The best place to start correcting reading problems is by teaching kids to read - not in attempting to remediate underlying deficits
• The best place to start remediating math problems is math instruction.
• Efforts to remediate process deficits prior to content instruction repeatedly have been shown to be unnecessary.
Key Assumption 4: Focus on Alterable Variables
• We spend far too much time making predictions about students’ lives, and far too little time making a difference in their lives.
• We have new subtypes of conditions and subtypes of subtypes. We have invented new processes or abilities for students to be deficient in (Ysseldyke, 2009).
• Keep the focus on Really Terrific Instruction!
If the water in the aquarium is dirty, don’t spend time diagnosing individual fish.
• Students don’t learn in a vacuum.
• They function in environments that include curriculum, specific instructional strategies, peers, and school organizations.
The Water…
I
C
E
L
O
The question needs to change!
Shift the question we are asking from:
“What about the student is causing the performance discrepancy?”
to “What about the instruction, curriculum, &
environment should be altered so that students will learn and be more successful?”
What IS NOT RTI: It’s Not Your Father’s Oldsmobile
1. The Old Way of Doing Business with a New Label (e.g., Pre-Referral Intervention, Old Team-New Name)
2. Expecting GE Teachers to Meet the Needs of ALL Students (25 Students-25 Different Interventions
3. A Referral-Driven System That Considers Students 1 at a Time (Lots of Paper, Lots of Testing, Lots of Meetings, Lots of Paper, Lots of Meetings, and on and on)
Critical Components for Secondary RtI
• High quality instruction and standards aligned core curriculum
• Relational Support
• Data-based decision making
• SRBI methodologies and strategies
• High quality professional development
Guiding Questions for RtI Implementation
1. Is the core program sufficient?2. If the core program is not sufficient, why isn’t it?3. How will the needs identified in the core be addressed?4. How will the effectiveness and efficiency of the core be monitored over
time?5. Have improvement to the core been effective?6. For which students is the core program sufficient and not sufficient and
why?7. What specific supplemental and intensive instruction is needed?8. How will supplemental and intensive instruction be delivered?9. How will effectiveness of supplemental and intensive instruction be
monitored?10. Which students need to move to a different level of instruction?
Sharon Kurns, Heartland AEA #11
Heartland AEA #11
Advantages of Using an RtI Framework
• You will : – Know immediately, “Is what we are doing
working?” – Know which students need more– Know what each student needs– Provide structures to deliver what students need– Raise student achievement
Why RtI? How often do you hear the following statements?• “Isn’t this just another way to identify sped kids?”
• “I have to get through my content and you want me to
• teach [insert 1 million other things here]?”
• “Won’t I have to do more work?”
• “How is this relevant to me - today - right now?”
• “It’s just another initiative.”
• “Is this workshop over yet?”
Why RtI?
• Think of three reasons why you think your district is pursuing RtI –
• Share with your neighbor• What categories
resulted?
Why RtI?
• Increase achievement for all students?• Accountability for results?• Increase collaboration?• Unified framework of academics and
behavioral support?• Allocate resources based on needs?• Non-discriminatory assessment practices?• High rates of referrals for special education?
