RTI AT THE SECONDARY LEVEL: A ROADMAP TO ......High School RtI Michigan Associaon of School Psychologists March 2016 Robert J. Dixon, PhD, NCSP [email protected] 1 RTI AT THE SECONDARY

HighSchoolRtIMichiganAssocia2onofSchoolPsychologists

March2016

RobertJ.Dixon,PhD,[email protected] 1

RTI AT THE SECONDARY LEVEL: A ROADMAP TO SUCCESSFUL IMPLEMENTATION Robert J. Dixon, PhD, NCSP [email protected]

Objectives 1.  Translate important

assessment and intervention ideas from the elementary level and apply them to the secondary level

2.  Examine Tier I, II, and III strategies that can work at the secondary level.

3.  Problem solve using the concepts of the workshop to apply to their own districts.

• Modern schools have to become “intelligent” in order to manage themselves. This intelligence includes learning how to use the school’s data to set targets, monitor and evaluate progress.

Sammons, Thomas and Mortimer (1997)


March2016


Educational Change • Can I continue to practice in the same way?

• Trying to change an educational system is like motivating a glacier to move

WHAT DOES THE CURRENT SECONDARY SCHOOL LOOK LIKE?

Selected Interesting High School Facts • On time graduation rate = 81% (2012) • Cohort Dropout Rates (2015)

•  Black (4.3%) and Hispanic students (3.5%) drop out more than White students (2.7%).

•  Low SES (4.7%) drop out more than high SES (0.6%) •  The number of U.S. high schools identified as in need of

improvement in SY 2009–10 was 15%. • Seniors scoring at or above the proficient level for reading

(38%), math (26%), and science (21%) in 2009. •  Minorities lag significantly behind Caucasians

• Class of 2011 •  30% took an AP exam and 18% score 3+ •  Adjusted cohort graduation rate was 76.2%

National Center for Educational Statistics


March2016


Top Challenges in Your High School

Top 5 Behavior Problems

• 1:

• 2:

• 3:

• 4:

• 5:

Top 5 Academic Problems

• 1:

• 2:

• 3:

• 4:

• 5:

UCLA SMHP

Interventions: Talk about Fragmented! Psychological

Testing

Violence & Crime

Prevention

Special Education

After-School Programs

HIV/Aids Prevention Pupil Services

School Juvenile Court

Services

Community-Based Organizations

Mental Health Services Social

Services

HIV/AIDS Services

Child Protective Services

Pregnancy Prevention

Counseling

Codes of Discipline

Physical Education

Health Education

Clinic

Health Services

Nutrition Education

School Lunch Program

Drug Prevention

Drug Services

Smoking Cessation For Staff

NASDSE: Multi-tier Model


March2016


}  “We are an RtI School now, so anyone can qualify for special education”

}  “In a perfect world, we don’t need RtI at the Secondary Level.” (All the Problems are Fixed)

}  “Now can we RtI them?”

Opening Statements

• What can we do now so there are no surprises on •  future high stakes testing; • passing classes (i.e., credits); • graduation?

•  Intervene today for success in the future •  Identify important indicators

My Overarching Philosophy

RtI: Defined (Batsche, et al.) • RtI is the practice of

1.  Providing high quality instruction/intervention matched to student needs

2.  Using learning rate over time and level of performance to

3.  Make important educational decisions

RtI = Whole School Improvement


March2016


Milepost: Leadership & Resource Mapping •  Leadership is critical to implementing RtI Practices

•  With ACTIVE Leadership you can have systemic change happen!

• HS: Decentralized and complicated! •  Multiple Administrators •  Department Chairs •  PLC’s: Horizontal and Vertical

• What is ACTIVE Leadership? •  Viewed as the Instructional Leader •  Physically attends and participates in RtI Leadership meetings •  Active Commitment and Support to Collecting and Analyzing Data

What do we have? Resource Mapping! Primary

Prevention Secondary Prevention

Tertiary Prevention

Academic Skill Development *

Classroom-based Approaches

Crisis Assistance & Prevention

Support for Transitions

Home Involvement in Schooling Community Outreach for Involvement & Support

Student & Family Assistance

CORE INSTRUCTION First Things First


March2016


• Curriculum & Teaching! • Alignment and Gaps • Scope & Sequence • Differentiation • Time!

• A Tale of Two Problems • Fred is at 35% and the class is 80%

• Gap Analysis

• Barney is at 35% and the class is 37% •  Instructional Analysis

Core Instruction

Universal

What is your bottom line? • How do you measure success in your school?

