1. RtI in the Secondary School Setting: Making it Work!
Jennifer Maichin
Whittney Smith

2. 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

3. 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)]

4. 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

5. 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

6. “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!

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

8. 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”?

9. 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

10. 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

11. 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

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

13. 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

14. 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

15. 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)

16. 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”

17. 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”

18. 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

19. 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”

20. 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

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

22. 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…

23. 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

24. 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

25. 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

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

27. 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

28. 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
Administration Schedule”

29. Sample AIMsWeb Data 8th Grade Tier II AIS

30. Sample Student Benchmark Report

31. Reading Improvement Report for 2009-2010 School Year

32. Benchmark Scores for 2009-2010 School Year

34. 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: “ meetings to be scheduled”)
Update and revise Protocols, Task Lists and Forms as necessary
Continuous Research and Development of Interventions

35. 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.

36. 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

37. 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

38. S3TAIR

39. Questions…

40. RtI Resources/Links www.nrcld.org www.ncld.org www.nasdse.org