Problem-Solving & OrganizationAssessm
ent
Instruction
SCRED RtI Model: Academics & Positive Behavior Support
75 – 85 %
10 – 20 %
5 - 10 %
Tier 1: Universal
Tier 2: Strategic
Tier 3: Intensive
Key Purposes of Assessment
• Screening• Diagnostic• Progress Monitoring• Outcomes
Screening• Fast and relatively inexpensive• Given building or district-wide• Provides an indication of overall performance in a domain
(i.e., math)• Allows for local comparisons• Tells you which students might be in trouble• Need to gather more data on these students
Screening: Secondary
• General Outcome Measures (GOMs)– Grade 6-8 (All students)– Grades 9-12 (Some students)
• Measures of Academic Progress (MAP)• State Assessments?• Credits• Grades• Office Disciplinary Referrals
Middle School Risk Indicators Academic and Engagement Indicators
– Attend school less than 80% of the time• Due to absenteeism or discipline issues• Excused or unexcused absences
– Receive a low final grade for behavior– Fail either math or English/Reading
Retention– 64% of students repeating a grade in elementary school
eventually drop out– 63% of students held back in middle school eventually
drop out Mobility
• Multiple schools during educational career
Kennelly & Monrad, 2007
High School Risk Indicators
Academic indicators– GPA less than 2.0– Course Failures– Behind in Credits
Behavioral/Engagement indicators– Attend school less than 80% of the time– Consistently miss instruction due to behavioral issues– Psychological or Social disengagement
• Lack of peer group• Lack of involvement in school extracurricular activities• Low educational expectations• Lack of personal relationship with adults at school
Retention– Retained 1 or more years
Mobility– Multiple schools during educational career
High Off TrackLacking 2 or more graduation requirementsBehind 4 or more CreditsCurrently failing 3 or more classesExcessive Referrals and/or Absences
Extreme Off Track 2-3 Years BehindNo chance for graduation in a traditional school settingDisengagement
At Risk for Off TrackLacking 1 of 3 Graduation requirements< 5%Absences3 or less Level 1 or 2 referrals
On TrackExceeding or Meeting all graduation requirements (Credits, FCAT Score, GPA)6 or less AbsencesNo referrals
Off Track Lacking 2 graduation requirementsBehind 1-3 Credits10% Absences3 or less Level 2 referrals or 2 Level 3 Referrals9th graders indentified “at high risk” (3 F’s in 8th grade)
Example: Credits Earned
1st Semester
09-10 < 3 Credits
08-09 < 9 Credits
07-08 <15 Credits
06-07 < 21 Credits
Pasco County Schools
Screening: Behavior
• Office disciplinary referrals• Other Red Flags:
– Failing 2 or more classes– Greater than 3 disciplinary referrals in a semester– Chronic Absenteeism– Greater than 6 assignments to detention
Diagnostic• More detailed and lengthy than a screening tool• Provides an examination of strengths and
weaknesses within a domain (i.e., number sense, spatial sense, etc.)
• Requires subtests of each “strand” to be reliable and valid
• If comparing the strands is valid, diagnostic tools can directly inform instruction
Diagnostic
Examples:• Measures of Academic Progress (MAP)• Common Formative Assessments• Specific skill mastery assessments• Diagnostic Reading Assessments (DRA)• Functional Behavior Assessment (FBA)
Progress Monitoring
• Given repeatedly to an individual over time• Must be relatively efficient and inexpensive• Must be “sensitive” to growth• Directly informs instruction – how well is it
working?• Formative assessment
Frequent Monitoring
We do NOT KNOW ahead of time whether an intervention will be successful for an individual student
Do they assume in the hospital that your heart is working just fine after your bypass surgery? After all… the surgery works well for MOST patients…..
____________________________________
Valid
Reliable
Simple
Quick
Inexpensive
Easily Understood
Can Be Given Often
Sensitive to Growth Over Short Periods of Time
Characteristics of An Effective Measurement System
Progress Monitoring
Non-Examples:• State Accountability Tests(only given once per
year)• MAP (only measure growth over longer
intervals of time)• End of Unit tests• Specific skill mastery assessments
Pre-K K F1 WS1 2 3 4 5 6 7 8 9-12 IGDI Letter Naming Fluency Letter Sound Fluency Nonsense Word Fluency Test of Early Numeracy Oral Reading Fluency Math Fact Fluency Math Application Fluency NWEA MAP
