Transcript Slide 1

Tiered Intervention at the
High School Level
Maurice McInerney,
Daryl Mellard
Presented at:
National High School Center’s Summer
Institute
Washington, D.C.
June 19, 2008
June 19, 2008
Center Mission
Build the capacity of State Educational
Agencies (SEAs) to assist Local
Educational Agencies (LEAs) in
implementing proven and promising RTI
models.
June 19, 2008
Center Objectives
1. To identify, adapt, evaluate, and scale up RTI models for
identifying and serving students with disabilities;
2. To provide SEAs and LEAs with ongoing TA support, as
needed and appropriate, to implement comprehensive RTI
programs in local districts, schools, and classrooms; and
3. To disseminate information about proven and promising
RTI models to parents, service providers, program
administrators, policymakers, and other interested
stakeholders across the country.
June 19, 2008
Center Service Areas
1. Technical Review Committee evaluation of RTI
tools and practices for:
•
•
•
Rigor and Impact
Conditions for successful implementation
Cultural and linguistic competence
2. Technical Assistance for SEA CapacityBuilding:
•
•
3.
Face to Face
At a Distance
Information Dissemination:
•
•
June 19, 2008
Web-based Communities of Practice
Library of Products for Educators and Families
Center Strategic Partners
•
•
•
•
•
•
•
•
•
•
Center for Early Literacy Learning
Center for Evidence-Based Practices
Center on Instruction
Center on Positive Behavioral Interventions and
Supports
IDEA Partnership
IRIS Training Center
National Center on Student Progress Monitoring
National High School Center
National Research Center on Learning Disabilities
Project Forum
June 19, 2008
What is RTI?
• Response to Intervention
• Organizational framework
for instructional and
curricular decisions and
practices based on
students’ responses
• RTI Components
–
–
–
–
June 19, 2008
Screening
Tiers of instruction
Progress monitoring
Fidelity indicators
What do we mean by RTI?
Response to intervention integrates assessment and
intervention within a multi-level prevention system to
maximize student achievement and to reduce behavior
problems.
With RTI, schools identify students at risk for poor
learning outcomes, monitor student progress, provide
evidence-based interventions and adjust the intensity
and nature of those interventions depending on a
student’s responsiveness, and identify students with
learning disabilities or other disabilities.
June 19, 2008
Tiered Interventions
PBS Prevention
Model
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Tier 3:
Individualized
Strategies
Tier 2: Effective, Strategic
Interventions and Strategies,
Progress Monitoring
Tier I: Research Based Core Programs,
~80% of Students
June 19, 2008
Universal Screening, Identification of Students with
Greater Needs
Presentation topics
• Essential considerations at the secondary
level
• Research findings on RTI at the secondary
level
• Tiered Instruction example from KU’s
Center for Research on Learning
• Implementation issues
June 19, 2008
Considerations at the
Secondary Level
• What percentage of the students are
meeting expected performance levels?
• What role do the instructors have in
developing students’ literacy skills and
strategies?
• Fundamental Issue: The quality of the
primary level of curriculum and
instructional practices
June 19, 2008
Research Studies of RTI at the
Secondary Level
• No experimental studies in an RTI framework of
commonly associated components
–
–
–
–
Screening
Student progress monitoring
Tiered level of services
Implementation fidelity
• Descriptive studies of a few high schools
June 19, 2008
University of Kansas:
Center for Research on Learning
• Founded in 1978. Almost 30 years of scientifically-based research;
accepted as “Best Practices” nationally.
• Designed Strategic Instruction Model (SIM)
–
–
–
–
–
Learning Strategies
Content Enhancement Routines
Cooperative Strategies
Community Building Strategies
Motivation Strategies
• Developed Content Literacy Continuum
• Over $120 million R & D
June 19, 2008
McInerney & Mellard, RTI Ctr
The listening, speaking,
reading, writing, and thinking
skills and strategies required
to learn in each of the
academic disciplines.
RtI in Secondary School Setting:
Riverbank High School Story Implementing the Content Literacy Continuum
Ken Geisick, Ed.D.
Riverbank High School Principal
Peggy Graving-Reyes
National Site Coordinator, Midwest CLC Research Project
CLC/SIM Professional Developer, KU Center for Research on Learning
Silvia DeRuvo
Program Associate
California Comprehensive Center at WestEd
June 19, 2008
McInerney & Mellard, RTI Ctr
Thinking about the curriculum:
Knowledge and Outcomes
Thinking About the Curriculum...
Knowledge
Critical Content
Course
The CLC says…
• Each member of a secondary staff has unique
(but very important) roles relative to literacy
instruction
– While every content teacher is not a reading teacher, every
teacher instructs students in how to read and process content.
– Instructional coaches may be necessary but aren’t sufficient.
