2. Response to Intervention (RtI) at the Secondary Level

3. Big Ideas about Today’s Presentation 1.We’re aligning a delivery system to educational needs. 2.We’re increasing the quality of teaching, tools, and support across 3-Tiers instead of moving the problem. 3.We’re shifting mind sets: Every problem learning (or behaving) becomes a special education problem. 4.We’re shifting “Interventions” focus from reactive, punitive, and/or restrictive to proactive, preventative, inclusive. 5.We have the tools and we have experience, but there is a gap.

4. Special Education General Education Sea of Ineligibility Without Problem Solving

5. Student Profiles 8.7 million 4th-12th graders can’t cope with academic demands 74% of all 9th graders scored at Unsatisfactory or Basic Level on state assessment – Unsatisfactory = 3%ile WR; 1%ile RC – Basic=9%ile WR; 8%ile RC 69.2% of adolescents graduate; 51.2 % of students Black; 55% Hispanic Students who stay “on track” in freshman year (earn 5 credits and no more than 1 F) 3.5 times as likely to graduate – (Diplomas Count 2009," the fourth annual report on graduation rates by Education Week)Diplomas Count 2009,"

6. Student Profiles (cont) “On-track Indicator” – Students who stay “on track” in freshman year (earn 5 credits and no more than 1 F) 3.5 times as likely to graduate – One semester F decreases likelihood of graduating from 83% to 60% – 2 Fs decreases likelihood to 44% – 3 Fs decreases likelihood to 31%

7. General Education Special Education The “Old” Problem Solving Heuristic Severity of Educational Need or Problem Amount of Resources Needed To Benefit General Education with Support

8. What is NOT RtI: It’s not your father’s Oldsmobile 1.It’s Not About SE Eligibility with a new label (e.g., pre-referral intervention, old team-new name). 2.It’s Not About SE “Business as Usual” with programs that meet the needs of adults more than students. 3.Expecting GE Teachers to meet the needs of ALL students (180 students-180 different interventions).

9. Difference Between Elementary and Secondary Elementary: Focus on basic skills (learning to read) – Secondary Focus on content (reading to learn) Elementary: One to two teachers – Secondary: Five to seven teachers

10. Difference Between Elementary and Secondary Elementary:Reading and Writing – Narrative – Secondary: Reading and Writing-Expository Elementary: Validated Level 1 skill programs – Secondary: Lack of validated Level 1 content programs

11. What students may need RtI at the Secondary Level? Students who do ‘okay’ early on but have problems when expectations change Students who did not get good early intervention Problems with vocabulary ‘accumulate’ Wide range of problems: some still struggle with early skills, others have comprehension difficulities

12. Bridging the Gap

13. Problem Solving Steps Plan Evaluation Did our plan work? Plan Evaluation Did our plan work? Problem Analysis Why is it happening? Problem Analysis Why is it happening? Problem Identification What is the Problem and Is it Significant? Problem Identification What is the Problem and Is it Significant? Plan Development What shall we do about it? Plan Development What shall we do about it?

14. The VISION: To Provide Effective Interventions to Meet the Needs of ALL Students Through Early and Scientifically Based Interventions Through Careful Systems Planning

15. Information Explosion/ Instructional Time Dilemma 1960 1980 2000 Time Content

16. Is your district meeting AYP at 80%? Tier One Universal Instruction

17. Large Group Illustration Is our initial instruction meeting the needs of enough students? Historically, there hasn’t been a target on acceptable success rates. – Some kids were successful – Some kids weren’t Kids who were not successful got different programming through different programs Screening was haphazard

18. Large Group Illustration We have a new assumption to start from: All kids successful A rate of 80% has been suggested by many researchers and policy makers nationally, as the rate needed for Initial Instruction The number of kids in strategic or intensive programs can vary based on available resources, 20% seems reasonable

19. Given to everyone Critical Skills (using a scientifically-based measure) Brief Repeatable Cheap and easy to administer and score Tells us who needs more assessment Basics of Universal Screening-

20. Typically done three times per school year to determine which students are at risk for failure. Interventions or differentiated instruction based on assessment results can then be given to these students. Basics of Universal Screening

21. 5-10% of All Students Tier Two Tier Two -Tier One PLUS… -Small Group Interventions -For at-risk students -I ncludes programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier 1.