Screening Measures used at SCRED
The Aimsweb program is used to manage data (www.aimsweb.com)
Correlations with High-Stakes Tests
• Letter sound fluency (Fall of K) to Oral Reading Fluency (Spring Gr.1) is .64**
• Oral Reading Fluency to MCA-II ranges from .50** (grade 8) to .79**
• Math Applications to MCA-II ranges from .51** to .79**
• MAP Reading to MCA-II ranges from .72** - .78**
• MAP Math to MCA-II ranges from .73**- .86**
Development of Target Scores
• Logistical regression procedures used to predict performance on MCA-II
• Tier 1 and Tier 2 Targets Developed
Oral Reading Fluency Words Read Correct Per M in u te
Target Scores Predicting Performance on MCA II
Revised 8/07
Grade Tier F a ll Winter Spring
1
1 2 2 5 2
2 0 1 9
2
1 4 3 7 2 9 0
2 1 4 3 2 4 7
3
1 7 0 9 1 1 0 9
2 2 4 5 0 6 5
4
1 9 5 11 4 1 2 7
2 4 9 6 9 7 8
5
1 11 3 1 2 8 1 4 1
2 6 9 8 3 1 0 0
6
1 1 3 5 1 5 2 1 6 6
2 9 4 11 2 1 2 2
7
1 1 5 1 1 6 2 1 7 2
2 1 0 4 11 7 1 2 5
8
1 1 6 1 1 7 0
2 1 0 9 11 4
Measures of Academic Progress - Reading RIT Scale S co res
Target Scores Predicting Performance on MCA II
Revised 8/07
Grade Tier F a ll S p rin g
2
1 1 6 7 1 8 2
2 1 5 4 1 6 9
3
1 1 8 2 1 9 4
2 1 6 8 1 8 2
4
1 1 9 6 2 0 3
2 1 8 2 1 9 1
5
1 2 0 5 2 11
2 1 9 3 2 0 0
6
1 2 1 4 2 1 8
2 2 0 1 2 0 6
7
1 2 1 8 2 2 2
2 2 0 7 2 1 2
8
1 2 2 3 2 2 6
2 2 1 2 2 1 7
Percent of Students at each Tier Level 2007-2008 MAP Reading
All SCRED Districts
49%55%55%
66%71%
82%76%
22%
31%27%28%
24%
18%12%
8%7%6%
20%
10%16% 18%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2F 2S 3F 3S 4F 4S 5F 5S 6F 6S 7F 7S 8F 8S Grade and Season
Perc
ent o
f Stu
dent
s
Tier IIITier IITier I
* Based on 07-08 SCRED Targets
Traditional Approaches to Assessment: Goldilocks
• The porridge is too cold.– Obsession with standardized test results and AYP.– Miss attention to individual student needs.
• The porridge is too hot.– Mandating pre and post tests at every grade level,
laboriously analyze interim assessments, lots of top down actions.
Traditional Approaches to Assessment: Goldilocks
• The porridge is just right.– Use benchmark assessment and progress monitoring data to
change what we are doing with kids.– Create common expectations for each grade– Build teacher capacity.
• And she ate it all up.– Alignment of district curriculum and assessments with state
standards.– Visually display progress monitoring during weekly PLC’s.– Standards-based report cards– Student self-assessment of progress
Common Implementation Issues around Measurement
• Too many assessments!• Not understanding the purposes of
assessments used.• Lack of valid and reliable progress monitoring
measures• Lack of professional development around
USING data.
Measurement
• What data exist for screening?• Who reviews screening data?• Do you have reliable and valid progress
monitoring measures?• Are they used with all at-risk students?• How do you obtain diagnostic information?• Do you use data to evaluate system
improvement?
Problem-Solving & OrganizationAssessm
ent
Instruction
SCRED RtI Model: Academics & Positive Behavior Support
75 – 85 %
10 – 20 %
5 - 10 %
Tier 1: Universal
Tier 2: Strategic
Tier 3: Intensive
Moving Upstream:A Story of Prevention and Intervention
In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.
Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.
In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath.
At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”
She replied, It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.
Quality Core Instruction at the Secondary Level
• What does it look like?• How do we evaluate the quality
of core instruction?
Curriculum & Instruction
• In an RTI model, it is imperative to have a high-quality, research-based curriculum in place that meets the needs of most students (~80%)
• You don’t want to have large numbers of students referred for problem solving (or special education) due to an inadequate curriculum!
• Emphasis on a 3-Tier Model
Big Ideas: Curriculum/Standards• Curriculum is the body of knowledge that all students are
expected to learn. Curriculum can be specific knowledge and learning processes. Curriculum is defined in district standards and benchmarks.– Consider:
• Are the Big Ideas (Important concepts, knowledge and skills) covered in the written curriculum and taught curriculum?
