RtI in the Secondary School RtI in the Secondary School Setting: Making it Work!Setting: Making it Work!

Jennifer MaichinJennifer Maichinjmaichin@mineola.k12.ny.us

Whittney Smith Whittney Smith wsmith@mineola.k12.ny.us

www.cerebrum.wikispaces.com/RtI

Schedule for the DaySchedule for the Day

AM: 8:30am – 12:00pmAM: 8:30am – 12:00pm

LUNCHLUNCH 12:00pm– 1230 pm 12:00pm– 1230 pm

PM: 12:30pm-2:00pmPM: 12:30pm-2:00pm

S3TAIR

* Includes Earth Science Results

Albert Einstein once said…Albert Einstein once said…““The definition of insanity is doing the same thing over and The definition of insanity is doing the same thing over and

over again and expecting different results.”over again and expecting different results.”

NYSED NYSED April 2008 State Education Department Field MemoApril 2008 State Education Department Field Memo

Authorizes the use of RtI in the State's Authorizes the use of RtI in the State's criteria to criteria to determine learning disabilitiesdetermine learning disabilities (LD) and (LD) and requires, requires, effective July 1, 2012effective July 1, 2012, , that all school districts have an that all school districts have an RtI program in place as part of the process to determine RtI program in place as part of the process to determine if a student in grades K-4 is a student with a learning if a student in grades K-4 is a student with a learning disability in the area of readingdisability in the area of reading.  “.  “Effective on or after July Effective on or after July 1, 2012, a school district shall not use the severe 1, 2012, a school district shall not use the severe discrepancy criteria to determine that a student in discrepancy criteria to determine that a student in kindergarten through grade four has a learning disability in kindergarten through grade four has a learning disability in the area of readingthe area of reading.”    .”    

[8 NYCRR section 200.4(j)][8 NYCRR section 200.4(j)]

Prior to the State’s Memo:Prior to the State’s Memo:

IDEA 2004:IDEA 2004: “…“…in determining whether a child has a in determining whether a child has a

specific learning disability, a local agency may specific learning disability, a local agency may use a process that determines if the child use a process that determines if the child responds to scientific research-based responds to scientific research-based intervention as part of the evaluation intervention as part of the evaluation procedures…” (H.R. 1350, 2004, section 614 procedures…” (H.R. 1350, 2004, section 614 (b)(6)(A&B))(b)(6)(A&B))

Resources for learning and development can be found at www.cerebrum.wikispaces.com/RtI

Essential Components for Success Essential Components for Success

How we see RtI working:How we see RtI working:

Tier IIITier III

Tier IITier II

Tier ITier I

Breaking Down the Tiers:Breaking Down the Tiers:TierTier II

Universal, School Wide Interventions

Tier I: Data AnalysisTier I: Data AnalysisUniversal / School Wide Screenings to determine Universal / School Wide Screenings to determine

areas of needareas of need

Universal Benchmark Screening Data

State Assessments

Other available Standardized Test Scores

Report Cards and Progress Reports Attendance Records

Discipline Referrals

Cumulative Files

Nurse/Guidance Reports

Surveys (www.surveymonkey.com)

Sample Math State Analysis by StrandSample Math State Analysis by Strand

Sample Outcomes of Data Analysis Sample Outcomes of Data Analysis

Suggest creating common

building wide format for answering extended response questions

You Decide... You Decide...

You Decide…You Decide…

Additional Outcomes of Data AnalysisAdditional Outcomes of Data Analysis

Building-Wide Code of Building-Wide Code of ConductConduct

Professional Professional Development on Development on Differentiated InstructionDifferentiated Instruction

Common Quarterly Common Quarterly Assessments (Subject Assessments (Subject area/grade level)area/grade level)

Common Formative Common Formative AssessmentsAssessments

DIGS (Data Individualized Goal Setting) Development of PLC’s UCLA Model Classroom Walkthroughs……………

Tier I in the Classroom:Tier I in the Classroom:Getting Stuck Getting Stuck

Team suggests implementing evidence based strategies Team suggests implementing evidence based strategies in the general education classrooms throughout the in the general education classrooms throughout the building. building.

Specific evidence based strategies are presented to Specific evidence based strategies are presented to teachers and references made availableteachers and references made available

6-8 weeks later, the team reconvenes to measure the 6-8 weeks later, the team reconvenes to measure the effectiveness of the Tier I strategies…….effectiveness of the Tier I strategies…….

