Using a Tiered Instructional and Using a Tiered Instructional and Behavioral Support and Behavioral Support and Intervention Model in the Intervention Model in the

Secondary School SettingSecondary School Setting

Whittney Smith Whittney Smith wsmith@mineola.k12.ny.us wsmith@mineola.k12.ny.us

Jennifer MaichinJennifer Maichinjmaichin@mineola.k12.ny.us jmaichin@mineola.k12.ny.us

Stephanie HonigStephanie Honigshonig@mineola.k12.ny.us shonig@mineola.k12.ny.us

Albert Einstein once said…Albert Einstein once said…““The definition of insanity is doing the same thing over and The definition of insanity is doing the same thing over and

over again and expecting different results.”over again and expecting different results.”

Where we’ve been…Where we’ve been… With the reauthorization of With the reauthorization of IDEAIDEA and introduction of Response to and introduction of Response to

Intervention (RtI), we saw a natural “fit” with our Instructional Intervention (RtI), we saw a natural “fit” with our Instructional Support Team (IST) Process Support Team (IST) Process

The The NYS Education DepartmentNYS Education Department Memorandum (April 2008) Memorandum (April 2008) provided guidance to our established systemprovided guidance to our established system

Research and dataResearch and data provided by Fuchs and Fuchs, RtI Action provided by Fuchs and Fuchs, RtI Action Network, Interventional Central, and Jim Wright among others Network, Interventional Central, and Jim Wright among others have helped us become more educated about the process and have helped us become more educated about the process and stay connected to successful ideas being used in other places.stay connected to successful ideas being used in other places.

Site Site visitationsvisitations and school and school presentationspresentations (3 Rivers Magnet (3 Rivers Magnet School, Connecticut and Lindenhurst UFSD, Long Island) have School, Connecticut and Lindenhurst UFSD, Long Island) have also helped provide a foundation on which to build our own also helped provide a foundation on which to build our own program.program.

As a core team, we came to the consensus we were As a core team, we came to the consensus we were our own our own best resourcebest resource and adopted a and adopted a problem-solving approachproblem-solving approach to our to our practice. Working collaboratively has helped us move forward in practice. Working collaboratively has helped us move forward in implementing comprehensive, meaningful, and strategic implementing comprehensive, meaningful, and strategic systemic changesystemic change. .

Who we are…Who we are… ShawnShawn came to us this year came to us this year

with an IEP and many gaps in with an IEP and many gaps in his education from moving his education from moving around and not having stability around and not having stability at home. Our process aids in at home. Our process aids in answering questions about answering questions about Shawn’s needs as a learner and Shawn’s needs as a learner and as an adolescent.as an adolescent.

NoahNoah is a bright and capable 6is a bright and capable 6thth grader who has struggled with grader who has struggled with organization, social and organization, social and emotional trials, and a loss of emotional trials, and a loss of motivation. Our process is motivation. Our process is working to help both Noah and working to help both Noah and his mother better understand his his mother better understand his difficulties and create strategies difficulties and create strategies aimed at helping him improve aimed at helping him improve academically.academically.

Drew Drew has not been meeting his has not been meeting his academic potential and has not academic potential and has not been advocating for himself. The been advocating for himself. The main goals he is currently working main goals he is currently working to achieve are focusing in class, to achieve are focusing in class, increasing metacognition and increasing metacognition and independence for his learning and independence for his learning and increasing his reading increasing his reading comprehension and fluency.comprehension and fluency.

DanishaDanisha was an ESL learner who was an ESL learner who was failing in the 6was failing in the 6thth grade. Since grade. Since her teachers saw her struggling her teachers saw her struggling and involved her and her family in and involved her and her family in the IST process, Danisha has the IST process, Danisha has made consistent academic gains made consistent academic gains and will proudly walk across our and will proudly walk across our stage at graduation this spring.stage at graduation this spring.

Essential Components for Success Essential Components for Success

““Without the right building-level leadership, Without the right building-level leadership, RtI will not realize the potential it has in RtI will not realize the potential it has in fundamentally altering for the better both fundamentally altering for the better both the delivery system and educational the delivery system and educational practice in our schools.” practice in our schools.”

