Response to Intervention (RtI): Important Components at the
High School Level
Charles Johns, Ph.D., Principal, Rolling Meadows High School
Christine Martin, ASPIRE North Regional Coordinator & Indian Prairie RtI Coach
Lindsay Schrand, NSSED RtI Coach
Sharon Tate, Assistant Superintendent for Student Services, Indian Prairie District #204
Problem Solving/RtIProblem Solving
Model
incorporates
3-Tier Model
with
Scientifically-BasedData Systems
& u
ses
Scientifically-Based Interventions
andData-Based
Decision Making
for
What is RtI?
Problem Solving including RtI
Problem Solving Model
incorporates
Current Policy:Outcomes-Driven;
All Students
What is RtI?
A GLIMPSE OF 4 STEPS USED AT ANY LEVEL/TIERS
4. Evaluate4. Evaluate 2. Analyze2. Analyze
1. DEFINE THE PROBLEM1. DEFINE THE PROBLEM
3. Develop a Plan3. Develop a Plan
General High School Considerations for Planning:
Problem Solving Process
• Process shouldn’t be different for High School
Problem Solving including RtI
3-Tier Model
with
Current Policy:Outcomes-Driven;
All Students
What is RtI?
ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS
STUDENTS
Tier 1 Core Instructional Interventions• All students• Preventive, proactive 80% 80%
Tier 1 Core Instructional Interventions• All settings, All students• Preventive, proactive
Tier 2 Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response
15%Tier 2 Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response
15%
Tier 3 Intensive, Individual Interventions• Individual Students• Assessment - based• Intense, durable procedures
5%
Tier 3 Intensive, Individual Interventions• Individual Students• Assessment - based• High intensity• Of longer duration
5%
3-Tier Model
General High School Considerations for Planning:
• Need to create structures for supplemental and intensive instruction
Problem Solving including RtI
Scientifically-BasedData Systems
& u
ses
Current Policy:Outcomes-Driven;
All Students
What is RtI?
District Assessment Plan
Shift District approach from:
Assessment OF Learning
to
Assessment FOR Learning.
Shift Thinking to “Every Ed”
Data Systems
General High School Considerations for Planning:
• Use of Data Readily Available• ISAT/PSAE• GPA• Attendance• Discipline Referrals
• Add Common Assessments• Formative• Summative
Problem Solving including RtI
Scientifically-Based Interventions
and
Current Policy:Outcomes-Driven;
All Students
What is RtI?
Scientifically-Based Instruction & Interventions
General High School Considerations for Planning:
• Need to improve instructional reach through universal design for learning principles
•Content Enhancement Strategies
• Learning Strategies
• Move to “deep” rather than “wide” curricular expectations
Problem Solving including RtI
Data-BasedDecision Making
for
Current Policy:Outcomes-Driven;
All Students
What is RtI?
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.
Schools Use CBM in Universal Screening Instead of Referral Driven Practices
< 25thTier 2 Candidates
<10thIndividual Problem Solving and/or Tier 3 Candidates
Mark Shinn, 2007
Kelly in Red Seems to be a Problem
Now does she look like a problem?
How Do you KNOW if Core Instruction is Working: Screen-Many students not Learning at Tier 1
Grade Level
Standard
Data-Based Decision-Making
General High School Considerations for Planning:
• Need structure for houses and departments to regularly review data, make instructional/intervention changes
How do we get there?
Training
includes
Leadership Team&
Coaches
supp
orte
d by
ChangingRoles
& in
volv
es
Data
by looking at
Process, Eligibility,
& Intervention
to create changes in
Coaching provides . . .
