Response to Intervention (RtI) at the
Secondary Level
Big Ideas about Today’s Presentation
1.
2.
3.
4.
5.
We’re aligning a delivery system to educational needs.
We’re increasing the quality of teaching, tools, and
support across 3-Tiers instead of moving the problem.
We’re shifting mind sets: Every problem learning (or
behaving) becomes a special education problem.
We’re shifting “Interventions” focus from reactive,
punitive, and/or restrictive to proactive, preventative,
inclusive.
We have the tools and we have experience, but there is a
gap.
Without Problem Solving
Special Education
Sea of Ineligibility
General Education
Student Profiles
• 8.7 million 4th-12th graders can’t cope with academic demands
• 74% of all 9th graders scored at Unsatisfactory or Basic Level on state
assessment
– Unsatisfactory = 3%ile WR; 1%ile RC
– Basic=9%ile WR; 8%ile RC
• 69.2% of adolescents graduate; 51.2 % of students Black; 55% Hispanic
• Students who stay “on track” in freshman year (earn 5 credits and no
more than 1 F) 3.5 times as likely to graduate
–
(Diplomas Count 2009," the fourth annual report on graduation rates by Education Week)
Student Profiles
(cont)
• “On-track Indicator”
– Students who stay “on track” in freshman year (earn 5
credits and no more than 1 F) 3.5 times as likely to
graduate
– One semester F decreases likelihood of graduating from
83% to 60%
– 2 Fs decreases likelihood to 44%
– 3 Fs decreases likelihood to 31%
The “Old” Problem Solving Heuristic
Special Education
General Education
with Support
Amount of
Resources
Needed
To Benefit
General Education
Severity of Educational Need or Problem
What is NOT RtI:
It’s not your father’s Oldsmobile
1. It’s Not About SE Eligibility with a new label
(e.g., pre-referral intervention, old team-new
name).
2. It’s Not About SE “Business as Usual” with
programs that meet the needs of adults more
than students.
3. Expecting GE Teachers to meet the needs of ALL
students (180 students-180 different
interventions).
Difference Between Elementary and
Secondary
• Elementary: Focus on basic skills (learning
to read)
– Secondary Focus on content (reading to learn)
• Elementary: One to two teachers
– Secondary: Five to seven teachers
Difference Between Elementary and
Secondary
• Elementary:Reading and Writing – Narrative
– Secondary: Reading and Writing-Expository
• Elementary: Validated Level 1 skill programs
– Secondary: Lack of validated Level 1 content
programs
What students may need RtI at the
Secondary Level?
• Students who do ‘okay’ early on but have problems
when expectations change
• Students who did not get good early intervention
• Problems with vocabulary ‘accumulate’
• Wide range of problems: some still struggle with
early skills, others have comprehension difficulities
Bridging the Gap
Problem Solving Steps
Problem Identification
What is the Problem and Is it Significant?
Problem Analysis
Plan Evaluation
Why is it happening?
Did our plan work?
Plan Development
What shall we do about it?
The VISION: To Provide Effective Interventions to Meet the Needs of
ALL Students Through Early and Scientifically Based Interventions
Through Careful Systems Planning
Information Explosion/
Instructional Time Dilemma
1960
Time
1980
2000
Content
Tier One
Universal Instruction
Is your district meeting AYP at 80%?
Large Group Illustration
• Is our initial instruction meeting
the needs of enough students?
• Historically, there hasn’t been a
target on acceptable success rates.
– Some kids were successful
– Some kids weren’t
• Kids who were not successful got different
programming through different programs
• Screening was haphazard
Large Group Illustration
• We have a new assumption to
start from: All kids
successful
• A rate of 80% has been
suggested by many researchers
and policy makers nationally,
as the rate needed for Initial
Instruction
• The number of kids in strategic
or intensive programs can vary
based on available resources,
20% seems reasonable
Basics of Universal
Screening• Given to everyone
• Critical Skills (using a scientifically-based measure)
• Brief
• Repeatable
• Cheap and easy to administer and score
• Tells us who needs more assessment
Basics of Universal
Screening
• Typically done three times per school year
to determine which students are at risk for
failure.
• Interventions or differentiated instruction
based on assessment results can then be
given to these students.
