RtI and High School
A Comprehensive Student
Engagement Intervention Model
Session Roadmap
Overview of RtI
Check & Connect Model
Implementation
Example School’s Journey
RtI
RtI: Response to Intervention
• Use of evidence-based practice, systematic data collection and
data based-decision making
• Tiered model of providing intervention services
• Progress is monitored in order to provide information on the
response of the student to the intervention implemented
Tier I
80%
Tier II
15%
Tier III
5%
Why INTERVENTION?
• What happens if we don’t?
…the larger scale
Current Reality--Secondary
• Students not connecting to school
--relationships
• Students not engaged with teaching strategies
--lacking variety in terms of learning styles
--not communicating the relevance (compelling purpose)
--lacking the opportunity to capitalize on individual strengths
Challenges—Secondary
•
•
•
•
•
•
Departments
Case load in a given day
Student level of need (after x amount years of schooling)
Communication/Resources
Scheduling
Tier I System Offerings: Literacy, Etc.
Check and Connect
Tiers 2 and 3
Check & Connect
• A “mentoring” model of comprehensive and sustained
intervention for promoting students' engagement with
school and learning.
Research-Based
• What Works Clearinghouse, which
conducts rigorous reviews of educational
research identified 1 out of 2 programs having
significant impacts on reducing dropout rates.
Check & Connect Overview
1.
Teacher mentor
2.
Mentees identified based on need
3.
Systematic monitoring (CHECK)
4.
Timely, individualized intervention strategies
(CONNECT)
Balanced Model
• Academic
• Behavioral
• Social & Emotional
Key Features
1. Relationship
communication
Building — mutual trust and open
2. Routine Monitoring of Alterable Indicators —
systemically checking warning signs of withdrawal
(attendance, academic performance, behavior)
Key Features
3. Individualized and Timely Intervention — support
tailored to individual student needs
4. Long-Term Commitment — committing to students and
families for at least two years
Key Features
5. Persistence Plus — a persistent source of academic
motivation
6. Problem-Solving — designed to promote the acquisition of
skills to resolve conflict constructively and to look for solutions
rather than a source of blame
7. Affiliation with School and Learning — facilitating
students' access to and active participation in school-related
activities and events
Mentor
• Persistence
• Believe all children have
abilities
• Work closely with families
using a non-blaming approach
Mentor
• Advocacy skills, ability to
negotiate, compromise, and
confront conflict
• Organizational skills
• Work well independently in a
variety of settings
Intended Outcomes
• Demonstrated outcomes include:
--attendance
--behavioral referrals
--grade reporting
--credit accrual
--higher “overall” achievement levels
--dropout incidents
Systems
Understanding
(Tier I)
Implementation
Step #1: Leadership Capacity
COMPELLING NEED for
intervention
STAFF DEVELOPMENT in
order to build knowledge
and skill within those
involved
Step #2: Define Indicators
Identification of
INDICATORS of
disengagement:
ATTENDANCE
TARDIES
BEHAVIORAL REFERRALS
ACADEMIC
--D/F
--CREDITS
Step #3: Organize
Align mentors and
mentees
Forms or Protocols
Communication to
parents
Determine data collection
process
Step #4: Structure for Collaboration
How can mentors come
together to:
--reflect upon mentee
progress?
--learn intervention
strategies proven to be
successful?
Step #5: Alignment of Interventions
HELPFUL RESOURCES:
1. Check & Connect
--research-based strategies according to indicator
2. Best Practice (Teaching & Learning)
3. Peer Teacher Experience
Step #6: Monitor and Evaluate
Mentor Capacity
Procedures:
--data collection
--collaboration
Indicator progress
Tier I
--classroom instruction
--extra curr. opportunities
--relationships system-wide
--academic support systems
Example School
Focus Team
Team Members
Function
Administrator
*Counselor
Sped director
Core teacher
Noncore teacher
Sped teacher
Monitor the system:
--data collection
--mentoring needs
--plan for staff development
--reflection on progress
--creation of tools
What Has Worked
• Focus Team
(Check & Connect Leadership Team)
• Check and Connect Coordinator
• Implementation support
(ongoing PD)
What Has Worked
• Guarded time for mentors to
meet in teams to collaborate
and problem solve & guarded time
for mentors to mentor
• Intervention Team Meetings:
--Ongoing data collection and monitoring
--Protocol to focus the work
Data Collection Form
Name:
Month -- February
Check
M Tu W Th F M Tu W Th F M Tu W Th F M Tu W Th F M Tu W Th F
1 2 3 4 5 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 1 2 3 4 5
Tardy
Skip
Absent
Behavior referral
Suspension/detention
(in/out of school)
Wednesday Recovery
Behind in credits:
Yes __________
No___________
#D
#F
Credits earned (this year) _________________
(total cumulative) _______________
High risk for
month
Protocol
Roles
Data trends
Previous “connect” strategies
Strengths/Areas for growth
Targeted behavior
Targeted intervention
strategy
• Intervention Details
• Communication Plan
•
•
•
•
•
•
Intervention Team Meeting Protocol
Maryville High School
Roles
Date:
Facilitator:
Quarter:
Timekeeper:
Mentor:
Recorder:
Student:
Data:
Data Trends
Tardies
Why?
Absent
Why?
Discipline Referrals
Why?
D/F
Why?
Social Isolation
Why?
Wed. School
Why?
Couns. Watch
Why?
Credits
Why?
Pregnancy
Why?
ELL
Why?
Missing Information:
Connects:
(Revisit and report out on previous month's "connect" efforts.)
Targeted Intervention Behavior
Targeted Intervention Strategy
1)
1)
2)
2)
Intervention Details
Targeted Strategy #1
Targeted Intervention Strategy #2
When will the strategy
When will the strategy
take place?
take place?
Where will the
Where will the
strategy take place?
strategy take place?
Who will be
Who will be
responsible for
responsible for
carrying out the
carrying out the
strategy?
strategy?
Communication Plan:
(Indicate key individuals who will be communicating in order to reach success within the
identified action steps.)
With Parent
With Student
With Teacher
Closure: Revisit key points here.
Our Systems: Note any questions or "need for discussion" items that may benefit program
implementation and/or Tier I.
PD Support
• Initial training of mentors and administrators
• Monthly staff development to support mentors:
Relationships, Rigor, Relevance, types of
engagement
• Implementation of intervention team meetings:
facilitation support, individual conferencing with
mentors
• Data collection and analysis (mentees and system)
Training “Content”
• Strategies for engaging
students in school
• Skills of an effective Check
& Connect Monitor/Mentor
• How dropout risk factors
may be altered
• How Mentor works with
students, families, and
school staff
• Basic and intensive
dropout prevention
interventions
• Resources
Systems Monitoring
Absences by Month
1400.00
1200.00
1000.00
800.00
600.00
08-09
400.00
09-10
200.00
0.00
Systems Monitoring
40
35
30
25
20
Maryville HS 08-09
Maryville HS 09-10
15
10
5
0
% Absent % Absent % Absent % Absent % Absent
0
1-3
4-6
6-10
11+
Systems Monitoring
HS Discipline Events by Month
4
3.5
3
2.5
HS 09-10
2
HS 08-09
1.5
1
0.5
0
Aug Sep Oct Nov Dec Jan Feb Mar Apr May
Systems Monitoring
600
500
400
300
200
100
0
Event Totals
Event Totals
Maryville HS 08-09
Maryville HS 09-10
Event Type by Grade
35
30
25
20
15
10
5
0
Grade09
Grade10
Grade11
Grade12
Tier I
80%
Tier II
15%
Tier III
5%
Questions?
jbarnes@nwmissouri.edu