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HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 1
RTI AT THE SECONDARY LEVEL: A ROADMAP TO SUCCESSFUL IMPLEMENTATION Robert J. Dixon, PhD, NCSP [email protected]
Objectives 1. Translate important
assessment and intervention ideas from the elementary level and apply them to the secondary level
2. Examine Tier I, II, and III strategies that can work at the secondary level.
3. Problem solve using the concepts of the workshop to apply to their own districts.
• Modern schools have to become “intelligent” in order to manage themselves. This intelligence includes learning how to use the school’s data to set targets, monitor and evaluate progress.
Sammons, Thomas and Mortimer (1997)
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 2
Educational Change • Can I continue to practice in the same way?
• Trying to change an educational system is like motivating a glacier to move
WHAT DOES THE CURRENT SECONDARY SCHOOL LOOK LIKE?
Selected Interesting High School Facts • On time graduation rate = 81% (2012) • Cohort Dropout Rates (2015)
• Black (4.3%) and Hispanic students (3.5%) drop out more than White students (2.7%).
• Low SES (4.7%) drop out more than high SES (0.6%) • The number of U.S. high schools identified as in need of
improvement in SY 2009–10 was 15%. • Seniors scoring at or above the proficient level for reading
(38%), math (26%), and science (21%) in 2009. • Minorities lag significantly behind Caucasians
• Class of 2011 • 30% took an AP exam and 18% score 3+ • Adjusted cohort graduation rate was 76.2%
National Center for Educational Statistics
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 3
Top Challenges in Your High School
Top 5 Behavior Problems
• 1:
• 2:
• 3:
• 4:
• 5:
Top 5 Academic Problems
• 1:
• 2:
• 3:
• 4:
• 5:
UCLA SMHP
Interventions: Talk about Fragmented! Psychological
Testing
Violence & Crime
Prevention
Special Education
After-School Programs
HIV/Aids Prevention Pupil Services
School Juvenile Court
Services
Community-Based Organizations
Mental Health Services Social
Services
HIV/AIDS Services
Child Protective Services
Pregnancy Prevention
Counseling
Codes of Discipline
Physical Education
Health Education
Clinic
Health Services
Nutrition Education
School Lunch Program
Drug Prevention
Drug Services
Smoking Cessation For Staff
NASDSE: Multi-tier Model
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 4
} “We are an RtI School now, so anyone can qualify for special education”
} “In a perfect world, we don’t need RtI at the Secondary Level.” (All the Problems are Fixed)
} “Now can we RtI them?”
Opening Statements
• What can we do now so there are no surprises on • future high stakes testing; • passing classes (i.e., credits); • graduation?
• Intervene today for success in the future • Identify important indicators
My Overarching Philosophy
RtI: Defined (Batsche, et al.) • RtI is the practice of
1. Providing high quality instruction/intervention matched to student needs
2. Using learning rate over time and level of performance to
3. Make important educational decisions
RtI = Whole School Improvement
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 5
Milepost: Leadership & Resource Mapping • Leadership is critical to implementing RtI Practices
• With ACTIVE Leadership you can have systemic change happen!
• HS: Decentralized and complicated! • Multiple Administrators • Department Chairs • PLC’s: Horizontal and Vertical
• What is ACTIVE Leadership? • Viewed as the Instructional Leader • Physically attends and participates in RtI Leadership meetings • Active Commitment and Support to Collecting and Analyzing Data
What do we have? Resource Mapping! Primary
Prevention Secondary Prevention
Tertiary Prevention
Academic Skill Development *
Classroom-based Approaches
Crisis Assistance & Prevention
Support for Transitions
Home Involvement in Schooling Community Outreach for Involvement & Support
Student & Family Assistance
CORE INSTRUCTION First Things First
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 6
• Curriculum & Teaching! • Alignment and Gaps • Scope & Sequence • Differentiation • Time!
• A Tale of Two Problems • Fred is at 35% and the class is 80%
• Gap Analysis
• Barney is at 35% and the class is 37% • Instructional Analysis
Core Instruction
Universal
What is your bottom line? • How do you measure success in your school?
• How satisfied are you with the achievement levels of the HS population? • What data would you look at?
Data Warehouse
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 7
Academic “Wellness” Indicators • School Grade Distribution (Positive) • State Assessments • ACT
• Percent taking and Performance
• Advanced Placement • Percent taking and Performance
• Others?
