On my second day at the NASP conference I attended an excellent session presented by Dr. Holly Windram, Special Education Director for the St Croix River, Minnesota, School District (SCRED). MS085. She was dynamic and enthusiastic and presented their comprehensive RTI district plan focusing on both RTI for academic and behavioral concerns. She emphasized their use of Northwest Evaluation Association - NWEA MAPS - see link at bottom of this post -- as the key to their monitoring as did several members of the audience from other states.
I believe that the essential Keys to their success is found in 3 quotes I took away from Dr. Windram’s presentation -- First - “Don’t do anything unless it is linked with assessment data”. Second- “We will never look at a student with office disciplinary referrals (ODR) again without reviewing their academic interventions and progress monitoring data at the same time”.
And, finally, “If you want to change your high school, change your 9th grade. “
And, finally, “If you want to change your high school, change your 9th grade. “
Thumbnail sketch ~ This blog post will describe the components of SCRED’s RTI program – see below for description of each component listed here:
1. Universal screening of all 9th and 10th graders using NWEA MAPS, scheduled and reviewed 3 times annually with the principal.
2. Reviewing of ODR (office disciplinary referrals) with implementation of school wide PBS (positive behavior support) and the Behavioral Support program “Check and Connect”.
3. Structured routines (SIM strategies) to bring order and priority to content instruction in core classes.
4. The use of a problem solving process at all 4 levels which includes a multi-disciplinary problem solving team
5. Supplemental instruction which is more robust, intense and matched to student need.
6. The leadership of the school psychologist to consult with administration, then support and maintain program integrity.
Universal screening – Academic Targets - At the end of 8th grade and all 9th and 10th graders are screened 3 times annually. Principal and selected team members review of the outcome data to determine the program for each student falling below predetermined progress benchmarks. These reviews are essential. If not done, it will invalidate the work that is being done and prevent you from making data based decisions, therefore the reviews are scheduled into the master calendars at the start of the school year and take priority. Already identified at risk and special education students are progress monitored more frequently. SCRED uses AimsWeb for their progress monitoring.
PBS – School Wide Positive Behavioral Support - Universal screening – Behavioral Targets - 3 times annual, Principal and selected team members review the ODR and the students falling below the expected Behavioral targets. For any student with # of ODR at the risk level , academic status and remediation is examined at the same time. Students continuing to be at risk are placed in the “Check and Connect” program. See below for description.
Structured Routines for Content Instruction in Core Classes - SCRED has found that routines bring order and priority to the content. They use SIMs Strategies (PDF on SIMS strategies). These routines take time to teach both to teachers and students. A coaching component for teachers is in place to support the successful implementation of the routines. The structured routines support all learners and especially provide a safety net for at risk and/or culturally and linguistically diverse groups.
Use of a 4 Level System and a Problem Solving Process - When data review indicates a student is not meeting the expected targets a 4 level problem solving system moves into place:
Level 1 – Teacher in core content consults with parents and student. Discussion on possible means to address underachievement. Data on universal screening is provided and discussed. Student is monitored for improvement.
Level 2 – Teacher consults with school and district resource staff – this may be the school psychologist, behavioral specialist, reading or math specialist, differentiation specialist, special education teacher, speech pathologist etc.
Level 3 – Extended problem solving team (EPS team) meets with teacher. EPS team may be made up of: General education teachers, school psychologist, behavioral specialist, reading and/or math specialist, differentiation specialist, special education teacher, speech pathologist. EPS team always includes a school administrator. EPS team now considers if student requires supplemental instruction: which type of supplemental instruction, amount of time for supplemental instruction, expected targets, strategies, etc.
EPS team meets weekly; these meetings are rigorously protected and attended by administration. One time each month, the team reviews data for all at risk students. Student Specific discussions are scheduled, problem solving process is used – facilitator keeps team on track. The Academic counselor is responsible for collecting and presenting data on a specific student. In some circumstances the EPS team may review entire class data or grade level data. Members of the EPS team also monitor teacher adherence to the SIMs strategies and expected interventions. There is further information below on SCREDs methods for maintaining program integrity.
