Response to Intervention RtI at the Secondary Level: Keys to Implementation

1. Response to Intervention (RtI) at the Secondary Level: Keys to Implementation Madi Phillips, Ph.D. NCSP I-ASPIRE Regional Coordinator

2. Big Ideas about Today�s Presentation We�re aligning a delivery system to educational needs. We�re increasing the quality of teaching, tools, and support across 3-Tiers instead of moving the problem. We�re shifting mind sets: Every problem learning (or behaving) becomes a special education problem. In a perfect world, we shouldn�t have �RtI� (as an eligibility process) at the secondary level. We�re shifting �Interventions� focus from reactive, punitive, and/or restrictive to proactive, preventative, inclusive. We have the tools and we have experience, but there is a gap.

3. Without Problem Solving

4. Student Profiles 8.7 million 4th-12th graders can�t cope with academic demands 74% of all 9th graders scored at Unsatisfactory or Basic Level on state assessment Unsatisfactory = 3%ile WR; 1%ile RC Basic=9%ile WR; 8%ile RC 70% of adolescents graduate; 50% of students with color do Students who stay �on track� in freshman year (earn 5 credits and no more than 1 F) 3.5 times as likely to graduate

5. Student Profiles (cont) �On-track Indicator� Students who stay �on track� in freshman year (earn 5 credits and no more than 1 F) 3.5 times as likely to graduate One semester F decreases likelihood of graduating from 83% to 60% 2 Fs decreases likelihood to 44% 3 Fs decreases likelihood to 31%

6. The �Old� Problem Solving Heuristic

7. What is NOT RtI: It�s not your father�s Oldsmobile It�s Not About SE Eligibility with a new label (e.g., pre-referral intervention, old team-new name). It�s Not About SE �Business as Usual� with programs that meet the needs of adults more than students. Expecting GE Teachers to meet the needs of ALL students (180 students-180 different interventions). Effective is defined as making data based decisions to ensure all students are making progressEffective is defined as making data based decisions to ensure all students are making progress

8. Presentation Intended Outcomes Describe a heuristic for multi-tiered service delivery for middle and high schools to meet the academic and socio-emotional/behavioral needs. Provide illustrations of effective reading assessment for Universal Screening, Problem Identification Progress Monitoring in Reading Intervention. Provide illustrations of effective assessment and intervention tools necessary for Basic Reading Skills Success in Content-Area Classes Behavioral Support Give you strategies for implementation.

9. Bridging the Gap

10. Problem Solving Steps

11. The VISION: To Provide Effective Interventions to Meet the Needs of ALL Students Through Early and Scientifically Based Interventions Through Careful Systems Planning

13. The Performance Gap

14. The Performance Gap

15. The Performance Gap

16. The Performance Gap

17. The Performance Gap

20. School Improvement Activity What are your current SI Goals? What content is covered in the current professional development plan? What problems or issues often come up at your school?

21. So...WHAT is RTI? 1. An eligibility process for determining if a student has a learning disability? 2. An opportunity to redress years of dissatisfaction with both special education and general education? We See IT as Both

22. How We See It

23. Program vs. Framework Response to Intervention (RtI) and School-wide Positive Behavior Support are not programs, but frameworks for designing and implementing proactive, preventative programming using data.

25. Who Do We Serve in a Problem-Solving Model? We identify: 1. Students with Basic Skills or Severe Literacy Deficits for Direct Service 2. Students without these Deficits who Need Indirect Service for Success in Content Area Courses

26. A Model of Secondary Special Education Service Delivery Should Be Predicated On: 1. Students with serious functional literacy or basic skills deficits receiving instruction in these skills via special education 2. Students without serious functional literacy or basic skills deficits receiving instruction in content area courses via general education with relevant special education assistance or general education interventions

27. Scientific Standards for Progress Monitoring

28. Typical High School Reader

29. A Simple, Economical Way of Identifying Educational Need

31. A Severe Performance Discrepancy

32. Likelihood of Passing the High Stakes Test Here is a standards-based approach for students in Illinois. Red scores are those students not likely to pass the next high stakes test. Green are highly like to pass. Yellow is in between. The number of words read correctly is the score from R-CBM. Amy�s score of 140 shows her likely to pass. Billy�s score of 38 WRC shows him unlikely to pass. Another reason for intensive interventionHere is a standards-based approach for students in Illinois. Red scores are those students not likely to pass the next high stakes test. Green are highly like to pass. Yellow is in between. The number of words read correctly is the score from R-CBM. Amy�s score of 140 shows her likely to pass. Billy�s score of 38 WRC shows him unlikely to pass. Another reason for intensive intervention

