2012 SSTAGE RTI STAR Award Ware High School Ware County

2. 2012 SSTAGE RTI STAR AwardWare High School Ware County

3. Making RtI Work at the High School Level

4. Introductions Dr. Tim Dixon WCHS Principal Mrs. Susan Zeigler Cornerstone Academy Principal Mrs. Ronzie Patterson Math RtI Specialist Dr. Susan Barrow Reading RtI Specialist Dr. Lisa Hinely Assistant Superintendent Ware County Board of Education

5. WHERE WE WERE . . .

6. 9th Grade Promotion Rate 2005-2006 -- 50% 2006-2007 -- 81% 2007-2008 -- 82% 2008-2009 -- 91% 2009-2010 -- 87% 2010-2011 -- 89.6% 2011-2012 -- 89.4% GAIN= 39.4%

7. Graduation Test/ELA

8. Graduation Test/Math

9. Graduation Rate

10. EOCT Results

11. What We Are Doing . . .

12. System Approach and Support Ownership and Responsibility… Systems Thinking…Bottom-Up Approach

13. System Approach and Support Pyramid of Interventions… Standard Protocols

14. 5% 300 Students Tier 4 Special Education Services Tier 3 Problem Solving/SST SST must meet to recommend interventions and progress monitoring. Interventions must be approved by the principal or administrative designee. Fast ForWord Language or Literacy may be includedin addition to curriculum-based interventions. 5% 300 Students Tier 2 Standard Protocols Use AutoSkill Academy of Reading and/or Academy of Math (with fidelity)as the first standard intervention. Use AutoSkill ORF Training as the second standard intervention in Reading. Use AutoSkillORFAssessment to progress monitor reading (RTI Dashboard). Increase frequency and time in AutoSkill Math as second intervention in Math or use other research or evidence based math programs. Use pro-ed Mathematics CBMs to monitor progress in Math. Use written MAZE CBMs to monitor progress in Reading Comprehension. Data teams continue to meet and monitor progress. 600 Students 10% Tier 1 All students participate in general education learning that includes: Implementation of the Common Core Georgia Performance Standards through research-based practices and evidence-based programs; Use of flexible grouping for differentiation of instruction (multiple means of providing and evaluating instruction); Universal screening of all students using Scholastic Reading Inventory and AutoSkill Math Placement Test. Use DIBELS for K. Data Review Teams meet to determine student placement in tiers and to recommend interventions. Use Study Island, Education City and Reading Scaffolding Strategies for Tier 1. Monitor progress using Study Island or Education City reports. Reading instruction in grades 1-5 must include phonemic awareness, phonics/decoding, ORF using Reading Assistant, vocabulary development, and comprehension. Foundational reading skills must be taught in addition the GaDOE CCGPS units in grades K-5. 4,800 Students 80%

15. System Approach and Support Funding Priorities… Personnel, Software, Time

16. System Approach and Support Data Review Teams… Leaders / Teachers / Support Staff

18. WCHS Band-Aid Solutions to Success

19. 2010-2013 Bell Schedule 7:35 – 8:05 Morning Meetings 8:10 – 9:40 1st Block cc 9:40 – 9:45 9:45 – 10:25 Club/TAA/SPED/ELT cc 10:25 – 10:30 10:30 – 12:00 2nd Block cc 12:00 – 12:05 12:00 – 12:25 1st Lunch 12:30 – 12:55 2nd Lunch 1:00 – 1:25 3rd Lunch 1:30 – 1:55 4th Lunch 12:05- 1:55 3rd Block cc 1:55 – 2:00 2:00 – 3:30 4th Block Evolution of School Day Schedule

20. Realization Students were slipping through the cracks. Band-Aid type interventions were increasing achievement but not eliminating the problem. We knew this was not the answer so we began planning.

21. Our Solution RTI classroom Evolving Process Changes Yearly as the student's needs change

22. Intervention Changes If 3 or more consecutive scores fall below the aimline the interventionist must consider making some kind of adjustment to the current training program. (Hasbrouck, Woldbeck, Ihnot, & Parker, 1999)

23. Managing Information & RtI DataStudent Management System

24. Research Based Measures of Progress National Assessment of Educational Progress oral reading fluency scale Hasbrouck & Tindal Oral Reading fluency norms chart (k-12)

26. Tier 2 & 3 Interventions RtI is only in 9th grade Interventions occur in Strategic Reading (elective class for credit) Entire Semester (co-lab class allows for exit when goals are met)

27. Tier 2/Tier 3 Interventions Differ Number of students receiving instruction at one time Instructional focus Tier 2 interventions concentrate on vocabulary, comprehension, and study skills Tier 3 focuses more on basic skills than tier 2 - primarily on phonics & decoding