Tier Two
-Tier One PLUS…
-Small Group Interventions
-For at-risk students
-Includes programs,
strategies, and procedures
designed and employed to
supplement, enhance, and
support Tier 1.
Tier
Two
5-10% of
All Students
Tier Two
Supplemental Interventions
Hypotheses
– That the students require additional time
for direct instruction
– That the focus of the curriculum must
narrow in order for students to gain the
skills
Characteristics of
Tier Two Interventions
• Available in general education settings
• Opportunity to increase exposure (academic engaged time) to
curriculum
• Opportunity to narrow focus of the curriculum
• Sufficient time for interventions to have an effect (10-30
weeks)
• Often are “standardized” supplemental curriculum protocols
Tier Three
-Tier One PLUS…
-Tier Two PLUS…
-Intensive interventions
-Specifically designed and
customized interventions
-Very small groups of students
1-5% of
All Students
The Performance Gap
/12/
11
10
9
8
7
6
5
4
3
Years in School
The University of Kansas Center for Research and Learning
The Performance Gap
/
Grade Level
Expectations
Demands
Skills
Existing
Support
Years in School
The University of Kansas Center for Research and Learning
The Performance Gap
Grade Level
Expectations
Demands
/
Skills
Infrastructure Support
• Flexible Scheduling
• Planning Time
• Professional Development
Time
• Extended Learning Time
Infrastructure
Supports
• Smaller Learning
Communities
Existing
Support
Years in School
The University of Kansas Center for Research and Learning
The Performance Gap
System Learning Supports
• Progress Monitoring
/
Instructional
Core
Grade Level
Expectations
Demands
Skills
System Learning
Supports
• Data-Based Decision
Making
• Problem-Solving
• Instructional Coaching
• Professional Learning
Infrastructure
Supports
Current Supports
Years in School
The University of Kansas Center for Research and Learning
The Performance Gap
Instructional Core
• Motivation/Behavior
Supports
/
Instructional
Core
Grade Level
Expectations
Demands
Skills
System Learning
Supports
Infrastructure
Supports
Current Supports
• Smarter StandardsBased Curriculum
Planning
• Engaging Instructional
Materials& Activities
• Student-Informed
Teaching
• Connected Courses &
Coherent Learning
• Continuum of Literacy
Instruction
Years in School
The University of Kansas Center for Research and Learning
Problem Solving Process School Improvement Cycle
Problem Identification
What is the Problem and Is it Significant?
Problem
Analysis
Plan
Evaluation
Why is it happening?
Did our plan work?
Plan
Development
What shall we do about it?
http://www.ncrel.org/sdrs/school.htm
Similarities?
http://www.nsdc.org/connect/projects/resultsbased.cfm
School Improvement Activity
• What are your current SI Goals?
• What content is covered in the current
professional development plan?
• What problems or issues often come up at
your school?
ICE SCRAPER
So...WHAT is RTI?
1. An eligibility process for determining if a
student has a learning disability?
2. An opportunity to redress years of
dissatisfaction with both special education
and general education?
We See IT as Both
Program vs. Framework
• Response to Intervention (RtI) and Schoolwide Positive Behavior Support are not
programs, but frameworks for designing and
implementing proactive, preventative
programming using data.
Who Do We Serve in a ProblemSolving Model?
We identify:
1. Students with Basic Skills or Severe Literacy
Deficits for Direct Service
2. Students without these Deficits who Need Indirect
Service for Success in Content Area Courses
Screen and Monitor
• Screening & Prediction
– State Assessment
– *Word/Passage Fluency
– *Correct Word Sequencing
• Progress Monitoring
– Comprehension Measure
– *Three Minute Maze Test
*progressmonitoring.org (Espin et al.)
