RtI at Chisago Lakes High School

Successful Implementation of RtI at the Secondary Level: Strategies and Solutions Learned Presented by Sara Johnson, Assistant Principal Dave Ertl, Principal Chisago Lakes High School Holly Windram, Asst. Special Education Director SCRED March 26, 2009 Introductions Get ready for the journey Windram & Johnson, 2008

A Three-Tier Model School-Wide Systems for Student Success Academic Systems RtI Behavior Systems PBIS Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration 5-10%

10-15% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Tier 3 Tier 2 75-85% Intensive, Individual Interventions Individual Students

Assessment-based Intense, durable procedures 5-10% 10-15% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 75-85% Tier 1 Universal Interventions All settings, all students

Preventive, proactive Tier 3: Some ct ru st In n Tier 2: Few io As t se

ss m en SCRED RtI Model: Academics and Social/ Emotional/Behavior Tier 1: All Problem-Solving & Organization Why RtI at the Secondary Level? Shouldnt all the Special Ed kids be identified already? Im here to teach the kids who show up to learn. I have to get through my content and you want me to teach [insert 1 million other things here]

Wont I have to do more work? How is this relevant to me - today - right now? Its just another initiative. When is lunch? Is this workshop over yet? Why RtI at the Secondary Level NCLB IDEA 2004 Prevention We need more options Traditional Model Amount of Resources Needed To Benefit

Special Education General Education Sea of kids in the gray area Severity of Educational Need or Problem New System of Problem Solving Amount of Resources Needed To Benefit Special Education General Education General Education with Support

Severity of Educational Need or Problem Bridging the Gap Core + Intensive Amount of Resources Needed To Benefit Core + Supplemental Weekly Core Weekly-Monthly 3x/year

Severity of Educational Need or Problem Ready? Pop Quiz Chisago Lakes High School 1200 students 10% special education 8% free/reduced lunch

1% English Language Learning Four, 85 minute blocks 98% graduation rate Credit increase: 29 by 2009-10 Windram & Johnson, 2008 02-03 School Year: Catalyst for Change Incoming 9th graders. Top concerns: academic skills, social interactions, and work completion issues Sound familiar?

Windram & Johnson, 2008 Ninth grade If you want to reshape high school, start by changing ninth grade. . . . success or failure in ninth grade is a pivotal indicator of whether or not a student drops out. Timeline Year 1 (03-04): Problem-Solving Team and Process Year 2 (04-05): Intervention Integrity and STP Intervention development Year 3 (05-06): RtI English 9 class Year 4 (06-07): RtI English 10, CLHS Check & Connect Year 5 (07-08): See table

Windram & Johnson, 2008 CLHS Three Tier RtI Model: Examples Level TIER 4 ? Class/Intervention SPECIAL EDUCATION TIER 3 1:1 or small group interventions TIER 2 Advisement Correctives (2x term) (STP) RtI 9 English class (STP)

RtI 10 English class (STP) English 9 skinny classes (STP) Pre-Algebra (STP) Problem solving interventions TIER I CLHS Check & Connect (STP) Advisement Grade Checks (2x term) 9th grade common expectations (planners) 9th grade Link Crew NCA Goal instruction Primary Assessment(s) CBMs ODRs

MTS CBMs ODRs Grades/Credits CBM Reading & Writing CBM Reading & Writing Grades CBM Math Applications CBMs, Grades/Credits, MAPs Grades/Credits, mini SEI Grades/Credits Grades/Credits Grades/Credits SEI MAZE

Windram & Johnson, 2008 Timeline for decision-making Start with DATA CLHS: Problem Solving Student Assistance Team (Regular Education) = ProblemSolving Team Problem-Solving Team Members: Assistant Principal, guidance counselors, school psychologist, school nurse, police liaison officer, truancy prevention, chemical health,

and mental health. Weekly, Monday AM 1x month data reviews with small group: AP, Counselors, School Psych., truancy, RtI Coach Windram & Johnson, 2008 SCRED Problem-Solving Model 2. Problem Analysis 1. Problem Identification What is the discrepancy between what is expected and what is occurring? 5. Plan Evaluation

Is the intervention plan effective? Why is the problem occurring? 3. Plan Development What is the goal? What is the intervention plan to address this goal How will progress be monitored? 4. Plan Implementation How will implementation integrity be ensured? Problem-Solving Process at CLHS Step 1: Student referred to SAT/Problem-Solving Team via counselors from teachers, parents, etc.

