Transcript Document
2012 SSTAGE RTI STAR Award Ware High School Ware County
Making RtI Work at the High School Level
• • • • •
Introductions
Dr. Tim Dixon Mrs. Susan Zeigler Dr. Lisa Hinely WCHS Principal Cornerstone Academy Principal Mrs. Ronzie Patterson Math RtI Specialist Dr. Susan Barrow Reading RtI Specialist Assistant Superintendent Ware County Board of Education
WHERE WE WERE . . .
9
th
Grade Promotion Rate
2005-2006 - 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 - - - - - 2011-2012 - GAIN= 39.4% 50% 81% 82% 91% 87% 89.6% 89.4%
04-05 05-06 06-07 07-08 08-09 09-10 10-11 Gains All
Graduation Test/ELA
Black White SWD ED 83.3
84.0
89.7
88.7
88.4
84.3
92.8
9.5
73.7
74.5
88.0
86.0
79.8
73.9
88.2
14.5
91.3
90.2
90.2
91.0
93.5
90.8
96 4.7
26.7
47.4
50.0
43.5
69.0
48.1
59.4
32.7
73.4
76.1
83.9
84.1
84.8
77.1
89.9
16.5
AMO 81.6
81.6
84.7
84.7
87.7
87.7
90.8
9.2
04-05 05-06 06-07 07-08 08-09 09-10 10-11 Gains
Graduation Test/Math
All 57.8
62.8
66 71.9
Black 39.8
45.3
53.9
63.4
White 72 75.2
72.2
78.1
SWD 24.1
31.6
25.9
30.4
ED 43.1
48.5
55.7
66.4
71.9
64.5
90.5
32.7
59.6
45.0
86.4
46.6
77.9
76.6
94.8
22.8
37.9
22.2
59.4
35.3
60.0
54.8
88.1
45 AMO 62.3
68.6
68.6
74.9
74.9
74.9
76.0
13.7
04-05 05-06 06-07 07-08 08-09 09-10 10-11 Gains
Graduation Rate
All 45.1
57.4
58.9
59.3
73.5
67.7
80.1
35 Black 31.1
50 49.7
51.6
73.9
65.8
76.1
45 White 54.5
61.5
66.7
64.2
73.9
69.1
82.9
28.4
SWD 8.9
15.5
16.7
27.4
38 28.9
50 41.1
ED 31 43.3
41.5
46.2
66.2
58 78.8
47.8
2008 2009 2009 2010 2010 2011 2011 2012 Gains Am. Lit.
82.5
85.7
84.8
91.5
9
EOCT Results
9 th Lit.
81.8
Physical Science 69.6
Biology 53.6
84.3
86 88.1
76 78.5
83.5
63.0
65.4
6.3
13.9
9 th Math No results 70.5
60.9
53.3
(only tested 75 students)
78.4
11.8
7.9
10 th Math No results 60.8
69.2
69.6
8.8
U.S. History No results 57.8
Econ.
56.4
41.7
68.6
74.3
16.5
81.4
85.6
29.2
What We Are Doing . . .
System Approach and Support
Ownership and Responsibility… Systems Thinking…Bottom-Up Approach
System Approach and Support
Pyramid of Interventions… Standard Protocols
80% 5% 5% Tier 4
Special Education Services
300 Students Tier 3 Problem Solving/SST
SST must meet to recommend interventions and progress monitoring. Interventions must be approved by the principal or administrative designee.
Fast ForWord Language or Literacy
may be included in addition to curriculum-based interventions.
300 Students 10% Tier 2 Standard Protocols
Use
AutoSkill Academy of Reading
and/or
Academy of Math
(with fidelity) as the first standard intervention. Use
AutoSkill ORF Training
as the second standard intervention in Reading. Use
AutoSkill ORF Assessment
to progress monitor reading (
RTI Dashboard
). Increase frequency and time in
AutoSkill Math
as second intervention in Math or use other research or evidence based math programs. Use pro-ed Mathematics CBMs to monitor progress in Math.
Use written MAZE CBMs to monitor progress in Reading Comprehension.
Data teams continue to meet and monitor progress.
