1. Using a Tiered Instructional and Behavioral Support and Intervention Model in the Secondary School Setting Whittney Smith wsmith@mineola.k12.ny.us Jennifer Maichin jmaichin@mineola.k12.ny.us Stephanie Honig shonig@mineola.k12.ny.us

2. Albert Einstein once said… “The definition of insanity is doing the same thing over and over again and expecting different results.”

3. Where we’ve been…  With the reauthorization of IDEA and introduction of Response to Intervention (RtI), we saw a natural “fit” with our Instructional Support Team (IST) Process  The NYS Education Department Memorandum (April 2008) provided guidance to our established system  Research and data provided by Fuchs and Fuchs, RtI Action Network, Interventional Central, and Jim Wright among others have helped us become more educated about the process and stay connected to successful ideas being used in other places.  Site visitations and school presentations (3 Rivers Magnet School, Connecticut and Lindenhurst UFSD, Long Island) have also helped provide a foundation on which to build our own program.  As a core team, we came to the consensus we were our own best resource and adopted a problem-solving approach to our practice. Working collaboratively has helped us move forward in implementing comprehensive, meaningful, and strategic systemic change.

4. Who we are…  Shawn came to us this year with an IEP and many gaps in his education from moving around and not having stability at home. Our process aids in answering questions about Shawn’s needs as a learner and as an adolescent.  Noah is a bright and capable 6 th grader who has struggled with organization, social and emotional trials, and a loss of motivation. Our process is working to help both Noah and his mother better understand his difficulties and create strategies aimed at helping him improve academically.  Drew has not been meeting his academic potential and has not been advocating for himself. The main goals he is currently working to achieve are focusing in class, increasing metacognition and independence for his learning and increasing his reading comprehension and fluency.  Danisha was an ESL learner who was failing in the 6 th grade. Since her teachers saw her struggling and involved her and her family in the IST process, Danisha has made consistent academic gains and will proudly walk across our stage at graduation this spring.

5. Essential Components for Success High Quality Tier I Building and Classroom Instruction Ongoing Student Assessment Student and Family Involvement Research Based Tiered Instruction Building Wide Ownership

6.  “Without the right building-level leadership, RtI will not realize the potential it has in fundamentally altering for the better both the delivery system and educational practice in our schools.” Dr. David P. Prasse, Professor and Dean of the School of Education, Loyola University Chicago

7. Background (The Who?):  WelI Established IST with a Child-Centered focus a Child-Centered focus  The Team Core Team Members: IST Chairperson, Guidance Counselor, Speech Therapist, School Psychologist, ParentCore Team Members: IST Chairperson, Guidance Counselor, Speech Therapist, School Psychologist, Parent Varying Members: Team Teachers (General and Special Education), Encore Teachers, Support Staff, Social Worker, StudentVarying Members: Team Teachers (General and Special Education), Encore Teachers, Support Staff, Social Worker, Student

8. Individual Student Interventions.. Study Skills Time Management Behavioral Family Reading Math Motivation Social

9. How We See It: Tier III Tier II Tier I

10. Tier I: What is it?  Quality classroom instruction Within the general education classroom Within the general education classroom High quality program incorporating standards High quality program incorporating standards Research-based instructional strategies or materials Research-based instructional strategies or materials On-going assessment of strengths and needs On-going assessment of strengths and needs Continuous rapport building between students and teachers Continuous rapport building between students and teachers Building-wide professional development aimed at implementing common evidence based strategies Building-wide professional development aimed at implementing common evidence based strategies

11. Tier I Implementation: Education Leads to Ownership  Educate the staff about what RtI is? IDEA 2004 IDEA 2004 “Wait to fail” vs. RtI “Wait to fail” vs. RtI District Support District Support  Leverage with New IDEA “ In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to a scientific, research based intervention as part of the evaluation procedures” (IDEA 2004, Title 20, Section 1414, subsection b(6)). “ In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to a scientific, research based intervention as part of the evaluation procedures” (IDEA 2004, Title 20, Section 1414, subsection b(6)).

