RtI in the Secondary School RtI in the Secondary School Setting: Making it Work!Setting: Making it Work!

Jennifer MaichinJennifer Maichinjmaichin@mineola.k12.ny.usjmaichin@mineola.k12.ny.us

Whittney Smith Whittney Smith wsmith@mineola.k12.ny.uswsmith@mineola.k12.ny.us

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.”

Essential Components Essential Components

Tiered Instruction / Intervention

Family Involvement

High Quality Classroom Instruction

Ongoing Student Assessment

““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 Dean of the School of Dr. David P. Prasse, Professor and Dean of the School of Education, Loyola University Chicago Education, Loyola University Chicago

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 that all school districts have an RtI program in place as part of the process to an RtI program in place as part of the process to determine if a student in grades K-4 is a student determine if a student in grades K-4 is a student with a learning disability in the area of readingwith a learning disability in the area of reading.  .  ““Effective on or after July 1, 2012, a school district Effective on or after July 1, 2012, a school district shall not use the severe discrepancy criteria to shall not use the severe discrepancy criteria to determine that a student in kindergarten through determine that a student in kindergarten through grade four has a learning disability in the area of grade four has a learning disability in the area of readingreading.”    .”    

[8 NYCRR section 200.4(j)][8 NYCRR section 200.4(j)]

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))

Background:Background:

WelI Established IST WelI Established IST

The TeamThe Team• Constant MembersConstant Members: IST Chairperson, Guidance Counselor, : IST Chairperson, Guidance Counselor,

Speech Therapist, School Psychologist, Parent Speech Therapist, School Psychologist, Parent • Varying MembersVarying Members:: Team Teachers (General and Special Team Teachers (General and Special

Education), Encore Teachers, Support Staff, Social Worker, Education), Encore Teachers, Support Staff, Social Worker, Student Student

See Attached “Initial Referral Protocol and Task List”See Attached “Initial Referral Protocol and Task List”

Background:Background:

Tier ITier I

Tier IITier II

Tier IIITier III

School-wide Individual

Constant Members IST Chairperson,

Guidance Counselor,

Speech Therapist,

School Psychologist,

Parent

Varying Members:

Team Teachers (General and

Special Education),

Encore Teachers,

Support Staff, Social Worker,

Student

See Attached “Initial Referral Protocol and Task List”See Attached “Initial Referral Protocol and Task List”

R.O.C.K. Committee

AIS Team Meetings

BPST Meetings

Guidance Meetings

Content Literacy Committee

PLC Guiding Coalition

A Well Established IST:

Tier I: What is it?Tier I: What is it?

Quality classroom instruction Quality classroom instruction Within the general education classroomWithin the general education classroom High quality program incorporating standardsHigh quality program incorporating standards Research-based instructional strategies or Research-based instructional strategies or

materialsmaterials On-going assessment of strengths and needsOn-going assessment of strengths and needs On-going professional developmentOn-going professional development

Implementation: Part IImplementation: Part I

Educate the staff about what RtI is?Educate the staff about what RtI is? IDEA 2004IDEA 2004 ““Wait to fail” vs. RtIWait to fail” vs. RtI District Support District Support

Leverage with New IDEALeverage with New IDEA “ “ In determining whether a child has a specific In determining whether a child has a specific

learning disability, a local educational agency may learning disability, a local educational agency may use a process that determines if the child responds to use a process that determines if the child responds to a scientific, research based intervention as part of the a scientific, research based intervention as part of the evaluation procedures” evaluation procedures” (IDEA 2004, Title 20, Section (IDEA 2004, Title 20, Section 1414, subsection b(6)). 1414, subsection b(6)).

Getting Stuck in Tier IGetting Stuck in Tier I

Scenario: Scenario: Your team has an IST meeting to discuss Your team has an IST meeting to discuss a student who is struggling in school. A few strategies a student who is struggling in school. A few strategies were brainstormed after a lengthy conversation about were brainstormed after a lengthy conversation about what the student can’t do. Six weeks later, the team what the student can’t do. Six weeks later, the team meets again and… meets again and…

Strategy Development (Tier I)Strategy Development (Tier I)

Teacher OwnershipTeacher Ownership vs. “Buy In” vs. “Buy In” Station ActivityStation Activity

Devote Faculty Meeting TimeDevote Faculty Meeting Time Objectives from IST MeetingsObjectives from IST Meetings Teachers working in groups to brainstorm strategiesTeachers working in groups to brainstorm strategies

Weed Out the ones that are not measurableWeed Out the ones that are not measurable Share the collective strategies with the entire Share the collective strategies with the entire

faculty & bring them to IST Meetingsfaculty & bring them to IST Meetings Attach the strategies to research Attach the strategies to research