22. Hypotheses – That the students require additional time for direct instruction – That the focus of the curriculum must narrow in order for students to gain the skills Tier Two Supplemental Interventions

23. Available in general education settings Opportunity to increase exposure (academic engaged time) to curriculum Opportunity to narrow focus of the curriculum Sufficient time for interventions to have an effect (10-30 weeks) Often are “standardized” supplemental curriculum protocols Characteristics of Tier Two Interventions

24. 1-5% of All Students Tier Three -Tier One PLUS… -Tier Two PLUS… -Intensive interventions -Specifically designed and customized interventions -Very small groups of students

25. The Performance Gap / 12 11 10 9 8 7 6 5 4 3 / Years in School The University of Kansas Center for Research and Learning

26. The Performance Gap / Existing Support Grade Level Expectations Demands Skills Years in School The University of Kansas Center for Research and Learning

27. The Performance Gap Years in School / Infrastructure Supports Existing Support Infrastructure Support Flexible Scheduling Planning Time Professional Development Time Extended Learning Time Smaller Learning Communities Grade Level Expectations Demands Skills The University of Kansas Center for Research and Learning

28. The Performance Gap / Grade Level Expectations Demands Skills Instructional Core System Learning Supports Infrastructure Supports Current Supports Progress Monitoring Data-Based Decision Making Problem-Solving Instructional Coaching Professional Learning System Learning Supports Years in School The University of Kansas Center for Research and Learning

29. The Performance Gap / Grade Level Expectations Demands Skills Instructional Core System Learning Supports Infrastructure Supports Current Supports Years in School Instructional Core Motivation/Behavior Supports Smarter Standards- Based Curriculum Planning Engaging Instructional Materials& Activities Student-Informed Teaching Connected Courses & Coherent Learning Continuum of Literacy Instruction The University of Kansas Center for Research and Learning

30. School Improvement Cycle Plan Evaluation Did our plan work? Plan Evaluation Did our plan work? Problem Analysis Why is it happening? Problem Analysis Why is it happening? Problem Identification What is the Problem and Is it Significant? Problem Identification What is the Problem and Is it Significant? Plan Development What shall we do about it? Plan Development What shall we do about it? http://www.ncrel.org/sdrs/school.htm Problem Solving Process Similarities?

31. http://www.nsdc.org/connect/projects/resultsbased.cfm

32. School Improvement Activity What are your current SI Goals? What content is covered in the current professional development plan? What problems or issues often come up at your school?

33. ICE SCRAPER

34. So...WHAT is RTI? 1. An eligibility process for determining if a student has a learning disability? 2. An opportunity to redress years of dissatisfaction with both special education and general education? We See IT as Both

35. Program vs. Framework not programs Response to Intervention (RtI) and School- wide Positive Behavior Support are not programs, but frameworks for designing and implementing proactive, preventative programming using data.

36. Who Do We Serve in a Problem- Solving Model? We identify: 1. Students with Basic Skills or Severe Literacy Deficits for Direct Service 2. Students without these Deficits who Need Indirect Service for Success in Content Area Courses

37. Screen and Monitor Screening & Prediction – State Assessment – *Word/Passage Fluency – *Correct Word Sequencing Progress Monitoring – Comprehension Measure – *Three Minute Maze Test *progressmonitoring.org (Espin et al.)