12. Tier I Implementation: Ownership Leads to Success  Teacher Ownership vs. “Buy In”  Station Activity Devote Faculty Meeting Time Devote Faculty Meeting Time Objectives from IST Meetings Objectives from IST Meetings Teachers working in groups to brainstorm strategies Teachers working in groups to brainstorm strategies  Attach strategies to research  Share collective strategies with faculty  Utilize strategies when working with students

13. Getting Stuck in Tier I  Scenario: Your team has an IST meeting to discuss a student who is struggling in school. A few strategies were brainstormed after a lengthy conversation about what the student can’t do. Six weeks later, the team meets again and…

14. Tier II: What is it?  Quality classroom instruction Skill specific evidence based interventions in math, reading, learning strategies, etc Skill specific evidence based interventions in math, reading, learning strategies, etc Group counseling focusing on social and/or emotional needs Group counseling focusing on social and/or emotional needs Increased intensity and frequency of academic intervention (12:1 student teacher ratio) Increased intensity and frequency of academic intervention (12:1 student teacher ratio) Increased frequency and analysis of progress monitoring (1 x month) Increased frequency and analysis of progress monitoring (1 x month)

15. Tier II Implementation:  AIS classes (taught by content area general education teachers)  Skill specific curriculum  Group counseling run by building support staff (Psychologist, Social Worker, School Counselor)  Creation and implementation of individualized behavior and reinforcement plans/charts/checklists  Staff development on progress monitoring, administration, implementation, and interpretation  Scheduled meetings to discuss data (IST, AIS specific meetings, teacher-student meetings)

16. Tier III: What is it?  Quality classroom instruction Individualized to address basic skills in math and reading Individualized to address basic skills in math and reading Evidence based interventions and programs (Read 180, Wilson, Just Words, Mathematics Navigator) Evidence based interventions and programs (Read 180, Wilson, Just Words, Mathematics Navigator) Increased intensity and frequency of intervention (4:1 student teacher ratio) Increased intensity and frequency of intervention (4:1 student teacher ratio) Increased frequency and analysis of progress monitoring (2 x month) Increased frequency and analysis of progress monitoring (2 x month)

17. Tier III Implementation:  AIS classes (taught by certified reading teachers and special education teachers)  Individual programs personalized to target basic skills  Individual counseling run by building support staff (Psychologist, Social Worker, School Counselor)  Creation and implementation of Functional Behavior Assessments and Behavior Intervention Plans (Psychologist)  Staff development on progress monitoring, administration, implementation, and interpretation  Increased frequency of scheduled meetings to discuss data (IST, AIS specific meetings, teacher-student meetings)

18. Tier III – Progress Monitoring (weekly / bi-monthly) Tier III – Strategic Monitoring (Monthly) Tier I – Universal Screening (Benchmarking 3x/year) AIMS Web Monitoring System Reading Reading MAZE MAZE Reading Curriculum Based Measurement (R-CBM) Reading Curriculum Based Measurement (R-CBM) Math Math All Facts All Facts Math Concepts and Applications (M-CAP ) Math Concepts and Applications (M-CAP )

19. Building Level Academic Support (Individual students may move between tiers at any point in the year) 6 th Grade 7 th and 8 th Grade One period dedicated in schedule for intervention Double Period Math – Research Based Math Program Differentiated Instruction Double Period ELA --- Reading Teacher Push In Skill Specific Enrichment Uses research based methods to develop areas of weakness Uses curriculum as support Focus on individual areas of weakness Uses highly specific research based strategies and programs Tier I On Target Tier II AIS Math and/or AIS ELA Tier III AIS Math and/or AIS Reading (Comprehension and/or Wilson Groups)

20. Tier 1 - Universal Quality classroom instruction using research-based strategies with targeted students Tier 2 - Strategic Small Group (10-12 students) AIS Classes Benchmarking three times / year Tier 3 - Intensive Small group (4-6 students) AIS classes Progress Monitoring every 2-3 weeks At-Risk Student Teacher analyzes data, refers student to IST and moves student to Tier 2. Three data checks, regression/no progress IST Process On Target Student Teacher analyzes data and keeps student in Tier 1. Three data checks IST Process Regression /no progress, revise (repeat if not successful) --- consider referral to CSE Progress Continue with program IST Process

21. Staying inspired along the way…  “I would like to take this opportunity to thank each and everyone of you for the support that you have given to [my son] these last couple of months. I was very worried that we were headed down the wrong path but with the support he has gotten from his team of teachers he has been able to turn himself around and make positive progress. Looking forward to his continued success.” ~ email from Mrs. S. (mother of current IST/RtI student)

22. Questions…

23. Resources/Links  www.cerebrum.wikispaces.com/RtI www.cerebrum.wikispaces.com/RtI  www.nrcld.org www.nrcld.org  www.ncld.org www.ncld.org  www.nasdse.org www.nasdse.org  http://www.rtinetwork.org/ http://www.rtinetwork.org/  www.aimsweb.com www.aimsweb.com  www.interventioncentral.org www.interventioncentral.org