Multi-tiered Instruction at the Secondary Level

1. Multi-tiered Instruction at the Secondary Level “I think what makes a difference for our kids is that they graduate with a sense of place: high school, community and environment.” -Sisters High School

2. Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

3. Research on Secondary Literacy IES Practice Guide Reading Next

4. Research on Secondary Literacy Adolescent Literacy Intervention Programs Stupski Foundation: The Secondary Literacy Instruction and Intervention Guide

5. Practical documents

6. RTI is all about General Education! • Teachers don’t fail students, systems do. • RTI is a system for differentiation of instruction! • RTI is a system that is predicated on the general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children.

7. Why Focus on Reading in Secondary Schools? • Teaching reading is considered, by many, to be an elementary school task despite the overwhelming evidence that: • More than 8 million students in grades 4 – 12 are struggling readers (USDoE 2003). • 40% of high school students cannot read well enough to benefit from their textbooks (NAEP, 2005). • The problem is more severe, when we disaggregate data by racial and special program (ELL, SPED) subgroups. • Reading achievement and behavior are strongly correlated. In other words, when reading ability improves, behavior improves. (That’s why we work on behavior too with EBS).

8. In other words. . . “Meeting the needs of struggling adolescent readers and writers is not simply an altruistic goal. The emotional, social, and public health costs of academic failure have been well documented, and the consequences of the national literary crisis are too serious and far-reaching for us to ignore.” -Reading Next, 2004

9. In other words. . . “Meeting the needs of struggling adolescent readers and writers is not simply an altruistic goal. The emotional, social, and public health costs of academic failure have been well documented, and the consequences of the national literary crisis are too serious and far-reaching for us to ignore.” -Reading Next, 2004

10. Donald participates in the general curriculum with strong instruction Team reviews achievement and behavioral data (school wide) and places Donald in an intervention class Screening shows Donald Isn’t doing well Donald doesn’t improve Donald improves Donald cycles through 2 times EBIS Team conducts Individual Problem Solving & a more intensive intervention is selected Resumes general program Donald improves Donald doesn’t improve Improvement is good and other factors are suspected as cause Intervention is intense and LD is suspected Special Education referral is initiated Evaluation planning meeting, Procedural safeguards provided, consent obtained, 60 school-day timeline starts

11. 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

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

13. Data Based Teaming

14. Core Team membership • Principal • Classroom Teachers • Instructional Coordinator/Reading Specialist • School Counselor/Psychologist • Learning Specialist • ELL Teacher

15. Types of meetings Tier 1 meetings Tier 2 meetings Why: To place and monitor students in interventions When: Occur monthly for each grade level Who: Principal, Instructional Coordinator, Counselor, Teachers, ELL, Special Ed. Data: OAKS, MAZE, Grades • Why: To evaluate the health of core instruction • When: 3 times a year • Who: Principal, Instructional Coordinator, Counselor, Teachers, • Data: OAKS, MAZE, Grades

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

17. Leadership Top-Down • Making RTI a priority • Strategic planning • Budget planning • Support and buy-in for systemic, consistent programs • School improvement plans Bottom-up • School literacy committees participated in training and planning • Teacher-teams identified key literacy strategies for training and roll-out • Literacy committees review curriculum and selected intervention programs

18. 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 • Data ALSO used to drive professional development needs.

19. Professional Development Content: • Core curriculum & instruction • Assessment • Interventions • Teaming • Data-based decision making • SPED procedures

20. Universal Screening

21. Screening Decision Rules • Every student at each grade level who scores in the lowest 20 percent on MAZE, or at or below the 35th percentile on the OAKS, is: • further screened with oral reading fluency measures from 6-Minute Solution (check for fluency & accuracy); then, • the San Diego Quick is administered to evaluate what level of the SRAI to use; then, • the SRAI is administered to gauge comprehension skills; then, • for students with the most comprehensive reading needs, the Language! placement tests are administered.

22. Core Program • Answers the critical question – “What do we expect every student to know and be able to do.” • Create alignment amongst grade levels. • Ensure all of the standards are being addressed • Are students prepared to graduate?

23. IES Recommendations Recommendation 1Provide Explicit Vocabulary InstructionLevel of Evidence: Strong

24. IES Recommendations Recommendation 1Provide Explicit Vocabulary InstructionLevel of Evidence: Strong Recommendation 2Provide Direct and Explicit Comprehension Strategy Instruction

25. IES Recommendations Recommendation 3Provide Opportunities for Extended Discussion of Text Meaning and Interpretation Level of Evidence: Moderate

26. IES Recommendations Recommendation 4Increase Student Motivation and Engagement in Literacy LearningLevel of Evidence: Moderate

27. Protocol and Decision Rules

28. EBIS Packet Page 11

29. EBIS Packet Page 12

30. Decision Rules • Provide the “now what” after teams have analyzed student data • Guide decisions for all tiers • Take the guesswork out of “what to do next” • Ensure equity across schools I think… I feel… I believe What data do you have that makes you think/feel/believe that? -Dr. Ed Shapiro

31. Progress monitoring with Maze Now in Language C with Randall

32. Interventions • How will you plan for interventions during the school day? • Interventions are in-addition to the core. • They address a specific skill deficit. • Interventions need to be monitored to ensure they are effective.

33. IES Recommendations Recommendation 5Make Available Intensive and Individualized Interventions for Struggling Readers That Can Be Provided by Trained Specialists

34. Prepared to Graduate