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RtII at the Secondary Level: What Does That Look Like?

RtII at the Secondary Level: What Does That Look Like?. Northwest Tri-County Intermediate Unit 5. Update on PA’s RtII Framework for Secondary Schools: Guidelines and Recommendations. Rationale: . In the 21 st Century;

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RtII at the Secondary Level: What Does That Look Like?

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  1. RtII at the Secondary Level:What Does That Look Like? Northwest Tri-County Intermediate Unit 5

  2. Update on PA’s RtII Framework for Secondary Schools: Guidelines and Recommendations

  3. Rationale: • In the 21st Century; • Complex skills required to live and thrive in a global environment • Learning and innovation skills • Critical thinking, creativity, collaboration, and complex communication • The 4C’s in addition to the 3R’s (Partnership for 21st Century Learning) • Information, media and technology skills

  4. National Statistics • A high proportion of students enter middle and high school with reading and math skills below grade level • Nearly 7000 high school students drop out each day (Alliance for Excellent Education, 2006). • About half of all school droup outs can be predicted by 6th grade (Balfanz and Herzog, 2005) • More than 1/3 of African American and Latino students who enter 9th grade will not complete high school with their peers in 4 years (www.edtruct.org) • About half of all first year college students are taking at least one remedial course (The College Board, 2010). • The Education Trust reports that many new hires are deficient in basic writing (72%), mathematics (54%) and reading comprehension skills (38%) (Casner-Lotto et al., 2006)

  5. Other Statistics • About 30% of future dropouts present with these risk factors by 9th grade • failing core subjects • poor attendance • poor behavior

  6. Pennsylvania Statistics • About 22% of 9th graders in PA fail to graduate from high school in 4 years • Of these, many lack the skills and knowledge needed to succeed in post secondary education and careers that pay family sustaining incomes. PDE Ensuring Success for All High School Graduates, 2007 6

  7. More on Rationale: • Challenges at secondary level: • Transitioning to a new school (elementary to middle, middle to high) • Experiencing range of content courses and instructors • Unique social demands • Increased academic demands

  8. The Components of PA’s SecondarySchools RtII Framework • High-quality classroom instruction/standards-aligned core curriculum • Relational support • Scientifically/evidence based interventions, instructional methodologies and strategies • Tiered instructional interventions • Data-based decision making • Professional development 8

  9. Jigsaw… • Number tables or teams of 2-6. • Each numbered table/team will review corresponding number of the component (i.e. Table 2 – 2. Relational Support.) • Go to Framework document pp. 7-10 to find component. • Discuss in teams the description of the assigned component. • Select a reporter to be ready to share to entire group.

  10. 1. High-quality classroom instruction/standards-aligned core curriculum • High-quality general education instruction using a standards-aligned “core curriculum” for all students. • All students receive an integrated system of aligned curriculum, instruction, and assessment.

  11. 2. Relational Support The system includes elements of PA’s Resiliency/Wellness systemic approach*: • High expectations • Meaningful student engagement • Connectiveness and bonding • Skills for life • Clear and consistent boundaries • Unconditional support *Adapted from Henderson, N. & Milstein, M. Resiliency in Schools: Making it Happen for Students and Educators (Corwin Press, 2003). 11

  12. 2. Relational Support • A structured system is in place to: • provide students the appropriate level and intensity of support needed to engage in academic learning, • remain in school and complete course requirements successfully. • Attendance, discipline, and student performance date are used to design and implement a tiered system of academic and relational support. 12

  13. Wellness and Resiliency Framework High Expectations PDE Standards/PSSA Governor’s Institutes Accountability Block Grants Project 720/CFF/Dual enrollment Governor’s Special Education Performance Grants • Unconditional Support • Alternative Education • Student Assistance Program • Youth Suicide Prevention • Pregnant/Parent/Teen • ELECT Program • Special Education Meaningful Student Engagement Student Council Service Learning Youth Surveys Strong Results for Students Connectiveness & Bonding Mentoring & Drop-out grants Parent Involvement Conference After school/summer programs Homeless, Migrant & Refugee student programs Clear & Consistent Boundaries School Code of Conduct Truancy Intervention Plan/Tool Kit School-wide Positive Behavior Supports Training Skills for Life Anti-bullying programs Character education Social/Emotional learning Resiliency training Anti-tobacco/drug programs Career Counseling Grants

  14. 3. Scientifically/Evidence Based Interventions, Instructional Methodologies and Strategies A well designed model characterized by: • High quality instruction and interventions matched to student need (Batsche, 2006). • Monitoring progress frequently to make changes to instruction (formative assessment including progress monitoring and fidelity checks). • Applying student response data to making educational decisions. 14

  15. 4. Tiered Instructional Interventions • Students are provided increasing levels of support matched to their needs. • Tiered instruction is flexible - adjustments are made based on progress monitoring data. • Entrance and exit criteria established • Decision trees utilized to match to intervention levels • Integrity checks are structured and provide a system of feedback and improvement. 15

  16. 4. Tiered Instructional Interventions • Tier I: Foundational instruction in the core subject areas (English/Language Arts, Mathematics, Social Studies and Science). • Tier II: Targeted intervention in academic and/or behavioral/relational support in addition to the core. • Tier III: Intensive intervention in academic and/or behavioral/relational support in addition to core. 16

  17. 5. Data-Based Decision Making • Universal screening • Brief and efficient • Examples: • PSSA Reading, Writing, and Math Proficiency levels • PVAAS – individual student projections • Word and passage reading fluency • Word analysis skills assessment • Comprehension skills assessment • Risk factors (attendance, grades, and discipline referrals) 17

  18. 5. Data-Based Decision Making • A structured data teaming process collects, analyzes and uses student data to inform instruction and to determine interventions, and supports matched to student needs. Teams: • collaborate in structured teaming meetings • use multiple data sources (achievement, growth, classroom, etc.) and data points to make decisions about all students 18

  19. 6. Professional Development • A plan is in place to provide job-embedded professional development in assessed areas of need including: • Assessment strategies and tools • Evaluation of data: data analysis/root cause analysis • Adolescent reading, writing, speaking, listening, thinking strategies across all content areas • Selection and implementation of appropriate Tier 2 and Tier 3 interventions • Foundational core/Tier 1 19

  20. Virtual Visits –Middle and High Schools RtI Action Network • Russell Middle School, Colorado Springs, CO • Tigard High School, Portland, Oregon http://www.rtinetwork.org/professional/virtualvisits

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