Secondary Intervention and Progress
Monitoring
• Research by S. Vaughn
– Tier I:
• Require Prof.Development for Content Teachers on
Effective Practices in Reading and Comprehension of
Academic Texts and Vocabulary/Concept Development
Intervention/PM continued
• Tier II:
– Teach Word Level Skills
– More Intensive
– Supplemental Instruction in Comprehension and
Vocabulary
– Facilitate Their Use in Tier 1 Activities
Possible Data Sources Activity
• Brainstorm the potential data sources in your
school…
• Examples may include:
– Dean Referrals, Tardies, Suspensions, Expulsions,
Outside Placements, Drop Outs
– Common Assessments, CBM, Yearly Progress Pro,
Failure Rates
The High School Solution:
Building Continuously Improving Tier
1 General Education Instruction
~5%
~15%
Use of Teaching Routines and
Learning Strategies (Kansas)
Well-Designed Curriculum with a
“Big Ideas” Focus or Ability to
“Distill” Curriculum to Big Ideas
Effective Secondary Classroom
Management
Study and Organizational Skills
Curriculum Modification
~80% of Students
After Screening
Then ask…
Five important questions about
literacy supports!
5 Key Questions
1.
2.
3.
4.
5.
What happens for those students who are reading below the 4th grade
level?
What is in place across a school staff to ensure that students will get the
‘critical’ content in spite of literacy skill?
What happens for students who know how to decode but can’t
comprehend well?
What steps have been taken to ensure that powerful learning strategies
are embedded across the curriculum?
What happens for students who have language problems?
Improving Content Area Instruction
in General Education: WHAT?
• Consider a Common
– Scientifically Based Core Language Arts Program
• Increase Access to
– Strategic Instruction Model (SIM)
• Build
– Common Assessments in Content
• Provide Staff Development Around
– Effective Grading Systems
• Train and Support School-Wide and Within the Class
– Effective Behavior Support
Increase the Capacity of General Education to Teach
ALL Students Critical Content
• All students learn critical content required in the core
curriculum regardless of literacy levels.
• Teachers compensate for limited literacy levels by
using…
• Explicit teaching routines,
• Adaptations, and
• Technology to promote content mastery.
• For example: The Unit Organizer Routine
all
most
some
Key Skills Sets for Secondary Support
(http://www.ku-crl.org/)
A Major Source of Support for
Secondary
http://www.kucrl.org/iei/sim/ceroutines.ht
ml
Content Enhancement Routines (Creating
“learning-friendly” classrooms)
• A way of teaching academically diverse classes
in which…
– The integrity of the content is maintained
– Critical content is selected and transformed
– Content is taught in an active partnership with
students
The University of Kansas Center for Research and Learning
Content Enhancement Teaching Routines
Planning & Leading Learning
Course Organizer
Unit Organizer
Lesson Organizer
Exploring Text, Topics, & Details
Framing Routine
Survey Routine
Clarifying Routine
Ordering Routine
Teaching Routines
Concept Mastery Routine
Concept Anchoring Routine
Concept Comparison Routine
Increasing Performance
Quality Assignment Routine
Question Exploration Routine
Recall Enhancement Routine
The University of Kansas Center for Research and Learning
The Unit Organizer
4
NAME
DATE
BIGGER PICTURE
Elida Cordora
1/22
The roots and consequences of civil unrest.
2
LAST UNIT /Experience
Growth of the Nation
8
1/22
UNIT SCHEDULE
Quiz
1/29
Cooperative groups over pp. 210-225
"Influential Personalities"
project due
1/30
Quiz
Cooperative groups over pp. 228-234
Review for test
2/7
Review for test
2/6
Test
The Causes of the Civil War
3
NEXT UNIT /Experience
The Civil War
UNIT MAP
was based on
Sectionalism
was influenced by
pp. 201-236
Areas of
the U.S.
emerged because of became greater with
Differences
between
the areas
Events in
the U.S.
What was sectionalism as it existed in the U. S. of 1860?
How did the differences in the sections of the U.S. in 1860 contribute to the
start of the Civil War?
What examples of sectionalism exist in the world today?
Leaders
across the
U.S.
descriptive
compare/contrast
cause/effect
6
UNIT
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
2/6
7
CURRENT
UNIT UNIT
CURRENT
Cooperative groups over pp. 201-210
1/28
2/2
5
1
How will Content-Area Strategy
Instruction be provided?
