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
Mrs. Ronzie Patterson
Dr. Susan Barrow
Dr. Lisa Hinely
WCHS Principal
Cornerstone Academy Principal
Math RtI Specialist
Reading RtI Specialist
Assistant Superintendent
Ware County Board of Education
WHERE WE WERE . . .
9th Grade Promotion Rate
2005-2006
--
50%
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
GAIN=
------39.4%
81%
82%
91%
87%
89.6%
89.4%
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
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
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
EOCT Results
Am.
9th Lit.
Physical
Science
Biology
9th Math
10th
U.S.
Econ.
20082009
82.5
81.8
69.6
53.6
No
No
No
56.4
20092010
85.7
84.3
76
63.0
70.5
60.8
57.8
41.7
20102011
84.8
86
78.5
65.4
60.9
69.2
68.6
81.4
20112012
91.5
88.1
83.5
53.3 (only tested
78.4
69.6
74.3
85.6
Gains
9
7.9
8.8
16.5
29.2
students)
6.3
13.9
11.8
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
5%
Tier 4
300
Students
Special
Education
Services
Tier 3
5%
10%
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
Tier 2
Standard Protocols
600
Students
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.
80%
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
Celebration
of
Student
And Teacher
Career
Academies
TDHS
Small
Learning
Communities
Relationships
Gator
Pathways
Instructional
Coaches
Report Card
Conferences
Freshmen
Seminar
WCHS Band-Aid Solutions
to Success
FLEX
SCHOOL
A+
CREDIT REPAIR
BEFORE FINAL/
REASSIGN WORK
A+
CREDIT
REPLACEMENT
60-69
2 WEEKS
REPEATERS
RETAKE
A+
TWILIGHT
SCHOOL
A+
EOCT
REVIEW
A+
GRAD
TEST
REVIEW
A+
Evolution of School
Day Schedule
2010-2013
Bell Schedule
7:35 – 8:05 Morning Meetings
8:10 – 9:40 1st Block
cc 9:40 – 9:45
9:45 – 10:25 Club/TAA/SPED/ELT
cc 10:25 – 10:30
10:30 – 12:00 2nd Block
cc 12:00 – 12:05
12:00 – 12:25 1st Lunch
12:30 – 12:55 2nd Lunch
1:00 – 1:25 3rd Lunch
1:30 – 1:55 4th Lunch
12:05- 1:55 3rd Block
cc 1:55 – 2:00
2:00 – 3:30 4th 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 9th 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
292 - 9th grade students
(Computer Assisted)
Fall/Winter/Spring Screening
AIMSweb
Mathematics Concepts and
Applications
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
6th Grade and below
7th Grade
91
31%
143
49%
8th Grade
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 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
“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
Analyzing the Data
CRCT
(830)
AIMSweb
Fall/Winter
50% ILE
AutoSkills
GE
Final Exam
(System Made
Grade
Math IA
Student 1 / Tier 2
795
25%/25%
5.6/8.3
72
70
Student 2 / Tier 2
811
50%/75%
4.7/7.6
67
70
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
Intervention:
Math Academy
Math Academy
Student 3 /Tier 3
Math Academy
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%
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