RtI in the Secondary School Setting: Making it Work! Jennifer Maichin jmaichin@mineola.k12.ny.us Whittney Smith wsmith@mineola.k12.ny.us www.cerebrum.wikispaces.com/RtI

Schedule AM: 8:30am – 12:00pm Lunch: 12:00pm-12:30pm Introductions “Chalk Talk” Gallery Walk Chart patterns and trends Presentation, emphasizing patterns Lunch: 12:00pm-12:30pm PM: 12:30pm-2:00pm Needs assessment Determine next steps Plan for next steps

NYSED April 2008 State Education Department Field Memo Authorizes the use of RtI in the State's criteria to determine learning disabilities (LD) and requires, effective July 1, 2012, that all school districts have an RtI program in place as part of the process to determine if a student in grades K-4 is a student with a learning disability in the area of reading.  “Effective on or after July 1, 2012, a school district shall not use the severe discrepancy criteria to determine that a student in kindergarten through grade four has a learning disability in the area of reading.”     [8 NYCRR section 200.4(j)]

Prior to the State’s Memo: IDEA 2004: “…in determining whether a child has a specific learning disability, a local agency may use a process that determines if the child responds to scientific research-based intervention as part of the evaluation procedures…” (H.R. 1350, 2004, section 614 (b)(6)(A&B)) Less stringent

Intensity and duration of intervention based on student response IDEA continued Scientifically researched interventions and instruction based on student need Decision making based on student’s growth and performance on achievement Intensity and duration of intervention based on student response RtI

“Chalk Talk” Have a silent conversation Read each idea on each of the sheets Branch off of each idea with your thoughts Discuss with others by branching off of their responses with your own. Continue the “conversation” until it is done!

Albert Einstein once said… “The definition of insanity is doing the same thing over and over again and expecting different results.”

What constitutes a “building leader”? “Without the right building-level leadership, RtI will not realize the potential it has in fundamentally altering for the better both the delivery system and educational practice in our schools.” Dr. David P. Prasse, Professor and Dean of the School of Education, Loyola University Chicago What constitutes a “building leader”?

Essential Components for Success High Quality Tier I Building and Classroom Instruction Ongoing Student Assessment Student and Family Involvement Research Based Tiered Instruction Building Wide Ownership

Making it work Develop Solid framework and processes Knowledge = Success Focus on what you already do Develop Solid framework and processes Implement Plan Review what is working and what is not Continue Cycle

Intensity and duration of intervention based on student response Making it Work: Knowledge = Success Scientifically researched interventions and instruction based on student need Decision making based on student’s growth and performance on achievement Intensity and duration of intervention based on student response RtI Resources for learning and development can be found at www.cerebrum.wikispaces.com

How we see RtI working: Individual School Wide Tier III Tier III

Phase I: Structure and Foundation “If we are facing in the right direction, all we have to do is keep on walking.” - Buddhist Saying If we are facing in the right direction, all we have to do is keep on walking.  ~Buddhist Saying

Continuous Professional Development is Essential Building Wide Interventions Focus on what we do IST Chairperson Character Education Committee Content Literacy Committee Librarian/Research Committee Trained Teacher Leader Teams School Wide Content Literacy PD Grade Level Subject Area Committees PLC Guiding Coalition Universal Screening (AIMSWeb) School Wide Character Education Program School Wide 21st Century Skills PD Common Study/ Research Methods Classroom Walkthroughs School Wide Content Literacy PD Common Grade Level Assessments Professional Learning Communities DIGS Content Area Leaders VP/ Content Area Leaders Continuous Professional Development is Essential Determine how these fit and/or can be developed as Tier I Interventions

Individual Student Intervention Create a High Performing IST Core Team : IST Chairperson Guidance Counselor Speech Therapist School Psychologist Invited Members: Parent Student (when appropriate) All teachers on student’s schedule Reading/Math Instructional Leader (when appropriate) Social Worker (when appropriate) Nurse (when appropriate) Administration (when appropriate)

Individual Student Intervention Create a Solid IST Process Roles and Responsibilities Forms and Documents Clear Timeline Clear and Specific Protocols See A: “Mineola Middle School IST Protocol: Initial Referral and Follow Up Meetings” and B: “Mineola Middle School IST Task List: Prior to Initial Meeting and 1st intervention period”

Building Level Academic Support Master Schedule Changes (Individual Students may move between Tiers at any point in the year) 7th and 8th Grade One period dedicated in schedule for intervention 6th Grade Skill Specific Enrichment Uses research based methods to develop areas of weakness Uses curriculum as support Focus on individual areas of weakness Uses highly specific research based strategies and programs On Target Tier I AIS Math and/or AIS ELA Tier II AIS Math and/or AIS Reading (Comprehension and/or Wilson Groups) Tier III Double Period Math – Research Based Math Program Differentiated Instruction Double Period ELA --- Reading Teacher Push In See C: “RtI Memo to all teachers”

Visual Representation of Tiers II & III in 7th and 8th Grade Day A Reading Tier III Math Tier III ELA Tier II Math Tier II On-Target Day B Reading Tier III Math Tier III ELA Tier II Math Tier II On-Target 4-6 students 4-6 students 12-14 students 12-14 students 25 students 25 students