Tier I Strategy Development Tier I Strategy Development Teacher Ownership Teacher Ownership vs. “Buy In”vs. “Buy In”

See compilation of research based interventions on www.cerebrum.wikispaces.com/RtI

Tiers II and III: Tiers II and III: Increased Intensity and/or Frequency Increased Intensity and/or Frequency

Increased frequency of Progress Monitoring

Small group differentiated instruction

within general classroom and/or lunch, before or after school

Self monitoring of skill/assessment progression

Counseling Groups* socialization* divorce/separation* substance abuse

* “girls group”

Code of Conduct reinforcement

Scheduled “Check Points”

Peer mediation

Positive reinforcement PlansBehavior Intervention Plans

Increased parent involvement

Building Level Academic SupportBuilding Level Academic SupportMaster Schedule Changes Master Schedule Changes

(Individual Students may move between Tiers at any point in the year)(Individual Students may move between Tiers at any point in the year)

66thth Grade Grade7th and 8th Grade

One period dedicated in schedule for intervention

Sample 8th Grade Schedule

Intervention

Period

Visual Representation of Tiers II & Visual Representation of Tiers II & III in 7III in 7thth and 8 and 8thth Grade Grade

77thth Grade Period 4 Grade Period 4 Reading Tier IIIReading Tier III Reading Tier IIIReading Tier III Math Tier IIIMath Tier III Math Tier IIIMath Tier III ELA Tier IIELA Tier II ELA Tier IIELA Tier II Math Tier IIMath Tier II Math Tier IIMath Tier II On-TargetOn-Target On-TargetOn-Target On-TargetOn-Target On-targetOn-target On-Target On-Target

4-6 students

12-14 students

25 students

88thth Grade Period 5 Grade Period 5 Reading Tier IIIReading Tier III Reading Tier IIIReading Tier III Math Tier IIIMath Tier III Math Tier IIIMath Tier III ELA Tier IIELA Tier II ELA Tier IIELA Tier II Math Tier IIMath Tier II Math Tier IIMath Tier II On-TargetOn-Target On-TargetOn-Target On-TargetOn-Target On-TargetOn-Target

4-6 students

12-14 students

25 students

Total = 189

Tier I - UniversalQuality classroom instruction using

research-based strategies with targeted students

Tier II - StrategicSmall Group (10-12 students) AIS Classes

Benchmarking three times / year

Tier III - IntensiveSmall group (4-6 students)

AIS classesProgress Monitoring every

2-3 weeks

At-Risk StudentTeacher analyzes data, refers student to IST and moves student to Tier 2.

Three data checks, regression/no progress IST Process

On Target StudentTeacher analyzes data and keeps student in Tier 1.

Three data checksIST Process

Regression /no progress, revise (repeat if not successful) --- consider referral to CSE

ProgressContinue with programIST Process

FluidFluid Movement Through AIS TiersMovement Through AIS Tiers

See “AIS/IST Movement Plan”

Tiers II and IIITiers II and IIIEvidence - Based AcademicEvidence - Based AcademicPrograms and InterventionsPrograms and Interventions

Read 180Wilson Phonetics Based Program“Just Words” Reading Program

Common Skill - Specific Research Based Strategies (RAFT, Repeated Reading, STAR)

Mathematics Navigator ProgramBi-Monthly Progress Monitoring: Reading/Math

See compilation of research based strategies at

Monthly Strategic Monitoring: Reading/MathIndividual Goal Setting and self- monitoring of progress and skill acquisition

www.cerebrum.wikispaces.com/RtI

Tiers II and III: Evidence Based Behavior Tiers II and III: Evidence Based Behavior Programs and InterventionsPrograms and Interventions

Positive Reinforcement Plan (teachers can access and fill in plan on password protected shared intranet folders)

Behavior Intervention Plan

1:1 Counseling

Group Counseling

Periodic scheduled “Check In’s” with Guidance Counselor

Consultation with outside therapist

See Sample Behavior Plan

AIMS Web Monitoring SystemAIMS Web Monitoring System

ReadingReading MAZEMAZE Reading Curriculum Based Reading Curriculum Based

Measurement (R-CBM)Measurement (R-CBM)

