10/12/2010
1
Project ABRI
Support. Training. Success.
This session will examine the key indicators for consideration when identifying and intervening with struggling students Specificintervening with struggling students. Specific program interventions and scheduling issues pertinent to high schools will be examined.
10/12/2010
2
Project ABRI 2009
Tertiary Prevention:specialized & individualizedstrategies for students with
continued failure
~5%
RtI:3-Tiered Model
Secondary Prevention:supplementary strategies
for students who do not respond to primary
~15%
Primary Prevention:school-wide or class-wide
systems for all students and staff
~80% of Students
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Identification and Prediction
Intervention
Implementation with Fidelity
Evaluation of Outcomes
Academic Indicators Behavior Indicators
Incorporates a regular screening
process
Includes evidenced based
practices
Instructs with preventative methodology
Integrates progress
Uses diagnostic assessment toprogress
monitoringassessment to
align intervention
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Units of studyClass schedulesClass schedulesElectivesDepartmentsAssessmentSchool CultureTimeTimeAthleticsResources
Duffy, H. National High School Center (2007). Meeting the needs of significantly struggling learners in high school: A look at approaches to tiered intervention. American Institutes for Research.
“It (RtI) doesn’t work in high gschool.”“I already covered those topics in class.”“High school students should know how to behave.”
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RtI can be successfully implemented in phigh schools.Models address both academic and behavioral areas of concern.Schools continue toSchools continue to address academic and behavior issues through instruction.
August Behavior Events Middle/High School
20
30
40
50
60
58
29
mbe
r of E
vent
s
0
10
August 2009 August 2010
Nu
Month
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School: Sample High School Date: xx/xx/xx
Topic Areas
Historical Perspective
Current Intervention
Status (Data) Action Plan
Behavior ‐ Inconsistent responses to behavior
‐ Collect and analyze data ‐ School wide
‐ Behavior incidence chart CARDS: school
‐ Plan for dissemination to teachers by
‐ Volume of discipline events ‐ Time away from instruction
approach to positive behavior intervention, ‐ Training in pbis, ‐ Develop a hierarchy of interventions, ‐ Develop a school‐wide plan for administrative response
wide behavior intervention acronym ‐ Hierarchy of interventions chart
yxx/xx/xx. ‐ Plan for teacher training by xx/xx/xx. ‐ Plan for dissemination to students by xx/xx/xx. ‐ Posters displayed throughout building by xx/xx/xx.
Academic ‐ Student achievement
‐ Creation of additional courses T ti
‐ Number of student failures h t
‐ Review student failures numbers Id tif d lscores
‐ Student achievement toward graduation (credits) ‐ Course failures (English and Math) ‐ Course Failures (all courses)
‐ Team meeting discussion of student progress ‐ Scheduling of students
chart‐ Credit recovery (number of students involved) ‐ End of the year recovery plan ‐ Student mentoring program (number of students involved) ‐ Parent contact for students with course failures
‐ Identify and place for credit recovery as appropriate ‐ Develop a plan for end of year recovery ‐ Considerations for summer school ‐ Celebrate student academic accomplishments
Topic Areas Historical Perspective
Current Intervention
Status (Data) Action Plan
Attendance ‐ Increased truancy‐ Decrease in student graduates
‐ Collect and analyze student information
‐ Attendance chart for the school year by month
‐ Take actions in accordance with school and district
‐ Tardiness ‐ Review information at team meetings with DPP
(comparison with previous school year) ‐ Chart addressing student tardiness ‐ Student mentoring program: ID students and document interventions
policy‐ Continue mentoring program ‐ Celebrate attendance of students
C i Di i ti f C ti f t E il R t i tCommunication
‐ Dissemination of information to staff ‐ Time devoted to teacher discussions
‐ Creation of teams‐ Discussion of items at team meetings ‐ Increased e‐mail communications
‐ E‐mails addressing PBIS/data/CARDS and discipline
‐ Request minutes from departmental meetings sent to administration following team meetings
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Considerations◦ Number of course options available◦ Focus on literacy and mathematics within
constructs of all courses◦ Systematic approach addressing literacy and
mathematics◦ Curriculum addresses student needs◦ The fidelity in which the curricula are being
implementedp◦ Rethinking the high school “way of doing things”
Student perspectivesTeacher perspectives
Alg I13%
% of Failures in High School Math and English Courses
13%
Alg II7%
Geom13%
E II
Other44%
Eng I13%
Eng II6%
Eng III2%
Eng IV2%
N=354
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Block SchedulingSemesters
9 week by 3 week yearsSemesters
TrimestersYear-long courses6 week creditsNumber of elective opportunities
yFall/Spring week breaksAssessment windowsStart time, end timeopportunities
Amount of time per class/block/period
,Credit option, pass/fail
Number of opportunities can impact the intervention options
Courses for “no credit”InstructionIintervention options
Creating new electives (process)Length, duration and frequencyConsider what research says regarding
InstructorMaterials (age appropriate) use for intervention at the secondary level
Considerations CAUTION
y g ginterventions at the secondary level
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Departments by specific courseAcknowledge and focus
i li d t i i fon specialized training of staffAllow for staff input of ideas/solutionsMove toward communities of professionals, looking for
Identify opportunities to acknowledge uniquecharacteristics--create opportunities to share thoseunique characteristics
p , gopportunities to share information
Assessment◦ State assessments
Screening◦ Use of assessments
◦ District/school assessments◦ Course assessments◦ Program specific
assessments (software programs
as screening tools◦ Software programs
used for screening and identifying◦ 9+ years of school
history( p gor direct instruction programs)
y
Use assessment data for decision-making about the universal core curriculum in addition to use as a diagnostic tool for individual students.
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Defining characteristics of your schoolD hiDemographicsSpecialized instructional programsGeographic indicatorsResourcesImpact on attendance,
l ticourse selection, participation in afterschool activities, etc.
120 113August to
60
80
100
120 113
52
mbe
r of E
vent
s
gNovember
2009
0
20
40
17 17
Nu
Grade Level9th 10th 11th 12th
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School yearSchool hoursClass hours
Intervention program requirementsIntensity of the
Time
Intensity of the instructional and/or behavioral challenge
If each discipline referral requires about 15 minutes of administrative time for processing…
High School ExampleFrom August to December, 387 office discipline referrals were processed at a high school comprised of one principal and one assistant principal.
387 x 15 minutes = 5,805 minutes,96.75 hours
14.88 school days*(based on a 6.5 hour school day)
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726
800
Discipline Referrals
288 287
461
367
496
268300
400
500
600
700
Num
ber o
f Eve
nts
160
205 207
0
100
200
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
Month
TeachersInstructional Assistants
Teacher training programsS d l lAdministrative staff
ParentsCommunity volunteersPeer tutoringSocial workers/counselors
State and local professional development opportunitiesMaterials
Personnel Resources Training/Products
workers/counselors
10/12/2010
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Current Implementation