Dr. David P. Prasse, Professor and DeanDr. David P. Prasse, Professor and Dean

of the School of Education, of the School of Education,

Loyola University Chicago Loyola University Chicago

Background (The Who?):Background (The Who?):

WelI Established IST with WelI Established IST with a Child-Centered focus a Child-Centered focus

The TeamThe Team• Core Team MembersCore Team Members: IST Chairperson, Guidance : IST Chairperson, Guidance

Counselor, Speech Therapist, School Counselor, Speech Therapist, School Psychologist, Parent Psychologist, Parent

• Varying MembersVarying Members:: Team Teachers (General and Team Teachers (General and Special Education), Encore Teachers, Support Special Education), Encore Teachers, Support Staff, Social Worker, Student Staff, Social Worker, Student

Individual Student InterventionsIndividual Student Interventions

How We See It:How We See It:

Tier IIITier III

Tier IITier II

Tier ITier I

Tier I: What is it?Tier I: What is it?

Quality classroom instruction Quality classroom instruction Within the general education classroomWithin the general education classroom High quality program incorporating standardsHigh quality program incorporating standards Research-based instructional strategies or materialsResearch-based instructional strategies or materials On-going assessment of strengths and needsOn-going assessment of strengths and needs Continuous rapport building between students and Continuous rapport building between students and

teachersteachers Building-wide professional development aimed at Building-wide professional development aimed at

implementing common evidence based strategies implementing common evidence based strategies

Tier I Implementation:Tier I Implementation:Education Leads to OwnershipEducation Leads to Ownership

Educate the staff about what RtI is?Educate the staff about what RtI is? IDEA 2004IDEA 2004 ““Wait to fail” vs. RtIWait to fail” vs. RtI District Support District Support

Leverage with New IDEALeverage with New IDEA “ “ In determining whether a child has a specific In determining whether a child has a specific

learning disability, a local educational agency may learning disability, a local educational agency may use a process that determines if the child responds to use a process that determines if the child responds to a scientific, research based intervention as part of the a scientific, research based intervention as part of the evaluation procedures” evaluation procedures” (IDEA 2004, Title 20, Section (IDEA 2004, Title 20, Section 1414, subsection b(6)). 1414, subsection b(6)).

Tier I Implementation:Tier I Implementation:Ownership Leads to SuccessOwnership Leads to Success

Teacher OwnershipTeacher Ownership vs. “Buy In” vs. “Buy In”

Station ActivityStation Activity Devote Faculty Meeting TimeDevote Faculty Meeting Time Objectives from IST MeetingsObjectives from IST Meetings Teachers working in groups to brainstorm strategiesTeachers working in groups to brainstorm strategies

Attach strategies to researchAttach strategies to research Share collective strategies with facultyShare collective strategies with faculty Utilize strategies when working with studentsUtilize strategies when working with students

Getting Stuck in Tier IGetting Stuck in Tier I

Scenario: Scenario: Your team has an IST meeting to discuss Your team has an IST meeting to discuss a student who is struggling in school. A few strategies a student who is struggling in school. A few strategies were brainstormed after a lengthy conversation about were brainstormed after a lengthy conversation about what the student can’t do. Six weeks later, the team what the student can’t do. Six weeks later, the team meets again and… meets again and…

Tier II: What is it?Tier II: What is it?

Quality classroom instruction Quality classroom instruction Skill specific evidence based interventions in Skill specific evidence based interventions in

math, reading, learning strategies, etcmath, reading, learning strategies, etc Group counseling focusing on social and/or Group counseling focusing on social and/or

emotional needsemotional needs Increased intensity and frequency of Increased intensity and frequency of

academic intervention (12:1 student teacher academic intervention (12:1 student teacher ratio)ratio)

Increased frequency and analysis of progress Increased frequency and analysis of progress monitoring (1 x month)monitoring (1 x month)

Tier II Implementation:Tier II Implementation: AIS classes (taught by content area general education AIS classes (taught by content area general education

teachers) teachers) Skill specific curriculumSkill specific curriculum Group counseling run by building support staff Group counseling run by building support staff

(Psychologist, Social Worker, School Counselor)(Psychologist, Social Worker, School Counselor) Creation and implementation of individualized behavior Creation and implementation of individualized behavior

and reinforcement plans/charts/checklistsand reinforcement plans/charts/checklists Staff development on progress monitoring, Staff development on progress monitoring,

administration, implementation, and interpretationadministration, implementation, and interpretation Scheduled meetings to discuss data (IST, AIS specific Scheduled meetings to discuss data (IST, AIS specific

meetings, teacher-student meetings)meetings, teacher-student meetings)

Tier III: What is it?Tier III: What is it?