28. Suggested Readings: Response to Intervention: The Georgia Student Achievement Pyramid of Intervention. http://www.gadoe.org/DMGetDocument.aspx/Response%20to%20Intervention%20-%20GA%20Student%20Achievement%20Pyramid%20Oct%2023.pdf?p=6CC6799F8C1371F68DB0D7C596DDE568EC009371819645167EF8D00428F8293B&Type=D National Reading Panel: Teaching Children to Read (http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf) Rethinking Reading Fluency for Struggling Adolescent Readers. (Dudley) (http://www.ccbd.net/documents/bb/Spring2005pp16-22.pdf) Assessing Reading Fluency (Rasinski) (http://www.prel.org/products/re_/assessing-fluency.htm) Oral reading fluency norms: A valuable assessment tool for reading teachers .(Hasbrouck & Tindal) (http://www.humboldt.k12.ca.us/images/secure_reading.pdf) Is reading fluency a key for successful high school reading? (Rasinski, Padak, McKeon, Wilfong, Friedauer, Heim) http://www.reading.ccsu.edu/demos/Courses/RDG%20502%20Jamaica%20Winter%202008/Articles/Rasinski-HS%20Fluency.pdf Tiered Interventions in High Schools http://www.centeroninstruction.org/files/Tiered%20Inventions%20in%20High%20Schools.PDF RtI Network: Universal Screening for Reading Problems: Why and How Should We Do This? http://www.rtinetwork.org/essential/assessment/screening/readingproblems Implementing Response to Intervention (RtI) http://www.rti4success.org/resourcetype/implementing-response-intervention-rti

29. The correlation between oral reading rate and success on the math test is not surprising. The ability to read proficiently is essential to perform various tasks in math (Aaron, 1968), and proficient reading is necessary to access information presented on math tests containing word problems (Helwig et al., 1999). Because demands on the math portion of any large-scale test consisting of multiple-choice questions require a certain level of reading skill, it is logical that good readers do well and poor readers do poorly.(Crawford, Tindal, & Stieber, 2001)

30. WCHS RTI Team Principal Teacher Parent/Student Counselor School Nurse Instructional Coach Special Education Coordinator Psychologist RTI Coordinator

31. Professional and Ongoing Teacher Support Weekly school math department meetings (math teachers, principals, and RtI math coordinator) Monthly district level meetings (SST coordinators, psychologists, and interventionists) Monthly Data Review meetings (math teacher, parent, RtI coordinator, counselor, principal, psychologist)

32. Parent/Family Communication and Involvement Screening permission letters are sent to parents for hearing/vision testing Invitational letters to attend meetings are sent to inform parent(s) of meeting Notification letters are sent to parents each month to inform parent of academic concern

33. Universal Screening & Progress Monitoring Auto Skills Academy of Math AIMSweb Mathematics Concepts and Applications 292 - 9th grade students(Computer Assisted) Fall/Winter/Spring Screening Progress Monitored Once a Month RtI students (paper/pencil) Fall/Winter/Spring Screening Probes Administered Twice Monthly

34. Examine Screening Data Areas of weakness 1) Integers and the Number Line 2) Word Problems 3) Solve simple equations 4) Addition and Multiplication Properties 5) Order Fractions and Decimals 6) Exponential Numbers and Square Roots

35. Academy of Math Results

36. Response to Intervention Math Lab Scheduling Extended Learning Time/Instructional Time Tier 2 – Assigned to Lab Twice a week – Scored at or below 6th grade Tier 3 – Three or five times per week – Assigned to Lab Every Day To meet protocol – All students assigned for 40 minute sessions

37. “How do we help students understand that academic excellence can get them where they want to go? Only when students discover personal meaning in their work do they apply their efforts with focus and imagination.” Damon,W., Stanford University October 2008

38. Address Student Needs Address specific student needs that were not addressed in the standard protocol model 1) Accelerated Math 2) Additional Direct Instruction

39. Analyzing the Data

40. AIMSweb Tier 3 Progress Monitoring Data

41. There is now a developing body of knowledge that strongly suggest that for those students who are least likely to do well in school, it is the interpersonal relationship between student and teacher that most influences their ultimate success. (Lisa Delpit, 1991, Morgan State University)

42. Change Agents Drucker (2002) stated in his book Managing in the Next Society, “To survive and succeed, every organization will have to turn itself into a change agent. The most effective way to manage change successfully is to create it.”

43. Georgia Department of Education in collaboration with the Student Support Team Association for Georgia Educators RTI Star Award Winners: Georgia Pyramid of Interventions Thank you!