1. June 19, 2008 Maurice McInerney, Daryl Mellard Presented at: National High School Center’s Summer Institute Washington, D.C. June 19, 2008 Tiered Intervention at the High School Level

2. June 19, 2008 Center Mission Build the capacity of State Educational Agencies (SEAs) to assist Local Educational Agencies (LEAs) in implementing proven and promising RTI models.

3. June 19, 2008 Center Objectives 1.To identify, adapt, evaluate, and scale up RTI models for identifying and serving students with disabilities; 2.To provide SEAs and LEAs with ongoing TA support, as needed and appropriate, to implement comprehensive RTI programs in local districts, schools, and classrooms; and 3.To disseminate information about proven and promising RTI models to parents, service providers, program administrators, policymakers, and other interested stakeholders across the country.

4. June 19, 2008 Center Service Areas 1.Technical Review Committee evaluation of RTI tools and practices for: Rigor and Impact Conditions for successful implementation Cultural and linguistic competence 2.Technical Assistance for SEA Capacity- Building: Face to Face At a Distance 3. Information Dissemination: Web-based Communities of Practice Library of Products for Educators and Families

5. June 19, 2008 Center Strategic Partners Center for Early Literacy Learning Center for Evidence-Based Practices Center on Instruction Center on Positive Behavioral Interventions and Supports IDEA Partnership IRIS Training Center National Center on Student Progress Monitoring National High School Center National Research Center on Learning Disabilities Project Forum

6. June 19, 2008 What is RTI? Response to Intervention Organizational framework for instructional and curricular decisions and practices based on students’ responses RTI Components –Screening –Tiers of instruction –Progress monitoring –Fidelity indicators

7. June 19, 2008 What do we mean by RTI? Response to intervention integrates assessment and intervention within a multi ‑ level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence ‑ based interventions and adjust the intensity and nature of those interventions depending on a student ’ s responsiveness, and identify students with learning disabilities or other disabilities.

8. June 19, 2008 Tiered Interventions Intensity- Interventions & Progress Monitoring

9. June 19, 2008 Presentation topics Essential considerations at the secondary level Research findings on RTI at the secondary level Tiered Instruction example from KU’s Center for Research on Learning Implementation issues

10. June 19, 2008 Considerations at the Secondary Level What percentage of the students are meeting expected performance levels? What role do the instructors have in developing students’ literacy skills and strategies? Fundamental Issue: The quality of the primary level of curriculum and instructional practices

11. June 19, 2008 Research Studies of RTI at the Secondary Level No experimental studies in an RTI framework of commonly associated components –Screening –Student progress monitoring –Tiered level of services –Implementation fidelity Descriptive studies of a few high schools

12. June 19, 2008McInerney & Mellard, RTI Ctr University of Kansas: Center for Research on Learning Founded in 1978. Almost 30 years of scientifically-based research; accepted as “Best Practices” nationally. Designed Strategic Instruction Model (SIM) –Learning Strategies –Content Enhancement Routines –Cooperative Strategies –Community Building Strategies –Motivation Strategies Developed Content Literacy Continuum Over $120 million R & D

13. The listening, speaking, reading, writing, and thinking skills and strategies required to learn in each of the academic disciplines.

14. June 19, 2008McInerney & Mellard, RTI Ctr RtI in Secondary School Setting: Riverbank High School Story - Implementing the Content Literacy Continuum Ken Geisick, Ed.D. Riverbank High School Principal Peggy Graving-Reyes National Site Coordinator, Midwest CLC Research Project CLC/SIM Professional Developer, KU Center for Research on Learning Silvia DeRuvo Program Associate California Comprehensive Center at WestEd

15. Thinking about the curriculum: Knowledge and Outcomes

16. Thinking About the Curriculum... Knowledge Course Critical Content

17. June 19, 2008McInerney & Mellard, RTI Ctr The CLC says… Each member of a secondary staff has unique (but very important) roles relative to literacy instruction –While every content teacher is not a reading teacher, every teacher instructs students in how to read and process content. –Instructional coaches may be necessary but aren’t sufficient. Some students require more intensive, systematic, explicit instruction of content, strategies, and skills

18. June 19, 2008McInerney & Mellard, RTI Ctr Content Literacy “Synergy” Improved Literacy CONTENT CLASSES Level 1. Enhanced Content Instruction TIER I CONTENT CLASSES Level 2. Embedded Strategy Instruction TIER I Level 3. Intensive Strategy Instruction strategy classes strategic tutoring Level 4. Intensive Basic Skill Instruction KU-CRLCLC- Lenz, Ehren,& Deshler, 2005 Level 5. Therapeutic Intervention Foundational language competencies

