rti in the secondary school setting: making it work! jennifer maichin [email protected]...
TRANSCRIPT
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RtI in the Secondary School RtI in the Secondary School Setting: Making it Work!Setting: Making it Work!
Jennifer MaichinJennifer [email protected]
Whittney Smith Whittney Smith [email protected]
www.cerebrum.wikispaces.com/RtI
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Schedule for the DaySchedule for the Day
AM: 8:30am – 12:00pmAM: 8:30am – 12:00pm
LUNCHLUNCH 12:00pm– 1230 pm 12:00pm– 1230 pm
PM: 12:30pm-2:00pmPM: 12:30pm-2:00pm
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S3TAIR
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* Includes Earth Science Results
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Albert Einstein once said…Albert Einstein once said…““The definition of insanity is doing the same thing over and The definition of insanity is doing the same thing over and
over again and expecting different results.”over again and expecting different results.”
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NYSED NYSED April 2008 State Education Department Field MemoApril 2008 State Education Department Field Memo
Authorizes the use of RtI in the State's Authorizes the use of RtI in the State's criteria to criteria to determine learning disabilitiesdetermine learning disabilities (LD) and (LD) and requires, requires, effective July 1, 2012effective July 1, 2012, , that all school districts have an that all school districts have an RtI program in place as part of the process to determine RtI program in place as part of the process to determine if a student in grades K-4 is a student with a learning if a student in grades K-4 is a student with a learning disability in the area of readingdisability in the area of reading. “. “Effective on or after July Effective on or after July 1, 2012, a school district shall not use the severe 1, 2012, a school district shall not use the severe discrepancy criteria to determine that a student in discrepancy criteria to determine that a student in kindergarten through grade four has a learning disability in kindergarten through grade four has a learning disability in the area of readingthe area of reading.” .”
[8 NYCRR section 200.4(j)][8 NYCRR section 200.4(j)]
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Prior to the State’s Memo:Prior to the State’s Memo:
IDEA 2004:IDEA 2004: “…“…in determining whether a child has a in determining whether a child has a
specific learning disability, a local agency may specific learning disability, a local agency may use a process that determines if the child use a process that determines if the child responds to scientific research-based responds to scientific research-based intervention as part of the evaluation intervention as part of the evaluation procedures…” (H.R. 1350, 2004, section 614 procedures…” (H.R. 1350, 2004, section 614 (b)(6)(A&B))(b)(6)(A&B))
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Resources for learning and development can be found at www.cerebrum.wikispaces.com/RtI
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Essential Components for Success Essential Components for Success
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How we see RtI working:How we see RtI working:
Tier IIITier III
Tier IITier II
Tier ITier I
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Breaking Down the Tiers:Breaking Down the Tiers:TierTier II
Universal, School Wide Interventions
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Tier I: Data AnalysisTier I: Data AnalysisUniversal / School Wide Screenings to determine Universal / School Wide Screenings to determine
areas of needareas of need
Universal Benchmark Screening Data
State Assessments
Other available Standardized Test Scores
Report Cards and Progress Reports Attendance Records
Discipline Referrals
Cumulative Files
Nurse/Guidance Reports
Surveys (www.surveymonkey.com)
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Sample Math State Analysis by StrandSample Math State Analysis by Strand
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Sample Outcomes of Data Analysis Sample Outcomes of Data Analysis
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Suggest creating common
building wide format for answering extended response questions
You Decide... You Decide...
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You Decide…You Decide…
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Additional Outcomes of Data AnalysisAdditional Outcomes of Data Analysis
Building-Wide Code of Building-Wide Code of ConductConduct
Professional Professional Development on Development on Differentiated InstructionDifferentiated Instruction
Common Quarterly Common Quarterly Assessments (Subject Assessments (Subject area/grade level)area/grade level)
Common Formative Common Formative AssessmentsAssessments
DIGS (Data Individualized Goal Setting) Development of PLC’s UCLA Model Classroom Walkthroughs……………
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Tier I in the Classroom:Tier I in the Classroom:Getting Stuck Getting Stuck
Team suggests implementing evidence based strategies Team suggests implementing evidence based strategies in the general education classrooms throughout the in the general education classrooms throughout the building. building.
