Secondary RTI Overview

1. Secondary RTI Overview Dean Richards

2. Objectives • Discuss the reasons to change the current system. • Look at research on best practices specific to secondary schools • Explore a framework for how to move to a multi-tiered instructional model in secondary schools. • Explicit about my instruction • Stress the big ideas of the day • Share the order in which I will cover the content.

3. Expectations • Demonstrate good audience skills • Silence cell phones • Hold side conversations out of ear shot of others • Engage in active listening • Participate in partner discussions • If you need a break, take one • Explicit about my instruction • Clear expectations reduce confusion • I assume you know all these things

4. Partnerships • Pick someone near you to be your partner. • The person with the next birthday is coffee. • The other person is cream.

5. Everyone wants better schools. . . few want them to be different! First different, then better!

6. Not another thing! RTI CFA PLC Interventions ELL & Sheltered Instruction Schedules Behavior Professional development TAG Special Education Curricula Credit by proficiency Instruction Assessment THE BUDGET

7. One thing What is your school all about?

9. CONSENSUS INFRASTRUCTURE CONSENSUS IMPLEMENTATION CONSENSUS INFRASTRUCTURE The Process is Ongoing and Long-Term

11. So. . . we adopt a new way of thinking about: • Time • Schedules • Assessment • Students • Professional Development • Curriculum • Teamwork

12. Research on Secondary Literacy Supplemental Handouts p. 1-2 Supplemental Handouts p. 3-4 IES Practice Guide Reading Next

13. Reading Next Infrastructure recommendation • Extended time for literacy • Professional development • Ongoing summative assessment of students and programs • Teacher teams • Leadership • A comprehensive and coordinated literacy program

14. Reading Next Time recomendation • Extended time for literacy, which includes approximately two to four hours of literacy instruction and practice that takes place in language arts and content-area classes

15. Why reading? • More than 8 million students in grades 4 – 12 are struggling readers. • 40% of high school students cannot read well enough to benefit from their textbooks . • 69% of 8th grade students fall below the proficient level in their ability to comprehend the meaning of text at their grade level.

16. “But not everyone goes to college…”

17. “But not everyone goes to college…”

18. Resistance • Some teachers adjust the assignment and content rather than help students learn to read.

19. Resistance • Some content-area teachers expressed resistance to teaching reading.

20. Resistance • Some teachers just want to cover content unaware that helping them to read would help them understand content.

21. A fundamental philosophical shift We teach students, not subjects!

22. Change in language • We must teach students to be literate across all content areas. • Students must speak, listen, read and write like a. . . . • Scientist • Mathematician • Artist • Historian • Musician

23. So how do we make this happen? Interventions Progress Monitoring Decision rules and reading protocol Core Curriculum with strong instruction Universal screener Data based teaming Leadership Professional Development

24. Talk Time • Coffee please answer the following question: • What is your current practice for supporting literacy in your school/district at the secondary level? • Cream please answer the following question: • What is the one thing at your school? With extra time switch questions • Explicit about my instruction • Explicit roles for each partner • Built in differentiation • It is the beginning of the conversation, I realize there will not be enough time

25. So how do we make this happen? Data based teaming

26. Professional Learning Communities = Data Based Teaming

27. 4 PLC questions • What do students need to know and be able to do? • How will we know when they have learned it? • What will we do when they haven’t learned it? • What will we do when they already know it?

28. Teaming

29. Teaming

30. Teaming

31. Teaming

32. Talk Time • Cream please answer the following question: • What is the current teaming structure in your building? • Coffee please answer the following question: • What barriers have you encountered in creating strong teaming structures? With extra time switch questions

33. So how do we make this happen? Data based teaming Leadership

34. Leadership Leadership is an action, not a person! That being said, administrators are leaders! RTI will not work without the participationof administrators.

35. “The future is not some place we are going to, but one we (you) arecreating. The paths are not found, but made, and the activity of making them, changes both the maker and the destination.”--John Schaar Raymond J. McNulty, President International Center for Leadership in Education

36. Leadership Top-Down • Making RTI a priority • Creating a schedule that works • Budget planning • Support and buy-in for systemic, consistent programs • School improvement plans Bottom-up • School participated in training and planning • Teacher-teams identified key literacy strategies for training and roll-out • Review curriculum and selected intervention programs • Finding ways to make it work.

37. Scheduling • What drives the schedule? • Who teaches the classes? • What are the necessary teacher endorsements for credits?

38. Middle School Schedule

39. Middle School Intervention Supplemental Handouts p. 5-6 Electives Special Education Reading

40. High School Schedule

41. High School Schedule Supplemental Handouts p. 7-9 Language Arts Special Education

42. Talk Time • Coffee please answer the following question: • Describe your current schedule? • Coffee please answer the following question: • Can you infer the schools one thing from the schedules presented? With extra time switch questions

43. So how do we make this happen? Data based teaming Leadership Professional Development

44. Professional Development • Data used to drive professional development needs. • Tier 1 data • Lead data – fidelity walk through • Lag data – test scores • “Teaching is public and itself the focus of study among professionals.” Supplemental Handouts p. 10-11

45. Professional Development • Delivery: • Ongoing • Anticipate and be willing to meet the newly emerging needs based on student and staff need and performance. • Sufficient time to collaborate and plan • Job imbedded

46. Teacher Actions to Improve Core Instructional Strategies Active Engagement Strategies Common Instructional Needs Fidelity

47. Talk Time • Cream please answer the following question: • What is one thing you have done in the last week to improve your school/district? • Coffee please answer the following question: • If you could focus your professional development on one thing, what would it be? With extra time switch questions

48. So how do we make this happen? Universal screener Data based teaming Leadership Professional Development

49. Universal Screening

50. Purpose(s) Universal Screening serves 2 purposes: • Evaluate the quality of your schoolwide instructional system • Identify those who may need more support.