Level 4 – Referral to SST - possible IDEA evaluation or continued remediation
At all levels the same problem solving process is used. Any sort of problem solving model will work as long as it is being followed consistently. SCRED uses: the following model:
Problem identification àProblem Analysis à Plan Development à Plan Implementation àPlan Evaluation. Return to problem identification and repeat the model as needed.
Supplemental Instruction - Example of the supplemental instruction is found in the Chisago Lakes High School 9th Grade RTI English class, called “ RTI 9 English Core Plus”. RTI 9 English Core Plus is taught by the most excellent, skilled intervention specialists. The principal for Chisago Lakes rearranged her current teaching staff to ensure the best teachers were assigned to the supplemental instruction classes. There are about 18 – 24 students in each class. They are selected by CBM scores, State test scores, attendance and grades, 8th grade status and teacher recommendation the problem solving model described above and the data on the universal screening measures. The classes instructional time is double that of the regular 9th grade English class. The first quarter of the class gives intense focus to relationship building between students and students and students and teacher, establishment of routines, whole group interventions (reading fluency and writing mechanics), and progress monitoring system (daily oral language and “six minute solution”). Ongoing professional development is provided to the teachers. At the end of the first quarter data is reviewed to identify additional needs at the classroom, small group or individual level. For the remainder of the school year data review continues, and individual student instructional changes are made as needed. It is a whole school effort to support this program. Data is collected by a variety of staff including: Behavioral specialists, academic counselors, school psychologists, paraprofessionals and classroom teachers.
Students who require more than the RTI supplemental level are proved with additional Tier 2 supplemental classes. These are similar to the RTI described above, are only provided in reading and math, and run for one quarter and are designed as a “skinny” class - meaning class runs ½ a normal class block. Clearly some creative thinking has gone into the master schedule at Chisago Lakes high School!
Program integrity is maintained by direct classroom observations, feedback, and ongoing PD for teachers.
SCRED has determined their critical features of remedial literacy instruction at the secondary level. They are:
· Effective Professional Development
· Effective instructional tools, strategies and core curriculum
· System re-organization and support
· Formative and summative assessment
· Building / classroom climate that expects and fosters high student engagement
· Committee/team to make it work
Role of the School Psychologist in RTI program development, planning, implementation and maintenance – The school psychologist is key as consultant to the high school principal as they would be aware of the evidence based practices, are able to analyze the needs, ask the right questions and research the journals etc. They are the experts in assessment and use of data and can determine when a problem is a “child problem” or may be a “school problem”. School psychologists are trained in data collection, usage and analysis both at the child level and especially at the system level. They are able to act as “educational interpreters” working and supporting across disciplines, helping school staff connect with families. They are the leaders for implementing an RTI framework in schools.
The “Check and Connect Program” - in addition to the reading and math RTI described above, Chisago Lakes has implemented an RTI for behavioral issues. This program is a specific tier two intervention for grade 10 unmotivated students. The concept focuses on relationships first and a sense of belonging as essential to those who have become or are becoming disengaged from school. It starts with the data – review of attendance, ODR, grades and then the use of an engagement indicator. The students for whom this program works are those who are strongly reinforced by adult attention. You must match the students to this program for success; a student who wants to escape and avoid will not be supported by this particular model. Essentially, this is a structured behavior support program with regular checkins, problem solving sessions, lunches provided and time to connect, teaching that effort and behavior effects their school performance and providing one to one (or very small group) adult support.
High Quality Links to RTI resources:
School Psychologists and Response to Intervention Systems - PDF on the role of the school psychologist in supporting RTI systems and data collection in their schools. Good for professional development.
National Center on Response to Intervention - US DOE - one stop shop for everything
Evidence Based Intervention Network - East Carolina University - Great website for evidence based interventions.
SIMS – Strategic Instruction ModelGetting Ready for Secondary RTI
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