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Secondary RtI Implementation & Facilitation

Secondary RtI Implementation & Facilitation. Holly Windram St. Croix River Education District. "A journey of a thousand miles begins with a single step." - Confucius. Why RtI at the Secondary Level?. “Shouldn’t all the Special Ed kids be identified already?”

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Secondary RtI Implementation & Facilitation

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  1. Secondary RtI Implementation& Facilitation Holly Windram St. Croix River Education District Windram, 2009

  2. "A journey of a thousand miles begins with a single step."-Confucius Windram, 2009

  3. Why RtI at the Secondary Level? “Shouldn’t all the Special Ed kids be identified already?” “I’m here to teach the kids who show up to learn.” “I have to get through my content and you want me to teach [insert 1 million other things here]” “Won’t I have to do more work?” “How is this relevant to me - today - right now?” “It’s just another initiative.” “When is lunch?” “Is this workshop over yet?” Windram, 2009

  4. Windram, 2009

  5. Why RtI at the Secondary Level • NCLB • IDEA 2004 • Prevention We need more options Windram, 2009

  6. What’s so different about Secondary? Windram, 2009

  7. Specific Challenges for RtI at Secondary Schools • More kids! • Multiple feeder schools • More staff! • Decrease in individualized attention for students from staff Windram, 2009

  8. Specific Challenges for RtI at Secondary Schools 5) Teachers have curriculum specializations 6) Emphasis on knowledge dissemination and independent skill application. Windram, 2009

  9. Specific Challenges for RtI at Secondary Schools • Student skill and performance discrepancies are greater. • Students are expected to independently self-monitor, organize, and be responsible for their own learning • Decrease of parent involvement. Windram, 2009

  10. Ask the right question . . . The question is not, Is it possible to education all children well? but, rather, Do we want it badly enough? Deborah Meier in Schmoker (2008)

  11. Chisago Lakes High School • 1200 students • 10% special education • 8% free/reduced lunch • 1% English Language Learning • Four, 85 minute blocks • 98% graduation rate • Credit increase: 29 by 2009-10 Windram, 2009

  12. 02-03 School Year:Catalyst for Change • Incoming 9th graders. • Top concerns: academic skills, social interactions, and work completion issues Sound familiar? Windram, 2009

  13. Ninth grade “If you want to reshape high school, start by changing ninth grade.” “. . . success or failure in ninth grade is a pivotal indicator of whether or not a student drops out.” Windram, 2009

  14. Timeline Year 1 (03-04): Problem-Solving Team and Process Year 2 (04-05): Intervention Integrity and STP Intervention development Year 3 (05-06): RtI English 9 class Year 4 (06-07): RtI English 10, CLHS “Check & Connect” Year 5 (07-08): See table Windram, 2009

  15. CLHS Three Tier RtI Model: Examples Windram, 2009

  16. Timeline for decision-making Start with DATA Windram, 2009

  17. CLHS: Problem Solving • Student Assistance Team (Regular Education) = Problem-Solving Team • Problem-Solving Team Members: Assistant Principal, guidance counselors, school psychologist, school nurse, police liaison officer, truancy prevention, chemical health, and mental health. • Weekly, Monday AM • 1x month data reviews with small group: AP, Counselors, School Psych., truancy, RtI Coach Windram, 2009

  18. SCRED Problem-Solving Model 2. Problem Analysis Why is the problem occurring? 1. Problem Identification What is the discrepancy between what is expected and what is occurring? 3. Plan Development What is the goal? What is the intervention plan to address this goal? How will progress be monitored? 5. Plan Evaluation Is the intervention plan effective? 4. Plan Implementation How will implementation integrity be ensured?

