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Response to Intervention (RtI): Important Components at the High School Level Charles Johns, Ph.D., Principal, Rolling Meadows High School Christine Martin,

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Presentation on theme: "Response to Intervention (RtI): Important Components at the High School Level Charles Johns, Ph.D., Principal, Rolling Meadows High School Christine Martin,"— Presentation transcript:

1 Response to Intervention (RtI): Important Components at the High School Level Charles Johns, Ph.D., Principal, Rolling Meadows High School Christine Martin, ASPIRE North Regional Coordinator & Indian Prairie RtI Coach Lindsay Schrand, NSSED RtI Coach Sharon Tate, Assistant Superintendent for Student Services, Indian Prairie District #204

2 Problem Solving/RtI Problem Solving Model incorporates 3-Tier Model with Scientifically-Based Data Systems & uses Scientifically-Based Interventions and Data-Based Decision Making for What is RtI?

3 Problem Solving including RtI Problem Solving Model incorporates Current Policy: Outcomes-Driven; All Students What is RtI?

4 A GLIMPSE OF 4 STEPS USED AT ANY LEVEL/TIERS 4. Evaluate 2. Analyze 1.DEFINE THE PROBLEM 3. Develop a Plan

5 General High School Considerations for Planning: Problem Solving Process Process shouldnt be different for High School

6 Problem Solving including RtI 3-Tier Model with Current Policy: Outcomes-Driven; All Students What is RtI?

7 ACADEMIC SYSTEMSBEHAVIORAL SYSTEMS STUDENTS Tier 1 Core Instructional Interventions All students Preventive, proactive 80% Tier 1 Core Instructional Interventions All settings, All students Preventive, proactive Tier 2 Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 15% Tier 2 Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 15% Tier 3 Intensive, Individual Interventions Individual Students Assessment - based Intense, durable procedures 5% Tier 3 Intensive, Individual Interventions Individual Students Assessment - based High intensity Of longer duration 5%

8 3-Tier Model General High School Considerations for Planning: Need to create structures for supplemental and intensive instruction

9 Problem Solving including RtI Scientifically-Based Data Systems & uses Current Policy: Outcomes-Driven; All Students What is RtI?

10 District Assessment Plan Shift District approach from: Assessment OF Learning to Assessment FOR Learning. Shift Thinking to Every Ed

11 Data Systems General High School Considerations for Planning: Use of Data Readily Available ISAT/PSAE GPA Attendance Discipline Referrals Add Common Assessments Formative Summative

12 Problem Solving including RtI Scientifically-Based Interventions and Current Policy: Outcomes-Driven; All Students What is RtI?

13 Scientifically-Based Instruction & Interventions General High School Considerations for Planning: Need to improve instructional reach through universal design for learning principles Content Enhancement Strategies Learning Strategies Move to deep rather than wide curricular expectations

14 Problem Solving including RtI Data-Based Decision Making for Current Policy: Outcomes-Driven; All Students What is RtI?

15 The New Way: RtI and Individual Referral-Driven Problem Identification Combines the use of benchmark data from the universal screening process to identify students needing supplemental or intensive instruction (RtI), along with continued use of an individual student referral driven process to identify students who may require additional academic or behavioral intervention.

16 Schools Use CBM in Universal Screening Instead of Referral Driven Practices < 25th Tier 2 Candidates <10th Individual Problem Solving and/or Tier 3 Candidates Mark Shinn, 2007

17 Kelly in Red Seems to be a Problem Now does she look like a problem? How Do you KNOW if Core Instruction is Working: Screen-Many students not Learning at Tier 1 Grade Level Standard

18 Data-Based Decision-Making General High School Considerations for Planning: Need structure for houses and departments to regularly review data, make instructional/intervention changes

19 How do we get there? Training includes Leadership Team & Coaches supported by Changing Roles & involves Data by looking at Process, Eligibility, & Intervention to create changes in

20 Coaching provides... Push-in, continuing staff development Push-in, continuing staff development Intervention & Technology support Intervention & Technology support Model-Lead-Test of concepts taught Model-Lead-Test of concepts taught through training through training Accountability for quality implementation Accountability for quality implementation Fidelity of process, assessments, interventions Moral support Moral support


