RtI and High School

A Comprehensive Student Engagement Intervention Model

Session Roadmap

Overview of RtI

Check & Connect Model

Implementation

Example School’s Journey

RtI

RtI: Response to Intervention• Use of evidence-based practice,

systematic data collection and data based-decision making

• Tiered model of providing intervention services

• Progress is monitored in order to provide information on the response of the student to the intervention implemented

Tier I

Tier II

Tier III

80%

15%

5%

Why INTERVENTION?

•What happens if we don’t?

…the larger scale

Current Reality--Secondary• Students not connecting to

school--relationships

• Students not engaged with teaching strategies--lacking variety in terms of learning styles--not communicating the relevance (compelling purpose)--lacking the opportunity to capitalize on individual strengths

Challenges—Secondary • Departments• Case load in a given day• Student level of need (after x

amount years of schooling)• Communication/Resources• Scheduling• Tier I System Offerings:

Literacy, Etc.

Check and ConnectTiers 2 and 3

Check & Connect• A “mentoring” model of

comprehensive and sustained intervention for promoting students' engagement with school and learning.

Research-Based

• What Works Clearinghouse, which conducts rigorous reviews of educational research identified 1 out of 2 programs having significant impacts on reducing dropout rates.

Check & Connect Overview1. Teacher mentor2. Mentees identified based on need 3. Systematic monitoring (CHECK) 4. Timely, individualized

intervention strategies (CONNECT)

Balanced Model•Academic

•Behavioral

•Social & Emotional

Key Features1. Relationship Building —

mutual trust and open communication

2. Routine Monitoring of Alterable Indicators — systemically checking warning signs of withdrawal (attendance, academic performance, behavior)

Key Features3. Individualized and Timely Intervention — support tailored to individual student needs

4. Long-Term Commitment — committing to students and families for at least two years

Key Features5. Persistence Plus — a persistent source of

academic motivation

6. Problem-Solving — designed to promote the acquisition of skills to resolve conflict constructively and to look for solutions rather than a source of blame

7. Affiliation with School and Learning — facilitating students' access to and active participation in school-related activities and events

Mentor• Persistence

• Believe all children have abilities

• Work closely with families using a non-blaming approach

Mentor• Advocacy skills,

ability to negotiate, compromise, and confront conflict

• Organizational skills

• Work well independently in a variety of settings

Intended Outcomes• Demonstrated outcomes

include:--attendance--behavioral referrals--grade reporting--credit accrual--higher “overall” achievement levels--dropout incidents

SystemsUnderstanding(Tier I)

Implementation

Step #1: Leadership Capacity

COMPELLING NEED for intervention

STAFF DEVELOPMENT in order to build knowledge and skill within those involved

Step #2: Define IndicatorsIdentification

of INDICATORS of disengagement:

ATTENDANCETARDIESBEHAVIORAL REFERRALSACADEMIC--D/F--CREDITS

Step #3: OrganizeAlign mentors

and menteesForms or

Protocols Communicatio

n to parentsDetermine

data collectionprocess

Step #4: Structure for Collaboration

How can mentors come together to:--reflect upon mentee progress?--learn intervention strategies proven to be successful?

Step #5: Alignment of Interventions

HELPFUL RESOURCES:1. Check & Connect

--research-based strategies according to indicator

2. Best Practice (Teaching & Learning)

3. Peer Teacher Experience

Step #6: Monitor and EvaluateMentor Capacity

Procedures:--data collection--collaboration

Indicator progress

Tier I--classroom instruction--extra curr. opportunities--relationships system-wide--academic support systems

Example School

Focus TeamTeam MembersAdministrator*CounselorSped directorCore teacherNoncore teacherSped teacher

FunctionMonitor the system:

--data collection--mentoring needs--plan for staff

development--reflection on progress--creation of tools

What Has Worked • Focus Team (Check & Connect

Leadership Team)

• Check and Connect Coordinator• Implementation support

(ongoing PD)

What Has Worked • Guarded time for mentors to

meet in teams to collaborate and problem solve & guarded time for mentors to mentor

• Intervention Team Meetings:--Ongoing data collection and monitoring--Protocol to focus the work

Data Collection Form Name:

