 RtI at SWHS Time + Support = Student Learning Adapted from: Jim Wright January 2006

What is RtI?  Figure 1: Three-Tier Model of School Supports  Warren County Schools Response to Intervention Plan  KRS Intervention strategies for accelerated learning

Steps to implementing RtI  Universal screening—EXPLORE, PLAN, ACT  Measurable definition of problem area—Benchmarks—ACT.org  Baseline data prior to an intervention—Scores  Establishment of a written plan detailing accountability—District Plan  Progress monitoring—Tier II Intervention Records/Tier III—IEP  Comparison of pre-intervention data to post-intervention data for efficacy—Audrey’s Job Kentucky System of Interventions

How is SWHS structuring to support RtI? Universal intervention: Available to all students Example: Additional classroom literacy instruction (Whole Class) Individualized Intervention: Students who need additional time and support to participate in the general curriculum Example: Small group instruction on identifying main ideas (Flexible Grouping/Read 180/Math Study Sk./Reading Dev.) Intensive Intervention: Students whose intervention needs are greater than general education can meet may be referred for more intensive services

Question?  Is this a student need (less than 20% of the students missed this) OR a class need (more than 20% of the students missed this)?

The steps of RtI for an individual case… Under RtI, if a student is found to be performing well below peers, the school will: 1. Estimate the academic skill gap between the student and typically- performing peers 2. Determine the likely reason(s) for the student ’ s depressed academic performance 3. Select a scientifically-based intervention likely to improve the student's academic functioning 4. Monitor academic progress frequently to evaluate the impact of the intervention 5. If the student fails to respond to several well-implemented interventions, consider a referral to Special Education Jim Wright

1. Estimate the academic skill gap between the target student and typically-performing peers : There are three general methods for estimating the ‘ typical ’ level of academic performance at a grade level:  Local Norms: A sample of students at a school is screened in an academic skill to create grade norms (Shinn, 1989)  Research Norms: Norms for ‘ typical ’ growth are derived from a research sample, published, and applied by schools to their own student populations (e.g., Shapiro, 1996)  Criterion-Referenced Benchmarks: A minimum level, or threshold, of competence is determined for a skill. The benchmark is usually defined as a level of proficiency needed for later school success (Fuchs, 2003)

What does student performance on the ACT tell us?  “Performance on the ACT is directly related to the academic knowledge and skills that students acquire in school.” ACT.org  Notice—not what teachers taught  Formative Assessments are crucial

Our Measurement Instruments  EXPLORE, PLAN, or ACT  Benchmark Handout (Blue Handout)

What does this mean for our students?

2. Determine the likely reason(s) for the student ’ s depressed academic performance:  Skill Deficit: The student lacks the necessary skills to perform the academic task.  ‘ Fragile’ Skills: The student possesses the necessary skills but is not yet fluent and automatic in those skills.  Performance (Motivation) Deficit: The student has the necessary skills but lacks the motivation to complete the academic task.

Skill Deficit or ‘Fragile’ Skill  “The Standards for Transition can be used to help students identify knowledge and skills that will better prepare them for future education, and to help teachers and other educators learn more about their students’ academic strengths and needs.” ACT.org

Resources   Range and Resources for Progress

3. Select a scientifically-based intervention likely to improve the student's academic functioning: “ Any intervention idea chosen for the student should be backed by scientific research (e.g., research articles in peer-reviewed professional journals) demonstrating that the intervention is effective in addressing the student ’ s underlying reason(s) for academic failure.” Jim Wright

What will this look like at SWHS?  Once a week (at least)—a focused, deliberate, and intentional intervention addressing a skill deficit for an entire class, a small group, or a specific student  For example:  English III—I have 15 students who need intervention in Main Ideas and Author’s Approach. (from ACT.org)  Students will work with peers to create logical statements about the main idea or purpose of simple paragraphs. (from ACT.org)  Might choose to do it will all of the class and purposefully group those 15 to work with them  Use The Great Gatsby (which we are already reading) to teach the skill  Have a product to evaluate performance—a paragraph (preparing them for the summative assessment: an open response essay)

4. Monitor academic progress frequently to evaluate the impact of the intervention: Under RtI, interventions are monitored frequently (e.g., bi-weekly) using valid and reliable measures that are sensitive to short-term gains in student performance:  Measures for Basic Academic Skills: Curriculum-Based Measurement (CBM) are “a simple way to routinely monitor students achievement in the curriculum” (Deno, 1985).

Curriculum Based Measures  Based upon the skill being assessed  Takes 1-10 minutes  Standardized—all students receive the same directions, same questions, etc.  Evaluate results: Did the student master the standard? OR Does the student need further intervention?

CBM--Example  Skill: distinguish between area and perimeter and find the area or perimeter when all relevant dimensions are given  Create standardized directions: “When you turn your paper over, you will calculate the area and perimeter for the given shape. You will have 2 minutes to create a response and demonstrate your work. When time is called, please put your pencils down. You may begin.”

CBM—When?  When do you use/administer the CBM?  When you think the student(s) should be at the mastery level  After re-teaching  How do administer the CBM?  In a standardized method  At the end of a lesson  At the end of a unit

5. If the student fails to respond to a series of several well-implemented interventions, consider a referral. In the RtI model, the student would be referred if:  A series of research-based interventions have been attempted  There is documentation that the interventions were carried out as designed (treatment/intervention integrity)  Progress-monitoring data shows that the student failed to meet the goal set for his or her improvement (that is, the student shows a ‘ discrepancy in rate of learning ’ relative to grade-peers)

21 Putting The RtI Model into Practice: 5 Recommended Steps for Schools

5 Steps 1. Adopt evidence-based intervention strategies. Academic interventions will have a higher chance of success if they are based on sound empirical research. (Today’s PD—See Audrey for assistance) 2. Train staff to collect frequent progress-monitoring data. Curriculum-based measurement (CBM) can be used to assess a student’s performance. (Formative Assessments)

5 Steps 3. Develop building-level intervention programs to address common academic concerns. When faced with large numbers of students with shared academic concerns (e.g., reading fluency), schools can create a building-level intervention program to meet this need (Weekly Focused Instruction). 4. Establish a building intervention team. Made up of teachers and support staff, the intervention team can help referring teachers design feasible strategies for struggling students. (Harper + Leadership PLC)

5 Steps 5. Align Current Intervention & Assessment Efforts With 3- Tier Model. Mapping out initiatives, standardizing content, and tying them to the appropriate level of the 3-tier intervention framework can help schools to better coordinate intervention programming while avoiding duplication of services. (Today’s PD)

What Do We Do Now?  Identify Targeted Students  Take a look at rosters  Identify your students on the assessment data sheets  Place them on the charts in the appropriate score range and subject area  These are our intervention students—KRS  If students have IEPs, they are serviced by Ex. Ed. *  No Seniors with IEPs are on the data sheets

What Do We Do Now?  Content Area & Grade Level  Get in groups  Identify students that fall in Score Ranges  English: English and Reading  Math: Math and Reading  All Other Content Areas: Math and Reading  Decide focus and how are you going to implement this?  Focus on Identifying Author’s Purpose for September?  Focus on Probability, Statistics, and Data Analysis for October?  What materials do you need? How can I assist you?

Tier II Academic Intervention Plan  Turned in to Audrey Harper monthly (Rm 241 or Office Box)  Audrey files it in the Cumulative Folder  Intervention Implementation Report to central office each month  PLEASE DO NOT HAVE STUDENT ASSISTANTS COMPLETE—Confidential Information