Step 2: Problem Identification data are collected Step 3: Team prioritizes problem & decides next step: Level 1: Grade Level Team or Consultation/follow-up Level 2: Support Staff Consultation Level 3: Refer for STP Level 4: Extended Problem-Solving Team referral Refer to SST for consideration of SE evaluation Windram & Johnson, 2008 Who collects the data? Attendance/grades/credits

Educational History Health review Observation Interviews: Parent, teacher(s), student TIES Web Portal: CBM benchmarks (rdg, wtg, math) 3x year, K-8 NWEA MAPs (rdg, math) 2x year, Fall & Spring MCAIIs/GRAD Current CBM Windram & Johnson, 2008 Counselors Counselors/School Psych Counselors/School Nurse School Psych/Paraprofessional Counselors, School Psych

Counselors/School Psych/AP Paraprofessional Data Reviews RtI students and Alt English and Math: 2x per term Teachers identify students of concern prior to meeting Graph review and problem-solving done as a team RtI Teachers, Principal, Asst. Principal, 1 or more counselors, School Psychologist 1x month for students in Problem-Solving CBM graphs

Check & Connect data Windram & Johnson, 2008 RtI English classes Daily, one 85 minute block, all year DOUBLE the instructional time!!!! Typical English 9 & 10: 1 block, 1 semester Reading & writing interventions 30-40 min. daily Core English 9 & 10 curriculum taught Modified pace Adapted based on students needs

CBM Reading & Writing data collected on every student Data reviews 2x per quarter Windram & Johnson, 2008 Critical features of remedial literacy instruction at the secondary level Effective professional development

Effective instructional tools incl. core curriculum and instructional methodology System reorganization and support Formative and summative assessment Building/classroom climate that fosters high student engagement Committee/Team (e.g., Allain, 2008; Alliance for Excellence in Education, 2004; Diamond, 2004) Who are the teachers English Teachers: Enthusiastic, experience with at-risk learners Intervention Specialists These were already existing positions

Windram & Johnson, 2008 How Students Are Selected RtI Eng 9 Spring of 8th grade, teachers introduce class to students and families Not required About 18-24 students per year Windram & Johnson, 2008 How students are selected Multiple data sources and indicators of student engagement:

CBM scores MAPs State level reading tests Attendance and grades Current 8th grade class enrollment 8th grade problem-solving status Eighth grade teacher input and recommendation No specific/formal entrance or exit criteria Windram & Johnson, 2008 RtI English 9: First quarter Three goals: 1. Build relationships with students 2. Establish regular cycle of CBM data collection & review. Set up graphs.

3. Apply problem-solving model for intervention decisions: what and for whom Professional Development Windram & Johnson, 2008 First quarter supplemental instruction Whole group academic interventions for reading fluency and writing mechanics Daily Oral Language (DOL) Six Minute Solution (Adams & Brown, 2003) Peer tutoring, reading fluency building intervention. Same-level pairs, students engage in repeated readings of 1-minute nonfiction passages as their partners note the

number of words read correctly. Windram & Johnson, 2008 RtI English Classes End of first quarter: Identify additional needs at class, small group, and individual level. Rest of the year: On-going data collection and reviews Problem-solving for class, small group, and individual level Adapt supplemental instruction for basic reading and writing skills based on student need Windram & Johnson, 2008

PLC Goal: RtI Eng 9 Increase class average ORF through a motivation intervention (i.e. one on one graph reviews). October 2009: Average was 125.35 wrc By June 2009: Average of 140.35 wrc February 2009: Average was 142.23 wrc Avg growth was 1.13 wrc per week* * 15 words in 17 weeks. Winter break weeks not included. SCRED Target Scores CBM ORF: 170 words read correct CBM Correct Word Sequences: 64

MAP R RIT: 226 MAP M RIT: 235 Algebra I RtI Eng 9 ORF WRC Avg Growth 18 15 12 11 11 9 Series1 7

