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Making RtI Work at the High School Level

Introductions. Mr. Joe Brasfield WCHS PrincipalMr. David Hitt Cornerstone Academy PrincipalMs.Ronzie Patterson Math RtI SpecialistDr. Susan Barrow Reading RtI SpecialistDr. Lisa Hinely Assistant Superintendent Ware County Bo

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Making RtI Work at the High School Level

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    1. Making RtI Work at the High School Level Presented by Ware County High School Waycross, Georgia

    2. Introductions Mr. Joe Brasfield WCHS Principal Mr. David Hitt Cornerstone Academy Principal Ms.Ronzie Patterson Math RtI Specialist Dr. Susan Barrow Reading RtI Specialist Dr. Lisa Hinely Assistant Superintendent Ware County Board of Education

    3. WHERE WE WERE . . .

    4. 9th Grade Promotion Rate 2005-2006 -- 50% 2006-2007 -- 81% 2007-2008 -- 82% 2008-2009 -- 91% 2009-2010 -- 87% 2010-2011 -- 92%

    5. Graduation Test/ELA Recognize widening gap with no answer to reason why Working to close the gaps and address individual issues Recognize widening gap with no answer to reason why Working to close the gaps and address individual issues

    6. Graduation Test/ELA Closing the achievement gap Recognize widening gap with no answer to reason why Working to close the gaps and address individual issues Recognize widening gap with no answer to reason why Working to close the gaps and address individual issues

    7. ELA AMO

    8. Graduation Test/Math

    9. Graduation Test/Math Closing the achievement gap Recognize widening gap with no answer to reason why Working to close the gaps and address individual issues Recognize widening gap with no answer to reason why Working to close the gaps and address individual issues

    10. Math AMO

    11. Graduation Rate Outline SWD issues Co teachers and keeping in same core area certified co teachers Closing gaps between blacks and whites with growth Outline SWD issues Co teachers and keeping in same core area certified co teachers Closing gaps between blacks and whites with growth

    12. Graduation Rate Closing the achievement gap Recognize widening gap with no answer to reason why Working to close the gaps and address individual issues Recognize widening gap with no answer to reason why Working to close the gaps and address individual issues

    13. WE Made AYP

    14. EOCT Improvement

    15. What We Are Doing . . .

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

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

    19. Notes: Tier 2, 3, and 4 interventions are in addition to standards-based instruction in Tier 1. Tier 3 interventions are prescribed by the school’s SST team. Interventions may include more time and/or intensity on Classworks, AutoSkill Academy of Reading and/or Academy of Math as well as Fast ForWord Language or Literacy. Tier 4 interventions may include any of the software applications specified in Tier 2 and Tier 3 as prescribed by the student’s IEP. Small group/individualized teacher-directed instruction may also be needed in Tier 2, 3, and 4. Documentation of intervention fidelity and progress monitoring is required by state law in all four tiers. Regardless of the intervention used, AutoSkill ORF will be used for progress monitoring in Reading.

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

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

    22. Add EOCT Student achievement

    23. High School Pyramid

    25. WCHS Band-Aid Solutions to Success

    26. Standard Interventions available across system Math Academy Reading Academy Fast ForWord Reading Assistant Accelerated Math A+ Study Island Education City My Access

    27. Evolution of School Day Schedule Bell Schedule 2006-2007 7:50 – 9:20 1st Block 9:20 – 9:32 Whittle cc 9:32 – 9:38 9:38 – 11:08 2nd Block 11:08 – 11:18 Announcements cc 11:18 – 11:24 11:18 – 11:48 1st Lunch 11:54 – 12:24 2nd Lunch 1:00 – 1:30 3rd Lunch 11:24- 1:30 3rd Block cc 1:30 – 1:36 1:36 – 3:06 4th Block Bell Schedule 2007-2008 8:00 – 9:30 1st Block cc 9:30 – 9:35 9:35 – 11:05 2nd Block cc 11:05 – 11:10 11:05 – 11:33 1st Lunch 11:38 – 12:06 2nd Lunch 12:11 – 12:39 3rd Lunch 12:44 – 1:12 4th Lunch 11:10- 1:42 3rd Block 1:17 – 1:42 Sustained Silent Reading cc 1:42 – 1:47 1:47 – 3:17 4th Block

