1. High School Implementation of a Multi-Level System of Support

2.  Suburban high school with 874 students ◦ 23.5% economically disadvantaged ◦ 9.6% students with disabilities ◦ 1.6% limited English Proficiency ◦ 84.8% white, not Hispanic  PLC School District since 2008 ◦ 7 th school year  13 Square miles

3.  Take it to 25 ◦ School Vision

4.  What are the challenges of RtI at the secondary level? ◦ Use of a Wordle  The challenges we have identified… ◦ Reading / Math skill development versus career exploration ◦ Low skill levels in several areas ◦ Need for a strong system ◦ Need to intervene for skill deficiency AND credit/grade deficiency “High School staffs are independent contractors that share a common parking lot.”

5.  Today’s discussion will focus on three parts ◦ Use of an Early Warning System ◦ Use of a TAPS team to drive PLC work ◦ Intervention development and evaluation

6. Wisconsin’s Vision for RtI http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf

7. Early Warning System TAPS Group Intervention development and evaluation

8.  First Implemented ◦ Professional Learning Communities ◦ Pyramid of Interventions  Came back to a focus on Universal Instruction  Led to changes in… ◦ Professional Calendar ◦ Student Schedules ◦ Types of PD and Collaboration ◦ School Culture  And… ◦ A Focus on Freshmen

9.  2012 Data Retreat ◦ Use of a Venn Diagram to look at students from low socio-economic, below grade-level in MAP assessment, and failed one or more classes  Humbled by realization

10.  Need to dispute what we all “know” ◦ “adaptive change”  Need to evaluate interventions  Manage data from multiple areas of student achievement and demographics

11.  Exploration of other systems ◦ Found out what features we wanted in an EWS ◦ Most were focused on graduation versus our vision ◦ Hard to manipulate or limited amount of data sets ◦ Wanted to own it

12.  Started by using Microsoft Excel ◦ Quick upload of data ◦ Store a lot of data ◦ Easy to use in terms of conditional formatting, hiding cells, etc. ◦ Limitations  Difficulty to pull out specific information about specific students  Coupled with Microsoft Access ◦ ONLY view specific students and specific data ◦ Refutes what we “all know” at times

13.  Demonstration of EWS use  Sample Questions ◦ Did Reading 9 students have greater growth as measured by MAP compared to similar students not enrolled in Reading? ◦ E-math question ◦ Audience Question

14.  Consists of three counselors, principal, associate principal, school nurse, at-risk teacher, English Language teacher, school psychologist and School Resource Officer  Meets weekly

15.  Progression over a 7 year period ◦ From Admiring problems….. ◦ To a focus on identifying interventions for individual students with an expectation of action…  Randomness of selecting students  Dependent on adults to id versus a system  Felt like gossip too often ◦ To a focus on celebrating and identifying interventions for groups of students…  System comes first, then the adults  EXAMPLE - Attendance

16. Year 1Year 2 Year 3 Year 5 Year 6Year 7Year 4 Percent of freshmen with no failing grades at the end of Q1

17.  Brainstorm without the constraints of logistics ◦ Example – Lifetime PE Course with counselor support  TAPS group owns the vision and communicates to PLC Groups  Understanding how the EWS works with TAPS ◦ Example: English 10 discussion ◦ Action Steps

18.  Point of emphasis – MUST start with improving tier one / universal instruction ◦ - Example – US History Vocabulary ◦ - PLC Work  Learning from Mike Mattos ◦ Development of an intervention grid by admin PLC and TAPS team

19.  Intervention Grid Intervention Research Based Directive Timely Highly Trained Systematic Criteria Will or Skill Measured +0-+0-

20.  Structured Study Hall ◦ Tiers 1 and 2  Commons  340 period

21.  Modified Block Schedule ◦ 8 periods (47 minutes) Monday, Tuesday and Friday ◦ 4 periods (85 minutes) on Wednesday and Thursday - Resource Period – 40 minutes

22.  Honors Areas  Scheduled by area of greatest need  Enrichment  340

24. Early Warning System TAPS Group Intervention development and evaluation

25.  Jared Schaffner, Principal ◦ schja2@onalaskaschools.com schja2@onalaskaschools.com  Anna Curtis, Associate Principal ◦ curan@onalaskaschools.com curan@onalaskaschools.com 608-779-5760