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presented by Brenda B. LeBrasse Executive Director Achievement and Accountability Project Director

Are You Ready to Get Serious About Implementing RtI at the Secondary Level?. presented by Brenda B. LeBrasse Executive Director Achievement and Accountability Project Director RtI / PBS. Colorado Springs School District 11. Holmes Middle School 2455 Mesa Road

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presented by Brenda B. LeBrasse Executive Director Achievement and Accountability Project Director

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  1. Are You Ready to Get Serious About Implementing RtI at the Secondary Level? presented by Brenda B. LeBrasse Executive Director Achievement and Accountability Project Director RtI / PBS AASA Conference 2008AASA Conference 2008

  2. Colorado Springs School District 11 Holmes Middle School 2455 Mesa Road Colorado Springs, Colorado 80904 AASA Conference 2008AASA Conference 2008

  3. Holmes Middle School Our Vision: Holmes Middle School community fosters a positive environment of responsible learners Our Mission: The mission of Holmes Middle School is to provide opportunities for students… To obtain a quality education and develop a commitment to learning, To increase skills for academic, fine and practical arts, technological and social success, and To gain understanding of their potentially positive role in society AASA Conference 2008AASA Conference 2008

  4. Holmes Middle School Colorado Springs School District Eleven Year built 1968 Square Footage 79,293 Campus Size 35 acres Enrollment:6th Grade 266 7th Grade 222 8th Grade 230 TOTAL 718 AASA Conference 2008AASA Conference 2008

  5. Holmes Middle School Demographic Information American Indian 1% Free/Reduced Lunch 29% Asian American 2% English Language Learners 1% African American 5% Students with Disabilities 8% Hispanic /Latino 15% Gifted & Talented 20% European American 77% Stability Rate 95.5% Attendance Rate 93.6% AASA Conference 2008AASA Conference 2008

  6. Holmes Middle School Administrators 3 Counselors 2 Teachers 42 Resource Staff 7 Support Staff 19 35 Teachers hold a Masters degree or higher 100% of teachers are “Highly Qualified” according to NCLB Average of 10 years of teaching experience AASA Conference 2008AASA Conference 2008

  7. Holmes Middle School • Commissioner Challenge School 1994 • John J. Irwin School of Excellence 1996, 1998 • Colorado Trailblazer “Schools to Watch” 2006 • John J. Irwin School of Excellence 2006, 2007 • Top 8% of middle schools in the state 2007 Recognition of Achievement AASA Conference 2008AASA Conference 2008

  8. Holmes Middle School Process of Change • In 1993 District 11 mandated a transition from 7, 8, & 9 to a 6, 7, & 8 model • Holmes converted from a junior high to a middle school • Implemented middle level practices and concepts • Within 2-3 years fully institutionalized AASA Conference 2008AASA Conference 2008

  9. Holmes Middle School From 2002 – 2004, Holmes did not meet AYP placing us on “Academic Watch” One subgroup (SPED), three years in a row, did not meet AYP standards Gaps still existed regarding other minority subgroups (Hispanic, African American, FRL…) “Success is the only option” AASA Conference 2008AASA Conference 2008

  10. Holmes Middle School Holmes began providing supplemental, supportive tutorials second semester of the 2004-05 school year. Students were identified by academic achievement data, NOT by socioeconomic status, ethnicity, gender, etc. AASA Conference 2008AASA Conference 2008

  11. Response to Intervention RtI AASA Conference 2008AASA Conference 2008

  12. IDEIA: Individuals with Disabilities Education Improvement Act of 2004 • The local educational agency shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability AASA Conference 2008AASA Conference 2008

  13. IDEIA: Individuals with Disabilities Education Improvement Act of 2004 • Local agencies may use a process that determines if a child responds to scientific, research-based intervention as part of the evaluation procedure AASA Conference 2008AASA Conference 2008

  14. IDEIA: Individuals with Disabilities Education Improvement Act of 2004 • Local agencies may use up to 15% of its federal funding… to develop and implement coordinated, early intervening services for students K-12 who have NOT been identified as needing special education services but who need additional academic and/or behavioral support to succeed in the general education environment AASA Conference 2008AASA Conference 2008

  15. IDEIA: Individuals with Disabilities Education Improvement Act of 2004 Proposed new regulations indicate the following major ideas: • Appropriate, high quality, research-based instruction in regular settings • Data-based documentation of repeated assessments of achievement at reasonable intervals • Student progress data provided to parents • Program change when the student is not making adequate progress as indicated by the data AIMSweb ‘05 AASA Conference 2008AASA Conference 2008

  16. RtI • A philosophy to be used in the general education classroom • A uniform system of education where general education and special education work together • Identifying and working with struggling learners in all settings • Data driven decision-making that better identifies which students should be referred for targeted, supplemental supports NASDSE & CASE ‘06 AASA Conference 2008AASA Conference 2008

  17. Six Major Components of Response to Intervention • Leadership • Curriculum & Instruction • School Climate & Culture • Problem-Solving Process • Assessment and Use of Data • Family & Community Involvement AASA Conference 2008AASA Conference 2008

  18. Percent Proficient/Advanced on CSAP - Reading/Math AASA Conference 2008AASA Conference 2008

  19. Average % P&A in Math and Reading/FRL AASA Conference 2008AASA Conference 2008

  20. Average % P&A in Reading Compared to Area Middle Schools AASA Conference 2008AASA Conference 2008

  21. Average % P&A in Writing Compared to Area Middle Schools AASA Conference 2008AASA Conference 2008

  22. Average % P&A in Math Compared to Area Middle Schools AASA Conference 2008AASA Conference 2008

  23. Average % P&A in Science Compared to Area Middle Schools AASA Conference 2008AASA Conference 2008

  24. Percent of Students on Free/Reduced Lunch AASA Conference 2008AASA Conference 2008

  25. Academic Excellence • Differentiated Instruction “Differentiation is a teacher’s reacting responsively to a learner’s needs. A teacher who is differentiating understands a student’s need to express humor, or work with a group, or have additional teaching on a particular skill, or delve more deeply into a particular topic, or have guided help with a reading passage-and the teacher responds actively and positively to that need.”Carol Ann Tomlinson & Susan Demirsky Allen AASA Conference 2008AASA Conference 2008

  26. Academic Excellence • Extended Learning • Essential Skills class • Acceleration or remediation • Interventions in reading, math, writing & science • Notebook organization • Test-taking strategies • Tutorials in math & reading (SuccessMaker) • Structured after school homework help AASA Conference 2008AASA Conference 2008

  27. Academic Excellence • Assessment • Appropriate and diverse • Student portfolios • Quarterly common assessments in core content areas • School-wide writing rubric • CBM’s (Curriculum Based Measurements) used by teachers AASA Conference 2008AASA Conference 2008

  28. Academic Excellence • Flexible Block Schedule • Autonomy to adjust the schedule based on student learning & planned activities • Two planning periods • Time for extended projects, hands-on experiences, inquiry-based learning AASA Conference 2008AASA Conference 2008

  29. AASA Conference 2008AASA Conference 2008

  30. Academic Excellence • CQI Principles/Data Driven Decision Making • Student Data Folders • Systematically analyze personal data • Set goals • Devise a plan of action • Monitor progress & adjust accordingly • Analysis of Data by Teachers • Goal Setting w/ Plan-Do-Study-Act Cycle • Getting to the Root Cause AASA Conference 2008AASA Conference 2008

  31. Academic Excellence Data Folder Contents • Student Friendly State Assessment Indicators • Student Continuous Quality Goal Sheet • Student State Assessment Data • Action Plan Sheet or Plan/Do/Study/Act Chart • Continuous NWEA-MAP Testing & Quarterly Assessments • State Assessment Prediction Sheet • State Assessment Testing Rubric AASA Conference 2008AASA Conference 2008

  32. Academic Excellence Collection Disaggregating Analysis Reflections & Awareness Problem Solve Adjustments Monitoring Getting to the Root Causes The Data Cycle AASA Conference 2008AASA Conference 2008

  33. Organizational Structure & Processes AASA Conference 2008AASA Conference 2008

  34. Organizational Structure & Processes • Professional Learning Community • Collaboratively developed & widely shared • Mission, vision, collective commitment & goals • Collaborative teams • Time built in the schedule • Four levels that meet on regular basis • Focus on results • What do we expect students to learn? • How will we know if they are learning? • What do we do differently if they are not learning? AASA Conference 2008AASA Conference 2008

  35. Organizational Structure & Processes • Continuous Quality Improvement • Systematic & systemic problem-solving approach • All school programs, activities & processes are aligned to common goals that are focused on results • Problem-solving process PDSA (plan, do, study, act) • CQI tools used in all classrooms & team meetings Issue Bin Plus/Delta Consenogram Affinity Diagram • Stakeholder involvement AASA Conference 2008AASA Conference 2008

  36. Organizational Structure & Processes • Design of Instructional Minutes • Organized around essential middle school components • Team teaching • Interdisciplinary collaboration • Flexible scheduling • Academic core block of time • Shorter Exploratory periods • Time for Essential Skills class in all grades AASA Conference 2008AASA Conference 2008

  37. Organizational Structure & Processes • Professional Development • Aligned to School Improvement Plan (SIP) • Differentiated to meet staff needs • Embedded at bi-monthly grade level team meetings & monthly staff meetings • “Peer Observation” model used by teachers • Building level mentorship program • Teachers look at student work to enhance their practice AASA Conference 2008AASA Conference 2008

  38. Organizational Structure & Processes • Response to Intervention • Provides all students performing below grade level with interventions & supports • A well-integrated system connecting general, compensatory, gifted & special education • Provides high quality, standards-based instruction & interventions to match student need • Proactive, 3-tiered approach to address academic & behavioral difficulties AASA Conference 2008AASA Conference 2008

