1. Implementing RtI 2 at the Secondary Level: The Critical Role of Leadership Building Student Success: Response to Instruction Conference January, 2012 Judy Elliott, Ph.D. Former Chief Academic Officer Los Angeles Unified School District

2. Session Goals Continue dialogue with the lens of Secondary Importance of vertical articulation Is Core all it should be? Importance of courageous conversations about Beliefs

3. RtI ² Essential Components Multi-tiered framework Problem-solving process Data-based decision-making Academic engaged time Professional development

4. Stages of Implementing Problem-Solving/RtI 2 Consensus – Belief is shared – Vision is agreed upon – Implementation requirements understood Infrastructure Development – Problem-Solving Process – Data System – Policies/Procedures – Training/Technical Assistance – Tier I and II intervention systems e.g., K-3 Academic Support Plan – Technology support – Decision-making criteria established Implementation

5. School Consensus School consensus is long-term and on-going RtI² allows staff to have a stake in the design of what RtI² looks like at their school 5

6. Foundations and Basic Assumptions

7. Middle- and High-School Application of RtI 2 SAME critical components should be present K-12 Implementation of the critical components will look different at the middle-and high-school levels. The differences are influenced by the organization of the level, type and focus of curriculum, logistics of scheduling at the middle- and high-school levels.

8. Areas of “Same” and “Different” At the Secondary Level Same Problem-Solving Process School-Based Leadership Teams Data Days to Evaluate “Health and Wellness” Data Matrix Multi-Tiered System Fidelity Different Consensus Monitor Skills and Content Types of data Schedule Development Integration of the Tiers Student Involvement Fidelity

9. Some “Givens” Middle- and High-School teams “inherit” the strengths and weaknesses (and Gaps) students bring to the level Successful high school performance begins with kindergarten Most successful high school “intervention” is to ensure that students enter with as much strength as possible The best high-school “screening” tool is the compilation of data in K-8

10. Some “Givens” Vertical Programming—articulation K-12- is the most effective way of ensuring that students are prepared for high school Middle- and High-School staff should know student needs at least 12-16 month ahead of time. An agreed upon “method” of vertical communication of student data/needs—that leads to vertical programming– is critical

11. Differences in Consensus Building between Elementary and Secondary Schools The “Compelling Why” of RtI 2 Implementation is different for Secondary Schools – Elementary consensus building typically begins with the identification of specific academic problems (e.g., Reading) All teachers typically teach reading and thus reading issues are seen as relevant to everyone – Consensus is more complex to develop at the secondary level where most personnel are content specific and generally most interested only in their own content area – Even cross-content problems (e.g., student literacy) do not typically constitute a strong enough hook to build consensus around the need for RtI 2 Implementation Teacher autonomy and isolation reinforces the idea that even cross-content problems are someone else’s problem

12. Framework for Change **Consensus Building throughout the Phases

13. Consensus Building in Secondary Schools Consensus building often begins by redefining the mission of the school to include graduation for all students. All staff contribute to the preparation of students for successful completion of high school. All high schools have graduation data readily available and most current graduation rates are significantly different from what staff would expect or desire. Redefining Middle School’s mission to include preparing students to successfully complete high school will help to strengthen vertical articulation and the effectiveness of feeder patterns

14. Mission Statement: XXXXX High School XXXXX High School creates a sound educational environment that provides all students the opportunity to develop their individual talents, to meet and exceed graduation requirements, and to become productive citizens in an increasingly complex and global society

15. Mission Statement: XXXXX High School XXXXX High School creates a sound educational environment that provides all students the opportunity to develop their individual talents, to meet and exceed graduation requirements, and to become productive citizens in an increasingly complex and global society

16. Mission Statement: XXXXX High School XXXXX High School creates a sound educational environment that provides all students the skills and habits of mind to meet and exceed graduation requirements and to become productive citizens in an increasingly complex and global society

17. Consensus Building in Secondary Schools Developing an Early Warning System will assist schools in establishing a need for early identification of at-risk students, tiered intervention, progress monitoring, and data- based decision making – Compare the percent of students who are off-track for graduation or at-risk for high school dropout to the school’s mission of graduating all students – Discuss the impact of course failures, student engagement, and retentions on student graduation rates – Discuss the advantage of keeping students on track for graduation instead of reacting only after they have become significantly off- track