• Some students require more intensive,
systematic, explicit instruction of content,
strategies, and skills
June 19, 2008
McInerney & Mellard, RTI Ctr
Content Literacy “Synergy”
CONTENT
CLASSES
Level 1. Enhanced
Content
Instruction
TIER I
Improved
Literacy
KU-CRL CLC- Lenz, Ehren,&
June
19, 2008
Deshler,
2005
CONTENT
CLASSES
Level 2. Embedded
Strategy
Instruction
TIER I
Level 5. Therapeutic
Intervention
Foundational language
competencies
McInerney & Mellard, RTI Ctr
Level 3. Intensive
Strategy
Instruction
• strategy classes
• strategic
tutoring
Level 4. Intensive
Basic Skill
Instruction
A Continuum of Literacy Instruction
(Content Literacy Continuum -- CLC)
Level 1:
Enhanced content instruction (mastery of critical content for all
regardless of literacy levels)
Level 2:
Embedded strategy instruction (routinely weave strategies within
and across classes using large group instructional methods)
Level 3:
Intensive strategy instruction (mastery of specific strategies using
intensive-explicit instructional sequences -4th & above)
Level 4:
Intensive basic skill instruction (mastery of entry level literacy
skills at the PreK-3rd: decoding, fluency…)
Level 5:
Therapeutic intervention (mastery of language underpinnings of
curriculum content and learning strategies)
June 19, 2008
McInerney & Mellard, RTI Ctr
HIGHER ORDER
LEVELS
1
2
SUBJECT MATTER
Enhance content instruction
Tier I: Universal Instruction in CERs
T
I
E
R
STRATEGIES
Embedded strategy instruction
Tier 1:Universal Instruction in Learning Strategies (LS)
I
3
Intensive strategy instruction
Tier II: Targeted Interventions in LS (Short Term)
Tier III: Specialized Treatments in LS (Long Term)
SKILLS
4
5
Intensive basic skill instruction
Tier II: Target Interventions (Short Term)
Tier III: Specialized Treatments (Long Term)
LANGUAGE
Therapeutic intervention
Tier III: Specialized Treatments (LSs, CERs, Traditional…)
Content Enhancement
Teaching Routines
Planning &
Organizing
Course Organizer
Unit Organizer
Lesson Organizer
Exploring
Text, Topics, & Details
Framing Routine
Survey Routine
Clarifying Routine
Order Routine
June 19, 2008
Teaching
Concepts
Concept Mastery Routine
Concept Anchoring Routine
Concept Comparison Routine
Increasing
Performance
Quality Assignment Routine
Question Exploration Routine
Recall Enhancement Routine
McInerney & Mellard, RTI Ctr
Learning Strategies
Acquisition
• Word Identification
• Paraphrasing
Storage
• First-Letter
Mnemonic
Expression of
Competence
• Sentence Writing
(Fundamentals and
Proficiency)
• Fundamentals of
Summarizing &
Paraphrasing
• Paired Associates
• Listening/Notetaking
• Paragraph Writing
• Self-Questioning
• Vocabulary
• Error Monitoring
• Theme Writing
• Visual Imagery
• Assignment
• Word Mapping
Completion
• Interpreting
Visuals
• Test-Taking
• Multipass
• Essay Test Taking
June 19, 2008
McInerney & Mellard, RTI Ctr
Strategies for Effectively
Interacting with Others
• SLANT - A Classroom Participation
Strategy
• Possible Selves (Motivational - Goal
Setting Strategy)
Cooperative Thinking
• THINK Strategy (Problem Solving)
• LEARN Strategy (Learning Critical
Information)
Community Building
Series
• Focusing Together
• Following Instructions
Together
• Organizing Together
• BUILD Strategy (Decision Making)
• Taking Notes Together
• SCORE Skills: Social Skills for
Cooperative Groups
• Talking Together
• Teamwork Strategy
June 19, 2008
McInerney & Mellard, RTI Ctr
Analyzing Change vs. Stability
RTI Components
(Technology)
• Current practices
• Change agent
Perceived Role
( Personal Theory)
• Professional beliefs
• Context
School Culture
(Social System)
• Team relationships
• Team chemistry
William Reid (1987)
June 19, 2008
How can teaming be organized at
the secondary level?
• Site-based literacy teams
• Teachers working across
subject areas
• Teachers working within
subject areas
June 19, 2008
Data Analysis Teaming
Teams of like teachers working together to…
• Access critical data on all students’ performance
related to achievement of standards
• Analyze data and find which students have
which gaps in attainments
• Set measurable goals to close the gap
• Brainstorm or create instructional strategies
June 19, 2008
RTI in a School Reform
Framework
1. What happens for those students reading below
the 4th grade level?
2. What’s in place in core classes to ensure that
students will get the “critical” content regardless of
their literacy skills?
3. What happens for students who know how to
decode but can’t comprehend well?
4. Are procedures for teaching powerful learning
strategies embedded in courses across the
curriculum?
5. What happens for students who have language
problems?
June 19, 2008
June 19, 2008
Resources:
Content Literacy Continuum
-- University of Kansas Center for Research
on Learning: www.kucrl.org
-- Strategic Learning Center
www.smarttogether.org
June 19, 2008
McInerney & Mellard, RTI Ctr
Tiered Intervention at the High
School Level
Maurice McInerney (American Institutes for Research)
Daryl Mellard (University of Kansas)
The National Center on RTI is funded under a cooperative agreement
(# H32E070004) issued by the Office of Special Education Programs, U.S.
Department of Education, to the American Institutes of Research.
The views expressed in this presentation do not necessarily reflect
the policy or position of the U.S. Department of Education and
no official endorsement should be inferred.
June 19, 2008