Presentation is loading. Please wait.

Presentation is loading. Please wait.

RtI in the Secondary School Setting: Making it Work! Jennifer Maichin Whittney Smith

Similar presentations


Presentation on theme: "RtI in the Secondary School Setting: Making it Work! Jennifer Maichin Whittney Smith"— Presentation transcript:

1 RtI in the Secondary School Setting: Making it Work! Jennifer Maichin jmaichin@mineola.k12.ny.us Whittney Smith wsmith@mineola.k12.ny.us www.cerebrum.wikispaces.com/RtI

2 Schedule AM: 8:30am – 12:00pm Introductions Introductions Chalk Talk Chalk Talk Gallery Walk Gallery Walk Chart patterns and trends Chart patterns and trends Presentation, emphasizing patterns Presentation, emphasizing patterns Lunch: 12:00pm-12:30pm PM: 12:30pm-2:00pm Needs assessment Needs assessment Determine next steps Determine next steps Plan for next steps Plan for next steps

3 NYSED April 2008 State Education Department Field Memo Authorizes the use of RtI in the State's criteria to determine learning disabilities (LD) and requires, effective July 1, 2012, that all school districts have an RtI program in place as part of the process to determine if a student in grades K-4 is a student with a learning disability in the area of reading. Effective on or after July 1, 2012, a school district shall not use the severe discrepancy criteria to determine that a student in kindergarten through grade four has a learning disability in the area of reading. Authorizes the use of RtI in the State's criteria to determine learning disabilities (LD) and requires, effective July 1, 2012, that all school districts have an RtI program in place as part of the process to determine if a student in grades K-4 is a student with a learning disability in the area of reading. Effective on or after July 1, 2012, a school district shall not use the severe discrepancy criteria to determine that a student in kindergarten through grade four has a learning disability in the area of reading. [8 NYCRR section 200.4(j)]

4 Prior to the States Memo: IDEA 2004: IDEA 2004: …in determining whether a child has a specific learning disability, a local agency may use a process that determines if the child responds to scientific research-based intervention as part of the evaluation procedures… (H.R. 1350, 2004, section 614 (b)(6)(A&B)) …in determining whether a child has a specific learning disability, a local agency may use a process that determines if the child responds to scientific research-based intervention as part of the evaluation procedures… (H.R. 1350, 2004, section 614 (b)(6)(A&B))

5 IDEA continued Scientifically researched interventions and instruction based on student need Decision making based on students growth and performance on achievement Intensity and duration of intervention based on student response RtI

6 Chalk Talk Have a silent conversation Read each idea on each of the sheets Branch off of each idea with your thoughts Discuss with others by branching off of their responses with your own. Continue the conversation until it is done!

7 Albert Einstein once said… The definition of insanity is doing the same thing over and over again and expecting different results.

8 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. 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

9 Essential Components for Success High Quality Tier I Building and Classroom Instruction Ongoing Student Assessment Student and Family Involvement Research Based Tiered Instruction Building Wide Ownership

10 Making it work Knowledge = Success Focus on what you already do Develop Solid framework and processes Implement Plan Review what is working and what is not Continue Cycle

11 Scientifically researched interventions and instruction based on student need Decision making based on students growth and performance on achievement Intensity and duration of intervention based on student response RtI Resources for learning and development can be found at www.cerebrum.wikispaces.comlearning and development www.cerebrum.wikispaces.com

12 How we see RtI working: Tier III Tier II Tier I

13 If we are facing in the right direction, all we have to do is keep on walking. ~Buddhist Saying

14 Building Wide Interventions Focus on what we do Content Area Leaders IST Chairperson Character Education Committee Content Literacy Committee Librarian/ Research Committee Trained Teacher Leader Teams School Wide Content Literacy PD Grade Level Subject Area Committees PLC Guiding Coalition Universal Screening (AIMSWeb) School Wide Character Education Program School Wide 21 st Century Skills PD Common Study/ Research Methods Classroom Walkthroughs School Wide Content Literacy PD Common Grade Level Assessments Professional Learning Communities Determine how these fit and/or can be developed as Tier I Interventions VP/ Content Area Leaders DIGS

