National Center on Response to Intervention Sara Prewett, The National Center on RTI The University of Kansas RTI Scheduling Processes for Middle Schools

National Center on Response to Intervention Webinar Agenda  Middle school RTI study – how we know what we know.  Getting started – what did schools do first?  Scheduling RTI meetings – when did meetings occur?  Rearranging class schedules – how did schools schedule intervention classes? 2

National Center on Response to Intervention Middle School Information Gathering Activities

National Center on Response to Intervention Research Participants NCRTI staff spoke with middle school representatives from the following states: 4 Alaska Arizona California Colorado Connecticut Florida Georgia Idaho Illinois Iowa Maine Maryland Minnesota Mississippi Missouri Montana New York North Dakota Ohio Oregon Pennsylvania South Carolina Texas Utah Virginia Washington Wisconsin Wyoming

National Center on Response to Intervention Information gathering activities NCRTI staff  Initially called and asked schools to participate  Conducted two-hour phone interviews with participants. Asked about RTI practices for screening, progress monitoring, data based decision making and multi-level instructional practices.  Conducted follow-up two-hour phone calls with schools that implemented all essential components  Conducted site visits with schools 5

National Center on Response to Intervention Schools’ Demographics  Most schools served 6 th, 7 th, and 8 th grades  Schools represented rural, suburban, and urban schools.  Many schools had diverse student populations  IEPs ranged from 7% to 20% of the population 6

National Center on Response to Intervention Getting Started

National Center on Response to Intervention Getting Started Middle schools reported that they~  Established a planning team with relevant staff members  Set a regular meeting time for the RTI planning team  Reviewed student data profiles  Determined which students needed intervention classes 8

National Center on Response to Intervention RTI Meetings When schools repurposed existing meeting times, they were able to do the following:  Evaluate previous meeting time usage and outcomes  Communicate purpose, goals, and anticipated outcomes for the meeting time  Establish a clear agenda that included intended goals and outcomes  Evaluate the progress and efficiency of the meetings 9

National Center on Response to Intervention Scheduling Intervention Classes “We don’t let the computer schedule our kids; we schedule very thoughtfully.”

National Center on Response to Intervention Scheduling intervention classes Middle schools reported that they  Used elective periods  Added an additional class period  Pulled students from core classes  Provided extended learning time 11

National Center on Response to Intervention Scheduling~  Secondary level classes  Tertiary level classes 12

Example Class Schedule 13

National Center on Response to Intervention Who teaches the classes?  General education teachers  Special education teachers  Counselors  Full-time intervention teachers 14

National Center on Response to Intervention Flexible class schedules Middle schools discussed the need to  Establish schedules that allowed fluid student movement depending on their class needs. 15

National Center on Response to Intervention Conclusions Scheduling changes for RTI included  Establishing planning meeting times  Adjusting class schedules for the entire school  Monitoring students’ progress through data and making scheduling changes  Adjusting the schedule as necessary  Accommodating the needs of students and staff 16

National Center on Response to Intervention Scheduling Brief For additional information and resources, please see our information brief on scheduling~ Scheduling Frequently Asked Questions scheduling-processes-middle-school scheduling-processes-middle-school 17

National Center on Response to Intervention Other Additional Middle School RTI Resources  Middle School Implementation implementation-processes-middle-school implementation-processes-middle-school  “Frequently Asked Questions” brief (Fall 2011)  Middle School Essential Components report (Fall 2011) 18

National Center on Response to Intervention This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326E Grace Zamora Durán and Tina Diamond serve as the OSEP project officers. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be 19