19. June 19, 2008McInerney & Mellard, RTI Ctr A Continuum of Literacy Instruction (Content Literacy Continuum -- CLC) Level 1: Enhanced content instruction (mastery of critical content for all regardless of literacy levels) Level 2:Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods) Level 3:Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences -4th & above) Level 4:Intensive basic skill instruction (mastery of entry level literacy skills at the PreK-3rd: decoding, fluency…) Level 5:Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies)

20. SUBJECT MATTER STRATEGIES Enhance content instruction Tier I: Universal Instruction in CERs SKILLS HIGHER ORDER LANGUAGE 1234512345 LEVELS TIER ITIER I Intensive strategy instruction Tier II: Targeted Interventions in LS (Short Term) Tier III: Specialized Treatments in LS (Long Term) Embedded strategy instruction Tier 1:Universal Instruction in Learning Strategies (LS) Intensive basic skill instruction Tier II: Target Interventions (Short Term) Tier III: Specialized Treatments (Long Term) Therapeutic intervention Tier III: Specialized Treatments (LSs, CERs, Traditional…)

21. June 19, 2008McInerney & Mellard, RTI Ctr Planning & Organizing Course Organizer Unit Organizer Lesson Organizer Exploring Text, Topics, & Details Framing Routine Survey Routine Clarifying Routine Order Routine Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine Content Enhancement Teaching Routines

22. June 19, 2008McInerney & Mellard, RTI Ctr Acquisition Word Identification Paraphrasing Fundamentals of Summarizing & Paraphrasing Self-Questioning Visual Imagery Word Mapping Interpreting Visuals Multipass Storage First-Letter Mnemonic Paired Associates Listening/Notetaking Vocabulary Expression of Competence Sentence Writing (Fundamentals and Proficiency) Paragraph Writing Error Monitoring Theme Writing Assignment Completion Test-Taking Essay Test Taking Learning Strategies

23. June 19, 2008McInerney & Mellard, RTI Ctr SLANT - A Classroom Participation StrategySLANT - A Classroom Participation Strategy Possible Selves (Motivational - Goal Setting Strategy) Cooperative Thinking THINK Strategy (Problem Solving)THINK Strategy LEARN Strategy (Learning Critical Information)LEARN Strategy BUILD Strategy (Decision Making)BUILD Strategy SCORE Skills: Social Skills for Cooperative GroupsSCORE Skills: Social Skills for Cooperative Groups Teamwork Strategy Community Building Series Focusing Together Following Instructions TogetherFollowing Instructions Together Organizing Together Taking Notes Together Talking Together Strategies for Effectively Interacting with Others

24. June 19, 2008 Analyzing Change vs. Stability William Reid (1987) School Culture (Social System) Team relationships Team chemistry RTI Components (Technology) Current practices Change agent Perceived Role ( Personal Theory) Professional beliefs Context

25. June 19, 2008 How can teaming be organized at the secondary level? Site-based literacy teams Teachers working across subject areas Teachers working within subject areas

26. June 19, 2008 Data Analysis Teaming Teams of like teachers working together to… Access critical data on all students’ performance related to achievement of standards Analyze data and find which students have which gaps in attainments Set measurable goals to close the gap Brainstorm or create instructional strategies

27. June 19, 2008 RTI in a School Reform Framework 1.What happens for those students reading below the 4th grade level? 2.What’s in place in core classes to ensure that students will get the “critical” content regardless of their literacy skills? 3.What happens for students who know how to decode but can’t comprehend well? 4.Are procedures for teaching powerful learning strategies embedded in courses across the curriculum? 5.What happens for students who have language problems?

28. June 19, 2008

29. McInerney & Mellard, RTI Ctr Resources: Content Literacy Continuum -- University of Kansas Center for Research on Learning: www.kucrl.orgwww.kucrl.org -- Strategic Learning Center www.smarttogether.org

30. June 19, 2008 Tiered Intervention at the High School Level Maurice McInerney (American Institutes for Research) Daryl Mellard (University of Kansas) The National Center on RTI is funded under a cooperative agreement (# H32E070004) issued by the Office of Special Education Programs, U.S. Department of Education, to the American Institutes of Research. The views expressed in this presentation do not necessarily reflect the policy or position of the U.S. Department of Education and no official endorsement should be inferred.