15 Individual Student Intervention Create a High Performing IST Create a High Performing IST Core Team : IST Chairperson IST Chairperson Guidance Counselor Guidance Counselor Speech Therapist Speech Therapist School Psychologist School Psychologist Invited Members: ParentParent Student (when appropriate)Student (when appropriate) All teachers on students scheduleAll teachers on students schedule Reading/Math Instructional Leader (when appropriate)Reading/Math Instructional Leader (when appropriate) Social Worker (when appropriate)Social Worker (when appropriate) Nurse (when appropriate)Nurse (when appropriate) Administration (when appropriate)Administration (when appropriate)

16 Individual Student Intervention Create a Solid IST Process See A : Mineola Middle School IST Protocol: Initial Referral and Follow Up Meetings and B: Mineola Middle School IST Task List: Prior to Initial Meeting and 1 st intervention period Roles and Responsibilities Forms and Documents Clear Timeline Clear and Specific Protocols

17 Building Level Academic Support Master Schedule Changes (Individual Students may move between Tiers at any point in the year) 6 th Grade 7 th and 8 th Grade One period dedicated in schedule for intervention Double Period Math – Research Based Math Program Differentiated Instruction Double Period ELA --- Reading Teacher Push In Skill Specific Enrichment Uses research based methods to develop areas of weakness Uses curriculum as support Focus on individual areas of weakness Uses highly specific research based strategies and programs Tier I On Target Tier II AIS Math and/or AIS ELA Tier III AIS Math and/or AIS Reading (Comprehension and/or Wilson Groups) See C: RtI Memo to all teachers

18 Visual Representation of Tiers II & III in 7 th and 8 th Grade Day A Day A Reading Tier III Reading Tier III Math Tier III Math Tier III ELA Tier II ELA Tier II Math Tier II Math Tier II On-Target On-Target 4-6 students 12-14 students 25 students Day B Day B Reading Tier III Reading Tier III Math Tier III Math Tier III ELA Tier II ELA Tier II Math Tier II Math Tier II On-Target On-Target 4-6 students 12-14 students 25 students

19 Movement Through AIS Tiers See D: Mineola Middle School AIS IST Task List Roles and Responsibilities Forms and Documents Clear Timeline Clear and Specific Protocols

20 Phase II: Implementation

21 Individual Student Interventions Tier I.. Study Skills Time Management Behavioral Family Reading Math Motivation Social

22 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 cant do. Six weeks later, the team meets again and… 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 cant do. Six weeks later, the team meets again and…

23 Tier I Strategy Development Teacher Ownership vs. Buy In Devote faculty meeting time RtI vs.Wait to fail IDEA Provide articles, PD, time for Q & A Educate List objectives from previous IST Meetings on chart paper (one per paper) Teachers work in groups to brainstorm strategies they use in their classrooms to Involve Attach strategies to research Compile into document Share strategies with faculty Use as resource of Tier I strategies at IST meetings Own See compilation of research based interventions on www.cerebrum.wikispaces.com

24 Tiers II and III Research Based Programs and Interventions Read 180 Wilson Phonetics Based Program Just Words Reading Program Shared Skill - Specific Research Based StrategiesSkill - Specific Research Based Strategies Fluency (e.g. Repeated Reading, timed basic facts tests) Comprehension (e.g. Guided Reading) Explicit strategy instruction (Self-Questioning, Guess and Check) Mnemonics (e.g. R.A.F.T., S.T.A.R.)S.T.A.R. Graphic Organizers Scaffolding Mathematics Navigator Program See compilation of research based strategies atcompilation of research based strategies Monthly Strategic Monitoring: Reading Comprehension, Reading Fluency, Math Concepts and Applications Twice Monthly Progress Monitoring of basic skills with self reflection and goal setting www.cerebrum.wikispaces.com