33. Obvious and Potentially Severe Educational Need

34. Testing in Even Easier Material

35. Graph the Results and See the Problem Severity

36. What Does R-CBM Measure? Despite some attempts to put a standard measure of oral reading �into a box� when a student reads aloud, we are assigned a student�s overall general reading achievement skills. The best way to know how well a S reads is to LISTEN to them...under standard conditions. Now we know that some of you will be anxious that you know students who can do this, but don�t comprehend. That�s a complex issue we need to understand more fully. Comprehension results FROM reading but is NOT �reading�...Despite some attempts to put a standard measure of oral reading �into a box� when a student reads aloud, we are assigned a student�s overall general reading achievement skills. The best way to know how well a S reads is to LISTEN to them...under standard conditions. Now we know that some of you will be anxious that you know students who can do this, but don�t comprehend. That�s a complex issue we need to understand more fully. Comprehension results FROM reading but is NOT �reading�...

37. The barrier--the belief that oral reading for 1 minute should be discounted as a general progress monitoring tool because of I know a kid who reads fluently, but Comprehension depends on lots of things besides general reading ability Like what you are being asked to comprehend. How many in the audience can�t �comprehend� their college philosophy texts? or a stats text? Why? general reading abilty or something else? Let�s take comprehension apart using a graphic organizer of Torgeson�s we�ve modified slightly. And when we get good at oral reading, we�ll add Curriculum-Based EVALUATION skills to assess this other areas.The barrier--the belief that oral reading for 1 minute should be discounted as a general progress monitoring tool because of I know a kid who reads fluently, but Comprehension depends on lots of things besides general reading ability Like what you are being asked to comprehend. How many in the audience can�t �comprehend� their college philosophy texts? or a stats text? Why? general reading abilty or something else? Let�s take comprehension apart using a graphic organizer of Torgeson�s we�ve modified slightly. And when we get good at oral reading, we�ll add Curriculum-Based EVALUATION skills to assess this other areas.

38. Case StudySevere Basic Skill Problem: Provide Intense Basic Skill Intervention!

39. Predicted Not to Pass High Stake Test

40. Determine the Severity of the Problem Using Survey Level Assessment and Write an IEP

41. Provide a Powerful Basic Skill Intervention and Monitor Progress

43. Possible Data Sources Activity Brainstorm the potential data sources in your school� Examples may include: Dean Referrals, Tardies, Suspensions, Expulsions, Outside Placements, Drop Outs Common Assessments, CBM, Yearly Progress Pro, Failure Rates

45. Increase the Capacity of General Education to Teach ALL Students Critical Content All students learn critical content required in the core curriculum regardless of literacy levels. Teachers compensate for limited literacy levels by using� Explicit teaching routines, Adaptations, and Technology to promote content mastery. For example: The Unit Organizer Routine

46. Key Skills Sets for Secondary Support(http://www.ku-crl.org/) Some are more familiar with the U of K stuff than others. I�d definitely leave this in and cover it as you do. Some are more familiar with the U of K stuff than others. I�d definitely leave this in and cover it as you do.

47. A Major Source of Support for Secondary

49. Content Enhancement Routines (Creating �learning-friendly� classrooms) A way of teaching academically diverse classes in which� The integrity of the content is maintained Critical content is selected and transformed Content is taught in an active partnership with students

50. Content Enhancement Teaching Routines Planning & Leading Learning Course Organizer Unit Organizer Lesson Organizer Exploring Text, Topics, & Details Framing Routine Survey Routine Clarifying Routine Ordering Routine Teaching Routines Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine

57. Learning Strategies Curriculum

58. Acquisition Strategy Self-Questioning Attend to clues as you read Say some questions Keep predictions in mind Identify the answer Talk about the answers

59. Embedded strategy instruction- Example of ASK IT Strategy Implementation All teachers teach the steps of a self-questioning strategy (ASK IT), regularly model its use, and then embed paraphrasing activities in course activities through the year to create a culture of �active reading.� Storage StrategyFirst-Letter Mnemonic Form a word with first letters Insert a letter Rearrange the letters Shape a sentence Try combinations Expression StrategyError Monitoring Write on every other line using PENS Read the paper for meaning Interrogate yourself using the COPS questions Take the paper to someone for help Execute a final copy Reread your paperStorage StrategyFirst-Letter Mnemonic Form a word with first letters Insert a letter Rearrange the letters Shape a sentence Try combinations Expression StrategyError Monitoring Write on every other line using PENS Read the paper for meaning Interrogate yourself using the COPS questions Take the paper to someone for help Execute a final copy Reread your paper

