High School Implementation of a Multi-Level System of Support

 Suburban high school with 874 students ◦ 23.5% economically disadvantaged ◦ 9.6% students with disabilities ◦ 1.6% limited English Proficiency ◦ 84.8% white, not Hispanic  PLC School District since 2008 ◦ 7 th school year  13 Square miles

 Take it to 25 ◦ School Vision

 What are the challenges of RtI at the secondary level? ◦ Use of a Wordle  The challenges we have identified… ◦ Reading / Math skill development versus career exploration ◦ Low skill levels in several areas ◦ Need for a strong system ◦ Need to intervene for skill deficiency AND credit/grade deficiency “High School staffs are independent contractors that share a common parking lot.”

 Today’s discussion will focus on three parts ◦ Use of an Early Warning System ◦ Use of a TAPS team to drive PLC work ◦ Intervention development and evaluation

Wisconsin’s Vision for RtI

Early Warning System TAPS Group Intervention development and evaluation

 First Implemented ◦ Professional Learning Communities ◦ Pyramid of Interventions  Came back to a focus on Universal Instruction  Led to changes in… ◦ Professional Calendar ◦ Student Schedules ◦ Types of PD and Collaboration ◦ School Culture  And… ◦ A Focus on Freshmen

 2012 Data Retreat ◦ Use of a Venn Diagram to look at students from low socio-economic, below grade-level in MAP assessment, and failed one or more classes  Humbled by realization

 Need to dispute what we all “know” ◦ “adaptive change”  Need to evaluate interventions  Manage data from multiple areas of student achievement and demographics

 Exploration of other systems ◦ Found out what features we wanted in an EWS ◦ Most were focused on graduation versus our vision ◦ Hard to manipulate or limited amount of data sets ◦ Wanted to own it

 Started by using Microsoft Excel ◦ Quick upload of data ◦ Store a lot of data ◦ Easy to use in terms of conditional formatting, hiding cells, etc. ◦ Limitations  Difficulty to pull out specific information about specific students  Coupled with Microsoft Access ◦ ONLY view specific students and specific data ◦ Refutes what we “all know” at times

 Demonstration of EWS use  Sample Questions ◦ Did Reading 9 students have greater growth as measured by MAP compared to similar students not enrolled in Reading? ◦ E-math question ◦ Audience Question

 Consists of three counselors, principal, associate principal, school nurse, at-risk teacher, English Language teacher, school psychologist and School Resource Officer  Meets weekly

 Progression over a 7 year period ◦ From Admiring problems….. ◦ To a focus on identifying interventions for individual students with an expectation of action…  Randomness of selecting students  Dependent on adults to id versus a system  Felt like gossip too often ◦ To a focus on celebrating and identifying interventions for groups of students…  System comes first, then the adults  EXAMPLE - Attendance

Year 1Year 2 Year 3 Year 5 Year 6Year 7Year 4 Percent of freshmen with no failing grades at the end of Q1

 Brainstorm without the constraints of logistics ◦ Example – Lifetime PE Course with counselor support  TAPS group owns the vision and communicates to PLC Groups  Understanding how the EWS works with TAPS ◦ Example: English 10 discussion ◦ Action Steps

 Point of emphasis – MUST start with improving tier one / universal instruction ◦ - Example – US History Vocabulary ◦ - PLC Work  Learning from Mike Mattos ◦ Development of an intervention grid by admin PLC and TAPS team

 Intervention Grid Intervention Research Based Directive Timely Highly Trained Systematic Criteria Will or Skill Measured

 Structured Study Hall ◦ Tiers 1 and 2  Commons  340 period

 Modified Block Schedule ◦ 8 periods (47 minutes) Monday, Tuesday and Friday ◦ 4 periods (85 minutes) on Wednesday and Thursday - Resource Period – 40 minutes

 Honors Areas  Scheduled by area of greatest need  Enrichment  340

Early Warning System TAPS Group Intervention development and evaluation

 Jared Schaffner, Principal ◦  Anna Curtis, Associate Principal ◦