25 Tiers II and III Behavior Programs and Interventions Positive Reinforcement Plan (eg. response-cost) response-cost (teachers can access and fill in plan on password protected shared intranet folders) Behavior Intervention Plan 1:1 Counseling Targeted Group Counseling (Divorce, Socialization, Transition Anxiety, Behavioral) Periodic scheduled Check Ins with Guidance Counselor Consultation with outside therapist See E: Sample Behavior Plans

26 Universal Screening Progress Monitoring Continuous Assessment

27 Universal Screening (AIMSWeb)Strategic and Progress Monitoring (AIMSWeb)ELA and Math State Test Scores Scheduled Articulation Meetings (e.g. within and between grades) Attendance and Discipline RecordsIST Process

28 Tier III – Progress Monitoring (weekly / bi-monthly) Tier III – Strategic Monitoring (Monthly) Tier I – Universal Screening (Benchmarking 3x/year) AIMS Web Monitoring System Reading Reading MAZE MAZE Reading Curriculum Based Measurement (R-CBM) Reading Curriculum Based Measurement (R-CBM) Math Math All Facts Math Concepts and Applications (M-CAP ) See F: AIMSWeb 2009-2010 Administration Schedule

29 Sample AIMsWeb Data 8 th Grade Tier II AIS

30 Sample Student Benchmark Report

31 Reading Improvement Report for 2009-2010 School Year

32 Benchmark Scores for 2009-2010 School Year

33 http://www.aimsweb.com/login.php

34 Phase III: Continuous Improvement Constant open discussion (What is working? What isnt?) Constant open discussion (What is working? What isnt?) Two-way feedback Two-way feedback Incorporate technology (Outlook, Shared Folders etc.) Incorporate technology (Outlook, Shared Folders etc.) Develop and Update Training Manuals as necessary Develop and Update Training Manuals as necessary Establish AIMSWeb testing schedule prior to start of school year ( See G: MMS AIMSWeb administration schedule) Establish AIMSWeb testing schedule prior to start of school year ( See G: MMS AIMSWeb administration schedule) Established schedule for articulation meetings to discuss data prior to start of school year ( See H: 2009-2010 meetings to be scheduled) Established schedule for articulation meetings to discuss data prior to start of school year ( See H: 2009-2010 meetings to be scheduled) Update and revise Protocols, Task Lists and Forms as necessary Update and revise Protocols, Task Lists and Forms as necessary Continuous Research and Development of Interventions Continuous Research and Development of Interventions

35 Tier 1 - Universal Quality classroom instruction using research-based strategies with targeted students Tier 2 - Strategic Small Group (10-12 students) AIS Classes Benchmarking three times / year Tier 3 - Intensive Small group (4-6 students) AIS classes Progress Monitoring every 2-3 weeks At-Risk Student Teacher analyzes data, refers student to IST and moves student to Tier 2. Three data checks, regression/no progress IST Process On Target Student Teacher analyzes data and keeps student in Tier 1. Three data checks IST Process Regression /no progress, revise (repeat if not successful) --- consider referral to CSE Progress Continue with program IST Process

36 Percent Passing (level 3 or 4) * Includes Earth Science Results

37

38 S 3 TAIR

39 Questions…

40 RtI Resources/Links www.nrcld.org www.nrcld.org www.nrcld.org www.ncld.org www.ncld.org www.ncld.org www.nasdse.org www.nasdse.org www.nasdse.org http://www.rtinetwork.org/ http://www.rtinetwork.org/ http://www.rtinetwork.org/ www.aimsweb.com www.aimsweb.com www.aimsweb.com www.interventioncentral.org www.interventioncentral.org www.interventioncentral.org


Download ppt "RtI in the Secondary School Setting: Making it Work! Jennifer Maichin Whittney Smith"

Similar presentations


Ads by Google