60. Storage StrategyFirst-Letter Mnemonic Form a word with first letters Insert a letter Rearrange the letters Shape a sentence Try combinations

61. Expression StrategyError Monitoring Write on every other line using PENS Read the paper for meaning Interrogate yourself using the COPS questions Take the paper to someone for help Execute a final copy Reread your paper

62. GOOD NEWS!! SASED has identified several local certified trainers and is planning to offer a workshop series on the University of Kansas Content Enhancement Routines & Learning Strategies Curriculum for the 2008-2009 school year.

63. How will Content-Area Strategy Instruction be provided? Middle School Embedded into content-area courses Strategy Instruction course as part of the fine arts rotation Strategic tutoring in place of foreign language High School Embedded into content-area courses Strategic tutoring in place of study hall Strategy Instruction as an elective

64. A Major Source of Support for Secondary

65. Components of Well-Designed Syllabi Contact Information Course Goals and Big Ideas Instructions and Directions as to How to Get Help Course Materials Behavior Expectations and Consequences Detailed Information About the Grading System Course Calendar and Due Dates Self Monitoring Checklists Access to Models for Papers, Projects, Tests

66. Evaluate Components of Syllabus

71. Not Everything We Teach Is Equally Important�The sheer quantity of information requires us to constantly determine what to include in a course�Keith Lenz, 2003

73. Students need intensive intervention to work on basic literacy components. Students develop the foundational phonics, fluency, and comprehension skills through specialized, direct, and intensive instruction in reading. Intensive instruction in listening, speaking, and writing is often a part of these services. For example: Courses in researched-based reading programs such as the SRA Corrective Reading Program or REACH.

74. How will basic literacy skill instruction be provided? Requires a double-block schedule of English/Language Arts and Reading. Where does the time come from? High School Option Reading as an elective Middle School Options Reading instruction instead of foreign language Reading course within the fine arts rotation

75. An intensive multi-faceted option for those who need it. Students with underlying language needs learn the linguistic, related cognitive, metalinguistic, and metacognitive underpinnings they need to acquire content literacy skills and strategies. For example: Speech-language pathologists, special education teachers, and social workers engage students in educational language and literacy instruction using a researched-based program such as the Sopris West Language! Program.

77. Read the Carnegie Documents:http://www.carnegie.org/literacy/why.html

79.  Websites for Scientifically Based Behavior Support National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS): www.pbis.org Safe and Civil Schools: www.safeandcivilschools.com

80. At the School Level

81. At the School Level

83. At the Referral Level

84. High School Tier 1 Example: English Dept. prior to 1993: Reading and writing skills were not taught in a consistent manner at LFHS Members of the English Dept. began learning about Nancie Atwell�s reading and writing workshops and developed a proposal to bring this concept to LFHS The School Board approved the proposal and all teachers were trained in the program for the 1994-95 school year

85. Writing Workshop PRINCIPLES AND REQUIREMENTS: Each student must produce 3 pieces of writing that go through the conferencing process Each student must produce a portfolio of the writing process The focus is on the writing process Students must have ownership and their written work must be student-generated

86. Reading Workshop PRINCIPLES AND REQUIREMENTS: At least 12 days/year must be devoted to reading workshop Students should be provided time to read Students should gain ownership over texts by selecting what they read Students should respond to text in a variety of ways and there must be teacher/student interaction regarding reading

87. English Dept 2005-06 High level of satisfaction with the writing skills of students at LFHS Less satisfaction with reading skills and overall enjoyment of reading (based off of 1st semester English finals and anecdotal information)

88. Vocabulary: The Broad Context�.. �Of the many compelling reasons for providing students with instruction to build vocabulary, none is more important than the contribution of vocabulary knowledge to reading comprehension. Indeed, one of the most enduring findings in reading research is the extent to which students� vocabulary knowledge relates to their reading comprehension.� Lehr, F., Osborn, J., Hiebert, E.H. (2004). Focus on Vocabulary, San Francisco: Pacific Resources for Education and Learning.

89. This wonderful new book from Isabelle Beck provides a good guide to what we mean about explicit and robust instruction to build children�s vocabulary so that it will help them in reading comprehension.This wonderful new book from Isabelle Beck provides a good guide to what we mean about explicit and robust instruction to build children�s vocabulary so that it will help them in reading comprehension.

