multi-tiered instruction at the secondary level
DESCRIPTION
Multi-tiered Instruction at the Secondary Level. “I think what makes a difference for our kids is that they graduate with a sense of place: high school, community and environment.” -Sisters High School. Designing School-Wide Systems for Student Success. Academic Systems. Behavioral Systems. - PowerPoint PPT PresentationTRANSCRIPT
Multi-tiered Instruction at the Secondary Level
“I think what makes a difference for our kids is that they graduate with a sense of place: high
school, community and environment.”-Sisters High School
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Research on Secondary Literacy
IES Practice Guide Reading Next
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation: The Secondary Literacy Instruction and Intervention Guide
Practical documents
RTI is all about General Education!
Teachers don’t fail students, systems do.
RTI is a system for differentiation of instruction!
RTI is a system that is predicated on the general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children.
Why Focus on Reading in Secondary Schools?
• Teaching reading is considered, by many, to be an elementary school task despite the overwhelming evidence that:
– More than 8 million students in grades 4 – 12 are struggling readers (USDoE 2003).
– 40% of high school students cannot read well enough to benefit from their textbooks (NAEP, 2005).
– The problem is more severe, when we disaggregate data by racial and special program (ELL, SPED) subgroups.
– Reading achievement and behavior are strongly correlated. In other words, when reading ability improves, behavior improves. (That’s why we work on behavior too with EBS).
In other words. . .
“Meeting the needs of struggling adolescent readers and writers is not simply an altruistic goal. The emotional, social, and public health costs of academic failure have been well documented, and the consequences of the national literary crisis are too serious and far-reaching for us to ignore.”
-Reading Next, 2004
In other words. . .
“Meeting the needs of struggling adolescent readers and writers is not simply an altruistic goal. The emotional, social, and public health costs of academic failure have been well documented, and the consequences of the national literary crisis are too serious and far-reaching for us to ignore.”
-Reading Next, 2004
Donald participates in the general curriculum with
strong instruction
Screening shows Donald Isn’t doing well
EBIS Team conductsIndividual Problem
Solving & a more intensive intervention is selected
Resumesgeneralprogram
Donalddoesn’t
improve
Donaldimproves
Donalddoesn’t
improve
Donaldimproves
Intervention is intense and LD is suspected
Improvement is good and other
factors are suspected as
cause
Special Education referral is initiated
Team reviews achievement and behavioral data (school wide) and places Donald in
an intervention class
Evaluation planning meeting, Procedural safeguards provided,
consent obtained, 60 school-day timeline starts
Donald cycles
through 2
times
So how do we make this happen?
Professional Development
LeadershipData based
teaming
Universal screener
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
The Process is Ongoing and Long-Term
CONSENSUS
Data Based Teaming
Core Team membership
• Principal • Classroom Teachers • Instructional Coordinator/Reading Specialist• School Counselor/Psychologist• Learning Specialist• ELL Teacher
Tier 1 meetings• Why: To evaluate the
health of core instruction
• When: 3 times a year• Who: Principal,
Instructional Coordinator, Counselor, Teachers,
• Data: OAKS, MAZE, Grades
Tier 2 meetings• Why: To place and
monitor students in interventions
• When: Occur monthly for each grade level
• Who: Principal, Instructional Coordinator, Counselor, Teachers, ELL, Special Ed.
• Data: OAKS, MAZE, Grades
Types of meetings
Leadership
Leadership is an action, not a person!
That being said, administrators are leaders! RTI will not work without the participation of an administrator.
Leadership
Top-Down• Making RTI a priority• Strategic planning• Budget planning• Support and buy-in
for systemic, consistent programs
• School improvement plans
Bottom-up• School literacy
committees participated in training and planning
• Teacher-teams identified key literacy strategies for training and roll-out
• Literacy committees review curriculum and selected intervention programs
Delivery: Ongoing Anticipate and be willing to meet the newly emerging needs based on student and staff need and performance.
Sufficient time to collaborate and planData ALSO used to drive professional development needs.
Professional Development
Content: Core curriculum & instruction Assessment Interventions Teaming Data-based decision making SPED procedures
Professional Development
Universal Screening
Grade Meeting = 35 percentile
6th grade 222 225
7th grade 227 230
8th grade 231 232
10th grade 236 236
Screening Decision Rules
– Every student at each grade level who scores in the lowest 20 percent on MAZE, or at or below the 35th percentile on the OAKS, is:• further screened with oral reading fluency measures
from 6-Minute Solution (check for fluency & accuracy); then,
• the San Diego Quick is administered to evaluate what level of the SRAI to use; then,
• the SRAI is administered to gauge comprehension skills; then,
• for students with the most comprehensive reading needs, the Language! placement tests are administered.
Core Program
• Answers the critical question – “What do we expect every student to know and be able to do.”
• Create alignment amongst grade levels.
• Ensure all of the standards are being addressed
• Are students prepared to graduate?
IES Recommendations
Recommendation 1
Provide Explicit Vocabulary Instruction
Level of Evidence: Strong
IES Recommendations
Recommendation 1
Provide Explicit Vocabulary Instruction
Level of Evidence: Strong
Recommendation 2Provide Direct and Explicit Comprehension Strategy
Instruction
IES Recommendations
Recommendation 3Provide Opportunities for
Extended Discussion of Text Meaning and Interpretation
Level of Evidence: Moderate
IES Recommendations
Recommendation 4Increase Student Motivation and Engagement in Literacy
Learning
Level of Evidence: Moderate
Protocol and Decision Rules
EBIS Packet Page 11
EBIS Packet Page 12
Decision Rules
Provide the “now what” after teams have analyzed student data
Guide decisions for all tiers Take the guesswork out of “what to do
next” Ensure equity across schools
I think… I feel… I believeWhat data do you have that makes you think/feel/believe that?
-Dr. Ed Shapiro
Progress monitoring with Maze
Intervention Progress Monitoring
45 6
8
11
15
20
24
4
25
0
5
10
15
20
25
30
Sep-0
7
Oct
-07
Nov
-07
Dec
-07
Jan-0
8
Feb-
08
Mar
-08
Apr-
08
May
-08
Jun-0
8
Monitoring/ Correct
Baseline/ Benchmark
Aimline
Trendline
Grade: 8
Teacher Name: Zinn
School: School of Dan
Probe Name: Maze
Cor
rect
Res
pon
ses/
Min
.
Lauren Lopez
Intervention: Language C
Now in Language C with Randall
Interventions
• How will you plan for interventions during the school day?
• Interventions are in-addition to the core.
• They address a specific skill deficit. • Interventions need to be monitored
to ensure they are effective.
IES Recommendations
Recommendation 5
Make Available Intensive and Individualized Interventions for Struggling Readers That Can Be Provided by Trained Specialists
Prepared to Graduate