• How satisfied are you with the achievement levels of the HS population? • What data would you look at?

Data Warehouse


March2016


Academic “Wellness” Indicators • School Grade Distribution (Positive) • State Assessments • ACT

•  Percent taking and Performance

• Advanced Placement •  Percent taking and Performance

• Others?

0

10

20

30

40

50

60

School 1 School 2 School 3 School 4

Percent of “Failing” Students

Example: Students with Failing Grades

0

5

10

15

20

25

30

35

40

April

Freshman

Sophomore

Junior

Senior


March2016


Discussion: Grade Distribution

Grades??

Positive Factors Negative Factors • Regular reporting is there

• Tied to curriculum and to graduation

• Understood by all

• Summative markers • Remediation?

• Easily manipulated • Weak (?) ties to external assessment measures

Patterns: The Referral •  John in 9th grade • Referred because of Science – 26% (F) • Digging Deeper

•  WKCE Science – “Advanced” •  Tests and Assignments – 80-90%

• Homework – Nothing turned in!

Dis

cuss

ion:

Gra

de D

istri

butio

n


March2016


Power of Zero

A

B

C

D

F

• At your school, which is true? (all things being equal) •  100% on a Test •  0% on Homework • Grade =

•  A •  C •  F

Milepost: Bring Data to Discussions • Assessment Literacy

•  Knowledge and access of important data indicators

•  Increase impact of objective measureable skills •  Tests/Quiz/Exams •  Papers

•  Increase frequency of feedback and turnaround time •  Limit impact of behavior on grades

•  In-Class effort •  Homework

Examine Structural Indicators •  Teaching Staff?

•  Teacher: Student ratio-Freshman vs. Senior •  Teaching Experience-Freshman vs. Senior •  Quality Teachers-Freshman vs. Senior

• Electives: Right or Privilege? •  Fidelity to Instruction

•  Adopting “New” Curriculum •  Pacing

• Schedule!


March2016


Curriculum

Intended Taught Learned

Instructional Goals Differentiation of Core Frequent Assessment

Instructional Coaching • 10 Minutes

•  Interactions • Opportunities to

Respond • Disruption

• 5 Minutes • On-Task

•  Passive vs. Active

• Classroom Flow

Milepost: Build Best Teaching Practices • Build Professional Learning Communities

•  Essential Questions •  Collaboration •  Micro-teaching •  Pacing

•  Teaching Practices •  RtI2

• Differentiation


March2016


TIER II

• Data drives decisions • Data Rich/Information Poor

• “New” Problem Solving Process/ Referral

Tier II: Selected Interventions

Selected

“A teaching method might work with all of the students some of the time…

And some of the students all of the time…

But a method doesn’t work with all of the students, all of the time.”

Deno Paraphrasing Lincoln


March2016


Education Parables

Starfish Bridge

Opening Team Problem Solving

• Return to your Top 5 Academic & Behavior Concerns •  Data-Based?

• Problem Solving vs. Standard Protocol


March2016


Problem Identification

& Analysis

Plan Implementation

Plan Evaluation Problem

Char. 1 Option

A

Char. 2 Option

B

Char. 1 & 2

Option C

Essen2alOutcomesCurriculumInstruc2on

StandardInterven2on ??????StandardInterven2on

ProblemSolving

Triage

Grades D or F

Essential Outcomes Curriculum Instruction

Academic Skills

Behavior Skills

RIOT MAP Other

Intervention

Motivation Interpersonal Engagement Study Skills

Intervention


March2016


Milepost: Build a System • Built on system efficiencies • Data-based decision making • Responsive to the student and the system

How do we get there?

• Time is one of the greatest variables

• Time in our own learning?

• Time is an elusive variable

Constant Variable Old System Time Learning

New System Learning Time

Time is of the essence 45 min. class, 225 min./week, 4050 min./semester

Build Time into the Schedule Time MTF Time W R

7:23-8:08 1st Hour 7:23-8:48 1st Hour 2nd Hour

8:12-8:57 2nd Hour

9:01-9:48 3rd Hour 8:52-10:19 3rd Hour 4th Hour

9:52-10:37 4th Hour

10:40-12:09 5th Hour/Lunch* 10:22-12:28 5th Hour/

Lunch 6th Hour/Lunch

12:12-12:57 6th Hour 12:32-1:57 7th Hour 8th Hour

1:01-1:46 7th Hour

1:50-2:35 8th Hour 2:01-2:35 Resource Resource

* Freddy 14 for Freshman


March2016


Using Time Effectively: Option B Time MTWRF

7:55-8:42 1st Hour

8:46-9:33 2nd Hour

9:37-10:24 3rd Hour

10:28-11:15 4th Hour

11:19-12:38 5th Hour/Lunch

12:42-1:29 6th Hour

1:33-2:20 7th Hour

2:24-3:00 Collaboration/Resource

Efficient Use of Study Halls

• Tier I: Independent

• Tier II: Guided

• Tier III: Directed

• Content-specific

Students with Failing Grades


March2016


Instructional Interventions • SIM Content Literacy Continuum (KC-CRL)

