1. RTI: Big Ideas (Secondary Level) RESOURCES

2. Data-based instructional decision making model for MTSS Is this an individual student problem or a larger systemic problem based on school-wide screening data? Are over 20% of students not meeting expectations? Analyze problem on a systems level Examine instruction, curriculum and environment for needed adaptations and develop intervention Are between 5%-20% of students not meeting expectations? Analyze problem on a Group Level Develop Tier II small group intervention Are 5% or fewer students not meeting expectations? Analyze problem at an individual level Develop Tier III Small group instruction Complete instruction problem solving

3. Scientifically research-based instruction that is matched to student need to promote attainment of grade-level benchmarks Problem Solving occurs at all Tiers of Instruction and involves collaborative, data-based decision making Universal Screening at regular intervals for all students using curriculum- based measurement TIER 3 (5% of Students) Intensive Intervention Services for students with IEPs TIER 2 (15% of Students) Strategic Intervention TIER 1 (80% of Students) Core Instruction Oakland Schools www.oakland.k12.mi.uswww.oakland.k12.mi.us RTI Model: TIER I - 80% TIER II - 15% TIER III - 5% 3

4. Consortium on Reading Excellence, Inc. (Core): Teaching Reading Sourcebook Handout

5. Focus Program Interventionist Setting Grouping Time Assessment For students identified with marked reading difficulties, and who have not responded to Tier I efforts Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist) Appropriate setting designated by the school; may be within or outside of the classroom Homogeneous small group instruction (1:3, 1:4, or 1:5) Minimum of 30 minutes per day in small group in addition to 90 minutes of core reading instruction Progress monitoring twice a month on target skill to ensure adequate progress and learning Specialized, scientifically based reading program(s) emphasizing the five critical elements of beginning reading Continuum of interventions: Tier Two

6. Focus Program Interventionist Setting Grouping Time Assessment For students with marked difficulties in reading and who have not responded adequately to Tier I and Tier II efforts Appropriate setting designated by the school Homogeneous small group instruction (1:3) Minimum of two 30-minute sessions per day in small group in addition to 90 minutes of core reading instruction. Progress monitoring weekly on target skill to ensure adequate progress and learning Sustained, intensive, scientifically based reading program(s) emphasizing the critical elements of reading for students with reading difficulties/disabilities Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist) Continuum of interventions: Tier Three

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8. To use grade level data to create awareness of typical student performance on key indicators of literacy development To create ownership of the success and shortcomings of student performance observed through the grade-level and classroom-level lenses To use data to guide discussions about improving student achievement and teacher effectiveness with the goal of accelerating literacy skills of at-risk students To ensure a cohesive delivery system for providing literacy instruction to all students (e.g., general education, title one, special ed., ELL services, etc.) Grade-Level Data Meetings: Big Ideas 8

9. Teachers at the same grade level to discuss their core instructional strategies, materials and allocation of classroom time to literacy activities Review common assessments and making data-driven decisions about how to adjust instructional practices Teams determine the overall effectiveness of intervention plans for at-risk readers/writers and making changes based on data Develop an action plan that is written, reviewed and revised Conversations are focused on school variables that we control (instruction, group size, materials) not distal, student-specific information (poverty, social stressors, IQ) 9 Grade-Level Data Meetings: What do effective meetings look like?

10. Grade-Level Data Meetings What they are…What they are not… Occur at least 3x/year Data-driven (universal screening, diagnostic, and progress monitoring data used) Multi-disciplinary Longer time period together to facilitate problem-solving cycles Common planning time Lesson prep Student Assistance Team/ Child Study Team meetings Professional development Not *$^#%&^ sessions! 10

11. Pre-requisite skills for successful Grade-Level Data Meetings  Understanding and committing to the problem- solving process  Understanding of the purposes of assessment and a variety of assessment tools  Purposes, organization and preparation  Facilitation skills including understanding group dynamics, norm, and how to deal with “challenging behavior”  Ability to examine current curriculum and instruction to determine effectiveness  Ability to display and analyze multiple sources of data 11

12. Measures within Secondary RTI BehaviorReading Systems EBS Self-assessment Survey SET Benchmarks of Quality Checklist for Individual Student Systems Planning and Evaluation Tool for Effective Schoolwide Reading Programs (PET) Process EBS Team Implementation Checklist MiBLSi Reading Support Implementation Checklist Outcomes Discipline Referrals Suspensions DIBELS AIMSWeb MEAP http://miblsi.cenmi.org/

13. www.oakland.k12.mi.us13

14. Resources Related Reading from RTINetwork.org: Early Warning Systems: Moving From Reaction to Prevention by Rebecca Sarlo, Ph.D. Problem Analysis Within an RTI Framework at a Secondary School by Matthew K. Burns, Ph.D., Rebecca Sarlo, Ph.D., Hollie Pettersson, Ph.D Response to Intervention for Literacy in Secondary Schools by Matthew K. Burns, Ph.D., University of Minnesota; Rebecca Sarlo, Ph.D., Florida PS/RtI Implementation Project; Hollie Pettersson, Ph.D., Canyons School District, Colorado Screening for Reading Problems in Grades 4 Through 12 by Evelyn S. Johnson, Ed.D., and Juli L. Pool, Ph.D. Response to Intervention in Secondary Schools: Is It on Your Radar Screen? by Barbara J. Ehren, Ed.D. Additional Resources: National Center on Response to Intervention National High School Center Everyone Graduates Center Wissahickon School District website (one of the strongest examples of the effective implementation of an I/E period at the high school level) School Scheduling Associates website. Doing What Works (an excellent resource provided through the US Department of Education; filled with resources for providing effective instruction and intervention in the areas of reading, math, science, English-fluency) The Greater Good Center (an excellent resource packed full with strategies and resources for addressing students social-emotional needs, improving school climate, and building resilient students and staff) National Center on Universal Design for Learning and the CAST website. IES's Regional Educational Laboratory Program website (a review of 21 high quality student engagement instruments)