• Push-in, continuing staff developmentPush-in, continuing staff development
• Intervention & Technology supportIntervention & Technology support
• “ “Model-Lead-Test” of concepts taught Model-Lead-Test” of concepts taught through trainingthrough training
• Accountability for quality Accountability for quality implementationimplementation
Fidelity of process, assessments, interventionsFidelity of process, assessments, interventions
• Moral supportMoral support
How We Started• Information gathered via needs
assessment
• Information was compiled
• Based on Data determined next steps…
Next Steps…
• Building Level Leadership • Team Format/Process• On-Going Needs Assessment• Universal Screeners• Technology for Integrated Data System• Entrance and Exit Criteria for Intervention• Professional Development• Parent Involvement • Role Change
Self-Assessment
• Standards-Based Curriculum and Research-Based Instruction
• Treatment Fidelity Tools• Standardize communication regarding
resources
• Research-Based Assessment Practices
• Screeners, entrance/exit • Progress monitoring• Technology Solutions
• Student Intervention/Problem Solving Team
• Systematize Process• Develop Policy
• Intervention Strategy Identification
• Gap Analysis• Tx Integrity &
Entrance/Exit
• Resource Allocation• .5 FTE• Induction Process• Partners
(IASPIRE/University)• Manual/Handbook
• Professional Development • Priority PD• Specialized training• Technology• Students/Parents
• Consensus Building• ID Building Team• Communicate with all staff• Including parents/stakeholders
Prioritized Timeline to Prepare Transition Plan
• Meet with Technology Support
• Building Leadership Team
• Outline Professional Development Activities for Next Year
• Screening Process (data, team, decisions)
• Policy/Procedure (e.g., Manual/Handbook)
District 204’s High School
Implementation Framework
INDIAN PRAIRIE DISTRICT 204 IMPLEMENTATION FRAMEWORK – High School- DRAFT Phase 1
Initiation Phase 2
Implementation Phase 3
Incorporation Phase 4
Institutionalization *Understanding
Conceptualization *Skill Building
Expanded knowledge base *Transfer of skill and knowledge
*Application of skills, knowledge, relationships
P
rob
lem
-So
lvin
g
Overview presentations- (administrators, select staff, all staff) Changes to PPS process
– measurable goals & progress monitoring; instructional intervention
Use of LD criteria Selected readings
Begin to use Response to Intervention (RTI) for eligibility decisions w/ favorable coach ob
Demonstrate use of data- based decisions
by implementing at least 1 Tier 1 or Tier 2 intervention w/ favorable coach ob
Create a building plan & goals w/ coach input Complete at least 1 cycle of PS process w/ at
least 3 individual students w/ favorable coach ob Education of all staff in PS basics Use common summative assessments to
guide instruction
Continue to use RTI w/ favorable coach ob Use of data-based decisions at all tiers
(AIMSweb/ Behavior Data/GPA /etc) w/ favorable coach ob
Monitor building plan/write annual PS goals PS process for at least 2 additional Tier 1 or
Tier 2 interventions (1 academic/1 behavior) w/ favorable coach observation
Work through at least 1 cycle of PS process w/ at least 10 students or all PPS referrals w/ favorable coach observation of 2
Use common formative assessments to guide instruction
Integrity of process 80% across tiers (including IEP students) – coach & self-study ratings
Sustaining Problem-Solving at multiple levels (Individual students, targeted interventions, whole school)
Full scale use of RTI
Writes & evaluates measurable
goals for SIP, and all 3 tiers Part of school culture & essential
components seen in all aspects of the school – all concerns go through PS process- Integrity of process 100% - coach & self-study ratings
Dat
a S
yste
ms
(A
IMS
we
bC
BM
& P
BIS
d
ata
)
Progress monitor: Reading
5 Reading Workshop students / tchr
5 IEP students / tchr
Progress monitoring: All Reading Workshop students / IEP students/ and At-risk students (1-3 )
Data system : Behavior (i.e. PBIS) Begin Tier 2/3 diagnostics – performance vs
skill deficit Use GPA/ Course Credits/ and other
correlation data to make triangles/ Analyze data/ Use data to guide decisions for students (Freshman Center)
Continue progress monitoring all at-risk & IEP students
Use GPA/ Common Formative Asses. To identify at-risk students. (whole school)
Utilization of these data systems in SIP Tier 3 diagnostics – reading
80%on Walk Through (Set-like)
Sustained use of AIMSweb & behavior data systems
Sustained utilization of data
systems within SIP Full implementation of data
systems for RTI decisions Diagnostics – multiple subjects
Res
ou
rces
&
Evi
den
ce-B
ased
In
terv
enti
on
s
Understanding of Evidence-Based Interventions (EBI) definition
Understanding of Tiered
Model (universal, targeted, intensive)
Examine available resources within a building (personnel, materials, & interventions) using the 3-tier model approach
Review district EBI statement Determine Infrastructure & Decision-making
rules for Tier 2 & 3 Develop and Implement a common Unit
Organizer for one class Schedule times for Tier 2/3 interventions to
occur. Transition planning for Tier 2/3 students. MS
to HS; HS- Graduation Develop plan for what to “take off plate”
Resource mapping: Identify resources available using the 3- tier model approach- within each department
Inter-department articulation of resources Evaluation of intervention effectiveness for all
tiers at least quarterly within each department.