22 How We Started Information gathered via needs assessment Information was compiled Based on Data determined next steps…

23 Next Steps… Building Level Leadership Team Format/Process On-Going Needs Assessment Universal Screeners Technology for Integrated Data System Entrance and Exit Criteria for Intervention Professional Development Parent Involvement Role Change

24 Self-Assessment Standards-Based Curriculum and Research-Based Instruction Treatment Fidelity Tools Standardize communication regarding resources Research-Based Assessment Practices Screeners, entrance/exit Progress monitoring Technology Solutions Student Intervention/Problem Solving Team Systematize Process Develop Policy Intervention Strategy Identification Gap Analysis Tx Integrity & Entrance/Exit Resource Allocation.5 FTE Induction Process Partners (IASPIRE/University) Manual/Handbook Professional Development Priority PD Specialized training Technology Students/Parents Consensus Building ID Building Team Communicate with all staff Including parents/stakeholders

25 Prioritized Timeline to Prepare Transition Plan Meet with Technology Support Building Leadership Team Outline Professional Development Activities for Next Year Screening Process (data, team, decisions) Policy/Procedure (e.g., Manual/Handbook)

26 District 204s High School Implementation Framework

27 Benchmarking Common Summative/ Formative Assessment Instructional Planning Forms Common Unit/ Course Organizers Begin using data to make decision for students ( GPA, Common Summative And Formative Assessments, homework completion %, discipline data)

28 Indian Prairie Dist 204 Neuqua Valley Freshmen Campus: Tier 2 Example Problem Solving Team Mark Truckenbrod, Kerry Cahill, Janine Keca, Mart OConnor, Pam Witt and Michelle Perkins Spring, 2008


30 Whats the Problem? Definitional Component ProblemHow do you know? What Is Expected Students will pass academic courses Dedicated Teaching Staff, High Expectations What Is Occurring Some courses have higher semester failure rates than others. From semester data, two core course have significantly higher failure rates.

31 PS Team Decision Our team decided to focus on one academic course. We targeted World Geography because it is a required course and has the most failures first semester.

32 Problem Analysis Planning World Geography Teacher Survey. Absences contribute to low scores on many assignments. Deans professional opinion that this is not a concern. Smaller percentages of students than anticipated fit this category. Students have excessive absences or discipline problems. World Geo. Teacher survey. Some teachers assign more homework than others. Interviewed students and teachers about their views of homework. Many students in Biology and World Geo do not pass due to inc. homework Students do not complete homework World Geo Teachers Survey. Teachers in World Geo believe that homework is a key factor. Reading specialists evaluate the validity of current tests. Current middle school tests do not provide enough information. Students lack specific skills TestObserveInterviewReviewHypothesis Students lack specific skills Students do not complete homework Students have excessive absences or discipline problems

33 Why is the Problem Occurring? Student failures may be occurring due to lack of homework completion. Student failures may be occurring due to low test scores.

34 World Geography Survey Does your department calculate grades based on categories or total points? If categories are used, please list the names and weights. What is your late work policy? Is there a difference between late homework assignments and major assignments? What is your homework policy? Do you assign homework daily

35 World Geography Survey What is the biggest determining factor in a students failure? What can be done to help students succeed?

36 Specific Intervention The PS team further narrowed its focus on improving student achievement and reducing failure rates in World Geography by targeting homework completion. This decision was based on the World Geography Teacher Survey and current, accumulated data.

37 Initial Student Target Group 48 The initial target group was decreased to 34 students in order to eliminate special education students and students with grade contracts. LastFirstTchrPerIDLunchPswrd

38 In seven weeks, when a student who has failed World Geography first semester begins or continues to fail second semester, this student will attend a 20 minute mandatory homework assistance program monitored by the problem solving team and Social Studies teachers during option period until a passing, satisfactory grade percentage is achieved.