MathMath All FactsAll Facts Math Concepts and Math Concepts and

Applications (M-CAPApplications (M-CAP))

See “AIMSWeb 2009-2010 Administration Schedule”

Sample Sample AIMsWeb AIMsWeb

DataData88thth Grade Grade Tier II AISTier II AIS

Mathematics Navigator Tier III: Mathematics Navigator Tier III: DataData

Sabrina 1 Place Value Pre 60% 27%  

Sabrina 1 Place Value Post 87% Y  

Sabrina 2 Knowing Addition and Subtraction Pre 62%    

Sabrina 2 Knowing Addition and Subtraction Post 87% Y  

Sabrina 3 Understanding Addition and Subtraction Pre 73%   x

Sabrina 3 Understanding Addition and Subtraction Post 73% Y  

Sabrina 4 Knowing Multiplication and Division Pre 70%    

Sabrina 4 Knowing Multiplication and Division Post      

Sabrina 5 Understanding Multiplication Pre      

Sabrina 5 Understanding Multiplication Post      

Sabrina 6 Understanding Division Pre      

Sabrina 6 Understanding Division Post      

Sabrina 7 Measurement Pre      

Sabrina 7 Measurement Post      

Sabrina 8 Knowing Fractions Pre      

Sabrina 8 Knowing Fractions Post      

Behavior Baseline Data

Issa Behavior Frequency 12/17/09-12/23/09

0

4

8

21 1

3

9

18

109

13

23

5

9

5

1

5 46

2

0

5

10

15

20

25

30

Class

Fre

qu

en

cy

of

Be

ha

vio

r

Issa left his seat at aninnapropriate time

Issa spoke out of turn

Issa physically antagonizedclassmatest

If we are facing in the right direction, all we have to do is keep on walking.  ~Buddhist Saying

Part II: The ISTPart II: The IST

““Without the right building-level leadership, Without the right building-level leadership, RtI will not realize the potential it has in RtI will not realize the potential it has in fundamentally altering for the better both fundamentally altering for the better both the delivery system and educational the delivery system and educational practice in our schools.” practice in our schools.”

Dr. David P. Prasse, Professor and DeanDr. David P. Prasse, Professor and Dean

of the School of Education, of the School of Education,

Loyola University Chicago Loyola University Chicago

Creating a High Performing IST Creating a High Performing IST

Core Team Core Team ::• IST ChairpersonIST Chairperson• Guidance CounselorGuidance Counselor• Speech TherapistSpeech Therapist• School Psychologist School Psychologist

Invited MembersInvited Members:: • ParentParent• Student (when appropriate)Student (when appropriate)• All teachers on student’s scheduleAll teachers on student’s schedule• Reading/Math Instructional Leader (when appropriate)Reading/Math Instructional Leader (when appropriate)• Social Worker (when appropriate)Social Worker (when appropriate)• Nurse (when appropriate)Nurse (when appropriate)• Administration (when appropriate)Administration (when appropriate)

Creating a Solid IST ProcessCreating a Solid IST Process

See “Mineola Middle School IST Protocol: Initial Referral and Follow Up Meetings”

Continuous ImprovementContinuous Improvement Constant open discussion (What is working? What isn’t?)Constant open discussion (What is working? What isn’t?) Two-way feedbackTwo-way feedback Incorporate technology (Outlook, Shared Folders etc.)Incorporate technology (Outlook, Shared Folders etc.) Develop and Update Training Manuals as necessary Develop and Update Training Manuals as necessary Establish AIMSWeb testing schedule prior to start of Establish AIMSWeb testing schedule prior to start of

school year school year Established schedule for articulation meetings to discuss Established schedule for articulation meetings to discuss

data prior to start of school year data prior to start of school year Update and revise Protocols and Task Lists and Forms as Update and revise Protocols and Task Lists and Forms as

necessary necessary Continuous Research and Development of InterventionsContinuous Research and Development of Interventions

Questions…Questions…

RtI Resources/LinksRtI Resources/Links

www.nrcld.orgwww.nrcld.org www.ncld.orgwww.ncld.org www.nasdse.orgwww.nasdse.org http://www.rtinetwork.org/ http://www.rtinetwork.org/ www.aimsweb.comwww.aimsweb.com www.interventioncentral.orgwww.interventioncentral.org