2012 SSTAGE RTI STAR

AwardWare High School

Ware County

Making RtI Work at the

High School Level

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

WHERE WE WERE . . .

9th Grade Promotion Rate2005-2006 -- 50%2006-2007 -- 81%2007-2008 -- 82%2008-2009 -- 91%2009-2010 -- 87%2010-2011 -- 89.6%2011-2012 -- 89.4%

GAIN= 39.4%

Graduation Test/ELAAll Black White SWD ED AMO

04-05 83.3 73.7 91.3 26.7 73.4 81.605-06 84.0 74.5 90.2 47.4 76.1 81.606-07 89.7 88.0 90.2 50.0 83.9 84.707-08 88.7 86.0 91.0 43.5 84.1 84.708-09 88.4 79.8 93.5 69.0 84.8 87.709-10 84.3 73.9 90.8 48.1 77.1 87.710-11 92.8 88.2 96 59.4 89.9 90.8Gains 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 62.305-06 62.8 45.3 75.2 31.6 48.5 68.606-07 66 53.9 72.2 25.9 55.7 68.607-08 71.9 63.4 78.1 30.4 66.4 74.908-09 71.9 59.6 77.9 37.9 60.0 74.909-10 64.5 45.0 76.6 22.2 54.8 74.910-11 90.5 86.4 94.8 59.4 88.1 76.0Gains 32.7 46.6 22.8 35.3 45 13.7

Graduation RateAll Black White SWD ED

04-05 45.1 31.1 54.5 8.9 3105-06 57.4 50 61.5 15.5 43.306-07 58.9 49.7 66.7 16.7 41.507-08 59.3 51.6 64.2 27.4 46.208-09 73.5 73.9 73.9 38 66.209-10 67.7 65.8 69.1 28.9 5810-11 80.1 76.1 82.9 50 78.8Gains 35 45 28.4 41.1 47.8

EOCT ResultsAm. 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

What We Are Doing . . .

System Approach and

SupportOwnership and Responsibility…

Systems Thinking…Bottom-Up Approach

System Approach and

SupportPyramid of Interventions…

Standard Protocols

Tier 4Special

Education Services

Tier 3Problem 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.

Tier 2Standard 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.

Tier 1All 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

600 Students

300 Students

300 Students

80%

10%

5%

5%

System Approach and Support

Funding Priorities…Personnel, Software, Time

System Approach and Support

Data Review Teams…Leaders / Teachers / Support Staff

WCHS Band-Aid Solutions to Success

2010-2013Bell Schedule

7:35 – 8:05 Morning Meetings8:10 – 9:40 1st Block

cc 9:40 – 9:459:45 – 10:25 Club/TAA/SPED/ELT

cc 10:25 – 10:3010:30 – 12:00 2nd Block

cc 12:00 – 12:0512:00 – 12:25 1st Lunch12:30 – 12:55 2nd Lunch

1:00 – 1:25 3rd Lunch1:30 – 1:55 4th Lunch

12:05- 1:55 3rd Blockcc 1:55 – 2:00

2:00 – 3:30 4th Block

Evolution of School Day Schedule

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 ChangesIf 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 DataStudent Management System

Research Based Measures of ProgressNational 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=6CC6799F8C1371F68DB0D7C596DDE568EC009371819645167EF8D00428F8293B&Type=DNational 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.pdfTiered Interventions in High Schoolshttp://www.centeroninstruction.org/files/Tiered%20Inventions%20in%20High%20Schools.PDFRtI Network: Universal Screening for Reading Problems: Why and How Should We Do This?http://www.rtinetwork.org/essential/assessment/screening/readingproblemsImplementing 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 SkillsAcademy of Math

AIMSwebMathematics 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

Examine Screening Data

Areas of weakness

1) Integers and the Number Line 2) Word Problems3) Solve simple equations4) Addition and Multiplication Properties5) Order Fractions and Decimals6) Exponential Numbers and Square Roots

Academy of Math Results

Fall Universal Screening

6th Grade and below

7th Grade 8th Grade

91 143 5831% 49% 20%

Response to Intervention Math Lab SchedulingExtended 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 NeedsAddress specific student needs that were

not addressed in the standard protocol model

1) Accelerated Math2) Additional Direct Instruction

Analyzing the Data Intervention: Math Academy

CRCT(830)

AIMSwebFall/Winter

50% ILE

AutoSkills Fall/Winter

GE

Final Exam(System Made

Test)

GradeMath IA

Student 1 / Tier 2 795 25%/25% 5.6/8.3 72 70

Student 2 / Tier 2Math Academy

811 50%/75% 4.7/7.6 67 70

Student 3 /Tier 3Math 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

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 AgentsDrucker (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.”

Georgia Department of Education in collaboration with theStudent Support Team Association for Georgia Educators RTI Star Award Winners: Georgia Pyramid of Interventions

THANK YOU!