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Using a Tiered Instructional and Behavioral Support and Intervention Model in the Secondary School Setting Whittney Smith email@example.com Jennifer Maichin firstname.lastname@example.org Stephanie Honig email@example.com “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
Albert Einstein once said… “The definition of insanity is doing the same thing over and over again and expecting different results.”
Where we’ve been… • With the reauthorization of IDEA and introduction of Response to Intervention (RtI), we saw a natural “fit” with our Instructional Support Team (IST) Process • The NYS Education Department Memorandum (April 2008) provided guidance to our established system • Research and data provided by Fuchs and Fuchs, RtI Action Network, Interventional Central, and Jim Wright among others have helped us become more educated about the process and stay connected to successful ideas being used in other places. • Site visitations and school presentations (3 Rivers Magnet School, Connecticut and Lindenhurst UFSD, Long Island) have also helped provide a foundation on which to build our own program. • As a core team, we came to the consensus we were our own best resource and adopted a problem-solving approach to our practice. Working collaboratively has helped us move forward in implementing comprehensive, meaningful, and strategic systemic change.
Who we are… Shawncame to us this year with an IEP and many gaps in his education from moving around and not having stability at home. Our process aids in answering questions about Shawn’s needs as a learner and as an adolescent. Noahis a bright and capable 6th grader who has struggled with organization, social and emotional trials, and a loss of motivation. Our process is working to help both Noah and his mother better understand his difficulties and create strategies aimed at helping him improve academically. Drew has not been meeting his academic potential and has not been advocating for himself. The main goals he is currently working to achieve are focusing in class, increasing metacognition and independence for his learning and increasing his reading comprehension and fluency. Danishawas an ESL learner who was failing in the 6th grade. Since her teachers saw her struggling and involved her and her family in the IST process, Danisha has made consistent academic gains and will proudly walk across our stage at graduation this spring.
“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”?
Background (The Who?): • WelI Established IST with a Child-Centered focus • The Team • Core Team Members: IST Chairperson, Guidance Counselor, Speech Therapist, School Psychologist, Parent • Varying Members: Team Teachers (General and Special Education), Encore Teachers, Support Staff, Social Worker, Student
How We See It: Individual School Wide Tier III Tier III Tier II Tier II Tier I Tier I
Tier I: What is it? • Quality classroom instruction • Within the general education classroom • High quality program incorporating standards • Research-based instructional strategies or materials • On-going assessment of strengths and needs • Continuous rapport building between students and teachers • Building-wide professional development aimed at implementing common evidence based strategies
Tier I Implementation:Education Leads to Ownership • Educate the staff about what RtI is? • IDEA 2004 • “Wait to fail” vs. RtI • District Support • Leverage with New IDEA • “ In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to a scientific, research based intervention as part of the evaluation procedures” (IDEA 2004, Title 20, Section 1414, subsection b(6)).
Tier I Implementation:Ownership Leads to Success • Teacher Ownership vs. “Buy In” • Station Activity • Devote Faculty Meeting Time • Objectives from IST Meetings • Teachers working in groups to brainstorm strategies • Attach strategies to research • Share collective strategies with faculty • Utilize strategies when working with students
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…
Tier II: What is it? • Quality classroom instruction • Skill specific evidence based interventions in math, reading, learning strategies, etc • Group counseling focusing on social and/or emotional needs • Increased intensity and frequency of academic intervention (12:1 student teacher ratio) • Increased frequency and analysis of progress monitoring (1 x month)
Tier II Implementation: • AIS classes (taught by content area general education teachers) • Skill specific curriculum • Group counseling run by building support staff (Psychologist, Social Worker, School Counselor) • Creation and implementation of individualized behavior and reinforcement plans/charts/checklists • Staff development on progress monitoring, administration, implementation, and interpretation • Scheduled meetings to discuss data (IST, AIS specific meetings, teacher-student meetings)
Tier III: What is it? • Quality classroom instruction • Individualized to address basic skills in math and reading • Evidence based interventions and programs (Read 180, Wilson, Just Words, Mathematics Navigator) • Increased intensity and frequency of intervention (4:1 student teacher ratio) • Increased frequency and analysis of progress monitoring (2 x month)
Tier III Implementation: • AIS classes (taught by certified reading teachers and special education teachers) • Individual programs personalized to target basic skills • Individual counseling run by building support staff (Psychologist, Social Worker, School Counselor) • Creation and implementation of Functional Behavior Assessments and Behavior Intervention Plans (Psychologist) • Staff development on progress monitoring, administration, implementation, and interpretation • Increased frequency of scheduled meetings to discuss data (IST, AIS specific meetings, teacher-student meetings)
AIMS Web Monitoring System Reading MAZE Reading Curriculum Based Measurement (R-CBM) Math All Facts Math Concepts and Applications (M-CAP)
Building Level Academic Support(Individual students may move between tiers at any point in the year) 6th Grade 7th and 8th Grade One period dedicated in schedule for intervention
Tier 3 - Intensive 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 Tier 1 - Universal Quality classroom instruction using research-based strategies with targeted students At-Risk Student Teacher analyzes data, refers student to IST and moves student to Tier 2. On Target Student Teacher analyzes data and keeps student in Tier 1.
Staying inspired along the way… • “I would like to take this opportunity to thank each and everyone of you for the support that you have given to [my son] these last couple of months. I was very worried that we were headed down the wrong path but with the support he has gotten from his team of teachers he has been able to turn himself around and make positive progress. Looking forward to his continued success.”~ email from Mrs. S. (mother of current IST/RtI student)
Resources/Links • www.cerebrum.wikispaces.com/RtI • www.nrcld.org • www.ncld.org • www.nasdse.org • http://www.rtinetwork.org/ • www.aimsweb.com • www.interventioncentral.org