NASP 2010 Mini Skills Session

1. Response To Intervention:Implementation at the Secondary LevelJami C. Pro & Melody J. ThompsonClark County School District, Nevada NASP 2010 Mini Skills Session

2. Mini Skills Session Objectives • Conceptualize how Response to Instruction/ Intervention (RTI) can work at the secondary level within a Three Tier Model. • Learn how to analyze data, driving educational decisions at each tier. • Discuss how to assemble an RTI Secondary Team. • Brainstorm interventions, progress monitoring, and scheduling options for consultation.

3. Response to Intervention RTI is the practice of providing high quality instruction and intervention, matched to student needs, and using learning rate over time and level of performance to make important instructional decisions. -National Association of State Directors of Special Education Policy Guide

4. In other words…. “The purpose of RTI should be viewed as the improvement of educational outcomes for all students.” (Gibbs, 2009)

5. What We Know… All students can learn and be successful provided appropriate education at their instructional levels.

6. Each year in the Clark County School District, elementary school practitioners are experiencing greater levels of success implementing standard RTI procedures. • Secondary schools . . . not so much.

7. Trying to implement RTI at the secondary level based on an elementary school model . . . putting a square peg in a round hole.

8. Three Tiers for Secondary RTI Data-based decision making at all levels Tier III (5-10%) Intensive Individualized Intervention and problem solving Tier II (10-15%) Differentiated Education at Students’ Instructional Levels with Two Stages of Monitoring Tier I (80% of population) Effective School & Class-wide Instruction Intensity of Resources

9. Tier I Data Sources

10. Data Examples Tier I: • Benchmark data • Statewide / district testing results • Grades, progress reports, teacher assessments

15. Data Analysis Tier II: • First stage progress monitoring data • Second stage RTI data

16. Tier II Stage 1 Monitoring

17. Aimsweb Monitors Tier II Interventions

18. Aimsweb Monitors Tier II Interventions

20. Tier II Stage 1Progress Monitoring Analysis

21. Tier II Stage 2 Monitoring

22. Analysis: Adequate Response

23. Analysis: Adequate Response

24. Analysis: Inadequate Response

25. Tier III Progress Monitoring

26. Tier III Progress Monitoring Tier III Progress Monitoring Options—Administered Monthly for Present Levels in Annual IEPs and 3-Year Re-Evaluations: • Writing Prompts, for 5-10 minutes, scored via rubric. • Reading Comprehension Mazes/Clozes. • Oral Reading Fluency • Math fact worksheet, un/timed.

27. Analysis: Adequate Response to Tier III InterventionsEducational Decision: Tier II Reading Class

28. Analysis: Intensify Support

29. Assembling an RTI Secondary Team

30. Initial Stages of Consultation • Building relationships • Making time for colleagues builds trust and credibility • We all have a common mission • Having conversations • Understanding Principals’ interests – “AYP,” resource/scheduling challenges • What’s in it for principals, teachers, students? The importance of buy-in.

31. Initial Stages of Consultation • Communicate effectively and often • Be a resource • PATIENCE • Start small • Set realistic goals • A good RTI System takes 5+ years to develop

32. Secondary RTI Team Members Administrators Counselors Instructional Strategists Learning Lab Teachers / Tutors Tier II Teachers Second Language Teachers Special Education Leaders

33. RTI Team Objectives Resources Available at Each Tier Tier II Class Development Class Scheduling Credit Challenges Data Collection Data Analysis Educational Decision Points Administrative Support

34. Taking Inventory: A Template for Consultation

35. The Consultation Process:Facilitating Discussion at Tier I • What are the grade level requirements for each core subject area? • Does my school benchmark each core subject? If so, how? • When students fall below grade level standards, what are the next steps at my school? . . . . Do they knock on your door?

36. The Consultation Process: Facilitating Discussion at Tier II Stage 1 • What classes or instructional programs exist at each grade level for students who need Tier II interventions? • Can students’ schedules be changed so that they can participate in the instruction/ interventions they need? • What will progress monitoring look like in leveled instructional programs? • How will credits be affected?

37. The Consultation Process: Facilitating Discussion at Tier II Stage 2 • Who is going to analyze the progress monitoring data and when? • What is the criterion for more intensive, Stage 2 monitoring? • Length of Time in Tier II • Rate of Learning • Level of Performance • Feasibility

38. The Consultation Process: Facilitating Discussion at Tier III • How do we regularly progress monitor students already receiving special education services? • Is instruction/intervention adjusted based on student response? • How do we know when students need to be moved OUT of resource? • Do we have decision points to inform MDT/IEP decisions?

39. Insanity: doing the same thing over and over again and expecting different results. • Albert Einstein