TASC:A successful model for RTI at the secondary
level, finally!!
Who We Are
Brian PickeringPrincipal, ConVal Regional High School
Gib WestDean of Faculty
Helfried ZrzavyTechnology Integrator & TASC Mentor
Comprehensive Approach
Improving School Culture
Four Respects
Jostens LeaderShop
Project
Jostens Pause
Before You Post
Spirit of Kindness
Week
Student Support
Team Awards
Caught in the Act Cards
Academics Citizenship Excellence
Awards
Positive Parent
Communi-cations
Comprehensive ApproachComprehensive Approach
Improving
Student Learning
Professional Learning Communiti
es
Curriculum Mapping
Improved Instruction
Technology Integration
Data-Driven
Decisions
Teacher Commit-ments
Comprehensive ApproachComprehensive ApproachTeachers in Academic Support
Centers
A focus on learning, a collaborative culture, a focus on results
Incr
easi
ng in
tens
ity Fewer students
A coherent and viable core curriculum that embeds ongoing
monitoring for all students
Immediate and powerful targeted interventions,
systematically applied, and monitoring for any
students who are not achieving
Intensive interventions focused on
closing the gap
Austin Buffum, Mike Mattos and Chris Weber, Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don't Learn (2008)
RTI Model
Essential Question Of TASC
?How can we fit:RTI, relearning, mentoring and
advisingeffectively into the
school day?
During the regular school day …
7:35-9:00 Block 1
9:05-10:45 Block 2
10:50-12:50 Block 3
12:55-2:20 Block 4
7:35-8:54 Block 1
8:58-10:17 Block 2
10:21-11:04 TASC
11:08-12:57 Block 3
1:01-2:20 Block 4
Definition of TASC
What TASC is not What TASC is
Study hall
Advisory
After-school help session
Extra class
Personal
Academic
Student-driven
Targeted
Directed
Definition of TASC
TASC is a 43 min RTI block which
occurs during the regular school day
involves teachers, paraprofessionals, specialists, guidance counselors, and administrators
provides supports, interventions and extensions to students
Definition of TASC
TASC is a 43 min RTI block which
is mandatory for all students
earns credit for attendance and active participation
allows for on-demand, student-initiated bookings or teacher-initiated pre-bookings when needed
Purposes for Interventions
Making up missed class
Need for differentiated instruction
Relearning essential skills and content
Additional practice, assessment retakes
Social/emotional supports
Additional Booking Options
Computer/language labs
Library/Learning Commons
VLACS lab (online learning)
Music rooms
Art rooms
Accommodating ALL Students
Extra time and support
Additional practice, relearning
ELOs, enrichment activities
Guest speakers, TASC talks
Tier II interventions
The Role of the Mentor
Learner-/learning-centered mentoring to address students’ behavioral/emotional/ cognitive engagement
Goal setting for quarter/semester/year
Keeping track of progress, checking student performance data
Setting up appropriate interventions
Logistics Challenges
850 students/75 teachers/4 days/week
Booking limits per room/resource area
Teacher scheduled absences/PLCs
Teacher unscheduled absences
—> custom software “ConVal TASC”
Personalized Booking Process
Mondays = booking days with mentors, Tue-Fri = intervention days (student choice or teacher-/mentor-directed)
Pre-bookings by classroom teachers if student scores <C average
Pre-bookings by mentors based on students’ other class performance data (Web2School = PowerSchool SIS)
Personalized Booking Process
Screenshots based on actual use of ConVal TASC by www.enrichingstudents.com
Screenshots based on actual use of ConVal TASC by www.enrichingstudents.com
Screenshots based on actual use of ConVal TASC by www.enrichingstudents.com
Screenshots based on actual use of ConVal TASC by www.enrichingstudents.com
Screenshots based on actual use of ConVal TASC by www.enrichingstudents.com
Screenshots based on actual use of ConVal TASC by www.enrichingstudents.com
Student Survey Data
80%Student respondents who thought that the dedicated TASC block
was“a good idea.”
6/4/2012
Student Survey Data
87%Student respondents who
agreed or strongly agreed that TASC offered them an
opportunity to improve their learning.
4/1/2013
Student Survey Data
84%Student respondents who took
advantage of an ELO opportunity during TASC.
4/1/2013
Staff Survey Data
96%Staff respondents who noted that students turned in more
work as a result of TASC.6/26/2012
Staff Survey Data
87%Staff respondents who noted
that students turned in higher-quality work as a result of
TASC.6/26/2012
Learning Outcomes
31%Decline in D and F grades after
the first full year of TASC implementation.
Fall 2012
Learning Outcomes
Up to 23
points gain on NWEA testing after Tier II
interventions during fall 2012.
January 2013
2010-11 2011-12 2012-130
500
1000
1500
2000
2500
2214
1884
1368
Student Discipline
Decrease in major office referrals, based on SWIS
data.
-38.2%
“Relentless Pursuit”
Improved Student Learning For All
Q&ABrian Pickering, Gib West, Helfried Zrzavy
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