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Secondary RtI Implementation & Facilitation

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1 Secondary RtI Implementation & Facilitation
Holly Windram St. Croix River Education District Windram, 2009

2 "A journey of a thousand miles begins with a single step." -Confucius
Windram, 2009

3 Why RtI at the Secondary Level?
“Shouldn’t all the Special Ed kids be identified already?” “I’m here to teach the kids who show up to learn.” “I have to get through my content and you want me to teach [insert 1 million other things here]” “Won’t I have to do more work?” “How is this relevant to me - today - right now?” “It’s just another initiative.” “When is lunch?” “Is this workshop over yet?” Handout - What different about Sec v Elem. Windram, 2009

4 Windram, 2009 4

5 Why RtI at the Secondary Level
NCLB IDEA 2004 Prevention We need more options Windram, 2009

6 What’s so different about Secondary?
Handout Windram, 2009

7 Specific Challenges for RtI at Secondary Schools
More kids! Multiple feeder schools More staff! Decrease in individualized attention for students from staff Windram, 2009

8 Specific Challenges for RtI at Secondary Schools
5) Teachers have curriculum specializations 6) Emphasis on knowledge dissemination and independent skill application. Windram, 2009

9 Specific Challenges for RtI at Secondary Schools
Student skill and performance discrepancies are greater. Students are expected to independently self-monitor, organize, and be responsible for their own learning Decrease of parent involvement. Windram, 2009

10 Do we want it badly enough?
Ask the right question . . . The question is not, Is it possible to education all children well? but, rather, Do we want it badly enough? Deborah Meier in Schmoker (2008)

11 Chisago Lakes High School
1200 students 10% special education 8% free/reduced lunch 1% English Language Learning Four, 85 minute blocks 98% graduation rate Credit increase: 29 by Credit increase and how that might affect graduation rates Windram, 2009

12 02-03 School Year: Catalyst for Change
Incoming 9th graders. Top concerns: academic skills, social interactions, and work completion issues Sound familiar? Windram, 2009

13 Ninth grade “If you want to reshape high school, start by changing ninth grade.” “. . . success or failure in ninth grade is a pivotal indicator of whether or not a student drops out.” Windram, 2009

14 Timeline Year 1 (03-04): Problem-Solving Team and Process
Year 2 (04-05): Intervention Integrity and STP Intervention development Year 3 (05-06): RtI English 9 class Year 4 (06-07): RtI English 10, CLHS “Check & Connect” Year 5 (07-08): See table Windram, 2009

15 CLHS Three Tier RtI Model: Examples
Windram, 2009

16 Timeline for decision-making
Start with DATA Windram, 2009

17 CLHS: Problem Solving Student Assistance Team (Regular Education) = Problem-Solving Team Problem-Solving Team Members: Assistant Principal, guidance counselors, school psychologist, school nurse, police liaison officer, truancy prevention, chemical health, and mental health. Weekly, Monday AM 1x month data reviews with small group: AP, Counselors, School Psych., truancy, RtI Coach Windram, 2009

18 SCRED Problem-Solving Model
Identification What is the discrepancy between what is expected and what is occurring? 2. Problem Analysis Why is the problem occurring? 3. Plan Development What is the goal? What is the intervention plan to address this goal? How will progress be monitored? 5. Plan Evaluation Is the intervention plan effective? This is an intensive training - 5 half days - or some combination. Recommend 2 years. Please see me if questions about how to get trained. 4. Plan Implementation How will implementation integrity be ensured?