0
10
20
30
40
50
60
School 1 School 2 School 3 School 4
Percent of “Failing” Students
Example: Students with Failing Grades
0
5
10
15
20
25
30
35
40
April
Freshman
Sophomore
Junior
Senior
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 8
Discussion: Grade Distribution
Grades??
Positive Factors Negative Factors • Regular reporting is there
• Tied to curriculum and to graduation
• Understood by all
• Summative markers • Remediation?
• Easily manipulated • Weak (?) ties to external assessment measures
Patterns: The Referral • John in 9th grade • Referred because of Science – 26% (F) • Digging Deeper
• WKCE Science – “Advanced” • Tests and Assignments – 80-90%
• Homework – Nothing turned in!
Dis
cuss
ion:
Gra
de D
istri
butio
n
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 9
Power of Zero
A
B
C
D
F
• At your school, which is true? (all things being equal) • 100% on a Test • 0% on Homework • Grade =
• A • C • F
Milepost: Bring Data to Discussions • Assessment Literacy
• Knowledge and access of important data indicators
• Increase impact of objective measureable skills • Tests/Quiz/Exams • Papers
• Increase frequency of feedback and turnaround time • Limit impact of behavior on grades
• In-Class effort • Homework
Examine Structural Indicators • Teaching Staff?
• Teacher: Student ratio-Freshman vs. Senior • Teaching Experience-Freshman vs. Senior • Quality Teachers-Freshman vs. Senior
• Electives: Right or Privilege? • Fidelity to Instruction
• Adopting “New” Curriculum • Pacing
• Schedule!
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 10
Curriculum
Intended Taught Learned
Instructional Goals Differentiation of Core Frequent Assessment
Instructional Coaching • 10 Minutes
• Interactions • Opportunities to
Respond • Disruption
• 5 Minutes • On-Task
• Passive vs. Active
• Classroom Flow
Milepost: Build Best Teaching Practices • Build Professional Learning Communities
• Essential Questions • Collaboration • Micro-teaching • Pacing
• Teaching Practices • RtI2
• Differentiation
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 11
TIER II
• Data drives decisions • Data Rich/Information Poor
• “New” Problem Solving Process/ Referral
Tier II: Selected Interventions
Selected
“A teaching method might work with all of the students some of the time…
And some of the students all of the time…
But a method doesn’t work with all of the students, all of the time.”
Deno Paraphrasing Lincoln
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 12
Education Parables
Starfish Bridge
Opening Team Problem Solving
• Return to your Top 5 Academic & Behavior Concerns • Data-Based?
• Problem Solving vs. Standard Protocol
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 13
Problem Identification
& Analysis
Plan Implementation
Plan Evaluation Problem
Char. 1 Option
A
Char. 2 Option
B
Char. 1 & 2
Option C
Essen2alOutcomesCurriculumInstruc2on
StandardInterven2on ??????StandardInterven2on
ProblemSolving
Triage
Grades D or F
Essential Outcomes Curriculum Instruction
Academic Skills
Behavior Skills
RIOT MAP Other
Intervention
Motivation Interpersonal Engagement Study Skills
Intervention
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 14
Milepost: Build a System • Built on system efficiencies • Data-based decision making • Responsive to the student and the system
How do we get there?
• Time is one of the greatest variables
• Time in our own learning?