•  Content Mastery •  Embedded Strategy Instruction •  Explicit Strategy Instruction •  Intensive Skill Development •  Intensive Clinical Intervention

• Rewards (Anita Archer) • Visible Learning (John Hattie)

•  Contributions from student, home, school, & teacher •  Contributions from curricula and teaching approaches (2 parts)

Milepost: Increase Time & Effectiveness for Interventions •  Interventions “Between the Bells”

•  Study Hall •  Double-Up Academics

• Skill Deficit vs. Performance Deficit • At-Risk and not In-Risk

• Reading Ability • Math Ability • Writing Ability

} Maturity Level } Discipline Problems } Chronic Absenteeism } Homework Completion } Quality of Work } Home-Communication

Issues

Next Year: 8th Grade Data


March2016


Early Warning System

http://betterhighschools.org/default.asp

• Know a “group” of students will not succeed • Build in “group” Interventions

•  Monitor implementation and fidelity •  Are there “new” patterns?

Milepost: Reflect on Infrastructure

TIER III


March2016


•  Intensive •  Individualized

Tier III: Targeted Interventions

Targeted

• All want to graduate • 9 or 10 on 10-point scale

• Most have something that they want to do that involves more education

• Most don’t see the connection of failing grades and not graduating • Summer school??

Interviews with Failing Students

• 22 school days left, what can “Johnny” do to pass the semester? • Nothing. • Behavior problems!

• What is being reinforced?

Last Ditch Efforts??


March2016


Milepost: Find the Cracks • Where are the kids…

•  Falling between the cracks •  Finding and exploiting openings

• What behaviors are we reinforcing?

Faculty-Student Mentor

11 A 10 A- 9 B+ 8 B 7 B- 6 C+ 5 C 4 C- 3 D+ 2 D 1 D- 0 F

Control Group Randomly SelectedStudent

E M S SS Tot E M S SS Tot E M S SS Tot E M S SS Tot1 10 6 5 9 30 8 5 7 11 31 11 8 7 11 37 8 8 11 9 362 11 7 11 11 40 11 8 11 11 41 11 8 11 11 41 11 8 9 11 393 7 10 2 4 23 4 11 2 0 17 0 10 0 0 10 0 5 2 0 74 11 11 9 9 40 8 9 11 10 38 7 11 11 10 39 8 11 10 7 365 10 11 10 11 42 11 11 9 11 42 11 11 11 11 44 11 11 11 10 436 8 11 7 7 33 8 10 8 11 37 8 11 8 10 37 11 10 11 11 437 8 11 8 9 36 9 11 9 9 38 11 10 8 9 38 9 12 8 8 378 7 4 7 10 28 5 5 6 5 21 5 5 4 5 19 7 0 8 3 189 11 8 8 11 38 10 10 11 11 42 11 10 10 11 42 11 11 10 11 4310 8 5 6 19 5 8 5 7 25 4 8 5 7 24 6 6 5 5 2211 7 5 4 8 24 6 7 6 8 27 5 4 5 5 19 5 7 5 3 2012 11 11 9 11 42 10 9 10 11 40 11 11 10 11 43 9 11 9 11 4013 0 0 2 0 3 5 0 0 0 0 0 0 0 0 0 014 8 8 8 8 32 4 10 8 10 32 5 8 9 6 28 4 8 7 7 2615 11 8 7 10 36 7 6 7 8 28 7 5 6 9 27 8 8 6 8 3016 8 8 8 10 34 1 4 1 5 11 5 5 4 3 17 5 4 0 1 1017 4 8 4 1 17 0 8 9 0 17 3 6 7 1 17 4 9 8 0 2118 8 11 10 11 40 8 10 8 11 37 8 8 8 8 32 8 7 11 9 3519 11 11 11 8 41 11 8 8 0 27 0 4 1 0 5 2 3 8 0 1320 7 8 8 9 32 8 10 8 8 34 7 9 11 9 36 8 10 8 8 3421 10 8 8 11 37 9 10 7 10 36 11 10 11 11 43 11 11 11 11 4422 5 5 7 17 4 4 6 2 16 4 5 5 5 19 3 4 7 4 1823 7 11 7 7 32 8 8 9 8 33 8 8 7 7 30 8 8 8 6 3024 7 4 5 8 24 3 5 5 5 18 4 6 4 5 19 4 5 4 4 1725 8 11 5 10 34 9 9 5 10 33 8 7 5 11 31 10 8 8 8 3426 6 5 4 2 17 2 0 2 1 5 5 10 5 5 25 5 4 5 2 16