• Is the curriculum driven by the standards/benchmarks?• Is there breadth and depth to the curriculum across grade levels?
Big Ideas: Instruction
• Instruction: How the curriculum is taught.– Consider:
• What tools, methods and strategies are used to deliver the instruction?
• Are SBR practices used?• Adequate time? (Efficiency and
Effectiveness)• What evidence indicates teachers are
following the MN Standards?• Is there evidence that instruction is
driven by data?
The Middle School andHigh School Solution:
Improving Tier 1 General Education Content Area Instruction
Core Languages Arts Curriculum in 3 Tiers
High Quality Syllabus
Study and Organizational Skills
High Quality Grading System
Well-Designed Curriculum with a “Big Ideas” Focus or Ability to “Distill” Curriculum to Big Ideas
Effective Secondary Classroom Management
Strategic Instruction Model (SIM) Use of Teaching Routines and Learning Strategies
Brief Cognitive Behavior Therapy (CBT)
129
The Strategic Instruction Model (SIM): 30 Years of “What Works” to Support Content Area Instruction Success
SCRED:• Federal Funds to
deliver 2-3 modules per year targeted towards secondary teachers
Sprick, R. S., Booher, M., & Garrison, M. (2009). Behavioral Response to Intervention (B-RTI): Creating a continuum of problem-solving and support. Eugene, OR: Pacific Northwest Publishing, Inc.
School and Classwide Behavior RTI
\
Sprick, R. S., & Garrison, M. (2008). Interventions: Evidence-based behavioral strategies for individual students (2nd ed.). Eugene, OR: Pacific Northwest Publishing, Inc.
Provide Access for Each School and Teacher to Improve Behavior
Support
\
Reduce Tardies School-Wide
124
Sprick, R. S., Garrison, M., & Howard, L. (1998). CHAMPS: A proactive and positive approach to classroom management for Grades K-9. Longmont, CO: Sopris West.
Provide Access for Each Teacher to Improve Classroom Behavior
Management
121
Well-Designed Course Syllabi
Contact InformationCourse Description 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 Assignment Calendar with Due Dates Self-Monitoring Checklists
Access to Models for Papers, Projects, Tests
Designed to Reflect Knowledge of Instruction to Meet the Needs of Diverse Learners and Reinforce Study Skills
Sprick, R. S. (2006). Discipline in the secondary classroom (2nd ed.). San Francisco, CA: Jossey-Bass.
Building an Effective Grading System:
Chapter 2
Task 1: Develop Clear Goals for Each Class You TeachTask 2: Design Instruction and Evaluation Procedures That
Create the Clear Relationship Between Student Effort and Success
Task 3: Establish a System to Provide Students Feedback on Behavior and Effort, Incorporate This into Your Grading System
Task 4: Design Procedures for Students to Receive Feedback on Each Aspect of Their Behavioral and Academic Performance and Know Their Current Grades
150
Simple Picture of High Quality Grading System
What It Looks Like When It’s Done
Student Making Progress
How can we impact learning for all students?
• Visible Learning: John Hattie• What works in education? Almost everything,
but some things work better and work worse compared to many alternatives.
How do we know what works BEST?
• Meta-Analysis: Compares results of many different research studies and outcomes
• Effect sizes: Converts outcomes of studies to a single scale we we can compare outcomes across studies.
• Effect size of 1 indicates an increase of one standard deviation on the outcome (achievement). – Advanced achievement by 2-3 years– Student who got “xyz” exceeded 84% of kids who didn’t
get “xyz.”
Formative Evaluation
Variables Impacting Student Achievement: Some of the Biggies!