• Time is an elusive variable
Constant Variable Old System Time Learning
New System Learning Time
Time is of the essence 45 min. class, 225 min./week, 4050 min./semester
Build Time into the Schedule Time MTF Time W R
7:23-8:08 1st Hour 7:23-8:48 1st Hour 2nd Hour
8:12-8:57 2nd Hour
9:01-9:48 3rd Hour 8:52-10:19 3rd Hour 4th Hour
9:52-10:37 4th Hour
10:40-12:09 5th Hour/Lunch* 10:22-12:28 5th Hour/
Lunch 6th Hour/Lunch
12:12-12:57 6th Hour 12:32-1:57 7th Hour 8th Hour
1:01-1:46 7th Hour
1:50-2:35 8th Hour 2:01-2:35 Resource Resource
* Freddy 14 for Freshman
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 15
Using Time Effectively: Option B Time MTWRF
7:55-8:42 1st Hour
8:46-9:33 2nd Hour
9:37-10:24 3rd Hour
10:28-11:15 4th Hour
11:19-12:38 5th Hour/Lunch
12:42-1:29 6th Hour
1:33-2:20 7th Hour
2:24-3:00 Collaboration/Resource
Efficient Use of Study Halls
• Tier I: Independent
• Tier II: Guided
• Tier III: Directed
• Content-specific
Students with Failing Grades
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 16
Instructional Interventions • SIM Content Literacy Continuum (KC-CRL)
• Content Mastery • Embedded Strategy Instruction • Explicit Strategy Instruction • Intensive Skill Development • Intensive Clinical Intervention
• Rewards (Anita Archer) • Visible Learning (John Hattie)
• Contributions from student, home, school, & teacher • Contributions from curricula and teaching approaches (2 parts)
Milepost: Increase Time & Effectiveness for Interventions • Interventions “Between the Bells”
• Study Hall • Double-Up Academics
• Skill Deficit vs. Performance Deficit • At-Risk and not In-Risk
• Reading Ability • Math Ability • Writing Ability
} Maturity Level } Discipline Problems } Chronic Absenteeism } Homework Completion } Quality of Work } Home-Communication
Issues
Next Year: 8th Grade Data
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 17
Early Warning System
http://betterhighschools.org/default.asp
• Know a “group” of students will not succeed • Build in “group” Interventions
• Monitor implementation and fidelity • Are there “new” patterns?
Milepost: Reflect on Infrastructure
TIER III
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 18
• Intensive • Individualized
Tier III: Targeted Interventions
Targeted
• All want to graduate • 9 or 10 on 10-point scale
• Most have something that they want to do that involves more education
• Most don’t see the connection of failing grades and not graduating • Summer school??
Interviews with Failing Students
• 22 school days left, what can “Johnny” do to pass the semester? • Nothing. • Behavior problems!
• What is being reinforced?
Last Ditch Efforts??
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 19
Milepost: Find the Cracks • Where are the kids…
• Falling between the cracks • Finding and exploiting openings
• What behaviors are we reinforcing?
Faculty-Student Mentor
11 A 10 A- 9 B+ 8 B 7 B- 6 C+ 5 C 4 C- 3 D+ 2 D 1 D- 0 F
Control Group Randomly SelectedStudent
