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

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Presentation on theme: "Windram, 2009 Secondary RtI Implementation & Facilitation Holly Windram St. Croix River Education District."— Presentation transcript:


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

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

4 Windram, 2009 Why RtI at the Secondary Level? Shouldnt all the Special Ed kids be identified already? Im 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] Wont I have to do more work? How is this relevant to me - today - right now? Its just another initiative. When is lunch? Is this workshop over yet?

5 Windram, 2009

6 Why RtI at the Secondary Level NCLB IDEA 2004 Prevention We need more options

7 Windram, 2009 Whats so different about Secondary?

8 Windram, 2009 Specific Challenges for RtI at Secondary Schools 1)More kids! 2)Multiple feeder schools 3)More staff! 4)Decrease in individualized attention for students from staff

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

10 Windram, 2009 Specific Challenges for RtI at Secondary Schools 7)Student skill and performance discrepancies are greater. 8)Students are expected to independently self- monitor, organize, and be responsible for their own learning 9)Decrease of parent involvement.

11 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)

12 Windram, 2009 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

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

14 Windram, 2009 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.

15 Windram, 2009 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

16 Windram, 2009 CLHS Three Tier RtI Model: Examples

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

18 Windram, 2009 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

19 SCRED Problem-Solving Model 1. Problem 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? 4. Plan Implementation How will implementation integrity be ensured? 5. Plan Evaluation Is the intervention plan effective?

20 Windram, 2009 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

21 Windram, 2009 Who collects the data?

22 Windram, 2009 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

23 Windram, 2009 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)

24 Windram, 2009 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

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

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

27 Windram, 2009 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

28 Windram, 2009 RtI English 9: First quarter Three goals: 1.Build relationships with students 2.Establish regular cycle of CBM data collection & review. Set up graphs. 3.Apply problem-solving model for intervention decisions: what and for whom Professional Development

29 Windram, 2009 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.

30 Windram, 2009 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

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

32 Windram, 2009



35 What happened here?

36 Windram, 2009 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


38 Windram, 2009 Case Study: Jimmy

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

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

41 Windram, 2009 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 (; Christianson, et al.) and Behavior Education Program (Crone et al., 2004 )

42 Windram, 2009 Program Failure Rates

43 Windram, 2009 Program Referral Rates

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

45 Windram, 2009


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

48 Windram, 2009 CLMS Three Tier RtI Model: Examples

49 Windram, 2009

50 So you want to implement RtI at the Secondary Level?

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

52 Windram, 2009 Start small

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

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

55 Windram, 2009 Student Involvement and Relationships

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

57 Windram, 2009 Schedule data reviews

58 Windram, 2009 What is your decision-making process? Problem-Solving Process Is everyone trained?

59 Windram, 2009 When do comprehension and vocabulary instruction happen?... reading comprehension depends on knowledge and vocabulary. Its an organic and cumulative process.

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

61 Windram, 2009 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.

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

63 Windram, 2009 Staff Buy-In 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...

64 Windram, 2009 Show them the

65 Windram, 2009 Implementation integrity is essential

66 Windram, 2009 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

67 Windram, 2009 Facilitation

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

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

70 Windram, 2009 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

71 Windram, 2009 Clearly defined roles of team members

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

73 Windram, 2009 Facilitation Quiz

74 Windram, 2009 Agendas

75 Windram, 2009 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

76 Windram, 2009

77 Lets do one together

78 Windram, 2009 BREAK

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