• Student self report of grades 1.44• Formative Evaluation .90• Teacher Clarity .75• Reciprocal Teaching .74• Feedback .73• Teacher-Student Relationship .72• Spaced vs. mass practice .71• Metacognitive strategies .69
CLHS Multi-Tier RtI Model: ExamplesLevel Class/Intervention Primary Assessments
Tier 1 PAWZPAWZ Grade checks9th Grade Common Expectations9th Grade Link CrewNCA GoalGo WILD (SW-PBIS)
Grades/attendanceGrades/creditsPlanners
RelationshipReading Comp/6 TraitsODR’s
Tier 2 RtI 9 English (STP)RtI 10 English (STP)Pre-Algebra Math LabPS InterventionsCheck and ConnectMath and Reading Labs
CBM Reading and WritingCBM Reading and WritingCBM Math
Tier 3 1:1 or small group interventions
CBMs
Your Turn
• What Challenges exist with Core Instruction in your building?
• What ideas do you have to strengthen Core Instruction?
Tier 2 is “MORE”
• (More) Time• (More) Explicit Teacher-Led Instruction• (More) Scaffolded Instruction• (More) Opportunities to Respond with Corrective Feedback• (More) Language Support, Especially Vocabulary• (More) Intensive Motivational Strategies• (More) Frequent Progress Monitoring
Intensity of Supports
The required resources to address the
problem increases
The need to enhance
environmental structures increases
The frequency for collecting
and acting upon information increases
As the magnitude of the problem increases...
Building Effective Tier 2 Interventions
Most Schools Have Resources to Build Tier 2
But...Too Many Remedial Programs with Different
• Entry Criterion• Curricula/
Interventions, • Assessment and
Progress Monitoring Systems
General Education
ELL
Title1
Specialists
RR
Special Education
Build Effective Tier 2 Math Interventions Using Evidence-
Based Programs
Tier 1
Tier 2
Tier 3
• - Transitional Math (Sopris West)• VMath (Voyager)• Essentials for Algebra (SRA)
More Effective Tier 2 Interventions
• Use Universal Screening
• More Focused and Unified Curriculum with an Emphasis on Explicit Teacher-Led Instruction with Explicit Language Support
• Same Progress Monitoring System
Guiding Questions for Tier 2
1. Which students need supplemental instruction?
2. What instruction do they need?3. How will it be delivered?4. How will it be evaluated?
Identifying Students
• Use screening data• Identify your cut score• What do the data “say” and do they make
sense?
What type of instruction is needed?
• Standard treatment protocol interventions• Supplemental programs to core • Diagnostic assessment information• Instructional Tools
– Scientifically based– Focus on teaching specific skills– Many good core programs have supplemental components
Tier 2 Middle School Reading Examples
• 45 Minute daily reading class• Supplemental to regular curriculum• Curriculum:
– Direct Instruction: Corrective Reading– Voyager: Journeys
• Interventions:– Standard Treatment Protocol– www.scred.k12.mn.us
Tier 2: High School
• Courses (Reading and Math)• Check and Connect• Advisory
Select Set of Standard Interventions Matched to Student Need
• Comprehension/Vocabulary– Collaborative Strategic Reading (Vaughn)– Reading in the Content Area (Kinsella)
• Fluency– Six Minute Solution (Hiebert)– Read Naturally (Imhott)
• Decoding– Rewards (Archer)– Phonics for Reading (Archer)– Corrective Reading (SRA)
Example 1: Middle School
Select Set of Standard Interventions Matched to Student Need
• Reading– Reading Mastery– Journey’s (Voyager)– Read Naturally– Headsprout– Fluency Protocols
• Math– Odyssey– Vmath– Tools for Success
SCRED Examples
• Behavior– Check and Connect– Social Skill groups
CLHS Multi-Tier RtI Model: ExamplesLevel Class/Intervention Primary Assessments
Tier 1 PAWZPAWZ Grade checks9th Grade Common Expectations9th Grade Link CrewNCA GoalGo WILD (SW-PBIS)
Grades/attendanceGrades/creditsPlanners
RelationshipReading Comp/6 TraitsODR’s
Tier 2 RtI 9 English (STP)RtI 10 English (STP)Pre-Algebra Math LabPS InterventionsCheck and ConnectMath and Reading Labs
CBM Reading and WritingCBM Reading and WritingCBM Math
Tier 3 1:1 or small group interventions
CBMs
Each Spring
• Each May, planning takes place for following school year:– RtI 9– RtI 10– Pre-Algebra– RtI Systems planning
• New 9th graders• Status of 10-12 graders• Behavior Data Review
– Reading and Math Lab Placement
Who Collects Data?Attendance/Grades/Credits Counselors
Educational History Counselors
Health Review Counselors/School Nurse
Observation School Psych/Para
Interviews: Parent, Teacher(s), Students Counselors/School Psychs
Data Warehouse Counselors, School Psychs, AP
Current CBM Paraprofessional
Intensive Instruction: Tier 3
Tier 3 is “MOST”• (Most) Time• (Most) Explicit Teacher-Led Instruction• (Most) Scaffolded Instruction• (Most) Opportunities to Respond with Corrective
Feedback• (Most) Language Support, Especially Vocabulary• (Most) Intensive Motivational Strategies• (Most) Frequent Progress Monitoring
Intensive Intervention does NOT equal Special Education
Instruction provided to a few students (in addition to core instruction) who need significant differentiation and greater
intensity in their instruction.