E M S SS Tot E M S SS Tot E M S SS Tot E M S SS Tot1 10 6 5 9 30 8 5 7 11 31 11 8 7 11 37 8 8 11 9 362 11 7 11 11 40 11 8 11 11 41 11 8 11 11 41 11 8 9 11 393 7 10 2 4 23 4 11 2 0 17 0 10 0 0 10 0 5 2 0 74 11 11 9 9 40 8 9 11 10 38 7 11 11 10 39 8 11 10 7 365 10 11 10 11 42 11 11 9 11 42 11 11 11 11 44 11 11 11 10 436 8 11 7 7 33 8 10 8 11 37 8 11 8 10 37 11 10 11 11 437 8 11 8 9 36 9 11 9 9 38 11 10 8 9 38 9 12 8 8 378 7 4 7 10 28 5 5 6 5 21 5 5 4 5 19 7 0 8 3 189 11 8 8 11 38 10 10 11 11 42 11 10 10 11 42 11 11 10 11 4310 8 5 6 19 5 8 5 7 25 4 8 5 7 24 6 6 5 5 2211 7 5 4 8 24 6 7 6 8 27 5 4 5 5 19 5 7 5 3 2012 11 11 9 11 42 10 9 10 11 40 11 11 10 11 43 9 11 9 11 4013 0 0 2 0 3 5 0 0 0 0 0 0 0 0 0 014 8 8 8 8 32 4 10 8 10 32 5 8 9 6 28 4 8 7 7 2615 11 8 7 10 36 7 6 7 8 28 7 5 6 9 27 8 8 6 8 3016 8 8 8 10 34 1 4 1 5 11 5 5 4 3 17 5 4 0 1 1017 4 8 4 1 17 0 8 9 0 17 3 6 7 1 17 4 9 8 0 2118 8 11 10 11 40 8 10 8 11 37 8 8 8 8 32 8 7 11 9 3519 11 11 11 8 41 11 8 8 0 27 0 4 1 0 5 2 3 8 0 1320 7 8 8 9 32 8 10 8 8 34 7 9 11 9 36 8 10 8 8 3421 10 8 8 11 37 9 10 7 10 36 11 10 11 11 43 11 11 11 11 4422 5 5 7 17 4 4 6 2 16 4 5 5 5 19 3 4 7 4 1823 7 11 7 7 32 8 8 9 8 33 8 8 7 7 30 8 8 8 6 3024 7 4 5 8 24 3 5 5 5 18 4 6 4 5 19 4 5 4 4 1725 8 11 5 10 34 9 9 5 10 33 8 7 5 11 31 10 8 8 8 3426 6 5 4 2 17 2 0 2 1 5 5 10 5 5 25 5 4 5 2 16
1st 2nd 3rd 4th209 196 175 208 788 169 198 178 186 731 170 198 173 181 722 176 189 190 157 712
Ave Gr 8.04 7.5 6.7 8 7.6 6.5 7.6 6.8 7.2 7 6.5 7.6 6.7 7 6.9 6.8 7.3 7.3 6.0 6.8
First Quarter Second Quarter Third Quarter Fourth Quarter
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 20
Mentor GroupStudent
E M S SS Tot E M S SS Tot E M S SS Tot E M S SS Tot1 0 0 0 2 2 1 0 0 0 1 0 0 0 0 0 0 0 0 0 02 5 5 2 8 20 2 2 0 0 4 8 4 2 0 14 4 4 1 8 173 8 0 2 0 10 9 2 2 0 13 8 0 1 0 9 5 0 0 0 54 6 8 2 5 21 5 5 0 5 15 3 8 3 4 18 4 11 3 5 235 7 5 4 7 23 5 1 0 0 6 5 5 5 10 25 2 0 1 5 86 8 5 2 5 20 9 0 1 2 12 8 5 7 5 25 11 4 5 2 227 7 7 4 2 20 1 4 3 3 11 8 2 3 4 17 5 8 0 3 168 0 4 2 0 6 0 8 1 3 12 4 7 5 5 21 0 2 5 5 129 6 5 0 8 19 4 5 5 7 21 3 2 1 5 11 4 1 0 8 1310 5 2 2 1 10 0 2 0 0 2 0 0 0 0 0 4 2 0 0 611 5 2 5 5 17 2 2 4 0 8 5 0 4 2 11 4 0 8 5 1712 8 8 7 2 25 5 5 2 4 16 7 2 5 1 15 5 5 5 5 2013 0 8 2 2 12 0 6 0 0 6 5 6 2 0 13 8 6 0 0 1414 5 4 4 0 13 0 4 0 0 4 2 5 5 4 16 2 1 0 0 315 4 1 0 2 7 1 0 5 3 9 5 3 2 2 12 4 2 4 2 1216 2 0 0 0 2 2 0 0 0 2 2 0 2 0 4 0 0 2 0 217 4 3 3 2 12 0 0 1 1 2 4 0 0 0 4 0 0 0 0 018 8 8 4 2 22 7 0 2 1 10 8 6 3 5 22 5 0 1 0 619 8 3 5 2 18 2 2 4 6 14 6 7 5 5 23 5 8 0 4 1720 8 11 2 1 22 5 10 1 0 16 5 9 1 1 16 5 7 0 1 1321 5 0 0 0 5 0 3 0 2 5 0 0 2 0 2 0 0 0 0 022 2 3 2 4 11 4 2 4 5 15 5 0 5 3 13 5 0 8 0 1323 3 1 5 4 13 2 2 0 2 6 4 4 4 2 14 2 0 5 2 924 2 0 4 1 7 1 0 2 0 3 2 1 2 1 6 4 0 4 0 825 5 2 5 4 16 4 0 2 4 10 4 8 5 4 21 3 4 9 5 2126 2 5 4 1 12 3 3 5 2 13 2 0 5 3 10 0 4 0 2 6
123 100 72 70 365 74 68 44 50 236 113 84 79 66 342 91 69 61 62 283Ave Gr 4.73 3.8 2.8 2.7 3.5 2.8 2.6 1.7 1.9 2.3 4.3 3.2 3 2.5 3.3 3.5 2.7 2.3 2.4 2.7
First Quarter Second Quarter Third Quarter Fourth Quarter
Control-Mentor Comparisons
Grades Over Time
0.01.02.03.04.05.06.07.08.09.0
1st 2nd 3rd 4th 1st 2nd
Ninth Tenth
Ave
rag
e G
rad
es
ARCon
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 21
Milepost: When at first you do not succeed… • Research-based Strategies
• Top 1: Formative evaluation (John Hattie)
• Try something, keep data and hope you get lucky. • Randy Sprick
Reviewing the Journey 1. Leadership & Resource Mapping 2. Bring Data to the Discussions 3. Identify and Use Best Teaching Practices 4. Build a System for Interventions 5. Find Time and Effective Interventions 6. Reflect and Modify the System 7. Examine the Cracks 8. Try Something (Research-Based)
