Implementing Secondary RTII:

Guidelines and ToolsCurriculum Director’s Meeting

December 3, 2009Northwest Tri-County Intermediate Unit 5

Update on PA’s RtII Framework for Secondary

Schools: Guidelines and Recommendations

Introduction: What is happening in PA?

• About 22% of 9th graders in PA fail to graduate from high school in 4 years

• Of these, many lack the skills and knowledge needed to succeed in post secondary education and careers that pay family sustaining incomes.

PDE Ensuring Success for All High School Graduates, 2007

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Secondary RtII Research: What We Know…

• Comprehensive research studies have not been conducted on RtII implementation in secondary schools.

• Few secondary-level interventions have the same level of evidence as elementary-level interventions on which to support their use. Johnson and South, 2008

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Introduction: The Reality and Risks

• A high proportion of students enter middle and high school with reading and math skills below grade level

• About half of all high school drop outs can be predicted by 6th grade (Balfanz and Herzog, 2005)

• About 30% of future dropouts present with these risk factors by 9th grade – failing core subjects– poor attendance– poor behavior

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Rationale: Why Secondary RtII?

• Intervening early and systematically to prevent student failure and disengagement from the learning process is essential to offset the increase of academic demands, language deficiencies, transience, and learning difficulties.

• RtII integrates assessment, instruction, and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems.

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Rationale for RtII: The Framework

• The RtII framework requires schools to:– identify students at risk for poor learning

outcomes, – monitor student progress, – provide evidence-based interventions and

adjust the intensity and nature of those interventions depending on a student’s responsiveness, and

– identify students with learning disabilities.National Center on RtI, 2008

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Secondary RtII Research: What We Know…

• Challenges beyond those at the elementary level include:

• Establishing sound instructional core and interventions• Needed changes in organizational structures• Shift in academic focus to prevention • Adjustments to teacher-student ratios• Need for valid and reliable assessments at the secondary

level (Mellard & Layland with Parsons, 2008)

• These challenges represent the strongest contrasts between elementary and secondary schools (Sugai, 2004).

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RtII Holds Promise …..

• Implementation is based on a solid core of what works to increase student achievement and behavioral outcomes including:– Effective reading instruction (Biancarosa & Snow, 2004)

– Increasing content literacy (Biancarosa & Snow, 2004)

– Strategic Instruction Model (Lenz. Deshler & Kissm, 2003)

– Effective secondary behavior support (Sprick, 2006)

– Other validated interventions (Shinn, 2008)

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RtII Holds Promise…

For middle and high schools by aligning curriculum, instruction and interventions, assessment,

social/emotional and behavioral supports, and infrastructure to increase

learning opportunities and improve achievement and outcomes for

secondary students.

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Pennsylvania’s Standards Aligned Systems (SAS)

Clear Standards

FairAssessments

CurriculumFramework

Instruction

Materials & Resources

Interventions

StudentAchievement

Alignment of SAS and RtII

• Each of the components of RtII is linked to components of SAS

1. Clear Standards– Clear, high standards that establish what all students

need to know and be able to accomplish.2. Fair Assessments

– Fair assessments aligned to the standards.3. Curriculum Framework

– A framework specifying big Ideas, concepts, and competencies in each subject area/at each grade level.

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Alignment of SAS and RtII

4. Instruction– Aligning instruction with standards involves identifying

strategies that are best suited to help students achieve the expected performance.

5. Materials and Resources– Materials that address the standards.

6. Interventions– A safety net/intervention system that insures all students

meet standards.

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The Components of PA’s Secondary Schools RtII Framework

1. High-quality classroom instruction/standards-aligned core curriculum

2. Relational support3. Scientifically/evidence based interventions,

instructional methodologies and strategies4. Tiered instructional interventions5. Data-based decision making6. Professional development

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1. High-quality classroom instruction/standards-aligned core curriculum

• High-quality general education instruction using a standards-aligned “core curriculum” for all students.– All students receive an integrated system of

aligned curriculum, instruction, and assessment.

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2. Relational Support

The system includes elements of PA’s Resiliency/Wellness systemic approach*:

• High expectations• Meaningful student engagement• Connectiveness and bonding• Skills for life• Clear and consistent boundaries• Unconditional support

*Adapted from Henderson, N. & Milstein, M. Resiliency in Schools: Making it Happen for Students and Educators (Corwin Press, 2003).

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2. Relational Support

• A structured system is in place to:– provide students the appropriate level and

intensity of support needed to engage in academic learning,

– remain in school and complete course requirements successfully.

