2. Multi-Tiered Systems of Support (MTSS) in Secondary Schools Dean Richards and Shelby DiFonzo Oregon RTI Project 11/10/11

3. Objectives Discuss the reasons to change the current system. Explore a framework for how to move to a multi-tiered instructional model in secondary schools. Discuss the current reality and needs around universal screening process and core instruction. (after lunch)

4. Point to the Destination What is the final goal? Where are you heading? Create a destination postcard:

5. Diffusion of innovations Innovators 2.5% Early Adopter 13.5% Early Majority 34% Late Majority 34% Laggards 16%

6. Everyone wants better schools... few want them to be different! First different, then better!

8. THE BUDGET Not another thing! PLC Curricula ELL & Sheltered Instruction Credit by proficiency Schedules OAKS Instruction Professional development Behavior Attendance Special Education Interventions iObservaion CFA

9. So... we adopt a different ways of thinking about: Time Schedules Assessment Students Professional Development Curriculum Teamwork

10. The Process is Ongoing and Long-Term CONSENSUS

11. Academic Engagement The amount of time spent engaged in academic work “I can” Behavioral Engagement School attendance and participation in school “I will” Psychological Engagement Feelings of competence and control investment in learning, self regulation, goal setting and progress monitoring “I want to” Social Engagement Identification and affiliation with school, sense of belonging, perceived social support “I belong” FL PS/RTI Implementation Project

12. Research on Secondary Literacy IES Practice GuideReading Next

13. Reading Next Infrastructure recommendation Extended time for literacy Professional development Ongoing summative assessment of students and programs Teacher teams Leadership A comprehensive and coordinated literacy program

14. Reading Next Time recommendation Extended time for literacy, which includes approximately two to four hours of literacy instruction and practice that takes place in language arts and content- area classes

15. Why reading? More than 8 million students in grades 4 – 12 are struggling readers. 40% of high school students cannot read well enough to benefit from their textbooks. 69% of 8th grade students fall below the proficient level in their ability to comprehend the meaning of text at their grade level.

16. Ontario School District Goal All students will graduate prepared for college or career

17. 2010-2011 About 80% of our students passed OAKS in Reading Graduation Rate 64% (Cohort)

18. “But not everyone goes to college…”

20. Resistance Some teachers adjust the assignment and content rather than help students learn to read.

21. Resistance Some content-area teachers expressed resistance to teaching reading.

22. Resistance Some teachers just want to cover content unaware that helping them to read would help them understand content.

23. A fundamental philosophical shift We teach students, not subjects!

24. Change in language We must teach students to be literate across all content areas. – Students must speak, listen, read and write like a.... Scientist Mathematician Artist Historian Musician

25. Does the student find the system or does the system find the child?

26. Donald participates in the general curriculum Donald is not successful in class School team creates a plan for Donald with parents. Resumes general program Donald improves Donald doesn’t improve Donald improves Special Education referral is initiated A teacher brings Donald to the counselor’s or principal’s attention. Evaluation planning meeting, Procedural safeguards provided, consent obtained, 60 school-day timeline starts Donald does not improve Referral system

27. Donald participates in the general curriculum with strong instruction Screening shows Donald isn’t doing well EBIS Team conducts Individual Problem solving & a more intensive intervention is selected Resumes general program PM data shows Donald doesn’t improve PM data shows Donald improves PM data shows Donald doesn’t improve PM data shows Donald improves Intervention is intense and LD is suspected Improvement is good and other factors are suspected as cause Special Education referral is initiated Team reviews achievement and behavioral data and places Donald in an intervention Evaluation planning meeting, Procedural safeguards provided, consent obtained, 60 school-day timeline starts EBIS team works to intensify for Donald RTI system

28. Talk Time Cream please answer the following question: – How is a RTI system different than the referral system? Coffee please answer the following question: – Explain the difference between the system finding the child and the child finding the system. With extra time switch questions

29. So how do we make this happen? Universal screening process Core Curriculum with strong instruction Decision rules and reading protocol Progress Monitoring Interventions

30. So how do we make this happen?

31. Reading Next Infrastructure recommendation Extended time for literacy Professional development Ongoing summative assessment of students and programs Teacher teams Leadership A comprehensive and coordinated literacy program

32. Reading Next Infrastructure recommendation Extended time for literacy Professional development Ongoing summative assessment of students and programs Teacher teams Leadership A comprehensive and coordinated literacy program

33. Reading Next Infrastructure recommendation Teacher teams, which are interdisciplinary teams that meet regularly to discuss students and align instruction

34. So how do we make this happen?

35. Leadership Leadership is an action, not a person! That being said, administrators are very important in determining what is important! RTI will not work without the participation of administrators.