Movement Through AIS Tiers Roles and Responsibilities Forms and Documents Clear Timeline Clear and Specific Protocols See D: “Mineola Middle School AIS IST Task List”

Phase II: Implementation “Do not wait; the time will never be just right. Start where you stand, and work with whatever tools you may have at your command, and better tools will be found as you go along.” - Napoleon Hill

Individual Student Interventions Tier I . Reading Math Motivation Social Study Skills Time Management Behavioral Family

Getting Stuck in Tier I Scenario: Your team has an IST meeting to discuss a student who is struggling in school. A few strategies were brainstormed after a lengthy conversation about what the student can’t do. Six weeks later, the team meets again and…

Tier I Strategy Development Teacher Ownership vs. “Buy In” Educate Devote faculty meeting time RtI vs.“Wait to fail” IDEA Provide articles, PD, time for Q & A Involve List objectives from previous IST Meetings on chart paper (one per paper) Teachers work in groups to brainstorm strategies they use in their classrooms to Own Attach strategies to research Compile into document Share strategies with faculty Use as resource of Tier I strategies at IST meetings See compilation of research based interventions on www.cerebrum.wikispaces.com

Tiers II and III Research Based Programs and Interventions Read 180 Wilson Phonetics Based Program “Just Words” Reading Program Mathematics Navigator Program Shared Skill - Specific Research Based Strategies Fluency (e.g. Repeated Reading, timed basic facts tests) Comprehension (e.g. Guided Reading) Explicit strategy instruction (Self-Questioning, Guess and Check) Mnemonics (e.g. R.A.F.T., S.T.A.R.) Graphic Organizers Scaffolding Monthly Strategic Monitoring: Reading Comprehension, Reading Fluency, Math Concepts and Applications Twice Monthly Progress Monitoring of basic skills with self reflection and goal setting See compilation of research based strategies at www.cerebrum.wikispaces.com

Tiers II and III Behavior Programs and Interventions Behavior Intervention Plan 1:1 Counseling Consultation with outside therapist Positive Reinforcement Plan (eg. response-cost) (teachers can access and fill in plan on password protected shared intranet folders) Targeted Group Counseling (Divorce, Socialization, Transition Anxiety, Behavioral) Periodic scheduled “Check In’s” with Guidance Counselor See E: Sample Behavior Plans

Phase II continued… Decision making based on growth and performance Progress Monitoring Universal Screening Continuous Assessment

Identification and Monitoring of At- Risk Students Universal Screening (AIMSWeb) Strategic and Progress Monitoring (AIMSWeb) ELA and Math State Test Scores Scheduled Articulation Meetings (e.g. within and between grades) Attendance and Discipline Records IST Process

AIMS Web Monitoring System Math All Facts Math Concepts and Applications (M-CAP) Reading MAZE Reading Curriculum Based Measurement (R-CBM) Tier III – Progress Monitoring (weekly / bi-monthly) Tier III – Strategic Monitoring (Monthly) Tier I – Universal Screening (Benchmarking 3x/year) See F: “AIMSWeb 2009-2010 Administration Schedule”

Sample AIMsWeb Data 8th Grade Tier II AIS

Sample Student Benchmark Report

Reading Improvement Report for 2009-2010 School Year

Benchmark Scores for 2009-2010 School Year

http://www.aimsweb.com/login.php

Phase III: Continuous Improvement Constant open discussion (What is working? What isn’t?) Two-way feedback Incorporate technology (Outlook, Shared Folders etc.) Develop and Update Training Manuals as necessary Establish AIMSWeb testing schedule prior to start of school year (See G: “MMS AIMSWeb administration schedule”) Established schedule for articulation meetings to discuss data prior to start of school year (See H: “2009-2010 meetings to be scheduled”) Update and revise Protocols, Task Lists and Forms as necessary Continuous Research and Development of Interventions

Tier 3 - Intensive Tier 2 - Strategic Tier 1 - Universal Small group (4-6 students) AIS classes Progress Monitoring every 2-3 weeks Regression /no progress, revise (repeat if not successful) --- consider referral to CSE Progress Continue with program IST Process Tier 2 - Strategic Small Group (10-12 students) AIS Classes Benchmarking three times / year Three data checks, regression/no progress IST Process Three data checks IST Process At-Risk Student Teacher analyzes data, refers student to IST and moves student to Tier 2. Tier 1 - Universal Quality classroom instruction using research-based strategies with targeted students On Target Student Teacher analyzes data and keeps student in Tier 1.

Percent Passing (level 3 or 4) 2006 6 7 8 ELA 70 64 75 Math 78 68 Science --- 83* Social Studies 86 * Includes Earth Science Results

Percent Passing (level 3 or 4) 2009 6 7 8 ELA 91 92 88 Math 95 94 90 Science --- 90* Social Studies 2006 6 7 8 ELA 70 64 75 Math 78 68 Science --- 83* Social Studies 86 30% 44% 17% 23% 24% 20% 9% 6% * Includes Earth Science Results

S3TAIR

Questions…

RtI Resources/Links www.nrcld.org www.ncld.org www.nasdse.org http://www.rtinetwork.org/ www.aimsweb.com www.interventioncentral.org