Multi-tiered Instruction at the Secondary Level “I think what makes a difference for our kids is that they graduate with a sense of place: high school,

Multi-tiered Instruction at the Secondary Level

“I think what makes a difference for our kids is that they graduate with a sense of place: high

school, community and environment.”-Sisters High School

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Research on Secondary Literacy

IES Practice Guide Reading Next

Research on Secondary Literacy

Adolescent Literacy Intervention Programs

Stupski Foundation: The Secondary Literacy Instruction and Intervention Guide

Practical documents

RTI is all about General Education!

Teachers don’t fail students, systems do.

RTI is a system for differentiation of instruction!

RTI is a system that is predicated on the general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children.

Why Focus on Reading in Secondary Schools?

• Teaching reading is considered, by many, to be an elementary school task despite the overwhelming evidence that:

– More than 8 million students in grades 4 – 12 are struggling readers (USDoE 2003).

– 40% of high school students cannot read well enough to benefit from their textbooks (NAEP, 2005).

– The problem is more severe, when we disaggregate data by racial and special program (ELL, SPED) subgroups.

– Reading achievement and behavior are strongly correlated. In other words, when reading ability improves, behavior improves. (That’s why we work on behavior too with EBS).

In other words. . .

“Meeting the needs of struggling adolescent readers and writers is not simply an altruistic goal. The emotional, social, and public health costs of academic failure have been well documented, and the consequences of the national literary crisis are too serious and far-reaching for us to ignore.”

-Reading Next, 2004

In other words. . .

“Meeting the needs of struggling adolescent readers and writers is not simply an altruistic goal. The emotional, social, and public health costs of academic failure have been well documented, and the consequences of the national literary crisis are too serious and far-reaching for us to ignore.”

-Reading Next, 2004

Donald participates in the general curriculum with

strong instruction

Screening shows Donald Isn’t doing well

EBIS Team conductsIndividual Problem

Solving & a more intensive intervention is selected

Resumesgeneralprogram

Donalddoesn’t

improve

Donaldimproves

Donalddoesn’t

improve

Donaldimproves

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

Special Education referral is initiated

Team reviews achievement and behavioral data (school wide) and places Donald in

an intervention class

Evaluation planning meeting, Procedural safeguards provided,

consent obtained, 60 school-day timeline starts

Donald cycles

through 2

times

So how do we make this happen?

Professional Development

LeadershipData based

teaming

Universal screener

Core Curriculum with strong instruction

Decision rules and reading protocol

Progress Monitoring

Interventions

The Process is Ongoing and Long-Term

CONSENSUS

Data Based Teaming

Core Team membership

• Principal • Classroom Teachers • Instructional Coordinator/Reading Specialist• School Counselor/Psychologist• Learning Specialist• ELL Teacher

Tier 1 meetings• Why: To evaluate the

health of core instruction

• When: 3 times a year• Who: Principal,

Instructional Coordinator, Counselor, Teachers,

• Data: OAKS, MAZE, Grades

Tier 2 meetings• Why: To place and

monitor students in interventions

• When: Occur monthly for each grade level

• Who: Principal, Instructional Coordinator, Counselor, Teachers, ELL, Special Ed.

• Data: OAKS, MAZE, Grades

Types of meetings

Leadership

Leadership is an action, not a person!

That being said, administrators are leaders! RTI will not work without the participation of an administrator.

Leadership

Top-Down• Making RTI a priority• Strategic planning• Budget planning• Support and buy-in

for systemic, consistent programs

• School improvement plans

Bottom-up• School literacy

committees participated in training and planning

• Teacher-teams identified key literacy strategies for training and roll-out

• Literacy committees review curriculum and selected intervention programs

Delivery: Ongoing Anticipate and be willing to meet the newly emerging needs based on student and staff need and performance.

Sufficient time to collaborate and planData ALSO used to drive professional development needs.

Professional Development

Content: Core curriculum & instruction Assessment Interventions Teaming Data-based decision making SPED procedures

Professional Development

Universal Screening

Grade Meeting = 35 percentile

6th grade 222 225

7th grade 227 230

8th grade 231 232

10th grade 236 236

Screening Decision Rules

– Every student at each grade level who scores in the lowest 20 percent on MAZE, or at or below the 35th percentile on the OAKS, is:• further screened with oral reading fluency measures

from 6-Minute Solution (check for fluency & accuracy); then,

• the San Diego Quick is administered to evaluate what level of the SRAI to use; then,

• the SRAI is administered to gauge comprehension skills; then,

• for students with the most comprehensive reading needs, the Language! placement tests are administered.

Core Program

• Answers the critical question – “What do we expect every student to know and be able to do.”

• Create alignment amongst grade levels.

• Ensure all of the standards are being addressed

• Are students prepared to graduate?

IES Recommendations

Recommendation 1

Provide Explicit Vocabulary Instruction

Level of Evidence: Strong

IES Recommendations

Recommendation 1

Provide Explicit Vocabulary Instruction

Level of Evidence: Strong

Recommendation 2Provide Direct and Explicit Comprehension Strategy

Instruction

IES Recommendations

Recommendation 3Provide Opportunities for

Extended Discussion of Text Meaning and Interpretation

Level of Evidence: Moderate

IES Recommendations

Recommendation 4Increase Student Motivation and Engagement in Literacy

Learning

Level of Evidence: Moderate

Protocol and Decision Rules

EBIS Packet Page 11

EBIS Packet Page 12

Decision Rules

Provide the “now what” after teams have analyzed student data

Guide decisions for all tiers Take the guesswork out of “what to do

next” Ensure equity across schools

I think… I feel… I believeWhat data do you have that makes you think/feel/believe that?

-Dr. Ed Shapiro

Progress monitoring with Maze

Intervention Progress Monitoring

45 6

8

11

15

20

24

4

25

0

5

10

15

20

25

30

Sep-0

7

Oct

-07

Nov

-07

Dec

-07

Jan-0

8

Feb-

08

Mar

-08

Apr-

08

May

-08

Jun-0

8

Monitoring/ Correct

Baseline/ Benchmark

Aimline

Trendline

Grade: 8

Teacher Name: Zinn

School: School of Dan

Probe Name: Maze

Cor

rect

Res

pon

ses/

Min

.

Lauren Lopez

Intervention: Language C

Now in Language C with Randall

Interventions

• How will you plan for interventions during the school day?

• Interventions are in-addition to the core.

• They address a specific skill deficit. • Interventions need to be monitored

to ensure they are effective.

IES Recommendations

Recommendation 5

Make Available Intensive and Individualized Interventions for Struggling Readers That Can Be Provided by Trained Specialists

Prepared to Graduate