10/12/2010

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Project ABRI

Support. Training. Success.

This session will examine the key indicators for consideration when identifying and intervening with struggling students Specificintervening with struggling students. Specific program interventions and scheduling issues pertinent to high schools will be examined.

10/12/2010

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Project ABRI 2009

Tertiary Prevention:specialized & individualizedstrategies for students with

continued failure

~5%

RtI:3-Tiered Model

Secondary Prevention:supplementary strategies

for students who do not respond to primary

~15%

Primary Prevention:school-wide or class-wide

systems for all students and staff

~80% of Students

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Identification and Prediction

Intervention

Implementation with Fidelity

Evaluation of Outcomes

Academic Indicators Behavior Indicators

Incorporates a regular screening

process

Includes evidenced based

practices

Instructs with preventative methodology

Integrates progress

Uses diagnostic assessment toprogress

monitoringassessment to

align intervention

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Units of studyClass schedulesClass schedulesElectivesDepartmentsAssessmentSchool CultureTimeTimeAthleticsResources

Duffy, H. National High School Center (2007). Meeting the needs of significantly struggling learners in high school: A look at approaches to tiered intervention. American Institutes for Research.

“It (RtI) doesn’t work in high gschool.”“I already covered those topics in class.”“High school students should know how to behave.”

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RtI can be successfully implemented in phigh schools.Models address both academic and behavioral areas of concern.Schools continue toSchools continue to address academic and behavior issues through instruction.

August Behavior Events Middle/High School

20

30

40

50

60

58

29

mbe

r of E

vent

s

0

10

August 2009 August 2010

Nu

Month

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    School:      Sample High School Date:  xx/xx/xx 

Topic Areas 

Historical Perspective 

Current Intervention 

Status (Data)  Action Plan 

Behavior  ‐ Inconsistent responses to behavior 

‐ Collect and analyze data ‐ School wide 

‐ Behavior incidence chart  CARDS: school 

‐ Plan for dissemination to teachers by 

‐ Volume of discipline events ‐ Time away from instruction 

approach to positive behavior intervention,  ‐ Training in pbis,  ‐ Develop a hierarchy of interventions,  ‐ Develop a school‐wide plan for administrative response 

wide behavior intervention acronym ‐ Hierarchy of interventions chart  

yxx/xx/xx. ‐ Plan for teacher training by xx/xx/xx. ‐ Plan for dissemination to students by xx/xx/xx. ‐ Posters displayed throughout building by xx/xx/xx. 

Academic  ‐ Student achievement 

‐ Creation of additional courses T ti

‐ Number of student failures h t

‐ Review student failures numbers Id tif d lscores 

‐ Student achievement toward graduation (credits) ‐ Course failures (English and Math) ‐ Course Failures (all courses) 

‐ Team meeting discussion of student progress ‐ Scheduling of students 

chart‐ Credit recovery (number of students involved) ‐ End of the year recovery plan  ‐ Student mentoring program (number of students involved) ‐ Parent contact for students with course failures 

‐ Identify and place for credit recovery as appropriate ‐ Develop a plan for end of year recovery ‐ Considerations for summer school ‐ Celebrate student academic accomplishments 

 

Topic Areas  Historical Perspective 

Current Intervention 

Status (Data)  Action Plan 

Attendance  ‐ Increased truancy‐ Decrease in student graduates 

‐ Collect and analyze student information 

‐ Attendance chart for the school year by month 

‐ Take actions in accordance with school and district 

‐ Tardiness  ‐ Review information at team meetings with DPP 

(comparison with previous school year) ‐ Chart addressing student tardiness ‐ Student mentoring program: ID students and document interventions 

 

policy‐ Continue mentoring program ‐ Celebrate attendance of students  

C i Di i ti f C ti f t E il R t i tCommunication 

‐ Dissemination of information to staff ‐ Time devoted to teacher discussions 

‐ Creation of teams‐ Discussion of items at team meetings ‐ Increased e‐mail communications 

‐ E‐mails addressing PBIS/data/CARDS and discipline 

‐ Request minutes from departmental meetings sent to administration following team meetings 

 

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Considerations◦ Number of course options available◦ Focus on literacy and mathematics within

constructs of all courses◦ Systematic approach addressing literacy and

mathematics◦ Curriculum addresses student needs◦ The fidelity in which the curricula are being

implementedp◦ Rethinking the high school “way of doing things”

Student perspectivesTeacher perspectives

Alg I13%

% of Failures in High School Math and English Courses

13%

Alg II7%

Geom13%

E II

Other44%

Eng I13%

Eng II6%

Eng III2%

Eng IV2%

N=354

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Block SchedulingSemesters

9 week by 3 week yearsSemesters

TrimestersYear-long courses6 week creditsNumber of elective opportunities

yFall/Spring week breaksAssessment windowsStart time, end timeopportunities

Amount of time per class/block/period

,Credit option, pass/fail

Number of opportunities can impact the intervention options

Courses for “no credit”InstructionIintervention options

Creating new electives (process)Length, duration and frequencyConsider what research says regarding

InstructorMaterials (age appropriate) use for intervention at the secondary level

Considerations CAUTION

y g ginterventions at the secondary level

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Departments by specific courseAcknowledge and focus

i li d t i i fon specialized training of staffAllow for staff input of ideas/solutionsMove toward communities of professionals, looking for

Identify opportunities to acknowledge uniquecharacteristics--create opportunities to share thoseunique characteristics

p , gopportunities to share information

Assessment◦ State assessments

Screening◦ Use of assessments

◦ District/school assessments◦ Course assessments◦ Program specific

assessments (software programs

as screening tools◦ Software programs

used for screening and identifying◦ 9+ years of school

history( p gor direct instruction programs)

y

Use assessment data for decision-making about the universal core curriculum in addition to use as a diagnostic tool for individual students.

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Defining characteristics of your schoolD hiDemographicsSpecialized instructional programsGeographic indicatorsResourcesImpact on attendance,

l ticourse selection, participation in afterschool activities, etc.

120 113August to

60

80

100

120 113

52

mbe

r of E

vent

s

gNovember

2009

0

20

40

17 17

Nu

Grade Level9th 10th 11th 12th

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School yearSchool hoursClass hours

Intervention program requirementsIntensity of the

Time

Intensity of the instructional and/or behavioral challenge

If each discipline referral requires about 15 minutes of administrative time for processing…

High School ExampleFrom August to December, 387 office discipline referrals were processed at a high school comprised of one principal and one assistant principal.

387 x 15 minutes = 5,805 minutes,96.75 hours

14.88 school days*(based on a 6.5 hour school day)

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726

800

Discipline Referrals

288 287

461

367

496

268300

400

500

600

700

Num

ber o

f Eve

nts

160

205 207

0

100

200

Aug Sept Oct Nov Dec Jan Feb Mar Apr May

Month

TeachersInstructional Assistants

Teacher training programsS d l lAdministrative staff

ParentsCommunity volunteersPeer tutoringSocial workers/counselors

State and local professional development opportunitiesMaterials

Personnel Resources Training/Products

workers/counselors

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Current Implementation