Needs Assessment Implementation Priority Not Started (0-10%) Some Actions (10-30%) In Progress (30-70%) Advanced (70-90%) Achieved & Maintained (90-100%)
Low Priority
Medium
High
LINK
HighSchoolRtIMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 22
ResponsetoIntervention:NeedsAssessmentIMP=CurrentLevelofImplementation• 1=NotStarted(0-10%)• 2=SomeActionsorBeginning(10-30%)• 3=InProgress/Developing(30-70%)• 4=MostorAdvancedStages(70-90%)• 5=AchievedandMaintained(90-100%)
PRI=PriorityLevel• 1=Low• 2=Medium• 3=High
Area IMP PRI CommentsAdministrative Theentireadministrationportraystothestaff,studentsandparentstheimportanceoftheRtIprocessforincreasedstudentachievement.
Administrationusesvariousstrategies(e.g.,walkthroughs,extendedobservations,etc.)toensurebothcoreandinterventionprogramsarebeingdeliveredasplanned.
Administrationprovidestraining,support,andactiveinvolvementinRtIactivities(e.g.,participatesindataretreatsatleast2xperyear)
Other: Faculty Faculty/StaffsupportandareactivelyinvolvedinRtI(e.g.,80%+supportandparticipate)
Allteachersareeffectivelytrainedinthecurriculumstandardsforthegradelevelandcontentthattheyteach
Curriculumstandardsareimplementedasdesignedwithineachcontentarea(e.g.,fidelity/adherencetocurriculum)
Teachershaveathoroughunderstandingandknowledgeoftheprinciplesandstrategiesofdifferentiatedinstruction
Instructionisdifferentiatedbycontent,process,productandlearningenvironmentonaconsistentandongoingbasis
Teachersunderstandhowtoanalyze,chartandinterpretdata Other: Data Instructionaldecisionmakingdata(e.g.,formativeassessment)isusedtoguideteachingintheclassroom.
School-widescreeningdataarecollectedforbothacademic(e.g.,reading,math,etc.)andbehavior(e.g.,officedisciplinereferrals,etc.)
Dataaresystematicallycollectedthroughanefficientandeffectiveprocesses
DatacollectedearlytomakedecisionsnearDay1ofclasses(e.g.,EarlyWarningindicators)
School-widedataarepresentedtostaffatleasttwiceperyear School-widedataareusedtoevaluatecoreacademicandbehaviorprograms
ProgressMonitoringdataareusedtodeterminetheeffectivenessofTierIIandTierIIIprograms
Diagnosticdataareusedtodeterminetheneedforspecialprogramming
Other: ProblemSolving Thetop5academicandbehaviorproblemsareidentifiedusingschoolandclassroomdata
Teams(e.g.,PLCteams,Interventionteams,etc.)meetregularly(weekly,biweeklyormonthly)todiscussinterventiondata
Thescheduleallowsforregularinterventiontimetomeetstudentneeds
StandardProtocolInterventionsareinplacetoaddresscommonlearningorbehaviorconcerns
IndividualProblemSolvingisreservedforthosestudentsthathavecompletedTierIIinterventions
Other: Interventions Aleast80%+ofthestudentsarebeingsuccessfulincoreinstructionbeforedevelopingTierIIandIIIinterventions
TheschoolhascompletedaResourceMaptoreducefragmentationandduplicationofexistinginterventions
Teachershaveaknowledgebaseorresourcestoaccessmultipleresearch-basedstrategiestoaddresslearningandbehaviorproblems
ProfessionalDevelopmentisinplacetodistributelearningtoteachers(e.g.,mentors,in-houseexperts,etc.)
Thereisaprocesstoensurethatinterventionsareimplementedwithfidelity(e.g.,checklists)
Teacherscollectdataregularlytotrackinterventionsuccess Studentscanbeassignedinterventionsinaflexiblemanner Other: