RtI and High School

1. RtI and High School A Comprehensive Student Engagement Intervention Model

2. Session Roadmap • Overview of RtI • Check & Connect Model • Implementation • Example School’s Journey

3. RtI

4. RtI: Response to Intervention • Use of evidence-based practice, systematic data collection and data based-decision making • Tiered model of providing intervention services • Progress is monitored in order to provide information on the response of the student to the intervention implemented

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6. Why INTERVENTION? • What happens if we don’t? …the larger scale

7. Current Reality--Secondary • Students not connecting to school --relationships • Students not engaged with teaching strategies --lacking variety in terms of learning styles --not communicating the relevance (compelling purpose) --lacking the opportunity to capitalize on individual strengths

8. Challenges—Secondary • Departments • Case load in a given day • Student level of need (after x amount years of schooling) • Communication/Resources • Scheduling • Tier I System Offerings: Literacy, Etc.

9. Check and Connect Tiers 2 and 3

10. Check & Connect • A “mentoring” model of comprehensive and sustainedintervention for promoting students' engagement with school and learning.

11. Research-Based • What Works Clearinghouse, which conducts rigorous reviews of educational research identified 1 out of 2 programs having significant impacts on reducing dropout rates.

12. Check & Connect Overview 1. Teacher mentor • Mentees identified based on need • Systematic monitoring (CHECK) 4. Timely, individualized intervention strategies (CONNECT)

13. Balanced Model • Academic • Behavioral • Social & Emotional

14. Key Features 1. Relationship Building— mutual trust and open communication 2. Routine Monitoring of Alterable Indicators— systemically checking warning signs of withdrawal (attendance, academic performance, behavior)

15. Key Features 3. Individualized and Timely Intervention— support tailored to individual student needs 4. Long-Term Commitment— committing to students and families for at least two years

16. Key Features 5. Persistence Plus— a persistent source of academic motivation 6. Problem-Solving— designed to promote the acquisition of skills to resolve conflict constructively and to look for solutions rather than a source of blame 7. Affiliation with School and Learning— facilitating students' access to and active participation in school-related activities and events

17. Mentor • Persistence • Believe all children have abilities • Work closely with families using a non-blaming approach

18. Mentor • Advocacy skills, ability to negotiate, compromise, and confront conflict • Organizational skills • Work well independently in a variety of settings

19. Intended Outcomes • Demonstrated outcomes include: --attendance --behavioral referrals --grade reporting --credit accrual --higher “overall” achievement levels --dropout incidents Systems Understanding (Tier I)

20. Implementation

21. Step #1: Leadership Capacity • COMPELLING NEED for intervention • STAFF DEVELOPMENT in order to build knowledge and skill within those involved

22. Step #2: Define Indicators • Identification of INDICATORS of disengagement: ATTENDANCE TARDIES BEHAVIORAL REFERRALS ACADEMIC --D/F --CREDITS

23. Step #3: Organize • Align mentors and mentees • Forms or Protocols • Communication to parents • Determine data collectionprocess

24. Step #4: Structure for Collaboration • How can mentors come together to: --reflect upon mentee progress? --learn intervention strategies proven to be successful?

25. Step #5: Alignment of Interventions HELPFUL RESOURCES: • Check & Connect --research-based strategies according to indicator • Best Practice (Teaching & Learning) 3. Peer Teacher Experience

26. Step #6: Monitor and Evaluate • Mentor Capacity • Procedures: --data collection --collaboration • Indicator progress • Tier I --classroom instruction --extra curr. opportunities --relationships system-wide --academic support systems

27. Example School

29. Focus Team Team Members Function Monitor the system: --data collection --mentoring needs --plan for staff development --reflection on progress --creation of tools Administrator *Counselor Sped director Core teacher Noncore teacher Sped teacher

30. What Has Worked • Focus Team(Check & Connect Leadership Team) • Check and Connect Coordinator • Implementation support(ongoing PD)

31. What Has Worked • Guarded timefor mentors to meet in teams to collaborate and problem solve & guarded timefor mentors to mentor • Intervention Team Meetings: --Ongoing data collection and monitoring --Protocol to focus the work

32. Data Collection Form

33. Protocol • Roles • Data trends • Previous “connect” strategies • Strengths/Areas for growth • Targeted behavior • Targeted intervention strategy • Intervention Details • Communication Plan

36. PD Support • Initial training of mentors and administrators • Monthly staff development to support mentors: Relationships, Rigor, Relevance, types of engagement • Implementation of intervention team meetings: facilitation support, individual conferencing with mentors • Data collection and analysis (mentees and system)

37. Training “Content” • Strategies for engaging students in school • How dropout risk factors may be altered • Basic and intensive dropout prevention interventions • Skills of an effective Check & Connect Monitor/Mentor • How Mentor works with students, families, and school staff • Resources

38. Systems Monitoring

39. Systems Monitoring

40. Systems Monitoring

41. Systems Monitoring

43. 80% 15% 5%

44. Questions?jbarnes@nwmissouri.edu