Specific evidence based strategies are presented to Specific evidence based strategies are presented to teachers and references made availableteachers and references made available
6-8 weeks later, the team reconvenes to measure the 6-8 weeks later, the team reconvenes to measure the effectiveness of the Tier I strategies…….effectiveness of the Tier I strategies…….
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Tier I Strategy Development Tier I Strategy Development Teacher Ownership Teacher Ownership vs. “Buy In”vs. “Buy In”
See compilation of research based interventions on www.cerebrum.wikispaces.com/RtI
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Tiers II and III: Tiers II and III: Increased Intensity and/or Frequency Increased Intensity and/or Frequency
Increased frequency of Progress Monitoring
Small group differentiated instruction
within general classroom and/or lunch, before or after school
Self monitoring of skill/assessment progression
Counseling Groups* socialization* divorce/separation* substance abuse
* “girls group”
Code of Conduct reinforcement
Scheduled “Check Points”
Peer mediation
Positive reinforcement PlansBehavior Intervention Plans
Increased parent involvement
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Building Level Academic SupportBuilding Level Academic SupportMaster Schedule Changes Master Schedule Changes
(Individual Students may move between Tiers at any point in the year)(Individual Students may move between Tiers at any point in the year)
66thth Grade Grade7th and 8th Grade
One period dedicated in schedule for intervention
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Sample 8th Grade Schedule
Intervention
Period
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Visual Representation of Tiers II & Visual Representation of Tiers II & III in 7III in 7thth and 8 and 8thth Grade Grade
77thth Grade Period 4 Grade Period 4 Reading Tier IIIReading Tier III Reading Tier IIIReading Tier III Math Tier IIIMath Tier III Math Tier IIIMath Tier III ELA Tier IIELA Tier II ELA Tier IIELA Tier II Math Tier IIMath Tier II Math Tier IIMath Tier II On-TargetOn-Target On-TargetOn-Target On-TargetOn-Target On-targetOn-target On-Target On-Target
4-6 students
12-14 students
25 students
88thth Grade Period 5 Grade Period 5 Reading Tier IIIReading Tier III Reading Tier IIIReading Tier III Math Tier IIIMath Tier III Math Tier IIIMath Tier III ELA Tier IIELA Tier II ELA Tier IIELA Tier II Math Tier IIMath Tier II Math Tier IIMath Tier II On-TargetOn-Target On-TargetOn-Target On-TargetOn-Target On-TargetOn-Target
4-6 students
12-14 students
25 students
Total = 189
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Tier I - UniversalQuality classroom instruction using
research-based strategies with targeted students
Tier II - StrategicSmall Group (10-12 students) AIS Classes
Benchmarking three times / year
Tier III - IntensiveSmall group (4-6 students)
AIS classesProgress Monitoring every
2-3 weeks
At-Risk StudentTeacher analyzes data, refers student to IST and moves student to Tier 2.
Three data checks, regression/no progress IST Process
On Target StudentTeacher analyzes data and keeps student in Tier 1.
Three data checksIST Process
Regression /no progress, revise (repeat if not successful) --- consider referral to CSE
ProgressContinue with programIST Process
FluidFluid Movement Through AIS TiersMovement Through AIS Tiers
See “AIS/IST Movement Plan”
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Tiers II and IIITiers II and IIIEvidence - Based AcademicEvidence - Based AcademicPrograms and InterventionsPrograms and Interventions
Read 180Wilson Phonetics Based Program“Just Words” Reading Program
Common Skill - Specific Research Based Strategies (RAFT, Repeated Reading, STAR)
Mathematics Navigator ProgramBi-Monthly Progress Monitoring: Reading/Math
See compilation of research based strategies at
Monthly Strategic Monitoring: Reading/MathIndividual Goal Setting and self- monitoring of progress and skill acquisition
www.cerebrum.wikispaces.com/RtI
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Tiers II and III: Evidence Based Behavior Tiers II and III: Evidence Based Behavior Programs and InterventionsPrograms and Interventions
Positive Reinforcement Plan (teachers can access and fill in plan on password protected shared intranet folders)
Behavior Intervention Plan
1:1 Counseling
Group Counseling
Periodic scheduled “Check In’s” with Guidance Counselor
Consultation with outside therapist
See Sample Behavior Plan
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AIMS Web Monitoring SystemAIMS Web Monitoring System