  19. Problem-Solving Process at CLHS Step 1: Student referred to SAT/Problem-Solving Team via counselors from teachers, parents, etc. Step 2: Problem Identification data are collected Step 3: Team prioritizes problem & decides next step: • Level 1: Grade Level Team or Consultation/follow-up • Level 2: Support Staff Consultation • Level 3: Refer for STP • Level 4: Extended Problem-Solving Team referral • Refer to SST for consideration of SE evaluation Windram, 2009

  20. Who collects the data? Windram, 2009

  21. Data Reviews • RtI students and Alt English and Math: 2x per term • Teachers identify students of concern prior to meeting • Graph review and problem-solving done as a team • RtI Teachers, Principal, Asst. Principal, 1 or more counselors, School Psychologist • 1x month for students in Problem-Solving • CBM graphs • Check & Connect data Windram, 2009

  22. Critical features of remedial literacy instruction at the secondary level • Effective professional development • Effective instructional tools incl. core curriculum and instructional methodology • System reorganization and support • Formative and summative assessment • Building/classroom climate that fosters high student engagement • Committee/Team (e.g., Allain, 2008; Alliance for Excellence in Education, 2004; Diamond, 2004) Windram, 2009

  23. RtI English classes • Daily, one 85 minute block, all year • DOUBLE the instructional time!!!! • Typical English 9 & 10: 1 block, 1 semester • Reading & writing interventions 30-40 min. daily • Core English 9 & 10 curriculum taught • Modified pace • Adapted based on students’ needs • CBM Reading & Writing data collected on every student • Data reviews 2x per quarter Windram, 2009

  24. Who are the teachers • English Teachers: Enthusiastic, experience with “at-risk” learners • Intervention Specialists • These were already existing positions Windram, 2009

  25. How Students Are Selected RtI Eng 9 • Spring of 8th grade, teachers introduce class to students and families • Not required • About 18-24 students per year Windram, 2009

  26. How students are selected Multiple data sources and indicators of student engagement: • CBM scores • MAPs • State level reading tests • Attendance and grades • Current 8th grade class enrollment • 8th grade problem-solving status • Eighth grade teacher input and recommendation • No specific/formal entrance or exit criteria Windram, 2009

  27. RtI English 9: First quarter • Three goals: • Build relationships with students • Establish regular cycle of CBM data collection & review. Set up graphs. • Apply problem-solving model for intervention decisions: what and for whom • Professional Development Windram, 2009

  28. First quarter supplemental instruction Whole group academic interventions for reading fluency and writing mechanics • Daily Oral Language (DOL) • Six Minute Solution (Adams & Brown, 2003) • Peer tutoring, reading fluency building intervention. • Same-level pairs, students engage in repeated readings of 1-minute nonfiction passages as their partners note the number of words read correctly. Windram, 2009

  29. RtI English Classes • End of first quarter: Identify additional needs at class, small group, and individual level. • Rest of the year: • On-going data collection and reviews • Problem-solving for class, small group, and individual level • Adapt supplemental instruction for basic reading and writing skills based on student need Windram, 2009

  30. SCRED Target Scores CBM ORF: 170 words read correct CBM Correct Word Sequences: 64 MAP R RIT: 226 MAP M RIT: 235 – Algebra I Windram, 2009

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  34. What happened here? 2007-2008 Windram, 2009 2005-2006 2006-2007

  35. Special Education: SLD SCRED districts use a SRBI process for SLD eligibility. CLHS: 05-06: 1 student 06-07: 1 student 07-08: 0 students Windram, 2009

  36. Case Study: Jimmy Windram, 2009

  37. Case Study: Jimmy - 7th Grade Level Windram, 2009

  38. Case Study: Jimmy - 8th Grade Level Windram, 2009

  39. Other Tier 2 Programming • Interventions with certified staff • Master schedule for interventions • Resource Room support staff progress monitoring • CLHS “Check & Connect” at two levels: • Correctives (Tier 1 & 2) • CLHS “Check & Connect” = modified Check & Connect (http://ies.ed.gov/ncee/wwc/reports/dropout/check_conn/index.asp; Christianson, et al.) and Behavior Education Program (Crone et al., 2004) Windram, 2009

  40. Program Failure Rates Windram, 2009

  41. Program Referral Rates Windram, 2009

  42. What is the influence on schoolwide outcomes ???? Windram, 2009

  43. Windram, 2009

  44. Windram, 2009

  45. Chisago Lakes Middle School • 816 students • 10% special education • 15% free/reduced lunch • 1% English Language Learning • Seven period day • Daily homeroom - CORE Connect Windram, 2009

  46. CLMS Three Tier RtI Model: Examples Windram, 2009

  47. Windram, 2009

  48. So you want to implement RtI at the Secondary Level? Windram, 2009

  49. Start with school-wide literacyand/orpositive behavior support Windram, 2009

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