GRO Presentation

Response to Intervention and Special Education Pre-Intervention Model

August 11th, 2008

Continuous Improvement ModelStage 1Take StockPLAN

Stage 2Focus on the Right SolutionDO

Stage 3Take Collective ActionDO

Stage 4Monitor and AdjustSTUDY

Stage 5Maintain MomentumACT Core Components of School

Excellence:Rigorous and Relevant Courses

Personalized Learning Environment

Multiple Pathways to Post-Secondary

Student Assessment and Program Evaluation Data

Continuous Improvement Plan

Vision Skills Incentives Resources ActionPlan

Change

XXXXXX Skills Incentives Resources ActionPlan

Confusion

Vision XXXXX Incentives Resources ActionPlan

Anxiety

Vision Skills XXXXXX Resources ActionPlan

Gradual Change

Vision Skills Incentives XXXXXX ActionPlan

Frustration

Vision Skills Incentives Resources XXXXX False Starts

Restructure Model

• A School of Excellence!

• A School for Everyone!

• A Place Where We Prepare All Students for Their Next Level!

Edina High School

Questions to Ponder

• What resources (time, space, people, funding) are available to be used to support this project?

• Are there existing resources that could be utilized to support this project?

• Who are the students to participate in these programs?

• Are student needs consistent with program goals?

Questions Continued….

• Will our program need to diagnose individual needs and prescribe interventions?

• What methods will be used to engage, interest, and motivate our students?

• What would we like to see our students learn as a result of their participation?

• In what ways will involvement in our programs enhance the participants in-school experience?

Instruction

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RTI

Building capacity for RTIOur Journey – Personal Learning

RTI Model

Special Services Dept. At-a-glance

• 13 Teachers

• 17 Paraprofessionals

• Specialists

• 165 Students in Special Education Grades 10, 11 & 12

Special Services Dept. At-a-glance

• 3 site based programs– Network– ASD– DCD

• Resource Rooms – Grade level– 3 sections at grades

10 & 11– 4 sections at grade 12– Total of 24 teacher

hours a day

Special Services Dept. At-a-glance

Lab Classes• Math Lab (3 sections)• Reading Lab (2)• English 10 Lab• English 11 Lab• US History Lab• Work Experience Lab

Alternative Classes

• Math• Reading• History

Special Education

• Restructured Service Delivery Model– Meet the needs of students more efficiently– Utilizes our special education staff optimally– Paper maze may become more manageable– Just makes sense!

Decentralizing

• Break down silos– “Your Students” to “Our Students”– Move away from Lab classes as a

replacement to core curriculum– Place expertise of staff into classroom

• Collaboration• Differentiation• Intervention• Progress Monitoring• High expectations

Decentralizing

• Move away from tutoring model in resource rooms

Goals:– Reduce homework support– Reduce dependence on paraprofessionals for

curriculum knowledge– Reduce number of students requiring resource

support by meeting needs within the classroom

Emergent Need Arises

• Math Department identifies a need for collaborative action – Test security and modifications– Student placement in classes– Number of students in lab classes– High stakes testing and accountability

A Meeting was held…

Pilot Model

• Embed teacher into Math and Language Arts departments

• Semester 2

• Funding – Director of Special Ed.

• Staff Development to define roles and responsibilities

• Understand strengths and weakness of model

Collaborative Model

Math Language Arts

Special Education Department Member/ 1 per department

Consultations with department members on IEP’s / ModificationsTeaming with teachers on classes or special lessonsMainstream students with supportCreation of collaborative assessmentsWorth of Department Members… did I enter teaching to push papers or work with students?MORE!!!!

Special Education Department Member/ 1 per department

Consultations with department members on IEP’s / ModificationsTeaming with teachers on classes or special lessonsMainstream students with supportCreation of collaborative assessmentsWorth of Department Members… did I enter teaching to push papers or work with students?MORE!!!!

Special Education Teacher

Assessment

•Define Learning Gaps•Individualized Learning Format

•Plato•Algebra Class•Instruction Based Upon Need•Progress Monitoring

•Instructional Model•Mainstream•Small Group Sped/Non-sped•Computer Based Instruction

•Remedial •Content Driven

Instructional Model

Classroom

•Mainstream•Co-planning•Member of the department•Small Group (All Students)•Modifications

Pilot Service Delivery Model

• Team Teaching

• Small Group Interventions– Special Education– Non-special Education

• Plato Learning Lab– Math Example in Algebra 1

Building capacity for RTIHow this fits

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TIER 1

• Tier 1 Standards Aligned Instruction for All Students

• High Performance Instruction for all students– AP Courses– Specialized Courses

TIER 2

• Tier 2 Instruction– Assessments

• Plato Math Assessment• MCA Data• Math Score Data 6-9• Student Performance in

Class

• Supplemental Interventions for students at-risk– Literacy Coach– Numeracy Coach– Plato Math Support– After School Help– Plato Instruction– 101– Special Education

Restructure Model

TIER 3

• Tier 3 Supplemental Interventions High Risk– Assessments

• Plato Math Assessment

• MCA Data

• Math Score Data 6-9

• Student Performance in Class

• High Risk– 102– Special Education

Services– 287

Pilot Outcomes

• Math Department pilot continues– Team teaching– Flexible group intervention– Testing within department– Collaborates on curriculum development– Supports PLATO– Liaison between case managers and Dept.– Includes non-special ed. Students in

interventions

Pilot Outcomes

• Language Arts pilot adjusted– Reduction to half time role– Cont. Collaborative teaching role– Challenges faced:

• Differences in perceived need within department• No shared vision resulted in confusion• Slow change process and continue development

Special Education

• Restructured Service Delivery Model next steps:

– Develop action plan to embed teacher into Science department and teacher into History department

– Reduce number of resource sections by combining 11th and 12th grade students. (reduction of 24 to 18 teacher hours a day)

– Align special ed teachers by departments– Reduce math labs from 3 sections to 2 per day– Add a site based program for students with mild to moderate

DCD– Open teacher time for intervention and progress monitoring– Reduce time spent on paperwork

Building capacity for RTI

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Steps of Problem-Solving1. Problem

IdentificationWhat is the discrepancy between

what is expected and what is occurring?

2. Problem Analysis

Why is the problem occurring?

3. Plan Development

What is the goal?What is the intervention plan to address this goal?

How will progress be monitored?

4. PlanImplementation

How will implementation integrity be ensured?

5. Plan Evaluation

Is the intervention plan effective?

• A journey to excellence begins with people who care…. Care about our school, our students, and each other.

• Rigor

• Relevance

• Relationships