• Middle School
– Embedded into content-area courses
– Strategy Instruction course as part of the fine arts rotation
– Strategic tutoring in place of foreign language
• High School
– Embedded into content-area courses
– Strategic tutoring in place of study hall
– Strategy Instruction as an elective
A Major
Source of
Support for
Secondary
Components of Well-Designed Syllabi
•
•
•
•
•
•
•
•
•
Contact Information
Course Goals and Big Ideas
Instructions and Directions as to How to Get Help
Course Materials
Behavior Expectations and Consequences
Detailed Information About the Grading System
Course Calendar and Due Dates
Self Monitoring Checklists
Access to Models for Papers, Projects, Tests
Welcome to Expanding Academic Opp ortunities
Teacher: Mrs . Hernandez
1.
2.
3.
a.
b.
c.
1.
2.
3.
4.
By the end o f this class, you will be able to:
Read long mult i-syllabl e words.
Understand wha t you read.
Use strategies to analyze what yo u read such as:
Paraphrasing
Visual Imagery
Self Questioning
Learn to use new voca bulary words.
Read aloud smo othly and with expression
Write complet e sentences and well organized paragraphs
Take reading tests wit h confidence and perform well on those tests
Evaluate
Components
of Syllabus
Accomplishing this will requ ire cooperation
Thi nk o f this class lik e a challeng e course in the forest. You will have to work hard
independentl y, but you will also have to work effectively with other students and
with m e.
Guide lines for Success
Winners make their own luck. They achieve.
It takes:
Preparation
Responsibility
Integrity
Dedication
Effort
to be successful!
Classroom Rules:
Winners know the rules and follow them.
1. Come to class every day that you are not sick.
2. Arrive on time with your own pencil and paper .
3. Keep hands, feet and objects to yourself.
4. Follow directions the first time.
5. Stay on task during all work times.
Activities
Winners participate and strive to ACHIE VE. The ACHIEVE approach will teach you
exactly what you have t o do in each type of classroom activity. For now, jut be aware that
each activity below wil l include very specific information for you about how to be
succeed in this class.
Grades
Winne rs know that you have to keep score.
Your grades for each of the coming nine weeks will be based on the following:
1. 50% of your grade will come from your class participation and how well you follow
the rules.
 There are 10 possible points per day, for a total of 450 points for the
quarter
 You will start each day with 8 points, which is 80%, or a low B. (I like
low B better than B-)
 Each compliment adds one point.
 Each Rule Violation costs one point.
2. Your written work is worth a tot al of 30%.
3. Your performance on Mastery Checks is worth 20%.
Classroom Procedures
Entering the Classroom:
1. Be in the roo m before the bell rings.
2. Have your fold er ready.
3. Begin work on th e activity on the board or left on your desk.
4. Quietly work o n this activity until I signal for your attention.
Tardy to class:
If you are in the classroom before the bell rings, then you are on time. If you enter after
the bell rings, then you are tardy and will lose one behavior point. In addition, all tardies
are rep orted to the attendance office according to s chool policy.
Paper/Pencil:
If you do not have a pencil, I keep golf pencils and stubs available on my desk. Please
return them when you are finished and donate pencils that you no longer intend to use.
There is also extra notebook paper on my desk. Use it when you need to and replace it
when you bring your own.
Daily Assignments:
Each of you will have a folder on the counter by the door. There will be a weekly
assignment sheet in this folder every Monday. This sheet will outline the tasks you will
work on during the week.
Turning in assignments:
Turn in your completed work to the tray on the counter by the door labeled Period Two.
Returning assignments:
Graded w ork will be returned to your folder.
Findin g out grade status in class:
A grade printout will be placed in your folder every week. This will show your current
grade in the class, any missing assignments, and a progress report showing your current
reading level.
Your responsibi lities after an absence:
Anytime you are absent, you will view a videotape of the large-group activities you
missed. You will also need to complete independent practice and vocabulary assignments
for the days you missed. You will have the same number of days to make up your work
as the number of days you were absent. If you were absent on Monday and Tuesday, you
will have to finish your make-up work and turn it in on Friday. Always be in class if you
are not seriously ill!
Communicati on procedures with parents/guardians
Show your weekly grade print out to a parent or guardian each week. You will get three
bonus points for each week you return a weekly grade print with a parent or guardianÕs
signature.
Ending c lass:
One minute before the end of class, I will ask you to return to your assigned seats for
final announcements. You will be excused by rows, after the bell rings.
