Response to Intervention (RtI): Important Components at the High School Level

1. Response to Intervention (RtI): Important Components at the High School Level Charles Johns, Ph.D., Principal, Rolling Meadows High School Christine Martin, ASPIRE North Regional Coordinator & Indian Prairie RtI Coach Lindsay Schrand, NSSED RtI Coach Sharon Tate, Assistant Superintendent for Student Services, Indian Prairie District #204

2. Problem Solving/RtI incorporates Problem Solving Model for and with Data-Based Decision Making & uses 3-Tier Model Scientifically-Based Interventions Scientifically-Based Data Systems What is RtI?

3. Problem Solving including RtI What is RtI? Current Policy: Outcomes-Driven; All Students Problem Solving Model incorporates

4. Problem Solving Model • DEFINE THE PROBLEM 4. Evaluate 2. Analyze 3. Develop a Plan A GLIMPSE OF 4 STEPS USED AT ANY LEVEL/TIERS

5. General High School Considerations for Planning: Problem Solving Process • Process shouldn’t be different for High School

6. Problem Solving including RtI What is RtI? Current Policy: Outcomes-Driven; All Students with 3-Tier Model

7. Tier 3Intensive, Individual Interventions • Individual Students • Assessment - based • High intensity • Of longer duration ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS • Tier 3Intensive, Individual Interventions • Individual Students • Assessment - based • Intense, durable procedures 5% 5% 15% 15% • Tier 2Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Tier 2Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Tier 1Core Instructional Interventions • All students • Preventive, proactive • Tier 1Core Instructional Interventions • All settings, All students • Preventive, proactive 80% 80% 3-Tier Model STUDENTS

8. General High School Considerations for Planning: 3-Tier Model • Need to create structures for supplemental • and intensive instruction

9. Problem Solving including RtI What is RtI? Current Policy: Outcomes-Driven; All Students & uses Scientifically-Based Data Systems

10. District Assessment Plan • Shift District approach from: • Assessment OF Learning • to • Assessment FOR Learning. • Shift Thinking to “Every Ed”

11. General High School Considerations for Planning: Data Systems • Use of Data Readily Available • ISAT/PSAE • GPA • Attendance • Discipline Referrals • Add Common Assessments • Formative • Summative

12. Problem Solving including RtI What is RtI? Current Policy: Outcomes-Driven; All Students and Scientifically-Based Interventions

13. General High School Considerations for Planning: Scientifically-Based Instruction & Interventions • Need to improve instructional reach through • universal design for learning principles • Content Enhancement Strategies • Learning Strategies • Move to “deep” rather than “wide” curricular • expectations

14. Problem Solving including RtI What is RtI? Current Policy: Outcomes-Driven; All Students for Data-Based Decision Making

15. The “New Way”: RtI and Individual Referral-Driven Problem Identification Combines the use of benchmark data from the universal screening process to identify students needing supplemental or intensive instruction (RtI), along with continued use of an individual student referral driven process to identify students who may require additional academic or behavioral intervention.

16. < 25th Tier 2 Candidates <10th Individual Problem Solving and/or Tier 3 Candidates Schools Use CBM in Universal Screening Instead of Referral Driven Practices Mark Shinn, 2007

17. How Do you KNOW if Core Instruction is Working: Screen-Many students not Learning at Tier 1 Grade Level Standard Now does she look like a problem? Kelly in Red Seems to be a Problem

18. General High School Considerations for Planning: Data-Based Decision-Making • Need structure for houses and departments to regularly • review data, make instructional/intervention changes

19. supported by Leadership Team & Coaches How do we get there? includes Training to create changes in Process, Eligibility, & Intervention & involves by looking at Data Changing Roles

20. Coaching provides . . . • Push-in, continuing staff development • Intervention & Technology support • “Model-Lead-Test” of concepts taught • through training • Accountability for quality implementation • Fidelity of process, assessments, interventions • Moral support

22. How We Started Information gathered via needs assessment Information was compiled Based on Data determined next steps…

23. Next Steps… Building Level Leadership Team Format/Process On-Going Needs Assessment Universal Screeners Technology for Integrated Data System Entrance and Exit Criteria for Intervention Professional Development Parent Involvement Role Change

24. Self-Assessment • Consensus Building • ID Building Team • Communicate with all staff • Including parents/stakeholders • Research-Based Assessment Practices • Screeners, entrance/exit • Progress monitoring • Technology Solutions • Standards-Based Curriculum and Research-Based Instruction • Treatment Fidelity Tools • Standardize communication regarding resources • Student Intervention/Problem Solving Team • Systematize Process • Develop Policy • Intervention Strategy Identification • Gap Analysis • Tx Integrity & Entrance/Exit • Resource Allocation • .5 FTE • Induction Process • Partners (IASPIRE/University) • Manual/Handbook • Professional Development • Priority PD • Specialized training • Technology • Students/Parents

25. Prioritized Timeline to Prepare Transition Plan Meet with Technology Support Building Leadership Team Outline Professional Development Activities for Next Year Screening Process (data, team, decisions) Policy/Procedure (e.g., Manual/Handbook)

26. District 204’s High School Implementation Framework

27. Benchmarking Common Summative/ Formative Assessment Instructional Planning Forms Common Unit/ Course Organizers Begin using data to make decision for students ( GPA, Common Summative And Formative Assessments, homework completion %, discipline data)

28. Indian Prairie Dist 204Neuqua Valley Freshmen Campus: Tier 2 Example Problem Solving Team Mark Truckenbrod, Kerry Cahill, Janine Keca, Mart O’Connor, Pam Witt and Michelle Perkins Spring, 2008

29. Problem Solving and RTI Framework for making preventative decisions and approaching common problems

30. What’s the Problem?

31. PS Team Decision • Our team decided to focus on one academic course. • We targeted World Geography because it is a required course and has the most failures first semester.