18. High Off Track Lacking 2 or more graduation requirements Behind 4 or more Credits Currently failing 3 or more classes Excessive Referrals and/or Absences Extreme Off Track 2-3 Years Behind No chance for graduation in a traditional school setting Disengagement At Risk for Off Track Lacking 1 of 3 Graduation requirements < 5%Absences 3 or less Level 1 or 2 referrals On Track Exceeding or Meeting all graduation requirements (Credits, FCAT Score, GPA) 6 or less Absences No referrals Off Track Lacking 2 graduation requirements Behind 1-3 Credits 10% Absences 3 or less Level 2 referrals or 2 Level 3 Referrals 9 th graders indentified “at high risk” (3 F’s in 8 th grade) Example: Credits Earned 1 st Semester 09-10 < 3 Credits 08-09 < 9 Credits 07-08 <15 Credits 06-07 < 21 Credits Pasco County Schools

19. Early Warning Systems Data: School Example 52.8% (210) of last year's 9th graders are off-track for graduation 19% (75) are off-track due to failed FCAT, Credits and GPA 13% (52) of exiting 9th graders failed 3 or more courses o Almost all of these students are part of the lowest 25% o Many of these students will count in the total graduation and at- risk graduation rates o These students have less than a 15% chance of graduating without significant intervention Course Failures Algebra 1 - 43.5% Spanish 1 - 45% World History- 29% English 1 - 28% Health - 58 students- 17%

20. Grade 9 On Track: 348 At Risk: 39 Off Track: 53 Dropout: 0% Grade 10 On Track: 147 At Risk: 53 Off Track: 157 Dropout: 1% Grade 11 On Track: 150 At Risk: 27 Off Track: 95 Dropout: 8% Grade 12 On Track: 200 At Risk: 26 Off Track: 49 Dropout: 6%

21. XXX High School More than 2100 Hours (351 Days) of Instructional Time Recouped during 2009-2010 School Year School is on-track to meet 2010-2011 Goal

22. XXX High School School is not currently on-track to meet absenteeism goal and is in the process of revising the intervention plan

23. XXX High School School has added 1 hour to the school day to provide tiered intervention services for Algebra 1 and English 1

24. 2011 Cohort: EWS Data

25. Critical Issues-Overview

26. Academic Calendars SBLT Meetings Grade-/Department-Level Meetings Data Days – Minimum of 3 per year Professional Development and Support Outcome Sharing Events – Communication and Celebration

27. Schedules Maximize academic engaged time in critical areas Reflect needs of students Maximize use of all staff Ensure time allocated for Tiers 1, 2 and 3 Provide meeting time for tier integration work

28. Development of Schedules How many students require immediate interventions—by grade level? – Preteach - Reteach Periods – Extra scoops (Double Dips) How many students require “moderate risk” interventions—time and focus? How many students require “high risk proximal and distal interventions ?

29. Schedule Development Schedules are driven by how many students need how much time of what. Schedules cannot be developed successfully without this basic information.

30. Middle/High School Dilemma Deadly combination – Poor Skill Development – Limited or No Productivity (work completed, practice) How do you remediate gaps and provide students with access to content simultaneously? How do you sustain student engagement when skill gaps are significant?

31. Instructional Strategies and School Schedules Immediate Instruction/Intervention Strategies – What they need now – Increase supervision and/or lower the level of difficulty Eventual Instruction/Intervention Strategies – Target development of skills – Require time to develop

32. Immediate Strategies Preview-Review-Reteach – Requires schedules to permit intervention in the period prior to the target class “Double-Dip” or Double Block – Requires schedules to permit back-to-back schedule of target class with same teacher “Alternate Core” – Requires separate class to provide supervision Tier 1 Supports—e.g., computer assisted instruction

33. Eventual/Distal Strategies Multi-year intervention plan to close gap Integration of interventions across all providers Integration of core content with all interventions Perhaps modification of post-secondary trajectory

34. Evaluate Response to Instruction & Intervention (RtI 2 ) Problem Analysis Validating Problem Identify Variables that contribute to problem Develop Plan Define the Problem Defining Problem/Directly Measuring Behavior Implement Plan Implement As Intended Progress Monitor Modify as Necessary Problem Solving Process

35. Steps in the Problem-Solving Process 1. Problem Identification – Identify replacement behavior – Data- current level of performance – Data- benchmark level(s) – Data- peer performance – Data- GAP analysis 2. Problem Analysis – Develop hypotheses (brainstorming) – Develop predictions/assessment

36. Step 1 - What’s the Problem? In order to identify a problem, you’ve got to start with three pieces of data: 1. Benchmark level of performance 2. Peer level of performance 3. Student level of performance

37. Is this an individual student problem or a larger systemic problem? Are over 20% of students struggling? Are between 5% and 20% of Are 5% or fewer and develop group intervention Examine instruction, curriculum, and environment for needed adaptations Develop small group intervention Go to individual student problem solving Go to intervention evaluation students struggling? students struggling? Step 1 - What’s the Problem?

