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RtI in the Secondary School Setting: Making it Work!

RtI in the Secondary School Setting: Making it Work!. Jennifer Maichin jmaichin@mineola.k12.ny.us Whittney Smith wsmith@mineola.k12.ny.us www.cerebrum.wikispaces.com/RtI. Schedule for the Day. AM: 8:30am – 12:00pm LUNCH 12:00pm– 1230 pm PM: 12:30pm-2:00pm. S 3 TAIR.

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RtI in the Secondary School Setting: Making it Work!

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  1. RtI in the Secondary School Setting: Making it Work! Jennifer Maichin jmaichin@mineola.k12.ny.us Whittney Smith wsmith@mineola.k12.ny.us www.cerebrum.wikispaces.com/RtI

  2. Schedule for the Day AM: 8:30am – 12:00pm LUNCH 12:00pm– 1230 pm PM: 12:30pm-2:00pm

  3. S3TAIR

  4. “Do not wait; the time will never be just right. Start where you stand, and work with whatever tools you may have at your command, and better tools will be found as you go along.” - Napoleon Hill

  5. Percent Passing (level 3 or 4) 30% 44% 17% 23% 24% 20% 9% 6% * Includes Earth Science Results

  6. Albert Einstein once said… “The definition of insanity is doing the same thing over and over again and expecting different results.”

  7. NYSED April 2008 State Education Department Field Memo • Authorizes the use of RtI in the State's criteria to determine learning disabilities (LD) and requires, effective July 1, 2012, that all school districts have an RtI program in place as part of the process to determine if a student in grades K-4 is a student with a learning disability in the area of reading.  “Effective on or after July 1, 2012, a school district shall not use the severe discrepancy criteria to determine that a student in kindergarten through grade four has a learning disability in the area of reading.”     [8 NYCRR section 200.4(j)]

  8. Prior to the State’s Memo: • IDEA 2004: • “…in determining whether a child has a specific learning disability, a local agency may use a process that determines if the child responds to scientific research-based intervention as part of the evaluation procedures…” (H.R. 1350, 2004, section 614 (b)(6)(A&B)) Less stringent

  9. Making it Work: Knowledge = Success Resources for learning and development can be found at www.cerebrum.wikispaces.com/RtI

  10. Essential Components for Success

  11. How we see RtI working: Individual School Wide Tier III Tier III Tier II Tier II Tier I Tier I

  12. Breaking Down the Tiers:TierI Universal, School Wide Interventions

  13. Academic Behavioral Social Emotional Tier I: Data AnalysisUniversal / School Wide Screenings to determine areas of need Report Cards and Progress Reports Attendance Records Universal Benchmark Screening Data Discipline Referrals State Assessments Other available Standardized Test Scores Nurse/Guidance Reports Surveys (www.surveymonkey.com) Cumulative Files

  14. Sample Math State Analysis by Strand

  15. Sample Outcomes of Data Analysis Team suggests creation of “Bully Committee” to address specific concerns revealed in data analysis

  16. Suggest creating common building wide format for answering extended response questions You Decide... Suggest RtI team is formed to research and create plan to increase student performance in probabliity Suggest content area PLC teams focus on stressing and incorporating visual literacy throughout each unit Suggest Professional Development focused on inferencing across content areas

  17. You Decide…

  18. Additional Outcomes of Data Analysis Building-Wide Code of Conduct Professional Development on Differentiated Instruction Common Quarterly Assessments (Subject area/grade level) Common Formative Assessments • DIGS (Data Individualized Goal Setting) • Development of PLC’s • UCLA Model Classroom Walkthroughs • … • … • … • … • …

  19. Tier I in the Classroom:Getting Stuck • Team suggests implementing evidence based strategies in the general education classrooms throughout the building. • Specific evidence based strategies are presented to teachers and references made available • 6-8 weeks later, the team reconvenes to measure the effectiveness of the Tier I strategies…….