Methods established for ensuring intervention integrity
Training on interventions at each tier Expand UO to other classes/departments Develop Common CO for one class Evidence of dropped activities
Continued training and evaluation of interventions at each tier
Common CO/ UO in all courses/departments
Resource mapping completed as needed
Note: Phases may take one semester, one year or two years depending upon the school (i.e. a school may be in phase 2 of Problem-solving but Phase 3 of AIMSweb.)
Instructional Planning Forms Common Unit/ Course Organizers
Begin using data to make decision for students ( GPA, Common SummativeAnd Formative Assessments, homework completion %, discipline data)
Indian Prairie Dist 204Neuqua Valley
Freshmen Campus: Tier 2 Example
Problem Solving TeamMark Truckenbrod, Kerry Cahill, Janine Keca, Mart O’Connor, Pam Witt and Michelle Perkins
Spring, 2008
What’s the Problem?
Definitional Component
Problem How do you know?
What Is Expected
Students will pass academic courses
Dedicated Teaching Staff, High Expectations
What Is Occurring
Some courses have higher semester failure rates than others.
From semester data, two core course have significantly higher failure rates.
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.
Problem Analysis Planning
World 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. homework
Students do not complete homework
World 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 skills
TestObserveInterviewReviewHypothesis Students lack specific skills
Students do not complete homework
Students have excessive absences
or discipline problems
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.
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
World Geography Survey
• What is the biggest determining factor in a student’s failure?
• What can be done to help students succeed?
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.
Initial Student Target Group 48
The initial target group was decreased to 34 students in order to eliminate special education students and students with grade contracts.
Last First Tchr Per ID Lunch Pswrd
• In 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.
Program ExpectationsProgram Expectations
Students will be required to report to a resource room for the fStudents will be required to report to a resource room for the first irst 20 minutes of their option 20 minutes of their option dailydaily. . Students are to be there Students are to be there when the bell ringswhen the bell rings. If a student doesn. If a student doesn’’t t show up, deanshow up, dean’’s assistants will be sent to find him/her. Tardy s assistants will be sent to find him/her. Tardy policy will apply.policy will apply.Students are assigned to an adult staff member who they will Students are assigned to an adult staff member who they will checkcheck--in with every Friday to review geo grade and homework in with every Friday to review geo grade and homework completion in geography. completion in geography. If all of your homework is turned in AND you have a passing If all of your homework is turned in AND you have a passing grade (in geography), you will grade (in geography), you will not not be required to attend resource be required to attend resource for the following two weeks. This will be reviewed for the following two weeks. This will be reviewed every other every other Friday Friday by each student and their contact person. by each student and their contact person. If students have missing assignments and/or are failing, they muIf students have missing assignments and/or are failing, they must st continue to attend. continue to attend. This program will continue through the remainder of this school This program will continue through the remainder of this school year.year.
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.
Intervention Integrity Assessment
• Types of integrity assessment for our program:
-self-report/log -checklist/rating scale direct observation
• Students 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.
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.