Consequences for Classroom Rule Violations
If you violate a rule, you may be assigned a consequence. Depending on the frequency
and severity of the misbehavior, you may receive one or more of the following
consequences.
1. Loss of a behavior point
2. Parental contact
3. Change in seating assignment
4. Time owed after class
5. Detention
6. Office referral
If you ever feel that the enforcing of rules and consequences is unfair, you have the right
to make an appointment to discuss the situation. I will be as neutral as I can in hearing
your complaints or comments.
Consequences for Code of Conduc t Violations
If a student breaks a rule that is covered by the Code of Conduct in your student
handbook (possession of illegal substances, abuse, etc), I must refer the situation to the
office for the administrator to make decisions on parental contacts, police involvement
and so on. This is part of my job, and not my decision. If you violate a Code of Conduct
rule, it will be handled out of class.
Not Everything We Teach Is Equally
Important
“The sheer quantity of information requires us to
constantly determine what to include in a course”
Keith Lenz, 2003
http://www.ku-crl.org/archives/classroom/smarter.html
Students need intensive intervention to work
on basic literacy components.
• Students develop the foundational phonics, fluency, and
comprehension skills through specialized, direct, and
intensive instruction in reading. Intensive instruction in
listening, speaking, and writing is often a part of these
services.
• For example: Courses in researched-based reading
programs such as the SRA Corrective Reading Program or
REACH.
How will basic literacy skill instruction
be provided?
• Requires a double-block schedule of
English/Language Arts and Reading.
• Where does the time come from?
– High School Option
• Reading as an elective
– Middle School Options
• Reading instruction instead of foreign language
• Reading course within the fine arts rotation
An intensive multi-faceted option for those who
need it.
• Students with underlying language needs learn
the linguistic, related cognitive, metalinguistic,
and metacognitive underpinnings they need to
acquire content literacy skills and strategies.
• For example: Speech-language pathologists, special education
teachers, and social workers engage students in educational
language and literacy instruction using a researched-based
program such as the Sopris West Language! Program.
http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%2
0Briefing%20Paper%20Secondary%20Reading.pdf
Read the Carnegie Documents:
http://www.carnegie.org/literacy/why.html
Websites for Scientifically Based
Behavior Support
•National Technical Assistance Center on Positive
Behavioral Interventions and Supports (PBIS):
www.pbis.org
•Safe and Civil Schools:
www.safeandcivilschools.com
At the School Level
At the School Level
At the Referral Level
Maze
R- CBM
Program Options
Tier 1:
Pre-teaching Key Vocabulary
Tier 2:
Co-taught English/Reading Block with REWARDS
Co-taught Course on before, during, and after reading
strategies with a focus on content-area text
Tier 3:
Social Opportunities Academic Readiness(SOAR): Includes
Language!; Social Language Skills; Vocational
Opportunities; Post-Secondary Exploration
Intermediate
and Secondary
Reading
Interventions
Intensive
Reading
Intervention
High School Tier 2 Example: Freshman
Reading Classes
• Class A: guided reading, modeling, class
discussions, comprehension checks, oral
reading, graphic organizers, REWARDS
• Class B: guided reading, modeling, class
discussions, comprehension checks, oral
reading, graphic organizers
WRC Mean Rate of
Growth Per Week
• Class A mean rate of growth = 0.67 WRC/week
• Class B mean rate of growth = -1.22 WRC/week
Instructional Planning Form
Goal: In 32 weeks, Cary will read 95 cwpm with at least 95% accuracy.
Instructional Procedures
Focus or Skill
Teaching Strategy
Materials
Arrangements
Time
Motivational
Strategies
Decoding Fluency
REWARDS
reading program
REWARDS
Class novels/short
stories
Small group
(13:1)
50 min 2X/week
Approx 30 min wk
1 min biweekly
Grades
Candy
Peer Praise
Charting progress
Reading
Comprehension
Comprehension
strategies
(visual/graphic
organizers)
Graphic organizers
Novels
Small group
(13:1)
Varied 5
days/week
Positive teacher
feedback
Grades
Class Discussions
REWARDS comp
questions
Novels
REWARDS
Small group
(13:1)
Small group
(13:1)
Daily
50 min 2X/week
Positive
teacher/peer
feedback
Candy
Cary’s Progress
Next Steps…
• Math!