Implementation:Implementation:

Tier ITier I

Tier IITier II

Tier IIITier III

School-wide Individual

A Three Tier RTI ModelA Three Tier RTI Model

Staff Development / Staff Development / Curriculum Writing Curriculum Writing

Problem Solving Problem Solving Approach vs. Standard Approach vs. Standard Treatment ProtocolTreatment Protocol

Scheduling of IST Scheduling of IST MeetingsMeetings

Master Schedule Master Schedule Changes Changes

Scheduling of Committee Meetings

Implementation: Part IIImplementation: Part II

Tier I

•IST

•AIS / IST

Tier I

•Scheduling

•Programs (ROCK, Universal Screenings, DIGS)

•Content Literacy

•PLCs

•Walkthroughs

•Department Meetings

Tier II

•AIS / IST (movement between tiers)

•Strategic Monitoring (monthly)

•Dynamic Program

•Positive Reinforcement Plan

Tier II

•Scheduling

•AIS Tier II

•Small group counseling

Tier III

•FBA / BIP

•1:1 Counseling

Tier III

•AIS Tier III

•Progress Monitoring

IndividualIndividualSchool-wideSchool-wide

IST 6 week follow-up

Core Team Meetings

Our Structure of Academic Support Our Structure of Academic Support

66thth Grade Grade Double ELA --- with a Reading Teacher Double ELA --- with a Reading Teacher Double Period Math Double Period Math

77thth Grade Grade Dedicated Period --- On-Target; AIS Math Tier II or III; Dedicated Period --- On-Target; AIS Math Tier II or III;

AIS ELA Tier II or III; or any combination AIS ELA Tier II or III; or any combination

88thth Grade Grade Dedicated Period --- On-Target; AIS Math Tier II or III; Dedicated Period --- On-Target; AIS Math Tier II or III;

AIS ELA Tier II or III; or any combinationAIS ELA Tier II or III; or any combination

Master Schedule Changes Master Schedule Changes (see attachments)(see attachments)

Visual Representation of Tiers II & Visual Representation of Tiers II & III in 7III in 7thth and 8 and 8thth Grade Grade

Day ADay A 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

4-6 students

12-14 students

25 students

Day BDay B 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

4-6 students

12-14 students

25 students

Identification Identification &&

Progress Monitoring Progress Monitoring

IdentificationIdentification

ELA ScoresELA Scores Math ScoresMath Scores Teacher RecommendationsTeacher Recommendations Universal ScreeningUniversal Screening AIMs WebAIMs Web Elementary Articulation MeetingsElementary Articulation Meetings Attendance and Discipline RecordsAttendance and Discipline Records

AIMS Web (Tracking Program)AIMS Web (Tracking Program)

READINGREADING MAZEMAZE Reading Curriculum Reading Curriculum

Based Measurement Based Measurement (R-CBM)(R-CBM)

Tier I – Universal Screening Tier I – Universal Screening

(Benchmarking 3x/year)(Benchmarking 3x/year)

Tier II – Tier II – monthly progress monthly progress

monitoringmonitoring

Tier III – Progress Monitoring Tier III – Progress Monitoring

(weekly / bi-monthly)(weekly / bi-monthly)

MATHMATH All FactsAll Facts Math Concepts and Math Concepts and

Applications (M-CAP)Applications (M-CAP)

Tier I – Universal Screening Tier I – Universal Screening

(Benchmarking (Benchmarking 3x/year) 3x/year)

Tier II – Tier II – monthly strategic monthly strategic

monitoringmonitoring

Tier III – Progress Monitoring Tier III – Progress Monitoring

(weekly / bi-monthly)(weekly / bi-monthly)

Sample Sample AIMsWeb AIMsWeb

DataData88thth Grade Grade Tier II AISTier II AIS

Sample Student Benchmark ReportSample Student Benchmark Report

Reading Improvement Report for 2008-2009 School Year

Benchmark Scores for 2008-2009 School Year

http://www.aimsweb.com/login.phphttp://www.aimsweb.com/login.php

Implementation: Part IIIImplementation: Part III

Continuous Improvement:Continuous Improvement: Training Manuals Training Manuals Yearly Timeline ---- meetings, testingYearly Timeline ---- meetings, testing Protocols and Task ListsProtocols and Task Lists Research Based InterventionsResearch Based Interventions

Tier 1 - UniversalQuality classroom instruction using

research-based strategies with targeted students

Tier 2 - StrategicSmall Group (10-12 students) AIS Classes

Benchmarking three times / year

Tier 3 - 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

Questions…Questions…

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