Number of students 6 3 3 3 2 0 Fall 05 Spring 06 Fall 06

Spring 07 Fall 07 Spring 08 RtI Eng 9 CWS Average Growth 18 16 14 12 10 Series1

8 Number of students 6 4 2 0 Fall 05 Spring 06 Fall 06 Spring 07 Fall 07

Spring 08 RtI Eng 9 Achieved MAP R Benchmark 18 16 14 12 10 Series1 8 Number of Students 6

4 2 0 Fall 05 Spring 06 Fall 06 Spring 07 Fall 07 Spring 08 RtI Eng 9 MAP R RIT Growth

12 What happened here? 10 8 6 Series1 4 Amount of RIT Growth 2 0

8th 9th 8th 9th 8th 9th Cohort and Grade 2005-2006 2006-2007

2007-2008 Special Education: SLD SCRED districts use a SRBI process for SLD eligibility. CLHS: 05-06: 1 student 06-07: 1 student 07-08: 0 students Percent of Students making adequate growth on MAP: Grade 9 English programs 80% 70% 60% 50%

40% 30% of Students Percent 20% 10% 0% RTI English Traditional remedial English programs 2005-06 RTI English

Traditional remedial English programs 2006-07 Case Study: Jimmy Case Study: Jimmy - 7th Grade Level Case Study: Jimmy - 8th Grade Level Other Tier 2 Programming Interventions with certified staff

Master schedule for interventions Resource Room support staff progress monitoring CLHS Check & Connect at two levels: Correctives (Tier 1 & 2) CLHS Check & Connect = modified Check & Connect ( http://ies.ed.gov/ncee/wwc/reports/dropout/check_conn/index.asp; Christianson, et al.) and Behavior Education Program (Crone et al., 2004) Windram & Johnson, 2008 Program Failure Rates 40% 35% 35% 30%

28% 29% 25% 20% 15% 12% 10% Percentage of Classes Failed 5% 0% 1 2

3 Terms Windram & Johnson, 2008 4 Program Referral Rates 30 28 25 21 20 17 15

13 10 Number of Referrals 5 0 1 2 3 Terms Windram & Johnson, 2008 4

What is the influence on schoolwide outcomes ???? Windram & Johnson, 2008 25 22.7 20 16.5 16.1 15 14

13.7 14.3 14.1 % Failure Rate Term 1 ALL % Failure Rate Term 1 9th Grade Percent 11 10.1 9.8 10 5

0 2003-2004 2004-2005 2005-2006 School Year 2006-2007 2007-2008 Windram & Johnson, 2008 CLHS School-wide MAZE data 50 45 40

35 30 12 11 10 9 25 20 # correct on MAZE 15 10 5 0 Fall 2004

Spring 2005 Fall 2005 Spring 2006 Windram & Johnson, 2008 Chisago Lakes Middle School 816 students 10% special education

15% free/reduced lunch 1% English Language Learning Seven period day Daily homeroom - CORE Connect Windram & Johnson, 2008 CLMS Three Tier RtI Model: Examples Level TIER 4 ? Class/Intervention SPECIAL EDUCATION TIER 3 1:1 or small group interventions

TIER 2 RtI Communications (gr. 6-8) (STP) RtI Math (gr. 6-8) (STP) CLMS Check & Connect (STP) CORE Connect Wall of Fame Good Cat Caught in the Act Wildcat Eye on Success Golden Plunger TIER I Windram & Johnson, 2008 Primary Assessment(s) CBMs CBMs

ODRs CBM Reading & Writing CBM Math Applications Grades/Credits, DPRs Grades/ODRs Grades/Credits SEI 1 0 0 % 8 0 % 3 . 5 0 % 8 . 3 0 % 6 0 % 8 8 . 2 0 %

4 0 % 2 0 % 0 % Rush City High School Math Lab 1 certified teacher and 1 paraprofessional 28 students (8-11 grade) -9th grade, did not meet MAP Goal of 235 (needed for Algebra) - Did not pass BSTs Growth on MAP 25 20

20 20 21 20 0 means no change from fall to spring no red bar, no 0 means no spring test data 21 16 15 14 11