36. LIT Problem-Solving It ought to be remembered that there is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things. Because the innovator has for enemies all those who have done well under the old conditions, and lukewarm defenders among those who may do well under the new. MACHIAVELLI Canyons SD, Utah

37. Managing Complex Change CHANGE Vision Skills IncentivesResources Action Plans ++ + +

38. Scheduling What drives the schedule? Who teaches the classes? What are the necessary teacher endorsements for credits?

39. So how do we make this happen?

40. Professional Development Data used to drive professional development needs. Tier 1 data Lead data – iObservation Lag data – test scores “Teaching is public and itself the focus of study among professionals.”

41. So how do we make this happen? Universal screening process

42. Universal Screening serves 2 purposes: 1.Evaluate the quality of your schoolwide instructional system 2.Identify those who may need more support. Purpose(s)

43. Essential Features of CBM Tools Robust indicator of academic health Brief and easy to administer Can be administered frequently Must have multiple, equivalent forms (If the metric isn’t the same, the data are meaningless) Must be sensitive to growth

45. So how do we make this happen? Universal screening process Core Curriculum with strong instruction

46. Big 5 of Reading Phonemic Awareness Phonics Fluency Vocabulary Comprehension Writing Finite skills Infinite skills

47. Core program The research based curriculum and instruction across all classes that allow students to access and respond to text across content areas.

48. IES Recommendations Recommendation 1 Provide Explicit Vocabulary Instruction Level of Evidence: Strong

49. IES Recommendations Recommendation 1 Provide Explicit Vocabulary Instruction Level of Evidence: Strong Recommendation 2 Provide Direct and Explicit Comprehension Strategy Instruction

50. IES Recommendations Recommendation 3 Provide Opportunities for Extended Discussion of Text Meaning and Interpretation Level of Evidence: Moderate

51. IES Recommendations Recommendation 4 Increase Student Motivation and Engagement in Literacy Learning Level of Evidence: Moderate

52. So how do we make this happen? Universal screening process Core Curriculum with strong instruction Decision rules and reading protocol

53. The guidelines that tell us which students need more support Decision Rules and Protocol keep things consistent Help to define need and success

54. Practical documents

55. TTSD: Reading Protocol

56. Roseburg Placement Rules

57. So how do we make this happen? Universal screening Core Curriculum with strong instruction Decision rules and reading protocol Progress Monitoring

58. Purpose(s)

59. Cohort Groups GOAL

60. Cohort Groups GOAL

61. Individual Students GOAL May need a change. What do your decision rules say?

62. So how do we make this happen? Universal screening Core Curriculum with strong instruction Decision rules and reading protocol Progress Monitoring Interventions

63. “Educators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children face.” Buffum, Mattos, & Weber, Pyramid Response to Intervention, 2009

64. Another way to say it... You cannot intervene your way out of a core program issue.

65. Research on Secondary Literacy Adolescent Literacy Intervention Programs Stupski Foundation: The Secondary Literacy Instruction and Intervention Guide

66. Interventions for Adolescent Struggling Readers Writing to Read Research on Secondary Literacy

67. Critical Features – Tier 2 Targeted Instruction for Some beyond the comprehensive core explicit instruction guided practice in targeted, key areas smaller groups use of additional instructional time

68. Critical Features – Tier 3 Intensive Instruction for a Few significantly behind critical reading skills guided by a specific intervention program two or more of the key foundational areas relatively small percentage of students

69. So how do we make this happen? Universal screening Core Curriculum with strong instruction Decision rules and reading protocol Progress Monitoring Interventions