Presentation on theme: "Charles Johns, Ph.D., Principal, Rolling Meadows High School"— Presentation transcript:
1 Response to Intervention (RtI): Important Components at the High School Level Charles Johns, Ph.D., Principal, Rolling Meadows High SchoolChristine Martin, ASPIRE North Regional Coordinator & IndianPrairie RtI CoachLindsay Schrand, NSSED RtI CoachSharon Tate, Assistant Superintendent for Student Services,Indian Prairie District #204
2 Scientifically-Based What is RtI?Problem Solving/RtIProblem SolvingModelincorporates3-Tier ModelwithScientifically-BasedData Systems& usesInterventionsandData-BasedDecision Makingfor
3 Problem Solving including RtI What is RtI?Current Policy:Outcomes-Driven;All StudentsProblem Solving including RtIProblem SolvingModelincorporates
4 A GLIMPSE OF 4 STEPS USED AT ANY LEVEL/TIERS Problem Solving ModelA GLIMPSE OF 4 STEPS USED AT ANY LEVEL/TIERSDEFINE THE PROBLEM4. Evaluate2. Analyze3. Develop a Plan
5 General High School Considerations for Planning: Problem Solving ProcessProcess shouldn’t be different for High School
6 Problem Solving including RtI What is RtI?Current Policy:Outcomes-Driven;All StudentsProblem Solving including RtIwith3-Tier Model
7 5% 5% 15% 15% 80% 80% 3-Tier Model ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS Tier 3 Intensive, Individual InterventionsIndividual StudentsAssessment - basedHigh intensityOf longer duration5%Tier 3 Intensive, Individual InterventionsIndividual StudentsAssessment - basedIntense, durable procedures5%Tier 2 Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response15%Tier 2 Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response15%Tier 1 Core Instructional InterventionsAll studentsPreventive, proactive80%80%Tier 1 Core Instructional InterventionsAll settings, All studentsPreventive, proactiveSTUDENTS
8 General High School Considerations for Planning: 3-Tier ModelNeed to create structures for supplementaland intensive instruction
9 Problem Solving including RtI What is RtI?Current Policy:Outcomes-Driven;All StudentsProblem Solving including RtI& usesScientifically-BasedData Systems
10 District Assessment Plan Shift District approach from:Assessment OF LearningtoAssessment FOR Learning.Shift Thinking to “Every Ed”
11 General High School Considerations for Planning: Data SystemsUse of Data Readily AvailableISAT/PSAEGPAAttendanceDiscipline ReferralsAdd Common AssessmentsFormativeSummative
12 Problem Solving including RtI What is RtI?Current Policy:Outcomes-Driven;All StudentsProblem Solving including RtIandScientifically-BasedInterventions
13 General High School Considerations for Planning: Scientifically-Based Instruction & InterventionsNeed to improve instructional reach throughuniversal design for learning principlesContent Enhancement StrategiesLearning StrategiesMove to “deep” rather than “wide” curricularexpectations
14 Problem Solving including RtI What is RtI?Current Policy:Outcomes-Driven;All StudentsProblem Solving including RtIforData-BasedDecision Making
15 The “New Way”: RtI and Individual Referral-Driven Problem Identification Combines the use of benchmark data from the universal screening process to identify students needing supplemental or intensive instruction (RtI), along with continued use of an individual student referral driven process to identify students who may require additional academic or behavioral intervention.