13 11 12 11 11 10 7 12 10 7 9

10 8 8 8 6 5 4 Number of RIT points 0 0

0 5 6 6 3 1 1 -1 -2 Orr, Dina

-5 Turner, Ethan Carlson, Tyler Alcock, Brandi Hughes, Kevin Poorker, JustinAndrew Nowak, Baldwin, Chase Scheffer, JennaTucker Rewey, Gilliland, Megan Scheffer, Jordan Fletcher,

Thoren Morrow, Kaylynn Johnson, Andrew Stenger, Matthew Behrendt, Rhiannon Fleming, -7 Kassaundra Skogman, Samantha -10 Growth from Fall to Win Growth from Fall to Spring Scierka 2008 Student performance compared with estimated MCA-II GRAD Estimated that students need RIT score between 243 and 260 to pass GRAD

260 254 254 244 250 237 234 240 237 227 223 220score

RIT 244 245 240 243 230 253 227 223 236 233

226 228 234 230 226 218 216 214 222 236 242

239 237 233 241 225 228 231 227 225 227 221 223 226

221 217 216 211 210 210 205 208 202 200

190 Orr, Dina Turner, Ethan Carlson, Tyler Alcock, Brandi Hughes, KevinJenna Poorker, Justin Nowak, Tucker Boecker, Justin Olivia Stone, Phoe Becker, Andrea Johnson,

Scheffer, Baldwin, Chase Rewey, Andrew Gilliland, Megan Scheffer, Jordan Fletcher, Thoren Morrow, Kaylynn Thomas Johnson, Andrew Stenger, Matthew Higgins, ChristianPaulsen, Williams Muehlberg,

Shanna Behrendt, Rhiannon Skogman, Samantha Fleming, Kassaundra Kuykendall, Thomas Scierka 2008 So you want to implement RtI at the Secondary Level? Windram & Johnson, 2008 Let kids tell you what to do and how to do it Start with school-wide literacy and/ or positive behavior support Start small More time!

5-8 years for secondary settings ( Be Prepared to Disrupt the Master Schedule! Student Involvement and Relationships Do you have data? Screening Formative Summative Reliable & Valid Schedule data reviews What is your decision-making

process? Problem-Solving Process Is everyone trained? When do comprehension and vocabulary instruction happen? . . . reading comprehension depends on knowledge and vocabulary. Its an organic and cumulative process. Teaching content? SIM strategies Strategic Instruction Model http://www.ku-crl.org/sim/ Routines to help bring order and priority to the content

A word about roles for . . . School Psychologists Leadership for implementing RtI framework A word about roles for . . . Teachers Believe we teach ALL kids A word about roles for . . . Administrators Leadership in instruction and change Administrator is a leader for change Do it. Do with baby steps or not, but do it. If, as a school leader, you wait to improve [insert whatever you want here]

until you have total buy-in from the school community, then your school will be the last to change. How not to do it Train & Hope WAIT for for WAIT New New Problem Problem Expect, But But Expect, HOPE for

for HOPE Implementation Implementation Hire EXPERT EXPERT Hire to Train Train to Practice Practice REACT to to REACT Problem Problem

Behavior Behavior Select & & Select ADD ADD Practice Practice Staff Buy-In

Start with a few motivated, charismatic staff Make in-person connections (emails do not cut it) Give educators tools for remedial/basic skill instruction for academics and PBS Create time for their involvement, e.g., no bus or hallway duty, schedule team meetings during prep, etc. For every 1 new task/initiative added, take 2 away. and above all . . . Show them the RtI implementation integrity is essential Windram & Johnson, 2008 Schedule data reviews

Windram & Johnson, 2008 Have a process for decisionmaking Windram & Johnson, 2008 Have a building level RtI expert Windram & Johnson, 2008 Clearly defined roles of ProblemSolving Team members Windram & Johnson, 2008 Contact Information Holly Windram, Asst. Spec. Ed. Director, SCRED [email protected]

651-213-2008 Dave Ertl, Principal, CLHS [email protected] 651-213-2501 Sara Johnson, Asst. Principal, CLHS [email protected] 651-213-2503

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