90. Vocabulary Matching I think another example of curriculum based measures would be useful. I think another example of curriculum based measures would be useful.

91. English (VM)

92. Science (VM)

93. Social Studies (VM)

94. Results� Tier One - Basic words chair, bed, happy, house Tier Two - Words in general use, but not common concentrate, absurd, fortunate, relieved, dignity, convenient Tier Three - Rare words limited to a specific domain tundra, igneous rocks

95. How can we use this information? Vocabulary Matching Screening can be completed in about 15 minutes Using the cut scores provided we have reason to believe that students with scores less than 15 are likely to require strategic or intensive assistance between 16 and 25 may require strategic assistance above 25 are likely to be on track and can continue with instruction as planned in order to meet academic expectations for Illinois State Achievement test in 10th grade

96. Maze

98. R- CBM

100. Program Options Tier 1: Pre-teaching Key Vocabulary Tier 2: Co-taught English/Reading Block with REWARDS Co-taught Course on before, during, and after reading strategies with a focus on content-area text Tier 3: Social Opportunities Academic Readiness(SOAR): Includes Language!; Social Language Skills; Vocational Opportunities; Post-Secondary Exploration

101. WE can find effective programs evaluated by Florida Center on REading Research. fcrr.orgWE can find effective programs evaluated by Florida Center on REading Research. fcrr.org

102. WE can find effective programs evaluated by Florida Center on REading Research. fcrr.orgWE can find effective programs evaluated by Florida Center on REading Research. fcrr.org

103. High School Tier 2 Example: Freshman Reading Classes Class A: guided reading, modeling, class discussions, comprehension checks, oral reading, graphic organizers, REWARDS Class B: guided reading, modeling, class discussions, comprehension checks, oral reading, graphic organizers

104. WRC Mean Rate of Growth Per Week Class A mean rate of growth = 0.67 WRC/week Class B mean rate of growth = -1.22 WRC/week

105. Instructional Planning FormGoal: In 32 weeks, Cary will read 95 cwpm with at least 95% accuracy. 

106. Cary�s Progress

107. Next Steps� Math! Math Department Proposal: Screening & Progress Monitoring Yearly Progress Pro (YPP) McGraw-Hill Includes: CBM & Custom Tests

108. YPP Examples

109. YPP Algebra & Geometry Skill Clusters

113. Developing Components Systems General survey of priorities, Effective Behavior Support Survey, Team Implementation Checklist tell you what you want to do Practices School-wide Evaluation Tool tells you how much is in place Data Curriculum Based Measures and Office Referral Data tell you with whom to focus

118. Systems/Data System - SET Information Overall Score approximately 80% Teaching @ 70% Acknowledgment @ 50% Impact data School has access to discipline and attendance data

119. Practice To address tardies (high school) � names of students from class were put into a drawing. Four students� names were drawn at random weekly, if they had no tardies, they could choose a prize.

120. Report from School Teachers were not able to sustain, teachers did not remember to conduct drawings. We can use department chairs to provide reminders and support to staff (System)

121. Control Classrooms CONTROL Pre Post Tier 1 (0-1) 59% 59% Tier 2 (2-5) 34% 38% Tier 3 (6) 6% 3% CONTROL Pre Post Tier 1 (0-1) 59% 59% Tier 2 (2-5) 34% 38% Tier 3 (6) 6% 3%

122. Treatment Classrooms TREATMENT Pre Post Tier 1 (0-1) 38% 69% Tier 2 (2-5) 34% 16% Tier 3 (6) 28% 16% TREATMENT Pre Post Tier 1 (0-1) 38% 69% Tier 2 (2-5) 34% 16% Tier 3 (6) 28% 16%

123. At least at the school-wide level � you are trying to get 80% of your staff teaching! In Illinois � when schools get to 80/80 Fewer risk factors More protective factors More likely to have tried interventions beyond SW More students with fewer discipline problems

124. Examples of Targeted Interventions Behavior Education Program (BEP) Check-In, Check-Out Functional Behavioral Assessment/ Behavior Support Planning**

125. Behavior Education Program (BEP)Features Students identified and receive within a week Check-in and check-out daily with an adult at school Regular Feedback and reinforcement from teachers Family component Daily performance data used to evaluate progress

127. Step 1: Problem Identification Question: What is the discrepancy between what is expected and what is occurring? 2/3 of Maple�s individual student referrals were due to lack of on-time assignment/homework completion.

