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  2012 SSTAGE RTI STAR AwardWare High School
Ware County
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Making RtI Work at the High School Level
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Introductions

• Dr. Tim Dixon WCHS Principal
• Mrs. Susan Zeigler Cornerstone
  Academy Principal
• Mrs. Ronzie Patterson Math RtI Specialist
• Dr. Susan Barrow Reading RtI Specialist
• Dr. Lisa Hinely Assistant
  Superintendent
• Ware County Board of Education

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• WHERE WE WERE . . .

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9th Grade Promotion Rate

• 2005-2006 -- 50
• 2006-2007 -- 81
• 2007-2008 -- 82
• 2008-2009 -- 91
• 2009-2010 -- 87
• 2010-2011 -- 89.6
• 2011-2012 -- 89.4
• GAIN 39.4

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Graduation Test/ELA
All Black White SWD ED AMO
04-05 83.3 73.7 91.3 26.7 73.4 81.6
05-06 84.0 74.5 90.2 47.4 76.1 81.6
06-07 89.7 88.0 90.2 50.0 83.9 84.7
07-08 88.7 86.0 91.0 43.5 84.1 84.7
08-09 88.4 79.8 93.5 69.0 84.8 87.7
09-10 84.3 73.9 90.8 48.1 77.1 87.7
10-11 92.8 88.2 96 59.4 89.9 90.8
Gains 9.5 14.5 4.7 32.7 16.5 9.2
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Graduation Test/Math
All Black White SWD ED AMO
04-05 57.8 39.8 72 24.1 43.1 62.3
05-06 62.8 45.3 75.2 31.6 48.5 68.6
06-07 66 53.9 72.2 25.9 55.7 68.6
07-08 71.9 63.4 78.1 30.4 66.4 74.9
08-09 71.9 59.6 77.9 37.9 60.0 74.9
09-10 64.5 45.0 76.6 22.2 54.8 74.9
10-11 90.5 86.4 94.8 59.4 88.1 76.0
Gains 32.7 46.6 22.8 35.3 45 13.7
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Graduation Rate
All Black White SWD ED
04-05 45.1 31.1 54.5 8.9 31
05-06 57.4 50 61.5 15.5 43.3
06-07 58.9 49.7 66.7 16.7 41.5
07-08 59.3 51.6 64.2 27.4 46.2
08-09 73.5 73.9 73.9 38 66.2
09-10 67.7 65.8 69.1 28.9 58
10-11 80.1 76.1 82.9 50 78.8
Gains 35 45 28.4 41.1 47.8
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EOCT Results
Am. Lit. 9th Lit. Physical Science Biology 9th Math 10th Math U.S. History Econ.
2008-2009 82.5 81.8 69.6 53.6 No results No results No results 56.4
2009-2010 85.7 84.3 76 63.0 70.5 60.8 57.8 41.7
2010-2011 84.8 86 78.5 65.4 60.9 69.2 68.6 81.4
2011-2012 91.5 88.1 83.5 53.3 (only tested 75 students) 78.4 69.6 74.3 85.6
Gains 9 6.3 13.9 11.8 7.9 8.8 16.5 29.2
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• What We Are Doing . . .

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System Approach and Support

• Ownership and Responsibility
• Systems ThinkingBottom-Up Approach

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System Approach and Support

• Pyramid of Interventions
• Standard Protocols

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300 Students
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Tier 4 Special Education Services
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.
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300 Students
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
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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
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System Approach and Support

• Funding Priorities
• Personnel, Software, Time

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System Approach and Support

• Data Review Teams
• Leaders / Teachers / Support Staff

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WCHS Band-Aid Solutions to Success
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Evolution of School Day Schedule

• 2010-2013
• Bell Schedule
• 735 805 Morning Meetings
• 810 940 1st Block
• cc 940 945
• 945 1025 Club/TAA/SPED/ELT
• cc 1025 1030
• 1030 1200 2nd Block
• cc 1200 1205
• 1200 1225 1st Lunch
• 1230 1255 2nd Lunch
• 100 125 3rd Lunch
• 130 155 4th Lunch
• 1205- 155 3rd Block
• cc 155 200
• 200 330 4th Block

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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.

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Our Solution

• RTI classroom
• Evolving Process
• Changes Yearly as the student's needs change

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Does RtI fit into the culture of a high school?
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Consult the Literature. . .

• Timothy Rasinski, PhD, Ohio State University
• Jan Hasbrouck and Gerald Tindal, University of
  Oregon
• Lynn S. Fuchs and Douglas Fuchs, Vanderbilt
  University
• David LaBerge, PhD, Stanford University

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Obstacles to Successful RtI Implementation at the
High School Level

• RtI as a district priority
• Finding creative ways to leverage resources for
  maximum educational impact
• Building staff capacity
• Master schedule planning
• Being willing to create flexible scheduling
• Finding time for analyzing discussing student
  data
• Fidelity to program implementation

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National Center for Response to Intervention
Stages of Implementation
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What do we do with a high school student who
reads on a 2nd grade level?
Response to Intervention (RtI)
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RtI is not a set curriculum.
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RtI is NOT a specific program or single strategy
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• Typical Student Daily Intervention
• Activity Schedule

Minutes Monday Tuesday Wednesday Thursday Friday
20 Lexia Read Plus Lexia Read Plus Lexia
20 Behr Silent Read on Lexile Behr Silent Read on Lexile Behr