1st 2nd 3rd 4th209 196 175 208 788 169 198 178 186 731 170 198 173 181 722 176 189 190 157 712

Ave Gr 8.04 7.5 6.7 8 7.6 6.5 7.6 6.8 7.2 7 6.5 7.6 6.7 7 6.9 6.8 7.3 7.3 6.0 6.8

First Quarter Second Quarter Third Quarter Fourth Quarter


March2016


Mentor GroupStudent

E M S SS Tot E M S SS Tot E M S SS Tot E M S SS Tot1 0 0 0 2 2 1 0 0 0 1 0 0 0 0 0 0 0 0 0 02 5 5 2 8 20 2 2 0 0 4 8 4 2 0 14 4 4 1 8 173 8 0 2 0 10 9 2 2 0 13 8 0 1 0 9 5 0 0 0 54 6 8 2 5 21 5 5 0 5 15 3 8 3 4 18 4 11 3 5 235 7 5 4 7 23 5 1 0 0 6 5 5 5 10 25 2 0 1 5 86 8 5 2 5 20 9 0 1 2 12 8 5 7 5 25 11 4 5 2 227 7 7 4 2 20 1 4 3 3 11 8 2 3 4 17 5 8 0 3 168 0 4 2 0 6 0 8 1 3 12 4 7 5 5 21 0 2 5 5 129 6 5 0 8 19 4 5 5 7 21 3 2 1 5 11 4 1 0 8 1310 5 2 2 1 10 0 2 0 0 2 0 0 0 0 0 4 2 0 0 611 5 2 5 5 17 2 2 4 0 8 5 0 4 2 11 4 0 8 5 1712 8 8 7 2 25 5 5 2 4 16 7 2 5 1 15 5 5 5 5 2013 0 8 2 2 12 0 6 0 0 6 5 6 2 0 13 8 6 0 0 1414 5 4 4 0 13 0 4 0 0 4 2 5 5 4 16 2 1 0 0 315 4 1 0 2 7 1 0 5 3 9 5 3 2 2 12 4 2 4 2 1216 2 0 0 0 2 2 0 0 0 2 2 0 2 0 4 0 0 2 0 217 4 3 3 2 12 0 0 1 1 2 4 0 0 0 4 0 0 0 0 018 8 8 4 2 22 7 0 2 1 10 8 6 3 5 22 5 0 1 0 619 8 3 5 2 18 2 2 4 6 14 6 7 5 5 23 5 8 0 4 1720 8 11 2 1 22 5 10 1 0 16 5 9 1 1 16 5 7 0 1 1321 5 0 0 0 5 0 3 0 2 5 0 0 2 0 2 0 0 0 0 022 2 3 2 4 11 4 2 4 5 15 5 0 5 3 13 5 0 8 0 1323 3 1 5 4 13 2 2 0 2 6 4 4 4 2 14 2 0 5 2 924 2 0 4 1 7 1 0 2 0 3 2 1 2 1 6 4 0 4 0 825 5 2 5 4 16 4 0 2 4 10 4 8 5 4 21 3 4 9 5 2126 2 5 4 1 12 3 3 5 2 13 2 0 5 3 10 0 4 0 2 6

123 100 72 70 365 74 68 44 50 236 113 84 79 66 342 91 69 61 62 283Ave Gr 4.73 3.8 2.8 2.7 3.5 2.8 2.6 1.7 1.9 2.3 4.3 3.2 3 2.5 3.3 3.5 2.7 2.3 2.4 2.7

First Quarter Second Quarter Third Quarter Fourth Quarter

Control-Mentor Comparisons

Grades Over Time

0.01.02.03.04.05.06.07.08.09.0

1st 2nd 3rd 4th 1st 2nd

Ninth Tenth

Ave

rag

e G

rad

es

ARCon


March2016


Milepost: When at first you do not succeed… • Research-based Strategies

•  Top 1: Formative evaluation (John Hattie)