128. A homework assignment is defined as any academic assignment assigned by a core academic, foreign language, allied arts, or physical education teacher to be completed after school. Homework does not include bringing appropriate supplies to class, turning in forms of any kind, or participation in fundraising activities. A homework assignment that is turned in on time is defined as being received by the assigning teacher at the requested day and class period.

129. Comparison of Fall 2003 and Fall 2004 homework completion 2003 Average student had 18 assignments Average student turned in one assignment late Average student had 7% of homework late 2004 Average student had 18 assignments Average student turned in one assignment late Average student had 6% of homework late

130. Total Number of Homework Turned in Late

131. Step 2: Problem Analysis Question: Why is the problem occurring? Teachers determined a number of hypotheses including: Lack of time Lack of skill Lack of motivation/interest in the subject area

132. Step 3: Plan Development Question: What is the goal? All students would turn in at least 80% of their homework on time. Question: How will progress be monitored? Teachers will meet weekly and calculate the average work turned in per week for all students attending Homework Extension.

133. Question: What is the intervention plan to address the goal? Homework Extension takes place during lunch periods. Students assigned to Homework Extension will go to the lunchroom to get their lunch (if purchasing their lunch) and then report to the Homework Extension classroom. Homework Extension is supervised by one/two of the lunch room supervisors in a separate classroom.

134. Homework Extension lasts the entire lunch period for the course of five school days. Students are then reevaluated. If work completion exceeds 80%, the student may return to the lunchroom. If not, he/she will be reassigned to Homework Extension. If a student attends Homework Extension for three consecutive weeks, then the student is automatically referred for individual student problem solving.

135. Step 4: Plan Implementation Question: How will implementation integrity be ensured? The principal required a weekly e-mail sent out to report which students qualified for Homework Extension and which attended Homework Extension and met their goals. The principal and assistant principal found a classroom and staff who would assist and monitor students� work completion during lunch.

136. Step 5: Plan Evaluation Question: Is the intervention plan effective? Are the students making progress toward the goal? Yes, 66% of students were in HE for 1 week. (33%-2 weeks; 3%-3weeks; 11 students total.) Is the student decreasing the discrepancy between him/her and the general education peers? Yes, 77% of students were in HE only 1x. (11%-2x; 8%-3x; 4%-4x; 6 students total.) Is the plan able to be maintained in the general education setting? No, 34% of students were involved in HE; Universal not targeted problem. 29 total students (22%) 133 students --23 total different students (34%)--67 students on 6-2 19 students were in for a week and then met criteria 66% 9 students were in for two weeks and then met criteria 31% 1 student in for 3 consecutive weeks but then was not in again 3% 1 student referred for individual problem solving 22/29 students --once they met criteria, they did not enter HE again 77% 3/29 students-- entered 2 separate times in the semester 11% 2/29 students--entered 3 separate times in the semester 8% 1 student --entered 4 separate times in the semester 4% TC-4 DV-2, GE-2, KK-2, JM-2 CO-3, OB-329 total students (22%) 133 students --23 total different students (34%)--67 students on 6-2 19 students were in for a week and then met criteria 66% 9 students were in for two weeks and then met criteria 31% 1 student in for 3 consecutive weeks but then was not in again 3% 1 student referred for individual problem solving 22/29 students --once they met criteria, they did not enter HE again 77% 3/29 students-- entered 2 separate times in the semester 11% 2/29 students--entered 3 separate times in the semester 8% 1 student --entered 4 separate times in the semester 4% TC-4 DV-2, GE-2, KK-2, JM-2 CO-3, OB-3

137. Plan Evaluation Outcomes Form 29 total students (22%) 133 students --23 total different students (17%) 19 students were in for a week and then met criteria 66% 9 students were in for two weeks and then met criteria 31% 1 student in for 3 consecutive weeks but then was not in again 3% 1 student referred for individual problem solving 22/29 students --once they met criteria, they did not enter HE again 3/29 students-- entered 2 separate times in the semester 2/29 students--entered 3 separate times in the semester 1 student --entered 4 separate times in the semester TC-4 DV-2, GE-2, KK-2, JM-2 CO-3, OB-329 total students (22%) 133 students --23 total different students (17%) 19 students were in for a week and then met criteria 66% 9 students were in for two weeks and then met criteria 31% 1 student in for 3 consecutive weeks but then was not in again 3% 1 student referred for individual problem solving 22/29 students --once they met criteria, they did not enter HE again 3/29 students-- entered 2 separate times in the semester 2/29 students--entered 3 separate times in the semester 1 student --entered 4 separate times in the semester TC-4 DV-2, GE-2, KK-2, JM-2 CO-3, OB-3