32. Hypothesis Review Interview Observe Test Students lack specific skills Current middle school tests do not provide enough information. Reading specialists evaluate the validity of current tests. Teachers in World Geo believe that homework is a key factor. World Geo Teachers Survey. Students do not complete homework Many students in Biology and World Geo do not pass due to inc. homework Interviewed students and teachers about their views of homework. Some teachers assign more homework than others. World Geo. Teacher survey. Students have excessive absences or discipline problems. Smaller percentages of students than anticipated fit this category. Deans’ professional opinion that this is not a concern. Absences contribute to low scores on many assignments. World Geography Teacher Survey. Problem Analysis Planning Students lack specific skills Students do not complete homework Students have excessive absences or discipline problems

33. Why is the Problem Occurring? • Student failures may be occurring due to lack of homework completion. • Student failures may be occurring due to low test scores.

34. World Geography Survey • Does your department calculate grades based on categories or total points? If categories are used, please list the names and weights. • What is your late work policy? Is there a difference between late homework assignments and major assignments? • What is your homework policy? Do you assign homework daily

35. World Geography Survey • What is the biggest determining factor in a student’s failure? • What can be done to help students succeed?

36. Specific Intervention • The PS team further narrowed its focus on improving student achievement and reducing failure rates in World Geography by targeting homework completion. This decision was based on the World Geography Teacher Survey and current, accumulated data.

37. Initial Student Target Group 48 The initial target group was decreased to 34 students in order to eliminate special education students and students with grade contracts.

38. Goal • In seven weeks, when a student who has failed World Geography first semester begins or continues to fail second semester, this student will attend a 20 minute mandatory homework assistance program monitored by the problem solving team and Social Studies teachers during option period until a passing, satisfactory grade percentage is achieved.

40. Student Orientation • Initial Student Meeting – 4/07/08 • Greeting and Introductions – hand out “homework folders” – check to see which students don’t have an assignment notebook. • Rationale for “program” • Want them to pass classes – especially required classes such as geography. • Want them to take ownership for their personal academic success (e.g., use assignment notebook, view pinnacle weekly, check in with adult staff member). • Provide extra time in school with teacher support to work on homework and answer questions. • Program Mechanics: • Each student will be given a folder to track late work, keep all homework in, and track work completion and personal effort on each assignment. • Each student who does not currently have an assignment notebook will be given a new one, and is expected to use. Assignment notebook will be checked for completion daily in resource. • You will be required to report to a resource room for the first 20 minutes of your option. You are expected to be there when the bell rings. If you don’t show up, dean’s assistants will be sent to find you. Tardy policy will apply to this “class.” • You will be assigned an adult staff member at Neuqua who you will check-in with every Friday to review your grade and homework completion rate in geography. You and the staff member you are assigned to will decide on a time when you will consistently meet every week. • If you have no missing homework assignments (in geo) when you check-in with your assigned adult AND have a passing grade for the class, you will not be required to attend resource for the following two weeks. If you have missing assignments and/or are failing, you must continue to come. Whether you are required to attend will be decided every other Friday. The contact person will enter Y (yes) or N (no) into the “all-staff” folder to indicate whether their student must attend the ARC for the next two weeks. Attendance will be monitored by the resource teacher on the same log. • This program will continue through the remainder of this school year.

42. Intervention Integrity Assessment • Types of integrity assessment for our program: -self-report/log -checklist/rating scaledirect observation • Students are required to fill our a homework log each day for World Geography. • World Geography teachers initial the form each day. • Case managers or teachers review the homework log and dialogue with students during 20 minute option time.

43. Progress Monitoring Plan

44. Plan Evaluation-Option Attendance Attendance/ Communication done through common file on school’s server

45. “What are we going to do now?” - Robert Doisneau, 1952 MO

46. Current Events • We planned to meet in August to refine our ideas and come up with a plan • We decided to expand MAR efforts • Plans for Math Intervention also came “online” to be implemented in the fall

47. Current Events • Two Efforts To Start This Year - Identified 24 incoming freshman as having a cummulative GPA <2.0 in MS - How will we identify others who we believe will benefit from this intervention?

48. Current Events • We contacted the parents / guardians of the 24 identified freshman • Two students have withdrawn from Neuqua Valley High School • The other 22 parent/guardians are in full support of the effort (with review each 3 weeks)

49. Current Events • Each student reports to Academic Resource for the first 20 minutes of the period • Students are required to present their planners with up-to-date assignments listed for each day • We met with AR teachers to ask for their assistance in taking attendance and to outline the intervention (Training?)

50. Current Events • We’ve asked each student to select a Faculty Advisor • Brief training for Faculty Advisor • Mart & Sandi continue to develop “resources for Resource”