•  Try something, keep data and hope you get lucky. •  Randy Sprick

Reviewing the Journey 1.  Leadership & Resource Mapping 2.  Bring Data to the Discussions 3.  Identify and Use Best Teaching Practices 4.  Build a System for Interventions 5.  Find Time and Effective Interventions 6.  Reflect and Modify the System 7.  Examine the Cracks 8.  Try Something (Research-Based)

Needs Assessment Implementation Priority Not Started (0-10%) Some Actions (10-30%) In Progress (30-70%) Advanced (70-90%) Achieved & Maintained (90-100%)

Low Priority

Medium

High

LINK


March2016


ResponsetoIntervention:NeedsAssessmentIMP=CurrentLevelofImplementation• 1=NotStarted(0-10%)• 2=SomeActionsorBeginning(10-30%)• 3=InProgress/Developing(30-70%)• 4=MostorAdvancedStages(70-90%)• 5=AchievedandMaintained(90-100%)

PRI=PriorityLevel• 1=Low• 2=Medium• 3=High

Area IMP PRI CommentsAdministrative Theentireadministrationportraystothestaff,studentsandparentstheimportanceoftheRtIprocessforincreasedstudentachievement.

Administrationusesvariousstrategies(e.g.,walkthroughs,extendedobservations,etc.)toensurebothcoreandinterventionprogramsarebeingdeliveredasplanned.

Administrationprovidestraining,support,andactiveinvolvementinRtIactivities(e.g.,participatesindataretreatsatleast2xperyear)

Other: Faculty Faculty/StaffsupportandareactivelyinvolvedinRtI(e.g.,80%+supportandparticipate)

Allteachersareeffectivelytrainedinthecurriculumstandardsforthegradelevelandcontentthattheyteach

Curriculumstandardsareimplementedasdesignedwithineachcontentarea(e.g.,fidelity/adherencetocurriculum)

Teachershaveathoroughunderstandingandknowledgeoftheprinciplesandstrategiesofdifferentiatedinstruction

Instructionisdifferentiatedbycontent,process,productandlearningenvironmentonaconsistentandongoingbasis

Teachersunderstandhowtoanalyze,chartandinterpretdata Other: Data Instructionaldecisionmakingdata(e.g.,formativeassessment)isusedtoguideteachingintheclassroom.

School-widescreeningdataarecollectedforbothacademic(e.g.,reading,math,etc.)andbehavior(e.g.,officedisciplinereferrals,etc.)

Dataaresystematicallycollectedthroughanefficientandeffectiveprocesses

DatacollectedearlytomakedecisionsnearDay1ofclasses(e.g.,EarlyWarningindicators)

School-widedataarepresentedtostaffatleasttwiceperyear School-widedataareusedtoevaluatecoreacademicandbehaviorprograms

ProgressMonitoringdataareusedtodeterminetheeffectivenessofTierIIandTierIIIprograms

Diagnosticdataareusedtodeterminetheneedforspecialprogramming

Other: ProblemSolving Thetop5academicandbehaviorproblemsareidentifiedusingschoolandclassroomdata

Teams(e.g.,PLCteams,Interventionteams,etc.)meetregularly(weekly,biweeklyormonthly)todiscussinterventiondata

Thescheduleallowsforregularinterventiontimetomeetstudentneeds

StandardProtocolInterventionsareinplacetoaddresscommonlearningorbehaviorconcerns

IndividualProblemSolvingisreservedforthosestudentsthathavecompletedTierIIinterventions

Other: Interventions Aleast80%+ofthestudentsarebeingsuccessfulincoreinstructionbeforedevelopingTierIIandIIIinterventions

TheschoolhascompletedaResourceMaptoreducefragmentationandduplicationofexistinginterventions

Teachershaveaknowledgebaseorresourcestoaccessmultipleresearch-basedstrategiestoaddresslearningandbehaviorproblems

ProfessionalDevelopmentisinplacetodistributelearningtoteachers(e.g.,mentors,in-houseexperts,etc.)

Thereisaprocesstoensurethatinterventionsareimplementedwithfidelity(e.g.,checklists)

Teacherscollectdataregularlytotrackinterventionsuccess Studentscanbeassignedinterventionsinaflexiblemanner Other:

Documents

RTI AT THE SECONDARY LEVEL: A ROADMAP TO ......High School RtI Michigan Associaon of School Psychologists March 2016 Robert J. Dixon, PhD, NCSP [email protected] 1 RTI AT THE SECONDARY