– Math Department Proposal:
• Screening & Progress Monitoring
• Yearly Progress Pro (YPP) McGraw-Hill
– Includes: CBM & Custom Tests
YPP Examples
7th Grade Math Class
8th Grade CBM Probe
YPP Algebra & Geometry
Skill Clusters
Developing Components
•
Systems
– General survey of priorities, Effective Behavior Support Survey, Team
Implementation Checklist tell you what you want to do
•
Practices
– School-wide Evaluation Tool tells you how much is in place
•
Data
– Curriculum Based Measures and Office Referral Data tell you with
whom to focus
Steve Romano and Hank Bohanon
School wide Expectations







Identify expectations of the setting
Develop team/plan/support
Directly teach expectations
Consistent Consequences,
Acknowledge/Reinforce (Tall, Vente’, Grande)
Collect Data
Communicate with staff
On-going evaluation
100
90
80
70
60
50
40
30
20
10
0
Fall 2003
Winter 2004
M
ea
n
Fall 2005
Ex
pe
ct
at
io
Ex
ns
pe
D
ef
ct
in
at
ed
io
ns
Ta
Re
ug
wa
ht
r
d
Vi
Sy
ol
st
a
M
t
em
i
o
on
n
s
it o
Sy
rin
st
g
em
&
De
ci
sio
M
ns
an
ag
em
Di
st
en
r ic
t
tS
up
po
rt
Percent in Place
Houston County H.S. SET Results
SWPBS Feature
Accessed 3-7-06 = http://web.utk.edu/~swpbs/schools/data/hchs/HCHS%20SET%209%2028%2005.doc
Office Referrals Per Day Per Month Per 100 Students Per Average Daily Enrollment
Per Day Per Month Per 100 Students Per Average Daily
Enrollment
4
3.5
3
2.5
02-03
03-04
2
04-05
05-06
1.5
1
0.5
0
September
October
Generated 8-02-06
November
December
January
Months
February
March
April
May
June
Percentage
Proportion of Students With Office Discipline Referrals
100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
2002-2003
2003-2004
2004-2005
Year
2002-2003
2003-2004
2004-2005
6 + Referrals to Office
21.00%
16.00%
13.13%
2 to 5 Referrals to Office
33.00%
25.00%
23.47%
0-1 Referrals to Office
46.00%
59.00%
63.40%
(02-03 compared to 03-04
(03-04 compared to 04-05
X2 = 53.199, df = 2, p = .000)
X2 = 6.324, df = 2, p = .042)
Practice
• To address tardies (high school) – names of
students from class were put into a drawing.
Four students’ names were drawn at random
weekly, if they had no tardies, they could
choose a prize.
Report from School
• Teachers were not able to sustain, teachers did
not remember to conduct drawings.
• We can use department chairs to provide
reminders and support to staff (System)
Step 1: Problem Identification
Question: What is the discrepancy between what
is expected and what is occurring?
• 2/3 of Maple’s individual student referrals were
due to lack of on-time assignment/homework
completion.
• A homework assignment is defined as any academic assignment
assigned by a core academic, foreign language, allied arts, or
physical education teacher to be completed after school.
Homework does not include bringing appropriate supplies to
class, turning in forms of any kind, or participation in fundraising
activities.
• A homework assignment that is turned in on time is defined as
being received by the assigning teacher at the requested day and
class period.
Comparison of Fall 2003 and Fall 2004
homework completion
2003
• Average student
had 18 assignments
• Average student
turned in one
assignment late
• Average student
had 7% of
homework late
2004
• Average student had
18 assignments
• Average student
turned in one
assignment late
• Average student had
6% of homework late
Total Number of Homework Turned in
Late
Fall 2003
~3
Fall 2004
~3
~2
~2
~0-1 assignments
~0-1 assignments
Step 2: Problem Analysis
Question: Why is the problem occurring?
Teachers determined a number of hypotheses
including:
– Lack of time
– Lack of skill
– Lack of motivation/interest in the subject area
Step 3: Plan Development
Question: What is the goal?
• All students would turn in at least 80% of their
homework on time.
Question: How will progress be monitored?