38. Secondary Intervention and Progress Monitoring Research by S. Vaughn – Tier I: Require Prof.Development for Content Teachers on Effective Practices in Reading and Comprehension of Academic Texts and Vocabulary/Concept Development

39. Intervention/PM continued Tier II: – Teach Word Level Skills – More Intensive – Supplemental Instruction in Comprehension and Vocabulary – Facilitate Their Use in Tier 1 Activities

40. Possible Data Sources Activity Brainstorm the potential data sources in your school… Examples may include: – Dean Referrals, Tardies, Suspensions, Expulsions, Outside Placements, Drop Outs – Common Assessments, CBM, Yearly Progress Pro, Failure Rates

41. The High School Solution: Building Continuously Improving Tier 1 General Education Instruction ~80% of Students ~15% ~5% Use of Teaching Routines and Learning Strategies (Kansas) Well-Designed Curriculum with a “Big Ideas” Focus or Ability to “Distill” Curriculum to Big Ideas Effective Secondary Classroom Management Study and Organizational Skills Curriculum Modification

42. After Screening Then ask… Five important questions about literacy supports!

43. 5 Key Questions 1.What happens for those students who are reading below the 4 th grade level? 2.What is in place across a school staff to ensure that students will get the ‘critical’ content in spite of literacy skill? 3.What happens for students who know how to decode but can’t comprehend well? 4.What steps have been taken to ensure that powerful learning strategies are embedded across the curriculum? 5.What happens for students who have language problems?

44. Improving Content Area Instruction in General Education: WHAT? Consider a Common – Scientifically Based Core Language Arts Program Increase Access to – Strategic Instruction Model (SIM) Build – Common Assessments in Content Provide Staff Development Around – Effective Grading Systems Train and Support School-Wide and Within the Class – Effective Behavior Support

45. Increase the Capacity of General Education to Teach ALL Students Critical Content regardless All students learn critical content required in the core curriculum regardless of literacy levels. Teachers compensate for limited literacy levels by using… Explicit teaching routines, Adaptations, and Technology to promote content mastery. For example: The Unit Organizer Routine all most some

46. Key Skills Sets for Secondary Support (http://www.ku-crl.org/)

47. A Major Source of Support for Secondary

48. http://www.kucrl.org/iei/sim/ceroutines.ht ml

49. Content Enhancement Routines (Creating “learning-friendly” classrooms) A way of teaching academically diverse classes in which… – The integrity of the content is maintained – Critical content is selected and transformed – Content is taught in an active partnership with students The University of Kansas Center for Research and Learning

50. Content Enhancement Teaching Routines Planning & Leading Learning Course Organizer Unit Organizer Lesson Organizer Exploring Text, Topics, & Details Framing Routine Survey Routine Clarifying Routine Ordering Routine Teaching Routines Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine The University of Kansas Center for Research and Learning

54. Elida Cordora NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience UNIT SELF-TEST QUESTIONS is about... UNIT RELATIONSHIPS UNIT SCHEDULEUNIT MAP CURRENT UNIT 1 3 2 4 5 6 7 8 The roots and consequences of civil unrest. The Causes of the Civil War Growth of the Nation The Civil War Sectionalism pp. 201-236 1/22 Cooperative groups - over pp. 201-210 1/28 Quiz 1/29 Cooperative groups - over pp. 210-225 "Influential Personalities" project due 1/30 Quiz 2/2 Cooperative groups - over pp. 228-234 2/6 Review for test 2/7 Review for test 2/6 Test Areas of the U.S. Differences between the areas Events in the U.S. Leaders across the U.S. was based on emerged because of became greater with was influenced by descriptive cause/effect What was sectionalism as it existed in the U. S. of 1860? How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War? compare/contrast 1/22 What examples of sectionalism exist in the world today?

55. How will Content-Area Strategy Instruction be provided? Middle School – Embedded into content-area courses – Strategy Instruction course as part of the fine arts rotation – Strategic tutoring in place of foreign language High School – Embedded into content-area courses – Strategic tutoring in place of study hall – Strategy Instruction as an elective

56. A Major Source of Support for Secondary

57. Components of Well-Designed Syllabi Contact Information Course Goals and Big Ideas Instructions and Directions as to How to Get Help Course Materials Behavior Expectations and Consequences Detailed Information About the Grading System Course Calendar and Due Dates Self Monitoring Checklists Access to Models for Papers, Projects, Tests

58. Evaluate Components of Syllabus

61. Not Everything We Teach Is Equally Important “The sheer quantity of information requires us to constantly determine what to include in a course” Keith Lenz, 2003 http://www.ku-crl.org/archives/classroom/smarter.html

63. Students need intensive intervention to work on basic literacy components. Students develop the foundational phonics, fluency, and comprehension skills through specialized, direct, and intensive instruction in reading. Intensive instruction in listening, speaking, and writing is often a part of these services. For example: Courses in researched-based reading programs such as the SRA Corrective Reading Program or REACH.