• Attendance, discipline, and student performance data are used to design and implement a tiered system of academic and relational support.

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Clear & Consistent Boundaries

School Code of Conduct Truancy Intervention Plan/Tool Kit School-wide Positive Behavior Supports Training

High Expectations

PDE Standards/PSSAGovernor’s InstitutesAccountability Block Grants Project 720/CFF/Dual enrollmentGovernor’s Special Education Performance Grants

Meaningful StudentEngagement

Student Council Service LearningYouth Surveys

Connectiveness & Bonding

Mentoring & Drop-out grants Parent Involvement Conference After school/summer programs Homeless, Migrant & Refugee student programs

Skills for Life

Anti-bullying programsCharacter education Social/Emotional learning Resiliency training Anti-tobacco/drug programs Career Counseling Grants

Unconditional Support

Alternative Education Student Assistance Program Youth Suicide Prevention Pregnant/Parent/Teen ELECT ProgramSpecial Education

Strong Results for

Students

Wellness and Resiliency Framework

3. Scientifically/Evidence Based Interventions, Instructional Methodologies and Strategies

A well designed model characterized by:– High quality instruction and interventions

matched to student need (Batsche, 2006).

– Monitoring progress frequently to make changes to instruction (formative assessment including progress monitoring and fidelity checks).

– Applying student response data to making educational decisions.

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4. Tiered Instructional Interventions

• Students are provided increasing levels of support matched to their needs.

• Tiered instruction is flexible - adjustments are made based on progress monitoring data.– Entrance and exit criteria established– Decision trees utilized to match to intervention

levels• Integrity checks are structured and provide a

system of feedback and improvement.2020

4. Tiered Instructional Interventions

• Tier I: Foundational instruction in the core subject areas (English/Language Arts, Mathematics, Social Studies and Science).

• Tier II: Targeted intervention in academic and/or behavioral/relational support in addition to the core.

• Tier III: Intensive intervention in academic and/or behavioral/relational support in addition to core.

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5. Data-Based Decision Making

• Universal screening– Brief and efficient – Examples:

• PSSA Reading, Writing, and Math Proficiency levels

• PVAAS – individual student projections• Word and passage reading fluency• Word analysis skills assessment• Comprehension skills assessment• Risk factors (attendance, grades, and discipline

referrals)

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5. Data-Based Decision Making

• A structured data teaming process collects, analyzes and uses student data to inform instruction and to determine interventions, and supports matched to student needs. Teams:

• collaborate in structured teaming meetings• use multiple data sources (achievement,

growth, classroom, etc.) and data points to make decisions about all students

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6. Professional Development

• A plan is in place to provide job-embedded professional development in assessed areas of need including:– Assessment strategies and tools– Evaluation of data: data analysis/root cause analysis– Adolescent reading, writing, speaking, listening,

thinking strategies across all content areas– Selection and implementation of appropriate Tier 2

and Tier 3 interventions– Foundational core/Tier 1

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1. High-Quality Classroom Instruction/Standards-Aligned Core Curriculum

• Defining what this is and is not...a key component to measuring students’ responsiveness to instruction and intervention

• Consistency and clarity of principles of effective instruction and intervention is necessary.

• Goal: High-quality classroom instruction/standards-aligned core curriculum that meets needs of most students (80%)

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What Characterizes Core Curriculum at the Secondary Level?

– rigor and relevance – direct and explicit connections to the PA

Academic Standards• prioritized• organized by curriculum frameworks• mapped to ensure pacing and coverage of content

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What Characterizes Core Curriculum at the Secondary Level?

• A comprehensive and coordinated literacy/communication arts/English program that continues to provide literacy instruction to enhance literacy skills and/or remediate literacy deficiencies.

• Critical thinking across content areas (reading, writing, speaking, listening).

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What Characterizes Core Instruction at Secondary Level?

• Evidence-based instructional practices that represent “core” practices across subject areas (SIM, Marzano, Teaching Matters, Anita Archer, Ellis, etc.)