• Teachers will meet weekly and calculate the average
work turned in per week for all students attending
Homework Extension.
Question: What is the intervention plan to
address the goal?
• Homework Extension takes place during lunch
periods. Students assigned to Homework
Extension will go to the lunchroom to get their
lunch (if purchasing their lunch) and then report
to the Homework Extension classroom.
• Homework Extension is supervised by one/two of
the lunch room supervisors in a separate
classroom.
• Homework Extension lasts the entire lunch period for
the course of five school days. Students are then
reevaluated. If work completion exceeds 80%, the
student may return to the lunchroom. If not, he/she
will be reassigned to Homework Extension.
• If a student attends Homework Extension for three
consecutive weeks, then the student is automatically
referred for individual student problem solving.
Step 4: Plan Implementation
Question: How will implementation
integrity be ensured?
The principal required a weekly e-mail sent out to
report which students qualified for Homework
Extension and which attended Homework Extension
and met their goals.
The principal and assistant principal found a
classroom and staff who would assist and monitor
students’ work completion during lunch.
Step 5: Plan Evaluation
Question: Is the intervention plan effective?
A. Are the students making progress toward the goal?
•
Yes, 66% of students were in HE for 1 week. (33%-2 weeks;
3%-3weeks; 11 students total.)
B. Is the student decreasing the discrepancy between
him/her and the general education peers?
•
Yes, 77% of students were in HE only 1x. (11%-2x; 8%-3x;
4%-4x; 6 students total.)
C. Is the plan able to be maintained in the general
education setting?
•
No, 34% of students were involved in HE; Universal not
targeted problem.
Lessons Learned
• A targeted, sustained commitment (3-5 years) by school and
district administrators and large majority of staff is required to
impact the targeted outcomes and build capicity
• Decision-making team structures must be established to drive
the change (independent of persons/personalities)
• Resources to launch and sustain the initiative must be
committed and protected (to weather points of resistance and
stall)
More Lessons
• The impact of adding a new initiative on top of other
initiatives must be carefully analyzed. Start-up must
be delayed until the new initiative can be given
sufficient time, energy, and sustained commitment
• Improving student outcomes involves much more
than simply providing professional development on
targeted interventions
IN
10/25
11/1
85%
90%
OUT
OUT
11/18
90%
OUT
11/15 90%
12/6 100%
OUT
OUT
10/25 85% OUT
DECISION
75%
% OF HW AFTER 4TH WEEK
COMPLETED
OF HW EXT
10/18
DATE
FLEX
OUT
DECISION
85%
81%
% OF HW AFTER 3RD WEEK
COMPLETED
OF HW EXT
10/12
10/12
DATE
IN
IN
OUT
OUT
IN
OUT
OUT
OUT
IN
IN
OUT
OUT
OUT
OUT
OUT
OUT
OUT
OUT
IN
OUT
OUT
IN
OUT
DECISION
80%
80%
100%
100%
65%
80%
80%
90%
58%
80%
85%
85%
90%
100%
90%
100%
85%
85%
55%
85%
100%
50%
73%
% OF HW AFTER 2ND WEEK
COMPLETED
OF HW EXT
10/4
10/4
10/12
12/12
10/12
10/12
10/12
10/18
10/18
10/25
10/25
10/25
11/1
11/1
11/8
11/8
11/8
11/8
11/8
11/8
11/8
11/8
11/15
DATE
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
DECISION
50%
64%
78%
70%
50%
10%
76%
70%
62%
70%
50%
65%
50%
75%
70%
70%
77%
60%
60%
64%
73%
55%
66%
% OF HW AFTER 1ST WEEK
COMPLETED
OF HW EXT
DATE
9/27
9/27
10/4
10/4
10/4
10/4
10/4
10/12
10/12
10/18
10/18
10/18
10/25
10/25
11/1
11/1
11/1
11/1
11/1
11/1
11/1
11/1
11/8
DECISION
TC
EC
NW
SK
AW
DV
CO
GE
KK
EE
OB
TC
CO
JZ
TC
CH
OB
JM
DV
EC
KH
KK
CO
% OF HW
Entering HW EXT
COMPLETED
STUDENT
DATE
TEAM 6-2
Plan Evaluation Outcomes Form