16 Schools Use CBM in Universal Screening Instead of Referral Driven Practices < 25thTier 2 Candidates<10thIndividual Problem Solving and/orTier 3 CandidatesStudents below the 25th could be automatically considered for Tier 2 InterventionsStudents below the 10th percentile could automatically be considered for Problem Solving and RTIDeonta is well below the 10th percentile and should be considered for intensive problem solving and maybe special education for her to benefit from a reading program.Mark Shinn, 2007
17 How Do you KNOW if Core Instruction is Working: Screen-Many students not Learning at Tier 1 Grade LevelStandardStart out and ask if one kid in red is a problem compared to a standard then add the rest of the class and ask againNow does she look like a problem?Kelly in Red Seems to be a Problem
18 General High School Considerations for Planning: Data-Based Decision-MakingNeed structure for houses and departments to regularlyreview data, make instructional/intervention changes
19 How do we get there? Training Process, Eligibility, & Intervention includesTrainingLeadership Team&Coachessupported byto create changes inProcess,Eligibility,& Intervention& involvesby looking atDataChangingRoles
20 Coaching provides . . . Push-in, continuing staff development Intervention & Technology support“Model-Lead-Test” of concepts taughtthrough trainingAccountability for quality implementationFidelity of process, assessments, interventionsMoral support
22 How We Started Information gathered via needs assessment Information was compiledBased on Data determined next steps…
23 Next Steps… Building Level Leadership Team Format/Process On-Going Needs AssessmentUniversal ScreenersTechnology for Integrated Data SystemEntrance and Exit Criteria for InterventionProfessional DevelopmentParent InvolvementRole ChangeBuilding Level LeadershipNew teamsAdd to existing team rolesFrequencyProcessTeam Format/ProcessOn-Going Needs AssessmentUniversal ScreenersTechnology for Integrated Data SystemEntrance and Exit Criteria for InterventionProfessional DevelopmentParent InvolvementRole Change23
24 Self-Assessment Consensus Building Research-Based Assessment Practices ID Building TeamCommunicate with all staffIncluding parents/stakeholdersResearch-Based Assessment PracticesScreeners, entrance/exitProgress monitoringTechnology SolutionsStandards-Based Curriculum and Research-Based InstructionTreatment Fidelity ToolsStandardize communication regarding resourcesStudent Intervention/Problem Solving TeamSystematize ProcessDevelop PolicyIntervention Strategy IdentificationGap AnalysisTx Integrity & Entrance/ExitResource Allocation.5 FTEInduction ProcessPartners (IASPIRE/University)Manual/HandbookProfessional DevelopmentPriority PDSpecialized trainingTechnologyStudents/Parents
25 Prioritized Timeline to Prepare Transition Plan Meet with Technology SupportBuilding Leadership TeamOutline Professional Development Activities for Next YearScreening Process (data, team, decisions)Policy/Procedure (e.g., Manual/Handbook)
26 District 204’s High School Implementation Framework
27 Benchmarking Common Summative/ Formative Assessment Instructional Planning Forms Common Unit/ Course OrganizersBegin using data to make decision for students ( GPA, Common SummativeAnd Formative Assessments, homework completion %, discipline data)
28 Indian Prairie Dist 204 Neuqua Valley Freshmen Campus: Tier 2 Example Problem Solving TeamMark Truckenbrod, Kerry Cahill, Janine Keca, Mart O’Connor, Pam Witt and Michelle PerkinsSpring, 2008
29 Problem Solving and RTI Framework for making preventativedecisions andapproachingcommon problems
30 Definitional Component What’s the Problem?Definitional ComponentProblemHow do you know?What Is ExpectedStudents will pass academic coursesDedicated Teaching Staff, High ExpectationsWhat Is OccurringSome courses have higher semester failure rates than others.From semester data, two core course have significantly higher failure rates.
31 PS Team Decision Our team decided to focus on one academic course. We targeted World Geography because it is a required course and has the most failures first semester.
32 Problem Analysis Planning Students lack specific skillsWorld Geography Teacher Survey.Absences contribute to low scores on many assignments.Deans’ professional opinion that this is not a concern.Smaller percentages of students than anticipated fit this category.Students have excessive absences or discipline problems.World Geo. Teacher survey.Some teachers assign more homework than others.Interviewed students and teachers about their views of homework.Many students in Biology and World Geo do not pass due to inc. homeworkStudents do not complete homeworkWorld Geo Teachers Survey.Teachers in World Geo believe that homework is a key factor.Reading specialists evaluate the validity of current tests.Current middle school tests do not provide enough information.Students lack specific skillsTestObserveInterviewReviewHypothesisStudents do not complete homeworkUsed the Geo survey for teachers as data to confirm hypothesis; they also used pinnacle data to separate out the homework and test gradesStudents have excessive absences or discipline problems
33 Why is the Problem Occurring? Student failures may be occurring due to lack of homework completion.Student failures may be occurring due to low test scores.
34 World Geography Survey Does your department calculate grades based on categories or total points? If categories are used, please list the names and weights.What is your late work policy? Is there a difference between late homework assignments and major assignments?What is your homework policy? Do you assign homework daily
35 World Geography Survey What is the biggest determining factor in a student’s failure?What can be done to help students succeed?
36 Specific Intervention The PS team further narrowed its focus on improving student achievement and reducing failure rates in World Geography by targeting homework completion. This decision was based on the World Geography Teacher Survey and current, accumulated data.
37 Initial Student Target Group 48 LastFirstTchrPerIDLunchPswrdThe initial target group was decreased to 34 students in order to eliminate special education students and students with grade contracts.