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How late is too late?
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Can you pick them out in a crowd?
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The initial marker of poor reading achievement
will likely always be the samebelow grade-level
performance on assessments of reading and poor
performance in the Tier 1 program.
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Finding the need in a sea of faces
Consult General Screening data from Previous
Years Summative Assessments

• Spring Universal Screening data from feeder
  middle school
• Results of State Standardized Achievement
  measures such as CRCT
• Identify students with multiple failures (2 gt
  Fs)
• Students with poor attendance
• Students with history of poor behavior

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Identifying Students

• The result of any screening measure must be
  viewed as one single piece of valuable
  information to be considered when making
  important decisions about a student, such as
  placement in an instructional program or possible
  referral for academic assistance.
• (Hasbrouck Tindal, 2006)

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RtI Screening (Spring of 8th)
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• UNIVERSAL
• SCREENING

• The scope and focus of a schools tiered
  intervention framework help to frame the
  implementation of the essential components of
  RtI, including the choice of screening and
  progress-monitoring measures and the development
  of appropriate and effective tiered
  interventions.
• (National Center for the Response to
  Intervention, 2010)

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Importance of FluencyWCPM (word count per
minute) has been shown, in both theoretical and
empirical research, to serve as a powerful
indicator of overall reading competence,
especially in its strong correlation with
comprehension. (Hasbrouck Tindal, 2006)
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SRI as Universal Screener
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Universal Screening Progress Monitoring
The fluency piece of our progress monitoring is
conducted using computer assisted
technology. AutoSkill Academy of Reading
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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)

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Managing Information RtI DataStudent
Management System
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Research Based Measures of Progress
National Assessment of Educational Progress oral
reading fluency scale
Hasbrouck Tindal Oral Reading fluency norms
chart (k-12)
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Tier 2 3 Interventions

• RtI is only in 9th grade
• Interventions occur in Strategic Reading
  (elective class for credit)
• Entire Semester (co-lab class allows for exit
  when goals are met)

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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

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Suggested Readings

• Response to Intervention The Georgia Student
  Achievement Pyramid of Intervention.
• http//www.gadoe.org/DMGetDocument.aspx/Response2
  0to20Intervention20-20GA20Student20Achievemen
  t20Pyramid20Oct2023.pdf?p6CC6799F8C1371F68DB0D
  7C596DDE568EC009371819645167EF8D00428F8293BampTy
  peD
• 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/Spring2005pp16-2
  2.pdf)
• Assessing Reading Fluency (Rasinski)
• (http//www.prel.org/products/re_/assessing-fluenc
  y.htm)
• Oral reading fluency norms A valuable
  assessment tool for reading teachers .(Hasbrouck
  Tindal)
• (http//www.humboldt.k12.ca.us/images/secure_readi
  ng.pdf)
• Is reading fluency a key for successful high
  school reading? (Rasinski, Padak, McKeon,
  Wilfong, Friedauer, Heim)
• http//www.reading.ccsu.edu/demos/Courses/RDG2050
  220Jamaica20Winter202008/Articles/Rasinski-HS2
  0Fluency.pdf
• Tiered Interventions in High Schools
• http//www.centeroninstruction.org/files/Tiered20
  Inventions20in20High20Schools.PDF
• RtI Network Universal Screening for Reading
  Problems Why and How Should We Do This?
• http//www.rtinetwork.org/essential/assessment/scr
  eening/readingproblems
• Implementing Response to Intervention (RtI)
• http//www.rti4success.org/resourcetype/implementi
  ng-response-intervention-rti

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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)
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WCHS RTI Team

• Principal
• Teacher
• Parent/Student
• Counselor
• School Nurse
• Instructional Coach
• Special Education Coordinator
• Psychologist
• RTI Coordinator

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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)

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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

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Universal Screening Progress Monitoring

• Auto Skills
• Academy of Math
• AIMSweb
• Mathematics Concepts and Applications

• 292 - 9th 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

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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

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Academy of Math Results
Fall Universal Screening Fall Universal Screening Fall Universal Screening
6th Grade and below 7th Grade 8th Grade
91 143 58
31 49 20
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Response to Intervention Math Lab
Scheduling

• Extended Learning Time/Instructional Time
• Tier 2 Assigned to Lab Twice a week
• Scored at or below 6th grade
• Tier 3 Three or five times per week
• Assigned to Lab Every Day
• To meet protocol
• All students assigned for 40 minute sessions

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• 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

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Address Student Needs

• Address specific student needs that were not
  addressed in the standard protocol model
• 1) Accelerated Math
• 2) Additional Direct Instruction

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Analyzing the Data
Intervention Math Academy CRCT (830) AIMSweb Fall/Winter 50 ILE AutoSkills Fall/Winter GE Final Exam (System Made Test) Grade Math IA
Student 1 / Tier 2 795 25/25 5.6/8.3 72 70
Student 2 / Tier 2 Math Academy 811 50/75 4.7/7.6 67 70
Student 3 /Tier 3 Math Academy 819 25/25 3.5/4.6 94 70
Student 4 / Tier 3 808 75/50 6.6/4.7 51 70
Student 5 / Tier 2 806 25/50 7.5/6.7 75 81
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AIMSweb Tier 3 Progress Monitoring Data

Student 1 Student 2
Fall Screen 50 75
Probe 4 75 25
Probe 5 25 50
Probe 6 75 25
Probe 7 75 75
Probe 8 50 25
Winter Screen 90 50
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• 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)

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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.

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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