– summarizing and note-taking strategies– cues, questions and advance organizers– Identifying similarities and differences– grouping for instruction– making instruction explicit

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Example of core instructional strategies:

• Cues, questions, and advance organizers– Assist students to retrieve what they

already know about a topic…

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Pennsylvania’s Secondary RtII Framework

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English/Language Arts Block : Core

45 - - 90 minute period Differentiated Instruction

Explicit Vocabulary and Comprehension Instruction

Content area Reading Strategies Formative Benchmarrk Assessments (3 -4 x per year)-

Standard Protocol or

Supplemental

Instruction 3-5 x per week

30 - -60 minutes/class period

Progress Monitoring Monthly

Standard

Protocol

5 x per week;

60 min./class period

Progress Monitoring

Weekly

Tier III

Intensive 5- 10%

Tier II

Strategic 15-20%

School wide behavior, attendance and stay in school program

Targeted behavior, attendance and stay in school programs

Tier I Benchmark

100%

Intensive behavior, attendance and stay in school programs

including community links, social services

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Tier 3:

Weekly Progress Monitoring,

Double period or additional period for daily intervention with intensive

explicit instruction (Read Naturally, 6 Minute Solution, Soar to Success),

Very frequent parent communication,FBA and Behavioral Support Plans with

intensified supports, Interagency Supports and Wrap Services

Tier I:

Universal screening for all students – 4Sight BenchmarkPrioritized curriculum aligned to Standards and Assessment Anchors

Establishing essential questions and vocabulary across all content areasDaily writing for various purposed

Parents as partners and frequent communicationElements of SWPBS including PA’s Resiliency Framework

Tier 2: Additional assessment tool to identify skill deficits (GRADE,

GMADE, MBSP)Interventions (Read Naturally, 6 Minute Solution, Soar to

Success, Study IslandMore frequent parent collaboration

Check In/Check Out used for monitoring daily behaviorSmall groups of targets skills in social interactions

Secondary RtII Example: School AMiddle School

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Tier 3: Double periods

of intensive, explicit instruction

Read 180, Weekly progress

monitoringBefore school tutoring—Behavior contracts with

students/parentsStudent Assistant Programs

Tier I: Enhanced English/Language Arts Core w/ Academic

Literacy/Reading Apprenticeship, Differentiated Instruction Co-Teaching, Power Teaching

Common Assessments ,Positive Behavior Intervention Support, Advisory Programs (building relationships/mentoring/goal setting),

Olweus Bullying, Prevention Program, Parent on-line access to grades, attendance, behavior

Tier 2: Interventions for Some StudentsMandatory Tutoring Lab, Functional Behavior

Assessments, Academic Support Classes -- targeted remediation based on data, Progress Monitoring and teacher/student review of results—student

active participator in his/her intervention selection

Secondary RtII Example : School CHigh School--Traditional (8 period day)

Academic Support Classes replace study hall

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Part III: Interventions for Secondary RTII

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Tier II: Targeted Instruction and Intervention

• Strategic intervention is in addition to foundational core and provides explicit instruction with guided practice in targeted areas.

• Support is provided in a small group either inside the classroom or outside the classroom:

– specific reading or math class – supplemental/extended day program

(reading comprehension lab, vocabulary lab, math skills and application).

• Evidence-based interventions are utilized.

• Additional behavioral interventions are in place to support students and may include:

– increased cues and prompts,– mentoring, – peer support programs, – a system to reward positive behavior

including incentives and– structured advisories.

• Attendance is monitored and reported daily. Routine collaboration with parents and community agencies occurs.

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Progress monitoring is conducted at least monthly (bi-monthly progress monitoring is recommended).

Tier III: Intensive Instruction and Intervention

• Provided to students who are significantly below proficiency levels and have inadequate response to instruction and intervention provided at Tiers 1 and 2.

• Interventions are provided to develop basic reading or math skills.

• Specific skill instruction and intervention in smaller groups than those in Tier 2 and/or tutoring. Progress monitoring occurs weekly.

• Behavior assessment and individualized plans are developed for a few students who require intensive interventions and may include:– Contracts with students and families,– Integrated school, community supports– Daily reporting to families– Student assistance programs

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Part IV: Assessment for Secondary RTII

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Assessments for Secondary RTII…Let’s Take a look…

• Refer to Toolkit for Assessment

– Review 4 types of assessment– Highlight the design of the assessment tool.– Peruse document to see what type of assessments

are available at the secondary level.

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Part V: Secondary RTII Readiness Tool

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PA’s RtII Framework for Secondary Schools: Guidelines and Recommendations

Stages of Implementation1. Readiness Stage – Let the games

begin!!• Take a look at Secondary RTII

Readiness Tool

2. Operational Stage3. Evaluation Stage

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Web Sites – Framework References

21st Century Skills• http://www.21stcenturyskills.org/Gates Foundation• http://www.gatesfoundation.org/topics/Pages/high-schools.aspxCenter on Instruction• http://www.centeroninstruction.org/National Center on Response to Intervention• http://www.rti4success.org/index.php?option=com_content&task=blogca

tegory&id=8&Itemid=110RtI Action Network• http://www.rtinetwork.org/Learn/Why/ar/RadarScreen

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