38. 35 % Benchmark 80 % = Peer Group= Aim Line BASELINEBASELINE Classroom Behavioral Data = Student

39. The Health of Tier 1 H

40. Student1Intensive161 Student2Intensive335 Student3Strategic448 Student4Strategic479 Student5Strategic505 Student6Strategic511 Student7Strategic568 Student8Strategic584 Student9Strategic590 Student10Strategic595 Student11Strategic650 Student12Strategic652 Student13Strategic717 Student14Strategic736 Student15Strategic742 Student16Strategic756 Student17Strategic770 Student18Benchmark826 Student19Benchmark886 Student20Benchmark948 Student21Benchmark955 Student22Benchmark984 Student23Benchmark989 Student24Benchmark1133 Scholastic Reading Inventory (SRI) Which students may require additional instruction and/or intervention?

42. TIER I: Core, Universal Academic and Behavior 42 GOAL: 100% of students achieve at high levels Tier I : Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students. Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction. Tier I: Begins with clear goals: 1.What exactly do we expect all students to learn ? 2.How will we know if and when they’ve learned it? 3.How you we respond when some students don’t learn? 4. How will we respond when some students have already learned? Questions 1 and 2 help us ensure a guaranteed and viable core curriculum

43. Tier 1: Critical Questions What percent of students receiving only Tier 1 are proficient? – Those who are not are falling through the cracks What percent of students receiving only Tier 1 are proficient by NCLB category? How effective is core instruction? Remember, Tiers 2 and 3 cannot accommodate more than 20% of students. If more than 20% of students are not proficient, then...

44. Tier 1 Data Analysis-Building Level: Step 1 Identify the number and names of students who are in core instruction 100% of the time. Identify the number and names of students who receive supplemental instruction. Identify the number and names of students who receive intensive instruction. Calculate the % of students who receive only Tier 1, core instruction. – Is this at, above or below 80%? Same for Tiers 2 and 3? – What does the distribution look like? A triangle, a rectangle?

45. Tier 1 Data Analysis-Building Level: Step 2 What % of Tier 1 students made proficiency? What % of Tier 2 students made proficiency? What % of Tier 3 students made proficiency? What was the overall % of students who made proficiency? Calculate by disaggregated groups.

46. Data Example 75% of students receiving only Tier 1 instruction are proficient (70% of the school). – What does this mean to you? How do you prioritize these students? – 52.5% of students are proficient – 17.5 % of students are not proficient & are not receiving additional services— Falling through the cracks. 42% of students receiving Tier 2 (22% of school) & Tier 1 are Profic. What does this say about the effectiveness of Tier 2 instruction & what does it say about overloading Tier 3? 9% of students are proficient 35% of students receiving Tier 3 (8% of school) are proficient. Is Tier 3 effective? 2.8% of students are proficient Total % of school proficient: 52.5 + 9 + 2.8= 64.3

47. Tier 1 Data Analysis-Building Level: Step 3 By disaggregated groups, plot the % of students who made proficiency for the past 2 years. Calculate the % of average growth per year for each group. – % proficient in year 3 minus % proficient in year 1 divided by 2 =average rate of increase in % of students making proficiency

48. Finding the Average Rate of Growth 2008-092009-20102010-11 56.4 62.1(53.6) 8.5% increase 3 years of data, but 2 data points

49. Finding the Average Rate of Growth 2011-12 Target = 87.0% 2008-092009-20102010-11 62.1 – 56.4 = 24.9 24.9 divided by 3 = 2.85% rate of growth 56.4 62.1(53.6)

50. Example Low Income Students 62.1% – Desired Level 87.0% (11-12) – Current level 62.1%(10-11) – Gap 24.9% – 2 year rate 2.85% – 62.1 - 56.4 divided by 2 = 2.85% (10-11) – (08-09) It will take 8.7 years to close the gap at this rate

51. Finding the Average Rate of Growth 2011-12 Target = 87.0% 2008-092009-20102010-11 55.4 – 58.3 = 31.6 31.6 divided by 3 = -1.45% rate of growth 58.3 55.4(53.9)

52. Example Current African American - 55.4% – Desired Level 87.0%(11-12) – Current level 55.4%(10-11) – Gap 31.6% – 2 year rate -1.45% – 55.4 - 58.3 divided by 2 = -1.45% (08-09) - (10-11) If it was +1.45 it would 21.7 years. But, it is -1.45. It will take longer.

