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?