  39. Tier III - Intensive 1 - 5% Tier II - Strategic 7 - 10% Tier I - Universal 80 - 90% 3-Tiered Philosophy & Framework • Universal, aligned best practices • Supplemental, level-appropriate interventions • Short-cycle assessment & progress monitoring • Data Driven Decision-making • Part of School Improvement Plan AASA Conference 2008AASA Conference 2008

  40. TIER I: UNIVERSAL INSTRUCTION Focus All students grades 6 - 8 Scientific-based instruction and curriculum emphasizing mastery of content standards Program Grouping Differentiated Instruction w/ flexible grouping Time 60 minutes per day Baseline Spring CSAP & NWEA-MAP Tests (Measures of Academic Progress), Quarterly & Short-Cycle Assessments Assessment Interventionist General education teacher General education classroom Setting AASA Conference 2008AASA Conference 2008

  41. Tier One Data Folders Plan-Do-Study-Act McRel Strategies Pre-AP Strategies Differentiation Cornell Notes Socratic Seminar Common Writing Rubric Looking at Student Work Extended Time Individual Literacy Plan 504 Accommodations Root Causes TEST READY Materials CSAP Released Items & Anchor Papers Interactive Readers/ Daybooks Six Trait & Step Up to Writing Word Walls Extended Writing IVF Summaries Math Mates Double Accelerated Study Island Algebraic Thinking AASA Conference 2008AASA Conference 2008

  42. TIER II: STRATEGIC INSTRUCTION Students not proficient with Tier I efforts as documented by assessment Focus Specialized, scientifically based program(s) targeting area of need and ability level. Program Homogeneous small group instruction (1:6 to 1:12) Grouping 45 minutes per day in addition to regular 60 minutes of core instruction Time Progress monitored biweekly (or more) on target skill to ensure adequate progress Assessment Classroom teacher, SPED teacher, specialized reading/math tutor, etc.) Interventionist May be the regular classroom, computer lab – dependent upon intervention & available resources Setting AASA Conference 2008AASA Conference 2008

  43. Tier Two Advancement via Individual Determination (AVID) Success Maker 9 Good Habits 504 Accommodations Individual Literacy Plan Academic Improvement Plan • Read 180/Read About • Jamestown Critical Reading • Study Island • Scholastic Reading XL • Proficiency by Design (Gifted & Talented) • Summer School • Moving with Math • Manipulatives • APXD Science AASA Conference 2008AASA Conference 2008

  44. When Do Interventions Occur? Essential Skills Exploratory Periods Before/After School *Sample Schedule AASA Conference 2008AASA Conference 2008

  45. TIER II: SUPPLEMENTAL INSTRUCTION • When should Tier II instruction start? ASAP after student identification via assessments • Students scoring “U” or “PP” on CSAP (Reading and/or Math) • Quarterly/Common/Short-cycle Assessments • All new students • Recommendation by Problem Solving Team • How long is a round of Tier II instruction? One round = 10 weeks (50 sessions) • After each round… • Exit Tier II ? • Another round of Tier II ? • Entrance to Tier III ? • Referral to the Problem Solving Team? AASA Conference 2008AASA Conference 2008

  46. TIER III: INTENSIVE INTERVENTION Students with marked difficulties - have NOT responded adequately to Tier I and Tier II efforts Focus Sustained, intensive, scientifically-based reading/math program(s) emphasizing the critical elements for students with difficulties or disabilities Program Grouping Homogeneous small group instruction (1:5) Minimum of two 30 - 45 minute sessions per dayin addition to 60 minutes of core instruction. Time Weekly progress monitoring on target skill to ensure adequate progress and learning Assessment Specialized personnel (SPED teacher, specialized reading/math teacher, school psychologist, etc.) Interventionist May be the regular classroom, computer lab – dependent upon intervention & available resources Setting AASA Conference 2008AASA Conference 2008

  47. Tier Three Reading / Writing • IEP’s/ ALP’s • ILP’s • Corrective Reading • Success Maker • Barbara Wise Linguistics • Academic Improvement Plan • Promotion/Retention Mathematics • IEP’s/ALP’s • Success Maker • Corrective Math • Academic Improvement Plan • Promotion/Retention • Go Solve • FASST Math Language! Sheltered Instruction Observation Protocol (SIOP) AASA Conference 2008AASA Conference 2008

  48. TIER III: INTENSIVE INTERVENTION • How are students selected for Tier III? • After two rounds of Tier II instruction and sufficient progress not attained. • After one round of Tier II instructionif studentshows amarked lack of progress • Previous Tier III instruction • Recommendationof theProblem Solving Team • When do students exit Tier III? A student is ready to exit the interventionwhen he or she has reached benchmark on the targeted skill AASA Conference 2008AASA Conference 2008

  49. Problem Solving Process What does it look like? AASA Conference 2008AASA Conference 2008

  50. The Problem-Solving Process 50 AASA Conference 2008AASA Conference 2008

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