40 Student Orientation Initial Student Meeting – 4/07/08 Greeting and Introductions – hand out homework folders – check to see which students dont have an assignment notebook. Rationale for program Want them to pass classes – especially required classes such as geography. Want them to take ownership for their personal academic success (e.g., use assignment notebook, view pinnacle weekly, check in with adult staff member). Provide extra time in school with teacher support to work on homework and answer questions. Program Mechanics: –Each student will be given a folder to track late work, keep all homework in, and track work completion and personal effort on each assignment. –Each student who does not currently have an assignment notebook will be given a new one, and is expected to use. Assignment notebook will be checked for completion daily in resource. –You will be required to report to a resource room for the first 20 minutes of your option. You are expected to be there when the bell rings. If you dont show up, deans assistants will be sent to find you. Tardy policy will apply to this class. –You will be assigned an adult staff member at Neuqua who you will check-in with every Friday to review your grade and homework completion rate in geography. You and the staff member you are assigned to will decide on a time when you will consistently meet every week. –If you have no missing homework assignments (in geo) when you check-in with your assigned adult AND have a passing grade for the class, you will not be required to attend resource for the following two weeks. If you have missing assignments and/or are failing, you must continue to come. Whether you are required to attend will be decided every other Friday. The contact person will enter Y (yes) or N (no) into the all-staff folder to indicate whether their student must attend the ARC for the next two weeks. Attendance will be monitored by the resource teacher on the same log. –This program will continue through the remainder of this school year.


42 Intervention Integrity Assessment Types of integrity assessment for our program: -self-report/log -checklist/rating scale direct observation Students are required to fill our a homework log each day for World Geography. World Geography teachers initial the form each day. Case managers or teachers review the homework log and dialogue with students during 20 minute option time.

43 Progress Monitoring Plan How? (method) Committee members and teachers monitor academic progress daily and check Pinnacle grades on Fridays for eligibility the following week. What? (materials) Review World Geography folders each day. Students are expected to write down information on logs daily. Where? (location) Option period locations. When? (frequency & time of day) Daily monitoring and set locations. Who? All targeted students currently failing World Geography.

44 Plan Evaluation-Option Attendance Attendance/ Communication done through common file on schools server

45 What are we going to do now? - Robert Doisneau, 1952 MO

46 Current Events We planned to meet in August to refine our ideas and come up with a plan We decided to expand MAR efforts Plans for Math Intervention also came online to be implemented in the fall

47 Current Events Two Efforts To Start This Year - Identified 24 incoming freshman as having a cummulative GPA <2.0 in MS - How will we identify others who we believe will benefit from this intervention?

48 Current Events We contacted the parents / guardians of the 24 identified freshman Two students have withdrawn from Neuqua Valley High School The other 22 parent/guardians are in full support of the effort (with review each 3 weeks)

49 Current Events Each student reports to Academic Resource for the first 20 minutes of the period Students are required to present their planners with up-to-date assignments listed for each day We met with AR teachers to ask for their assistance in taking attendance and to outline the intervention (Training?)

50 Current Events Weve asked each student to select a Faculty Advisor Brief training for Faculty Advisor Mart & Sandi continue to develop resources for Resource

51 Current Events We will conduct a review of all participating students after each 3 week period or 3 times per quarter Recommendations will be made for students to remain or be exempt from Mandatory AR Parent contacts will be made at this time

52 Current Events A student is exempt from Mandatory AR when they meet the following benchmarks: - 70% in all classes - No missing assignments

53 Current Events We are developing a data review process 3 week grade checks will remain in effect for each student identified Our current thought is to remain fluid, allowing students to be transitioned in/out of MAR VW

54 Current Events This is certainly a work in progress We continue to use the problem solving model to refine our practices

55 Current Events Our goal is to eliminate failures due to homework incompletion While homework impacts each department differently, this is a building-wide intervention that needs support from each department

56 Current Events YOU may be the only Faculty Advisor that can reach that kid Again, very short training for each Faculty Advisor to get you started Short training for each Resource Teacher to get them started

57 Youll find more information about Indian Prairies RtI process at: IAASE website RtI from Concept to Reality page – Illinois ASPIRE website Indian Prairie District 204 website click course catalog & type problem solving into search catalog

58 Questions for us?

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