600 Students Tier 1
All students participate in general education learning that includes: Implementation of the Common Core Georgia Performance Standards through research-based practices and evidence-based programs; Use of flexible grouping for differentiation of instruction (multiple means of providing and evaluating instruction); Universal screening of all students using
Scholastic Reading Inventory
and
AutoSkill Math Placement Test
. Use DIBELS for K. Data Review Teams meet to determine student placement in tiers and to recommend interventions. Use
Study Island, Education City
and Reading Scaffolding Strategies for Tier 1. Monitor progress using
Study Island or Education City
reports. Reading instruction in grades 1-5 must include phonemic awareness, phonics/decoding, ORF using
Reading Assistant
, vocabulary development, and comprehension. Foundational reading skills must be taught in addition the GaDOE CCGPS units in grades K-5.
4,800 Students
System Approach and Support
Funding Priorities… Personnel, Software, Time
System Approach and Support
Data Review Teams… Leaders / Teachers / Support Staff
Rewards Research Based Curriculum Relevance Career Academies Celebration of Student And Teacher TDHS Small Learning Communities Relationships Gator Pathways Report Card Conferences Freshmen Seminar Instructional Coaches
WCHS Band-Aid Solutions to Success
FLEX SCHOOL A+ CREDIT REPAIR BEFORE FINAL/ REASSIGN WORK A+ TWILIGHT SCHOOL A+ CREDIT REPLACEMENT 60-69 2 WEEKS EOCT REVIEW A+ REPEATERS RETAKE A+ GRAD TEST REVIEW A+
Evolution of School Day Schedule
2010-2013 Bell Schedule 7:35 – 8:05 Morning Meetings 8:10 – 9:40 1 st Block cc 9:40 – 9:45 9:45 – 10:25 Club/TAA/SPED/ELT cc 10:25 – 10:30 10:30 – 12:00 2 nd Block cc 12:00 – 12:05 12:00 – 12:25 1 st 12:30 – 12:55 2 nd Lunch Lunch 1:00 – 1:25 3 rd Lunch 1:30 – 1:55 4 th Lunch 12:05- 1:55 3 rd Block cc 1:55 – 2:00 2:00 – 3:30 4 th Block
Realization
• • • Students were slipping through the cracks.
Band-Aid type interventions were increasing achievement but not eliminating the problem.
We knew this was not the answer so we began planning.
Our Solution
• • • RTI classroom Evolving Process Changes Yearly as the student's needs change
Intervention Changes
If 3 or more consecutive scores fall below the aimline the interventionist must consider making some kind of adjustment to the current training program.
(Hasbrouck, Woldbeck, Ihnot, & Parker, 1999)
Managing Information & RtI Data Student Management System
Research Based Measures of Progress National Assessment of Educational Progress oral reading fluency scale Hasbrouck & Tindal Oral Reading fluency norms chart (k-12)
Tier 2 & 3 Interventions
• • • RtI is only in 9 th grade Interventions occur in Strategic Reading (elective class for credit) Entire Semester (co-lab class allows for exit when goals are met)
Tier 2/Tier 3 Interventions Differ
• • • • Number of students receiving instruction at one time Instructional focus Tier 2 interventions concentrate on vocabulary, comprehension, and study skills Tier 3 focuses more on basic skills than tier 2 - primarily on phonics & decoding
Suggested Readings:
Response to Intervention: The Georgia Student Achievement Pyramid of Intervention.
http://www.gadoe.org/DMGetDocument.aspx/Response%20to%20Intervention%20 %20GA%20Student%20Achievement%20Pyramid%20Oct%2023.pdf?p=6CC6799F8C1371F68DB0D7C596DDE568EC009371819645167 EF8D00428F8293B&Type=D
National Reading Panel: Teaching Children to Read
( http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf
)
Rethinking Reading Fluency for Struggling Adolescent Readers.
(Dudley) ( http://www.ccbd.net/documents/bb/Spring2005pp16-22.pdf
)
Assessing Reading Fluency
(Rasinski) ( http://www.prel.org/products/re_/assessing-fluency.htm
)
Oral reading fluency norms: A valuable assessment tool for reading teachers .
(Hasbrouck & Tindal) ( http://www.humboldt.k12.ca.us/images/secure_reading.pdf
)
Is reading fluency a key for successful high school reading?