    28. 2008-2009 Bell Schedule 8:00 – 9:30 1st Block cc 9:30 – 9:35 9:35 – 10:00 HR/TAA/SSR cc 10:00 – 10:05 10:05 – 11:35 2nd Block cc 11:35 – 11:40 11:35 – 12:03 1st Lunch 12:08 – 12:36 2nd Lunch 12:41 – 1:09 3rd Lunch 1:14 – 1:42 4th Lunch 11:40- 1:42 3rd Block cc 1:42 – 1:47 1:47 – 3:17 4th Block 2009-2010 Bell Schedule 7:35 – 8:05 Morning Meetings 8:15 – 9:48 1st Block cc 9:48 – 9:53 9:53 – 10:18 HR/TAA/SSR cc 10:18 – 10:23 10:23 – 11:56 2nd Block cc 11:56 – 12:01 11:56 – 12:21 1st Lunch 12:26 – 12:51 2nd Lunch 12:56 – 1:21 3rd Lunch 1:26 – 1:51 4th Lunch 12:01- 1:51 3rd Block cc 1:51 – 1:56 1:56 – 3:30 4th Block

    29. 2010-2012 Bell Schedule 7:35 – 8:05 Morning Meetings 8:10 – 9:40 1st Block cc 9:40 – 9:45 9:45 – 10:25 HR/TAA/RtI/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

    30. Three Years Ago. . . Our “aha” moment A 9th grade English teacher brought a student to me who could not read We built a special reading and math class We knew this was not the answer so we began planning

    31. Two Years Ago… We started our RtI We realized that this was not the best way to implement an effective program so we began planning

    32. Last Year. . . We feel really good about our RtI program We think we are getting closer to the effective program our students need, but we still need to. . . This year. . .

    33. This Year. . . Due to funding issues, we have had to change AGAIN! Our Math Interventionist teaches three “REP” classes with our lowest students and is fully funded through the state. Our Reading Interventionist still teaches two reading classes in the fall and will work on writing and reading in the spring and handles all Tier 2 & 3 (SST) meetings. We think we are getting closer to the effective program our students need, but we still need to. . . Next year. . .

    34. Does RtI fit into the culture of a high school?

    35. How late is too late?

    36. What do we do with a high school student who reads on a 2nd grade level?

    37. Can you pick them out in a crowd?

    38. Consult the Literature. . . Timothy Rasinski, PhD, Ohio State University Jan Hasbrouck and Gerald Tindal, University of Oregon Lynn S. Fuchs and Douglas Fuchs, Vanderbilt University David LaBerge, PhD, Stanford University

    39. If fluency is a concern among middle and high school students, it needs to be taught (Rasinski, Padak, McKeon, Wilfong, Friedauer, & Heim, 2005)

    40. Importance of Fluency WCPM (word count per minute) has been shown, in both theoretical and empirical research, to serve as a powerful indicator of overall reading competence, especially in its strong correlation with comprehension. (Hasbrouck & Tindal, 2006)

    41. RtI is not a set curriculum.

    42. RtI is NOT a specific program or strategy.

    43. “The process systematically monitors student learning in response to regular classroom instruction, identifying students who have difficulty with that instruction, providing research based interventions to address those difficulties, and, as indicated by student responses, modifying the intensity and focus of the interventions.” (Johnson et al., 2006)

    44. A riddle to consider. . .

    45. How are students like potholes?

    56. Managing Information & RtI Data Student Management System

    57. Universal Screening & Progress Monitoring

    58. Research Based Measures of Progress

    59. In order for students to focus energies on increasing their reading rate, they must be able to decode a passage independently or with 96 to 100% accuracy (McKenna & Stahl, 2003; Rasinski, 2004)

    60. ORF Norms If a student’s WCPM (word count per minute) is plus or minus 10 WCPM of the 50th percentile, we recommend that the student be considered as making “adequate progress in reading” unless there are other indicators that raise concern. (Hasbrouck & Tindal, 2006)

    61. Identifying Students The result of any screening measure must be viewed as one single piece of valuable information to be considered when making important decisions about a student, such as placement in an instructional program or possible referral for academic assistance. (Hasbrouck & Tindal, 2006)

    62. Progress Monitoring By regularly measuring all skills to be learned, teachers can graph changes in the number of correct words per minute and compare to the rate of improvement needed to meet end-of-year goals. If the rate at which a particular student is learning seems insufficient, the interventionist can adjust instruction.

    63. Progress Monitoring Graph

    64. Progress Monitoring For students 6 months to 1 year below grade level…or students getting more intensive interventions …progress monitoring as often as once per week. (Hasbrouck & Tindal, 2006)

    65. Establishing Training Levels for Interventions The first step in reading fluency instruction is to determine a level of text at which a student can read with 96-100% accuracy. (Dudley, 2005)

    66. 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)

    67. WCHS FALL/WINTER COMPARISON DATA

    70. What’s next for us?

    71. Repeated readings is one of the most powerful ways to increase reading fluency. (Dower, 1994, Kuhn & Stahl, 2000, NICHD, 2000, Rasinski & Hoffman, 2003, Samuels, 1979)