38 GoalIn seven weeks, when a student who has failed World Geography first semester begins or continues to fail second semester, this student will attend a 20 minute mandatory homework assistance program monitored by the problem solving team and Social Studies teachers during option period until a passing, satisfactory grade percentage is achieved.
40 Student Orientation Initial Student Meeting – 4/07/08 Greeting and Introductions – hand out “homework folders” – check to see which students don’t have an assignment notebook.Rationale for “program”Want them to pass classes – especially required classes such as geography.Want them to take ownership for their personal academic success (e.g., use assignment notebook, view pinnacle weekly, check in with adult staff member).Provide extra time in school with teacher support to work on homework and answer questions.Program Mechanics:Each student will be given a folder to track late work, keep all homework in, and track work completion and personal effort on each assignment.Each student who does not currently have an assignment notebook will be given a new one, and is expected to use. Assignment notebook will be checked for completion daily in resource.You will be required to report to a resource room for the first 20 minutes of your option. You are expected to be there when the bell rings. If you don’t show up, dean’s assistants will be sent to find you. Tardy policy will apply to this “class.”You will be assigned an adult staff member at Neuqua who you will check-in with every Friday to review your grade and homework completion rate in geography. You and the staff member you are assigned to will decide on a time when you will consistently meet every week.If you have no missing homework assignments (in geo) when you check-in with your assigned adult AND have a passing grade for the class, you will not be required to attend resource for the following two weeks. If you have missing assignments and/or are failing, you must continue to come. Whether you are required to attend will be decided every other Friday. The contact person will enter Y (yes) or N (no) into the “all-staff” folder to indicate whether their student must attend the ARC for the next two weeks. Attendance will be monitored by the resource teacher on the same log.This program will continue through the remainder of this school year.
42 Intervention Integrity Assessment Types of integrity assessment for our program:-self-report/log checklist/rating scale direct observationStudents are required to fill our a homework log each day for World Geography.World Geography teachers initial the form each day.Case managers or teachers review the homework log and dialogue with students during 20 minute option time.
43 Progress Monitoring Plan How? (method)Committee members and teachers monitor academic progress daily and check Pinnacle grades on Fridays for eligibility the following week.What?(materials)Review World Geography folders each day. Students are expected to write down information on logs daily.Where?(location)Option period locations.When?(frequency & time of day)Daily monitoring and set locations.Who?All targeted students currently failing World Geography.
44 Plan Evaluation-Option Attendance Attendance/ Communication done through common file on school’s server
45 “What are we going to do now?” - Robert Doisneau, 1952MO
46 Current EventsWe planned to meet in August to refine our ideas and come up with a planWe decided to expand MAR effortsPlans for Math Intervention also came “online” to be implemented in the fall
47 Current Events Two Efforts To Start This Year - Identified 24 incoming freshman as having a cummulative GPA <2.0 in MS- How will we identify others who we believe will benefit from this intervention?
48 Current EventsWe contacted the parents / guardians of the 24 identified freshmanTwo students have withdrawn from Neuqua Valley High SchoolThe other 22 parent/guardians are in full support of the effort (with review each 3 weeks)
49 Current EventsEach student reports to Academic Resource for the first 20 minutes of the periodStudents are required to present their planners with up-to-date assignments listed for each dayWe met with AR teachers to ask for their assistance in taking attendance and to outline the intervention (Training?)
50 Current Events We’ve asked each student to select a Faculty Advisor Brief training for Faculty AdvisorMart & Sandi continue to develop “resources for Resource”
51 Current EventsWe will conduct a review of all participating students after each 3 week period or 3 times per quarterRecommendations will be made for students to remain or be exempt from Mandatory ARParent contacts will be made at this time
52 Current EventsA student is exempt from Mandatory AR when they meet the following benchmarks:- 70% in all classes- No missing assignments
53 Current Events We are developing a “data review” process 3 week grade checks will remain in effect for each student identifiedOur current thought is to remain fluid, allowing students to be transitioned in/out of MARVW
54 Current Events This is certainly a “work in progress” We continue to use the problem solving model to refine our practices
55 Current EventsOur goal is to eliminate failures due to homework incompletionWhile homework impacts each department differently, this is a building-wide intervention that needs support from each department
56 Current EventsYOU may be the only Faculty Advisor that can reach that kidAgain, very short training for each Faculty Advisor to get you startedShort training for each Resource Teacher to get them started
57 You’ll find more information about Indian Prairie’s RtI process at: IAASE website “RtI from Concept to Reality” page –Illinois ASPIRE websiteIndian Prairie District 204 websitehttps://blackboard.ipsd.org/ click “course catalog” & type “problem solving” into “search catalog”