64. How will basic literacy skill instruction be provided? Requires a double-block schedule of English/Language Arts and Reading. Where does the time come from? – High School Option Reading as an elective – Middle School Options Reading instruction instead of foreign language Reading course within the fine arts rotation

65. An intensive multi-faceted option for those who need it. Students with underlying language needs learn the linguistic, related cognitive, metalinguistic, and metacognitive underpinnings they need to acquire content literacy skills and strategies. For example: Speech-language pathologists, special education teachers, and social workers engage students in educational language and literacy instruction using a researched-based program such as the Sopris West Language! Program.

66. http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%2 0Briefing%20Paper%20Secondary%20Reading.pdf

67. Read the Carnegie Documents: http://www.carnegie.org/literacy/why.html http://www.carnegie.org/literacy/why.html

69. Websites for Scientifically Based Behavior Support National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS): www.pbis.org www.pbis.org Safe and Civil Schools: www.safeandcivilschools.com www.safeandcivilschools.com

70. At the School Level

73. At the Referral Level

74. Maze

76. R- CBM

78. Program Options Tier 1: Pre-teaching Key Vocabulary Tier 2: Co-taught English/Reading Block with REWARDS Co-taught Course on before, during, and after reading strategies with a focus on content-area text Tier 3: Social Opportunities Academic Readiness(SOAR): Includes Language!; Social Language Skills; Vocational Opportunities; Post-Secondary Exploration

79. Intermediate and Secondary Reading Interventions

80. Intensive Reading Intervention

81. High School Tier 2 Example: Freshman Reading Classes Class A: guided reading, modeling, class discussions, comprehension checks, oral reading, graphic organizers, REWARDS Class B: guided reading, modeling, class discussions, comprehension checks, oral reading, graphic organizers

82. WRC Mean Rate of Growth Per Week Class A mean rate of growth = 0.67 WRC/week Class B mean rate of growth = -1.22 WRC/week

83. Instructional Planning Form Goal: In 32 weeks, Cary will read 95 cwpm with at least 95% accuracy. Instructional Procedures Focus or Skill Teaching Strategy MaterialsArrangementsTimeMotivational Strategies Decoding FluencyREWARDS reading program REWARDS Class novels/short stories Small group (13:1) 50 min 2X/week Approx 30 min wk 1 min biweekly Grades Candy Peer Praise Charting progress Reading Comprehension Comprehension strategies (visual/graphic organizers) Graphic organizers Novels Small group (13:1) Varied 5 days/week Positive teacher feedback Grades Class Discussions REWARDS comp questions Novels REWARDS Small group (13:1) Daily 50 min 2X/week Positive teacher/peer feedback Candy

84. Cary’s Progress

85. Next Steps… Math! – Math Department Proposal: Screening & Progress Monitoring Yearly Progress Pro (YPP) McGraw-Hill – Includes: CBM & Custom Tests

86. YPP Examples 7th Grade Math Class 8th Grade CBM Probe

87. YPP Algebra & Geometry Skill Clusters

91. Developing Components Systems – General survey of priorities, Effective Behavior Support Survey, Team Implementation Checklist tell you what you want to do Practices – School-wide Evaluation Tool tells you how much is in place Data – Curriculum Based Measures and Office Referral Data tell you with whom to focus Steve Romano and Hank Bohanon

92. School wide Expectations Identify expectations of the setting Develop team/plan/support Directly teach expectations Consistent Consequences, Acknowledge/Reinforce (Tall, Vente’, Grande) Collect Data Communicate with staff On-going evaluation

93. Accessed 3-7-06 = http://web.utk.edu/~swpbs/schools/data/hchs/HCHS%20SET%209%2028%2005.doc

95. (02-03 compared to 03-04 X2 = 53.199, df = 2, p =.000) (03-04 compared to 04-05 X2 = 6.324, df = 2, p =.042)

96. Practice To address tardies (high school) – names of students from class were put into a drawing. Four students’ names were drawn at random weekly, if they had no tardies, they could choose a prize.