Intensive Interventions Defined:
• Correctly Targeted (Instructional Match)• Explicit Instruction• Appropriate Challenge• Opportunities to Respond• Immediate Feedback
– With contingent reinforcers
Burns, VanDerHeyden, & Boice (2008). Best practices in implementing individual interventions. In A. Thomas & J. Grimes (Eds.) Best practices in school psychology (5th ed.). Bethesda, MD: National Association of School Psychologists.
Factors Impacting Intervention Effectiveness
CLHS Multi-Tier RtI Model: ExamplesLevel Class/Intervention Primary Assessments
Tier 1 PAWZPAWZ Grade checks9th Grade Common Expectations9th Grade Link CrewNCA GoalGo WILD (SW-PBIS)
Grades/attendanceGrades/creditsPlanners
RelationshipReading Comp/6 TraitsODR’s
Tier 2 RtI 9 English (STP)RtI 10 English (STP)Pre-Algebra Math LabPS InterventionsCheck and ConnectMath and Reading Labs
CBM Reading and WritingCBM Reading and WritingCBM Math
Tier 3 1:1 or small group interventions
CBMs
Types of Teams (High School)
• PLC’s• 9th Grade Core• Student Assistance Team (Clearinghouse)• Problem-Solving Team• RtI English (Grade 9 and 10)• RtI Math
Teams and Meetings
• Each meeting is focused on specific students• Agenda/data are reviewed before each
meeting.• Focused, data-driven, problem solving process• About an hour long• Staff who work with students attend meeting• Meets entire year
Steps of Problem-Solving1. Problem
IdentificationWhat is the discrepancy between
what is expected and what is occurring?
2. Problem Analysis
Why is the problem occurring?
3. Plan Development
What is the goal?What is the intervention plan to address this goal?
How will progress be monitored?
4. PlanImplementation
How will implementation integrity be ensured?
5. Plan Evaluation
Is the intervention plan effective?
What does RtI “Look Like” at the Secondary Level?
• Teams• Interventions• Screening Data• Progress Monitoring Data• Decision-making Models
Are You Ready?
• How will you prepare your building and/or district for this change?
RTI Related websites– National Center on RTI http://www.rti4success.org/ – RTI Action Network http://www.rtinetwork.org/– RTI WIRE http://www.interventioncentral.org– National Center on Student Progress Monitoring
http://www.studentprogress.org/– National Assoc School Psych www.nasponline.org– St Croix River Ed District and MN RTI Center
http://www.scred.k12.mn.us/ – Council of Administrators of Special Education www.casecec.org– Office of Special Education Programs (OSEP) rti toolkit
http://www.osepideasthatwork.org/toolkit/ta_responsiveness_intervention.asp
The Moso Bamboo TreeThe Moso bamboo plant grows in China & the far
east. After the Moso is planted, growth occurs slowly for up to 5 years - even under ideal conditions! Then, as if by magic, it suddenly begins growing at the rate of nearly 2 ½ feet per day, reaching a full height of 75 feet within 6 weeks.
But it's not magic. The Moso's rapid growth is due to the extensive root system it develops during those first five years, five years of getting ready.