54. Tier 1 Data Analysis-Building Level: Step 4 Are you happy with: – % of students in core who are proficient? – Same for each of the other Tiers. % of students in the three Tiers? Given that the national increase in % of students who move to proficiency is about 7%, how are you doing with the rate over the past years and what does this information mean to you for the next 2 years? – In 2014, 95% of students should be proficient

55. What Does Core Instruction Look Like for Behavior? School-wide Positive Behavior Support School-wide social skills/character skill education (e.g., Boys Town) School-Home collaboration and partnerships Active student engagement in promoting a prosocial environment (e.g., bully prevention) School-wide discipline plan that can be explained by both staff and students

56. What data can be collected to evaluate the effectiveness and quality of core instruction? Progress monitoring assessments 3x/year (Benchmarking) Ongoing Progress Monitoring Core Curriculum Unit Tests / Curriculum-based assessments/Common Assessments Outcome measures (District & State Tests) to make decisions about student placement for the following year Evaluation of quality of instruction Learner characteristics School environment Others??

57. 57 Sources of Data Academic performance Discipline data- Office discipline referrals (ODR) Records Referral history Observation PBS benchmark assessment School climate surveys Attendance data Instructional Quality Data

58. Screening Assessment Diagnostic Assessment Progress Monitoring Assessment Outcome (Summative) Assessment Administered to all students as an initial baseline While relatively lengthy, they provide an in- depth, reliable assessment of targeted skills Given periodically to determine whether students are making adequate progress Given at the end of the school year [and/or end of a unit of instruction] Help to identify students who do not meet grade level expectations Purpose is to provide information for more effective instruction and interventions Data should be collected, evaluated, and used on an ongoing basis Group-administered tests of important [skills and/or standards] Are quick and efficient measures of overall ability and critical skills known to be strong indicators that predict student performance Because these assessments are time consuming and expensive, they should be administered far less frequently than the other assessments Provide information on the effectiveness of instruction and to modify the intervention if necessary Often used for school, district, and/or state reporting Indicate a need for further evaluation Specific subtests from these instruments might be used to provide information not assessed by [other assessments] Used to analyze and interpret gaps between benchmark and achievement Give feedback of the overall effectiveness of the instructional program Modified from 6 Components of RtI²– Assessment/Progress Monitoring Colorado Department of Educationwww.cde.state.co.us/RtI/AssessMonitor.htmwww.cde.state.co.us/RtI/AssessMonitor.htm

59. Categorize Your Current School Assessments

60. Essential Beliefs  RtI 2 is a general education framework  Improving the effectiveness of core instruction is basic to this process  Assessment (data) should both inform and evaluate the impact of instruction  School Policies must be consistent with beliefs  Beliefs must be supported by research  Each student must have access to core

61. Essential Beliefs  Proficiency is the goal for each student  Every student is everybody’s responsibility  Common commitment to instruction and intervention  Common commitment to school-based academic and behavior programs  Common commitment to problem-solving process  Common commitment to data-driven decision making

62. Reaching Consensus: Why Change? Educators will embrace change when two conditions exist: They understand the need for change They perceive that they either have the skills or the support to implement change

63. In other words, when …  Belief is shared  Vision is agreed upon  Implementation requirements are understood

64. High School Teams Beliefs Survey Data

65. Beliefs Survey Data – High School SBLTs Factor One: Academic Ability & Performance of Students with Disabilities

66. HS Teams ES & MS staff

67. Beliefs Survey Data: High School SBLTs Factor Three: Functions of Core and Supplemental Instruction

68. HS teamsES & MS staff

69. 23: Additional time and resources should be allocated first to those students who are not at benchmarks (i.e., general education standards) before significant time and resources are directed to students who are at or above benchmarks. Beliefs Survey Data: MMSD High School SBLTs Individual Item (N=51)

70. HS teams ES & MS staff 23: Additional time and resources should be allocated first to those students who are not at benchmarks (i.e., general education standards) before significant time and resources are directed to students who are at or above benchmarks.

71. National Resources to Support District and School Implementation Betterhighschools.org www.floridarti.usf.edu www.florida-rti.org www.nasdse.org www.rtinetwork.org www.rti4success.org