19 Problem-Solving Process at CLHS
Step 1: Student referred to SAT/Problem-Solving Team via counselors from teachers, parents, etc. Step 2: Problem Identification data are collected Step 3: Team prioritizes problem & decides next step: Level 1: Grade Level Team or Consultation/follow-up Level 2: Support Staff Consultation Level 3: Refer for STP Level 4: Extended Problem-Solving Team referral Refer to SST for consideration of SE evaluation Windram, 2009

20 Who collects the data? Note: Mention use of Web Portal here
Windram, 2009

21 Data Reviews RtI students and Alt English and Math: 2x per term
Teachers identify students of concern prior to meeting Graph review and problem-solving done as a team RtI Teachers, Principal, Asst. Principal, 1 or more counselors, School Psychologist 1x month for students in Problem-Solving CBM graphs Check & Connect data Windram, 2009

22 Critical features of remedial literacy instruction at the secondary level
Effective professional development Effective instructional tools incl. core curriculum and instructional methodology System reorganization and support Formative and summative assessment Building/classroom climate that fosters high student engagement Committee/Team (e.g., Allain, 2008; Alliance for Excellence in Education, 2004; Diamond, 2004) Windram, 2009

23 RtI English classes Daily, one 85 minute block, all year
DOUBLE the instructional time!!!! Typical English 9 & 10: 1 block, 1 semester Reading & writing interventions min. daily Core English 9 & 10 curriculum taught Modified pace Adapted based on students’ needs CBM Reading & Writing data collected on every student Data reviews 2x per quarter Windram, 2009

24 Who are the teachers English Teachers: Enthusiastic, experience with “at-risk” learners Intervention Specialists These were already existing positions Windram, 2009

25 How Students Are Selected RtI Eng 9
Spring of 8th grade, teachers introduce class to students and families Not required About students per year Windram, 2009

26 How students are selected
Multiple data sources and indicators of student engagement: CBM scores MAPs State level reading tests Attendance and grades Current 8th grade class enrollment 8th grade problem-solving status Eighth grade teacher input and recommendation No specific/formal entrance or exit criteria Windram, 2009

27 RtI English 9: First quarter
Three goals: Build relationships with students Establish regular cycle of CBM data collection & review. Set up graphs. Apply problem-solving model for intervention decisions: what and for whom Professional Development Windram, 2009

28 First quarter supplemental instruction
Whole group academic interventions for reading fluency and writing mechanics Daily Oral Language (DOL) Six Minute Solution (Adams & Brown, 2003) Peer tutoring, reading fluency building intervention. Same-level pairs, students engage in repeated readings of 1-minute nonfiction passages as their partners note the number of words read correctly. Windram, 2009

29 RtI English Classes End of first quarter: Identify additional needs at class, small group, and individual level. Rest of the year: On-going data collection and reviews Problem-solving for class, small group, and individual level Adapt supplemental instruction for basic reading and writing skills based on student need Windram, 2009

30 SCRED Target Scores CBM ORF: 170 words read correct
CBM Correct Word Sequences: 64 MAP R RIT: 226 MAP M RIT: 235 – Algebra I Windram, 2009

31 Windram, 2009

32 Windram, 2009

33 Windram, 2009

34 What happened here? Yes they met their growth targets, but they are still in RIT scores of So growing, but still discrepant. Windram, 2009

35 Special Education: SLD
SCRED districts use a SRBI process for SLD eligibility. CLHS: 05-06: 1 student 06-07: 1 student 07-08: 0 students Windram, 2009

36

37 Case Study: Jimmy Windram, 2009

38 Case Study: Jimmy - 7th Grade Level
Windram, 2009

39 Case Study: Jimmy - 8th Grade Level
Windram, 2009

40 Other Tier 2 Programming
Interventions with certified staff Master schedule for interventions Resource Room support staff progress monitoring CLHS “Check & Connect” at two levels: Correctives (Tier 1 & 2) CLHS “Check & Connect” = modified Check & Connect (http://ies.ed.gov/ncee/wwc/reports/dropout/check_conn/index.asp; Christianson, et al.) and Behavior Education Program (Crone et al., 2004) **Extremely thankful to Sandy Christenson who has partnered with us to collect these data and assist with data management, and designing interventions based on the data. Windram, 2009

41 Program Failure Rates data Windram, 2009

42 Program Referral Rates
Windram, 2009

43 What is the influence on schoolwide outcomes
???? Windram, 2009

44 Some descriptive failure rate data. No causal evidence
Some descriptive failure rate data. No causal evidence. We see promising trends here. Windram, 2009