    72. Suggested Readings 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

    73. Earlier research has demonstrated that reading achievement is a strong predictor of math achievement. (McGrew & Phel, 1988; Roach, 1981)

    74. 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)

    75. WCHS Math RTI Team Principal Teacher Parent/Student Counselor Math Instructional Coach Special Education Coordinator Psychologist RTI Math Coordinator

    76. 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

    77. Academy of Math Results

    78. 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

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

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

    81. Parent Invitation

    82. Student Profile POI-3 Ware County School System Name of Student: __________________________________ School: ______________________ Grade :_________ Date of Birth: _____________________ GTID: _________________________ Please respond to each question and provide or attach additional information as indicated. Yes No Did the student attend, or is the student currently attending, a preschool or Head Start program? If YES, Name the program or school: ______________________________ (Refer to Ware County School System Registration Form) Yes No Is this student age appropriate for his/her grade level? If NO, indicate which of the following apply: Retained: Yes No Specify Grade(s): _______________________________ Started School Late: Yes No Home schooled: Yes No Yes No Is the student’s hearing and vision within normal limits? (Attach copy of hearing and vision screening(s) and/or appropriate Doctor’s Report.) Screening Date(s) Vision ________________ Hearing _________________

    83. Continued Student Profile Yes No Does this child have any health concerns or diagnosed disorders/syndromes? If yes, please explain: ______________________________________________ (attach copy POI-12 Doctor’s Report or Medical Records) Yes No Does this student take daily medication? If yes please explain: _______________________ (attach copy of POI-12 Doctor’s Report, or medical records) Yes No Does this student have motor, coordination, or mobility needs? If yes, please explain: ______________________________________________ (attach completed POI-10 - Functional Motor Assessment) Yes No Does the child have adaptive or medical needs? ( i.e. glasses, wheelchair, hearing aids. etc.) If yes, please explain:________________________________________________ Yes No Does this student have an articulation or language problem? (If yes, complete the Speech/Language Assessment and attach) Yes No Has this student been referred to or previously served in Special Education (including speech)? If yes, please explain: ________________________________________________ Yes No Is the student’s primary language English? (Refer to Ware County School System Registration Form) If NO, answer the following questions: Has the student been evaluated by the ESOL teacher? Yes No If so, what were the results of the evaluation?________________________________ What ESOL services or supports have been provided? ________________________ Yes No Does evidence support that the student’s difficulties may be primarily due to behavioral difficulties? If yes, describe difficulties: _______________________________________________

    84. Continued Student Profile Yes No Does evidence support that the student’s difficulties may be primarily due to attendance problems, tardiness, or frequent school interruptions? If YES, explain reasons for the absences/tardies/interruptions:________________________________________________ Yes No Does evidence support that the student’s difficulties may be primarily due to other factors, such as trauma, family concerns, or other concerns in the home or community? If YES, note when issues occur and describe correlation to the area(s) of difficulty:____________ ___________________________________________ Attach attendance record and permanent record card. Referred by: ______________________________________________ Date: __________________

    85. Academy of Math Student Gains Report Summary Type Test Date Time on test Performance level Pre-test Math Placement Test Aug 10, 2010 40:24 Below Basic 5.6 Post-test Math Placement Test Sep 30, 2010 34:55 Below Basic 2.7 Post-test Math Placement Test Oct 5, 2010 21:26 Below Basic 6.5 Post-test Math Placement Test Nov 2, 2010 23:34 Below Basic 4.7 Post-test Math Placement Test Nov 29, 2010 29:39 Below Basic 8.3 Interpreting these scores On Aug 10, 2010, student was performing at a Below Basic performance level for a grade nine student, with a 5.6 level. Based on these results, the student was assigned the following Individualized Training Program: Level 5-7 stream. When post-tested in November '10, student was still at Below Basic after training for 4 hours 4 minutes and completing 5 skill(s) on the Academy of MATH®. With an end of year level of 8.3, student demonstrated an increase of 2.7 levels. Student finished 6% of his prescribed program mastering 100% of the skills at the prescribed mastery criteria.

    86. Analyzing the Data

    87. “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

    88. Professional and Ongoing Teacher Support School math department meetings weekly (math teachers, principals, and RtI math coordinator) System meetings monthly (SST coordinators, psychologists, and interventionists) at Board Office Monthly Data Review meetings (math teacher, parent, RtI coordinator, counselor, principal, psychologist)

    89. Plans for Parent/Family Communication and Involvement Invitational letters informing parent of meeting Notification letters from teacher informing parent of academic concern Screening permission letters for hearing/vision testing

    90. Lisa Delpit, 1991 Morgan State University 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.

    91. AIMSweb Tier 3 Progress Monitoring Data

    92. Academy of Math Comparison Data

    93. AIMSweb Fall/Winter Comparison Data

    94. 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.”

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