97. Report from School Teachers were not able to sustain, teachers did not remember to conduct drawings. We can use department chairs to provide reminders and support to staff (System)

98. Step 1: Problem Identification Question: What is the discrepancy between what is expected and what is occurring? 2/3 of Maple’s individual student referrals were due to lack of on-time assignment/homework completion.

99. A homework assignment is defined as any academic assignment assigned by a core academic, foreign language, allied arts, or physical education teacher to be completed after school. Homework does not include bringing appropriate supplies to class, turning in forms of any kind, or participation in fundraising activities. A homework assignment that is turned in on time is defined as being received by the assigning teacher at the requested day and class period.

100. Comparison of Fall 2003 and Fall 2004 homework completion 2003 Average student had 18 assignments Average student turned in one assignment late Average student had 7% of homework late 2004 Average student had 18 assignments Average student turned in one assignment late Average student had 6% of homework late

101. ~0-1 assignments ~2 ~3 ~0-1 assignments ~2 ~3 Total Number of Homework Turned in Late Fall 2003Fall 2004

102. Step 2: Problem Analysis Question: Why is the problem occurring? Teachers determined a number of hypotheses including: – Lack of time – Lack of skill – Lack of motivation/interest in the subject area

103. Step 3: Plan Development Question: What is the goal? All students would turn in at least 80% of their homework on time. Question: How will progress be monitored? Teachers will meet weekly and calculate the average work turned in per week for all students attending Homework Extension.

104. Question: What is the intervention plan to address the goal? Homework Extension takes place during lunch periods. Students assigned to Homework Extension will go to the lunchroom to get their lunch (if purchasing their lunch) and then report to the Homework Extension classroom. Homework Extension is supervised by one/two of the lunch room supervisors in a separate classroom.

105. Homework Extension lasts the entire lunch period for the course of five school days. Students are then reevaluated. If work completion exceeds 80%, the student may return to the lunchroom. If not, he/she will be reassigned to Homework Extension. If a student attends Homework Extension for three consecutive weeks, then the student is automatically referred for individual student problem solving.

106. Step 4: Plan Implementation Question: How will implementation integrity be ensured? The principal required a weekly e-mail sent out to report which students qualified for Homework Extension and which attended Homework Extension and met their goals. The principal and assistant principal found a classroom and staff who would assist and monitor students’ work completion during lunch.

107. Step 5: Plan Evaluation Question: Is the intervention plan effective? A.Are the students making progress toward the goal? Yes, 66% of students were in HE for 1 week. (33%-2 weeks; 3%-3weeks; 11 students total.) B.Is the student decreasing the discrepancy between him/her and the general education peers? Yes, 77% of students were in HE only 1x. (11%-2x; 8%-3x; 4%-4x; 6 students total.) C.Is the plan able to be maintained in the general education setting? No, 34% of students were involved in HE; Universal not targeted problem.

108. Lessons Learned A targeted, sustained commitment (3-5 years) by school and district administrators and large majority of staff is required to impact the targeted outcomes and build capicity Decision-making team structures must be established to drive the change (independent of persons/personalities) Resources to launch and sustain the initiative must be committed and protected (to weather points of resistance and stall)

109. More Lessons The impact of adding a new initiative on top of other initiatives must be carefully analyzed. Start-up must be delayed until the new initiative can be given sufficient time, energy, and sustained commitment Improving student outcomes involves much more than simply providing professional development on targeted interventions

110. Plan Evaluation Outcomes Form