Quality classroom instructionQuality classroom instruction Individualized to address basic skills in math Individualized to address basic skills in math

and reading and reading Evidence based interventions and programs Evidence based interventions and programs

(Read 180, Wilson, Just Words, Mathematics (Read 180, Wilson, Just Words, Mathematics Navigator)Navigator)

Increased intensity and frequency of Increased intensity and frequency of intervention (4:1 student teacher ratio)intervention (4:1 student teacher ratio)

Increased frequency and analysis of progress Increased frequency and analysis of progress monitoring (2 x month)monitoring (2 x month)

Tier III Implementation:Tier III Implementation: AIS classes (taught by certified reading teachers and AIS classes (taught by certified reading teachers and

special education teachers)special education teachers) Individual programs personalized to target basic skillsIndividual programs personalized to target basic skills Individual counseling run by building support staff Individual counseling run by building support staff

(Psychologist, Social Worker, School Counselor)(Psychologist, Social Worker, School Counselor) Creation and implementation of Functional Behavior Creation and implementation of Functional Behavior

Assessments and Behavior Intervention Plans Assessments and Behavior Intervention Plans (Psychologist)(Psychologist)

Staff development on progress monitoring, Staff development on progress monitoring, administration, implementation, and interpretationadministration, implementation, and interpretation

Increased frequency of scheduled meetings to discuss Increased frequency of scheduled meetings to discuss data (IST, AIS specific meetings, teacher-student data (IST, AIS specific meetings, teacher-student meetings)meetings)

AIMS Web Monitoring SystemAIMS Web Monitoring System

ReadingReading MAZEMAZE Reading Curriculum Based Reading Curriculum Based

Measurement (R-CBM)Measurement (R-CBM)

MathMath All FactsAll Facts Math Concepts and Math Concepts and

Applications (M-CAPApplications (M-CAP))

Building Level Academic SupportBuilding Level Academic Support(Individual students may move between tiers at any point in the year)(Individual students may move between tiers at any point in the year)

66thth Grade Grade7th and 8th Grade

One period dedicated in schedule for intervention

Tier 1 - UniversalQuality classroom instruction using

research-based strategies with targeted students

Tier 2 - StrategicSmall Group (10-12 students) AIS Classes

Benchmarking three times / year

Tier 3 - IntensiveSmall group (4-6 students)

AIS classesProgress Monitoring every

2-3 weeks

At-Risk StudentTeacher analyzes data, refers student to IST and moves student to Tier 2.

Three data checks, regression/no progress IST Process

On Target StudentTeacher analyzes data and keeps student in Tier 1.

Three data checksIST Process

Regression /no progress, revise (repeat if not successful) --- consider referral to CSE

ProgressContinue with programIST Process

Staying inspired along the Staying inspired along the way…way…

““I would like to take this opportunity to I would like to take this opportunity to thank each and everyone of you for the thank each and everyone of you for the support that you have given to [my son] support that you have given to [my son] these last couple of months. I was very these last couple of months. I was very worried that we were headed down the worried that we were headed down the wrong path but with the support he has wrong path but with the support he has gotten from his team of teachers he has gotten from his team of teachers he has been able to turn himself around and make been able to turn himself around and make positive progress. Looking forward to his positive progress. Looking forward to his continued success.”continued success.” ~ ~ email from Mrs. S. (mother of current IST/RtI student)email from Mrs. S. (mother of current IST/RtI student)

Questions…Questions…

Resources/LinksResources/Links

www.cerebrum.wikispaces.com/RtIwww.cerebrum.wikispaces.com/RtI www.nrcld.orgwww.nrcld.org www.ncld.orgwww.ncld.org www.nasdse.orgwww.nasdse.org http://www.rtinetwork.org/ http://www.rtinetwork.org/ www.aimsweb.comwww.aimsweb.com www.interventioncentral.orgwww.interventioncentral.org