  20. Tier I Strategy Development Teacher Ownership vs. “Buy In” See compilation of research based interventions on www.cerebrum.wikispaces.com/RtI

  21. Academic Behavioral Social Emotional Tiers II and III: Increased Intensity and/or Frequency Counseling Groups * socialization * divorce/separation * substance abuse * “girls group” Increased frequency of Progress Monitoring Self monitoring of skill/assessment progression Small group differentiated instruction within general classroom and/or lunch, before or after school Scheduling??? Increased parent involvement Peer mediation Code of Conduct reinforcement Positive reinforcement Plans Behavior Intervention Plans Scheduled “Check Points”

  22. Building Level Academic SupportMaster Schedule Changes (Individual Students may move between Tiers at any point in the year) 6th Grade 7th and 8th Grade One period dedicated in schedule for intervention

  23. Sample 8th Grade Schedule Intervention Period

  24. 7th Grade Period 4 Reading Tier III Reading Tier III Math Tier III Math Tier III ELA Tier II ELA Tier II Math Tier II Math Tier II On-Target On-Target On-Target On-target On-Target Visual Representation of Tiers II & III in 7th and 8th Grade 8th Grade Period 5 • Reading Tier III • Reading Tier III • Math Tier III • Math Tier III • ELA Tier II • ELA Tier II • Math Tier II • Math Tier II • On-Target • On-Target • On-Target • On-Target 4-6 students 4-6 students 12-14 students 12-14 students 25 students 25 students Total = 189

  25. FluidMovement Through AIS Tiers Tier III - Intensive Small group (4-6 students) AIS classes Progress Monitoring every 2-3 weeks Regression /no progress, revise (repeat if not successful) --- consider referral to CSE Progress Continue with program IST Process Tier II - Strategic Small Group (10-12 students) AIS Classes Benchmarking three times / year Three data checks, regression/no progress IST Process Three data checks IST Process At-Risk Student Teacher analyzes data, refers student to IST and moves student to Tier 2. Tier I - Universal Quality classroom instruction using research-based strategies with targeted students On Target Student Teacher analyzes data and keeps student in Tier 1. See “AIS/IST Movement Plan”

  26. Tiers II and IIIEvidence - Based AcademicPrograms and Interventions Read 180 Wilson Phonetics Based Program “Just Words” Reading Program Mathematics Navigator Program Bi-Monthly Progress Monitoring: Reading/Math Common Skill - Specific Research Based Strategies (RAFT, Repeated Reading, STAR) Monthly Strategic Monitoring: Reading/Math Individual Goal Setting and self- monitoring of progress and skill acquisition See compilation of research based strategies at www.cerebrum.wikispaces.com/RtI

  27. Tiers II and III: Evidence Based Behavior Programs and Interventions Behavior Intervention Plan 1:1 Counseling Consultation with outside therapist Positive Reinforcement Plan (teachers can access and fill in plan on password protected shared intranet folders) Group Counseling Periodic scheduled “Check In’s” with Guidance Counselor See Sample Behavior Plan

  28. Tier II and III: Monitoring Students

  29. Reading MAZE Reading Curriculum Based Measurement (R-CBM) Math All Facts Math Concepts and Applications (M-CAP) AIMS Web Monitoring System See “AIMSWeb 2009-2010 Administration Schedule”

  30. Sample AIMsWeb Data8th Grade Tier II AIS

  31. Mathematics Navigator Tier III: Data

  32. Behavior Baseline Data

  33. Part II: The IST “If we are facing in the right direction, all we have to do is keep on walking.” - Buddhist Saying If we are facing in the right direction, all we have to do is keep on walking.  ~Buddhist Saying

  34. “Without the right building-level leadership, RtI will not realize the potential it has in fundamentally altering for the better both the delivery system and educational practice in our schools.” Dr. David P. Prasse, Professor and Dean of the School of Education, Loyola University Chicago What constitutes a “building leader”?

  35. Creating a High Performing IST Core Team : • IST Chairperson • Guidance Counselor • Speech Therapist • School Psychologist Invited Members: • Parent • Student (when appropriate) • All teachers on student’s schedule • Reading/Math Instructional Leader (when appropriate) • Social Worker (when appropriate) • Nurse (when appropriate) • Administration (when appropriate)

  36. Creating a Solid IST Process See “Mineola Middle School IST Protocol: Initial Referral and Follow Up Meetings”

  37. Continuous Improvement • Constant open discussion (What is working? What isn’t?) • Two-way feedback • Incorporate technology (Outlook, Shared Folders etc.) • Develop and Update Training Manuals as necessary • Establish AIMSWeb testing schedule prior to start of school year • Established schedule for articulation meetings to discuss data prior to start of school year • Update and revise Protocols and Task Lists and Forms as necessary • Continuous Research and Development of Interventions

  38. Questions…

  39. RtI Resources/Links • www.nrcld.org • www.ncld.org • www.nasdse.org • http://www.rtinetwork.org/ • www.aimsweb.com • www.interventioncentral.org

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