GRO Presentation Response to Intervention and Special Education Pre-Intervention Model August 11th, 2008

Continuous Improvement Model Stage 1 Take Stock PLAN Stage 2 Focus on the Right Solution DO Stage 3 Take Collective Action DO Stage 4 Monitor and Adjust STUDY Stage 5 Maintain Momentum ACT Core Components of School Excellence: Rigorous and Relevant Courses Personalized Learning Environment Multiple Pathways to Post- Secondary Student Assessment and Program Evaluation Data Continuous Improvement Plan

VisionSkillsIncentivesResourcesAction Plan Change XXXXXXSkillsIncentivesResourcesAction Plan Confusion VisionXXXXXIncentivesResourcesAction Plan Anxiety VisionSkillsXXXXXXResourcesAction Plan Gradual Change VisionSkillsIncentivesXXXXXXAction Plan Frustration VisionSkillsIncentivesResourcesXXXXXFalse Starts Restructure Model

A School of Excellence! A School for Everyone! A Place Where We Prepare All Students for Their Next Level! Edina High School

Questions to Ponder What resources (time, space, people, funding) are available to be used to support this project? Are there existing resources that could be utilized to support this project? Who are the students to participate in these programs? Are student needs consistent with program goals?

Questions Continued…. Will our program need to diagnose individual needs and prescribe interventions? What methods will be used to engage, interest, and motivate our students? What would we like to see our students learn as a result of their participation? In what ways will involvement in our programs enhance the participants in-school experience?

Instruction Problem Solving/Organization Assessment RTI Building capacity for RTI Our Journey – Personal Learning

RTI Model

Special Services Dept. At-a-glance 13 Teachers 17 Paraprofessionals Specialists 165 Students in Special Education Grades 10, 11 & 12

Special Services Dept. At-a-glance 3 site based programs –Network –ASD –DCD Resource Rooms –Grade level –3 sections at grades 10 & 11 –4 sections at grade 12 –Total of 24 teacher hours a day

Special Services Dept. At-a-glance Lab Classes Math Lab (3 sections) Reading Lab (2) English 10 Lab English 11 Lab US History Lab Work Experience Lab Alternative Classes Math Reading History

Special Education Restructured Service Delivery Model –Meet the needs of students more efficiently –Utilizes our special education staff optimally –Paper maze may become more manageable – Just makes sense!

Decentralizing Break down silos –Your Students to Our Students –Move away from Lab classes as a replacement to core curriculum –Place expertise of staff into classroom Collaboration Differentiation Intervention Progress Monitoring High expectations

Decentralizing Move away from tutoring model in resource rooms Goals: –Reduce homework support –Reduce dependence on paraprofessionals for curriculum knowledge –Reduce number of students requiring resource support by meeting needs within the classroom

Emergent Need Arises Math Department identifies a need for collaborative action –Test security and modifications –Student placement in classes –Number of students in lab classes –High stakes testing and accountability A Meeting was held…

Pilot Model Embed teacher into Math and Language Arts departments Semester 2 Funding – Director of Special Ed. Staff Development to define roles and responsibilities Understand strengths and weakness of model

Collaborative Model Math Language Arts Special Education Department Member/ 1 per department Consultations with department members on IEPs / Modifications Teaming with teachers on classes or special lessons Mainstream students with support Creation of collaborative assessments Worth of Department Members… did I enter teaching to push papers or work with students? MORE!!!! Special Education Department Member/ 1 per department Consultations with department members on IEPs / Modifications Teaming with teachers on classes or special lessons Mainstream students with support Creation of collaborative assessments Worth of Department Members… did I enter teaching to push papers or work with students? MORE!!!!

Special Education Teacher Assessment Define Learning Gaps Individualized Learning Format Plato Algebra Class Instruction Based Upon Need Progress Monitoring Instructional Model Mainstream Small Group Sped/Non-sped Computer Based Instruction Remedial Content Driven Instructional Model Classroom Mainstream Co-planning Member of the department Small Group (All Students) Modifications

Pilot Service Delivery Model Team Teaching Small Group Interventions –Special Education –Non-special Education Plato Learning Lab –Math Example in Algebra 1

Building capacity for RTI How this fits Instruction Problem Solving/Organization Assessment RTI

TIER 1 Tier 1 Standards Aligned Instruction for All Students High Performance Instruction for all students –AP Courses –Specialized Courses

TIER 2 Tier 2 Instruction –Assessments Plato Math Assessment MCA Data Math Score Data 6-9 Student Performance in Class Supplemental Interventions for students at-risk –Literacy Coach –Numeracy Coach –Plato Math Support –After School Help –Plato Instruction –101 –Special Education Restructure Model

TIER 3 Tier 3 Supplemental Interventions High Risk –Assessments Plato Math Assessment MCA Data Math Score Data 6-9 Student Performance in Class High Risk –102 –Special Education Services –287

Pilot Outcomes Math Department pilot continues –Team teaching –Flexible group intervention –Testing within department –Collaborates on curriculum development –Supports PLATO –Liaison between case managers and Dept. –Includes non-special ed. Students in interventions

Pilot Outcomes Language Arts pilot adjusted –Reduction to half time role –Cont. Collaborative teaching role –Challenges faced: Differences in perceived need within department No shared vision resulted in confusion Slow change process and continue development

Special Education Restructured Service Delivery Model next steps: –Develop action plan to embed teacher into Science department and teacher into History department –Reduce number of resource sections by combining 11 th and 12 th grade students. (reduction of 24 to 18 teacher hours a day) –Align special ed teachers by departments –Reduce math labs from 3 sections to 2 per day –Add a site based program for students with mild to moderate DCD –Open teacher time for intervention and progress monitoring –Reduce time spent on paperwork

Building capacity for RTI Instruction Problem Solving/Organization Assessment RTI

Steps of Problem-Solving 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?

A journey to excellence begins with people who care…. Care about our school, our students, and each other. Rigor Relevance Relationships