ReadingReading MAZEMAZE Reading Curriculum Based Reading Curriculum Based
Measurement (R-CBM)Measurement (R-CBM)
MathMath All FactsAll Facts Math Concepts and Math Concepts and
Applications (M-CAPApplications (M-CAP))
See “AIMSWeb 2009-2010 Administration Schedule”
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Sample Sample AIMsWeb AIMsWeb
DataData88thth Grade Grade Tier II AISTier II AIS
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Mathematics Navigator Tier III: Mathematics Navigator Tier III: DataData
Sabrina 1 Place Value Pre 60% 27%
Sabrina 1 Place Value Post 87% Y
Sabrina 2 Knowing Addition and Subtraction Pre 62%
Sabrina 2 Knowing Addition and Subtraction Post 87% Y
Sabrina 3 Understanding Addition and Subtraction Pre 73% x
Sabrina 3 Understanding Addition and Subtraction Post 73% Y
Sabrina 4 Knowing Multiplication and Division Pre 70%
Sabrina 4 Knowing Multiplication and Division Post
Sabrina 5 Understanding Multiplication Pre
Sabrina 5 Understanding Multiplication Post
Sabrina 6 Understanding Division Pre
Sabrina 6 Understanding Division Post
Sabrina 7 Measurement Pre
Sabrina 7 Measurement Post
Sabrina 8 Knowing Fractions Pre
Sabrina 8 Knowing Fractions Post
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Behavior Baseline Data
Issa Behavior Frequency 12/17/09-12/23/09
0
4
8
21 1
3
9
18
109
13
23
5
9
5
1
5 46
2
0
5
10
15
20
25
30
Class
Fre
qu
en
cy
of
Be
ha
vio
r
Issa left his seat at aninnapropriate time
Issa spoke out of turn
Issa physically antagonizedclassmatest
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If we are facing in the right direction, all we have to do is keep on walking. ~Buddhist Saying
Part II: The ISTPart II: The IST
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““Without the right building-level leadership, Without the right building-level leadership, RtI will not realize the potential it has in RtI will not realize the potential it has in fundamentally altering for the better both fundamentally altering for the better both the delivery system and educational the delivery system and educational practice in our schools.” practice in our schools.”
Dr. David P. Prasse, Professor and DeanDr. David P. Prasse, Professor and Dean
of the School of Education, of the School of Education,
Loyola University Chicago Loyola University Chicago
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Creating a High Performing IST Creating a High Performing IST
Core Team Core Team ::• IST ChairpersonIST Chairperson• Guidance CounselorGuidance Counselor• Speech TherapistSpeech Therapist• School Psychologist School Psychologist
Invited MembersInvited Members:: • ParentParent• Student (when appropriate)Student (when appropriate)• All teachers on student’s scheduleAll teachers on student’s schedule• Reading/Math Instructional Leader (when appropriate)Reading/Math Instructional Leader (when appropriate)• Social Worker (when appropriate)Social Worker (when appropriate)• Nurse (when appropriate)Nurse (when appropriate)• Administration (when appropriate)Administration (when appropriate)
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Creating a Solid IST ProcessCreating a Solid IST Process
See “Mineola Middle School IST Protocol: Initial Referral and Follow Up Meetings”
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Continuous ImprovementContinuous Improvement Constant open discussion (What is working? What isn’t?)Constant open discussion (What is working? What isn’t?) Two-way feedbackTwo-way feedback Incorporate technology (Outlook, Shared Folders etc.)Incorporate technology (Outlook, Shared Folders etc.) Develop and Update Training Manuals as necessary Develop and Update Training Manuals as necessary Establish AIMSWeb testing schedule prior to start of Establish AIMSWeb testing schedule prior to start of
school year school year Established schedule for articulation meetings to discuss Established schedule for articulation meetings to discuss
data prior to start of school year data prior to start of school year Update and revise Protocols and Task Lists and Forms as Update and revise Protocols and Task Lists and Forms as
necessary necessary Continuous Research and Development of InterventionsContinuous Research and Development of Interventions
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Questions…Questions…
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RtI Resources/LinksRtI Resources/Links
www.nrcld.orgwww.nrcld.org www.ncld.orgwww.ncld.org www.nasdse.orgwww.nasdse.org http://www.rtinetwork.org/ http://www.rtinetwork.org/ www.aimsweb.comwww.aimsweb.com www.interventioncentral.orgwww.interventioncentral.org