Month -- February

Check M1

Tu2

W

3Th4

F5

M8

Tu9

W10

Th11

F12

M15

Tu16

W17

Th18

F19

M22

Tu23

W24

Th25

F26

M1

Tu2

W3

Th4

F5

High risk for month

Tardy Skip Absent Behavior referral Suspension/detention (in/out of school) Wednesday Recovery #D #F

Behind in credits:Credits earned (this year) _________________ (total cumulative) _______________

Yes __________ No___________

Protocol• Roles• Data trends• Previous “connect”

strategies• Strengths/Areas for

growth• Targeted behavior• Targeted intervention

strategy• Intervention Details• Communication Plan

Intervention Team Meeting ProtocolMaryville High School

RolesDate: Facilitator: Quarter: Timekeeper: Mentor: Recorder: Student: Data: Data Trends Tardies Why? Absent Why?Discipline Referrals Why? D/F Why?Social Isolation Why? Wed. School Why?Couns. Watch Why? Credits Why?Pregnancy Why? ELL Why?Missing Information:

Connects: (Revisit and report out on previous month's "connect" efforts.)

Targeted Intervention Behavior Targeted Intervention Strategy1) 1)2) 2)Intervention DetailsTargeted Strategy #1 Targeted Intervention Strategy #2When will the strategy take place?

When will the strategy take place?

Where will the strategy take place?

Where will the strategy take place?

Who will be responsible for carrying out the strategy?

Who will be responsible for carrying out the strategy?

Communication Plan: (Indicate key individuals who will be communicating in order to reach success within the identified action steps.)

With Parent

With Student

With Teacher

Closure: Revisit key points here.

Our Systems: Note any questions or "need for discussion" items that may benefit program implementation and/or Tier I.

PD Support • Initial training of mentors and

administrators• Monthly staff development to

support mentors: Relationships, Rigor, Relevance, types of engagement

• Implementation of intervention team meetings: facilitation support, individual conferencing with mentors

• Data collection and analysis (mentees and system)

Training “Content”• Strategies for

engaging students in school

• How dropout risk factors may be altered

• Basic and intensive dropout prevention interventions

• Skills of an effective Check & Connect Monitor/Mentor

• How Mentor works with students, families, and school staff

• Resources

Systems Monitoring

August

Septem

ber

October

November

December

January

February

March

AprilMay

0.00

200.00

400.00

600.00

800.00

1000.00

1200.00

1400.00

Absences by Month

08-0909-10

% Absent 0

% Absent 1-3

% Absent 4-6

% Absent 6-10

% Absent 11+

0

5

10

15

20

25

30

35

40

Maryville HS 08-09 Maryville HS 09-10

Systems Monitoring

Systems Monitoring

Aug Sep Oct Nov Dec Jan Feb Mar Apr May 0

0.5

1

1.5

2

2.5

3

3.5

4

HS Discipline Events by Month

HS 09-10HS 08-09

Systems Monitoring

Event Totals Event TotalsMaryville HS 08-09 Maryville HS 09-10

0

100

200

300

400

500

600

ACTIVITIES ELIG

IBILITY DISC

IPLINE

ALCOHOL P

OSSESSI

ON/USE

CUTTING CLASS

DAMAGE/DEST

RUCTION/V

ANDALISM O

F PROPERTY

DISRESP

ECT TOWARD STAFF

DISRESP

ECTFUL T

O OTHERS

DISRUPTIVE TO CLA

SSMATES

INAPPROPRIATE BEHAVIOR

INAPPROPRIATE ELECTRONIC DEVICE

INAPPROPRIATE LANGUAGE

INAPPROPRIATE USE O

F COMPUTER

OTHER

PHYSICALLY

AGGRESSIVE

PHYSICALLY

AGGRESSIVE - S

AFE SC

HOOLS

TARDIES FROM SC

HOOL/CLA

SS

THEFT (S

TEALING)

TOBACCO POSSESSI

ON/USE

TRUANT FROM SC

HOOL

UNCOOPERATIVE

VIOLE

NT ACT05

101520253035

Event Type by Grade

Grade09Grade10Grade11Grade12

Tier I

Tier II

Tier III

80%

15%

5%

Questions?

jbarnes@nwmissouri.edu