Plan Evaluation-Option AttendanceStudent Name Option Class PS Case M
PS CaseCheck
Remainin ARC? M
Last First Period Period Teacher Manager 7-Apr (initial) 21-AprTaylor 5 3 Bell Truckenbrod P MT Yes ASharondah 5 7 Whisler Cahill A ATa Shawn 5 3 Polanski O'Connor A MO 76% No XShannon 5 2 Walz Truckenbrod P No Show Yes PAnnalise 5 4 Bell O'Connor P MO 70% No XSydnie 5 3 Polanski Cahill P PPaul 5 2 Walz Keca P JK (56%) Yes PDejon 5 4 Bell Truckenbrod P MT Yes PDaniel 6 4 Bell Keca P JK (51%) YesJessica 6 3 Bell O'Connor P MO No XDamon 6 7 Bell O'Connor P absent YesKeosha 6 4 Bell Witt PTaylor 6 2 Walz Keca A JK (38%) YesLindsey 6 7 Bell Truckenbrod P No Show YesYoel 6 5 Bell Witt PSameer 7 6 Treptow Perkins P JK (62%) YesBrandon 7 9 Bell Perkins P YesViviana 7 6 Campbell Perkins P No XMichael 7 6 Treptow Cahill P AJoseph 7 3 Campbell Perkins A No XEmily 7 2 Walz Keca P JK (53%) Yes T2Larry 7 3 Bell Witt P Yes PJoseph 7 3 Bell O'Connor P MO Yes PAbby 8 7 Bell Cahill P ANick 8 4 Treptow Perkins P No AKevin 8 3 Walz Keca P JK (46%) Yes PJessica 8 4 Bell Cahill A AKristen 8 3 Walz Witt A AThomas 8 2 Walz Truckenbrod P MT Yes PGina 8 4 Bell Keca P JK (69%) No XLucy 8 4 Bell Witt P XMichael 8 3 Walz Perkins P P
Attendance/ Communication done through common file on school’s server
“What are we going to do now?”
- Robert Doisneau, 1952 M
O
Current Events
• We planned to meet in August to refine our ideas and come up with a plan
• We decided to expand MAR efforts • Plans for Math Intervention also came
“online” to be implemented in the fall
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?
Current Events
• We contacted the parents / guardians of the 24 identified freshman
• Two students have withdrawn from Neuqua Valley High School
• The other 22 parent/guardians are in full support of the effort (with review each 3 weeks)
Current Events
• Each student reports to Academic Resource for the first 20 minutes of the period
• Students are required to present their planners with up-to-date assignments listed for each day
• We met with AR teachers to ask for their assistance in taking attendance and to outline the intervention (Training?)
Current Events
• We’ve asked each student to select a Faculty Advisor
• Brief training for Faculty Advisor
• Mart & Sandi continue to develop “resources for Resource”
Current Events
• We will conduct a review of all participating students after each 3 week period or 3 times per quarter
• Recommendations will be made for students to remain or be exempt from Mandatory AR
• Parent contacts will be made at this time
Current Events
• A student is exempt from Mandatory AR when they meet the following benchmarks:
- 70% in all classes
- No missing assignments
Current Events
• We are developing a “data review” process
• 3 week grade checks will remain in effect for each student identified
• Our current thought is to remain fluid, allowing students to be transitioned in/out of MAR
VW
Current Events
• This is certainly a “work in progress”
• We continue to use the problem solving model to refine our practices
Current Events
• Our goal is to eliminate failures due to homework incompletion
• While homework impacts each department differently, this is a building-wide intervention that needs support from each department
Current Events
• YOU may be the only Faculty Advisor that can reach that kid
• Again, very short training for each Faculty Advisor to get you started
• Short training for each Resource Teacher to get them started
You’ll find more information about Indian Prairie’s RtI process at:IAASE website “RtI from Concept to Reality” page – www.iaase.org
Illinois ASPIRE website
www.illinoisaspire.org
Indian Prairie District 204 website
https://blackboard.ipsd.org/ click “course catalog” & type “problem solving” into “search catalog”
Questions for us?