45 Windram, 2009

46 Chisago Lakes Middle School
816 students 10% special education 15% free/reduced lunch 1% English Language Learning Seven period day Daily homeroom - CORE Connect Windram, 2009

47 CLMS Three Tier RtI Model: Examples
Windram, 2009

48 Windram, 2009

49 So you want to implement RtI at the Secondary Level?
Windram, 2009

50 Start with school-wide literacy and/or positive behavior support
Windram, 2009

51 Start small Secondary: Ninth Grade Windram, 2009

52 5-8 years for secondary settings
More time! 5-8 years for secondary settings ( Windram, 2009

53 Be Prepared to Disrupt the Master Schedule!
Windram, 2009

54 Student Involvement and Relationships
Windram, 2009

55 Do you have data? Screening Formative Summative Reliable & Valid
Windram, 2009

56 Schedule data reviews Windram, 2009

57 What is your decision-making process?
Problem-Solving Process Is everyone trained? This is the - so we have the data - now what part Windram, 2009

58 When do comprehension and vocabulary instruction happen?
“ reading comprehension depends on knowledge and vocabulary. It’s an organic and cumulative process.” Windram, 2009

59 Teaching content? SIM strategies
Strategic Instruction Model Routines to help bring order and priority to the content Windram, 2009

60 Administrator is a leader for change
Do it. Do with baby steps or not, but do it. “If, as a school leader, you wait to improve [insert whatever you want here] until you have total buy-in from the school community, then your school will be the last to change.” “Improving Student Attendance” by Douglas Reeves in Educational Leadership, May 2008 (Vol. 65, #8, p ); Windram, 2009

61 Is the administrator(s) an instructional leader?
Windram, 2009

62 Staff Buy-In and above all . . .
Start with a few motivated, charismatic staff Make in-person connections ( s do not cut it) Give educators tools for remedial/basic skill instruction for academics and PBS Create time for their involvement, e.g., no bus or hallway duty, schedule team meetings during prep, etc. For every 1 new task/initiative added, take 2 away. and above all . . . Lots of research - here’s our experience . . . Windram, 2009

63 Show them the DATA!!! Windram, 2009

64 Implementation integrity is essential
Windram, 2009

65 A closing thought . . . “We have to teach the children we have;
Not the children we used to have Not the children we want to have Not the children we dream to have” - Woodrow Wilson Windram, 2009

66 Facilitation Windram, 2009

67 Meeting facilitation - another role for school psychologists
Building RtI team Grade level teaming Windram, 2009

68 Grade Level Data Review, Analysis, Intervention Planning
Grade Level Meetings Purpose Grade Level Data Review, Analysis, and Intervention Planning Problem Identification Define Tier Cut-Off Scores & Review Triangle Data Create Updated Intervention Plan for Each Tier Plan Implementation Plan Development Problem Analysis Group Students According to Tiers & Needs Review Resources & Match to Interventions Review Interventions & Match to Students’ Needs Windram, 2009 Courtesy of D204 68

69 Building RtI teams The problem solving process needs nurturing
You can use agenda or forms to guide the process Well-oiled teams may not need either after working together and solving problems Windram, 2009

70 Clearly defined roles of team members
Handout - Team roles table Windram, 2009

71 What are qualities of good meeting facilitators?
Think, Pair, Share What are qualities of good meeting facilitators? Windram, 2009

72 Facilitation “Quiz” Windram, 2009

73 Agendas Windram, 2009

74 Problem Solving As a school psych you can be very instrumental in
developing a well-defined problem identification statement as well as helping teams through problem analysis and generating relevant hypotheses for developing a plan Windram, 2009

75 Windram, 2009

76 Let’s do one together Walk through the process - have audience ask me (as the classroom teacher) questions, guiding people to low level inferences and data to support hpotheses made. Discuss (briefly) the issue of problem admiration Windram, 2009

77 BREAK Windram, 2009


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