(Rasinski, Padak, McKeon, Wilfong, Friedauer, Heim) http://www.reading.ccsu.edu/demos/Courses/RDG%20502%20Jamaica%20Winter%202008/Articles/Rasinski-HS%20Fluency.pdf
Tiered Interventions in High Schools
http://www.centeroninstruction.org/files/Tiered%20Inventions%20in%20High%20Schools.PDF
RtI Network: Universal Screening for Reading Problems: Why and How Should We Do This?
http://www.rtinetwork.org/essential/assessment/screening/readingproblems
Implementing Response to Intervention (RtI)
http://www.rti4success.org/resourcetype/implementing-response-intervention-rti
The correlation between oral reading rate and success on the math test is not surprising. The ability to read proficiently is essential to perform various tasks in math (Aaron, 1968), and proficient reading is necessary to access information presented on math tests containing word problems (Helwig et al., 1999). Because demands on the math portion of any large-scale test consisting of multiple-choice questions require a certain level of reading skill, it is logical that good readers do well and poor readers do poorly.
(Crawford, Tindal, & Stieber, 2001)
• • • • • • • • •
WCHS RTI Team
Principal Teacher Parent/Student Counselor School Nurse Instructional Coach Special Education Coordinator Psychologist RTI Coordinator
• • •
Professional and Ongoing Teacher Support
Weekly school math department meetings (math teachers, principals, and RtI math coordinator) Monthly district level meetings (SST coordinators, psychologists, and interventionists) Monthly Data Review meetings (math teacher, parent, RtI coordinator, counselor, principal, psychologist)
Parent/Family Communication and Involvement
• • • Screening permission letters are sent to parents for hearing/vision testing Invitational letters to attend meetings are sent to inform parent(s) of meeting Notification letters are sent to parents each month to inform parent of academic concern
Universal Screening & Progress Monitoring
Auto Skills
Academy of Math
AIMSweb
Mathematics Concepts and Applications
292 - 9
th
grade students
(Computer Assisted)
Fall/Winter/Spring Screening Progress Monitored Once a Month
RtI students
(paper/pencil)
Fall/Winter/Spring Screening Probes Administered Twice Monthly
Examine Screening Data Areas of weakness
1) Integers and the Number Line 2) Word Problems 3) Solve simple equations 4) Addition and Multiplication Properties 5) Order Fractions and Decimals 6) Exponential Numbers and Square Roots
Academy of Math Results Fall Universal Screening
6 th Grade and below 7 th Grade 8 th Grade 91 31% 143 49% 58 20%
Response to Intervention Math Lab Scheduling Extended Learning Time/Instructional Time
Tier 2 – Assigned to Lab Twice a week – Scored at or below 6 th grade Tier 3 – Three or five times per week – Assigned to Lab Every Day To meet protocol – All students assigned for 40 minute sessions
“How do we help students understand that academic excellence can get them where they want to go?
Only when students discover personal meaning in their work do they apply their efforts with focus and imagination.” Damon,W., Stanford University October 2008
Address Student Needs
Address specific student needs that were not addressed in the standard protocol model 1) Accelerated Math 2) Additional Direct Instruction
Intervention: Math Academy Student 1 / Tier 2
Analyzing the Data
CRCT (830) 795 AIMSweb Fall/Winter 50% ILE 25%/25% AutoSkills Fall/Winter GE 5.6/8.3
Final Exam (System Made Test) 72 Student 2 / Tier 2 Math Academy Student 3 /Tier 3 Math Academy Student 4 / Tier 3 Student 5 / Tier 2 811 819 808 806 50%/75% 25%/25% 75%/50% 25%/50% 4.7/7.6
3.5/4.6
6.6/4.7
7.5/6.7
67 94 51 75 Grade Math IA 70 70 70 70 81
AIMSweb Tier 3 Progress Monitoring Data
Fall Screen Probe 4 Probe 5 Probe 6 Probe 7 Probe 8 Winter Screen
Student 1 50 % 75 % 25 % 75 % 75 % 50 % 90 % Student 2 75 % 25 % 50% 25 % 75 % 25% 50%
There is now a developing body of knowledge that strongly suggest that for those students who are least likely to do well in school, it is the interpersonal relationship between student and teacher that most influences their ultimate success.
(Lisa Delpit, 1991, Morgan State University)
Change Agents
Drucker (2002) stated in his book
Managing in the Next Society, “
To survive and succeed, every organization will have to turn itself into a change agent. The most effective way to manage change successfully is to create it.”
THANK YOU!
Georgia Department of Education in collaboration with the Student Support Team Association for Georgia Educators
RTI Star Award Winners: Georgia Pyramid of Interventions