Date post: | 11-Jan-2016 |
Category: |
Documents |
Upload: | rosalyn-cross |
View: | 213 times |
Download: | 1 times |
RTI at the High School Level
JoAnne Malloy, MSW Project Director
Institute on Disability/UCED University of New Hampshire Maria Agorastou, MSW Research Associate
Institute on Disability/UCED University of New Hampshire
Response to Intervention in High-Schools
What are your reactions to the presentations? What are the implications?
What questions do you have in regards to RTI at the High school level?
Some essential features of RTI-NH Responds
RTI refers to specific procedures that align
with the steps of problem solving: Implementing evidence-based interventions Frequently measuring a student’s progress to
determine whether the intervention is effective Evaluating the quality of the instructional strategy Evaluating the fidelity of its implementation. (For
example, did the intervention work? Was it scientifically based? Was it implemented as planned?)
Implications for HS RTI
Limited research on RTI in secondary level. 8th to 9th Grade transition is critical:
Baseline Progress monitoring
Academic and behavioral challenges might not surface until the student reaches high-school.
3-Tiered structure should be in place for all incoming freshmen
Progress monitoring for High Schools Programs and progress monitoring/data
collection should be focused on high school related issues: Attendance/academic progress/credits earned Dropout prevention – monitor to keep students on
track Transition and planning for after high school School climate
How is On-Track Related to Graduation?
APEX High School Example: Who is Falling Behind?
Number of Years in High School by Grade
0
5
10
15
20
25
30
5 4 3 2
Years in HS
Nu
mb
ers
of
Stu
de
nts
Grade 11
10
9
Issues related to RTI at the high school level1. Identify screening and progress monitoring
tools for high school students across subject areas. Multiple, universally administered, standardized
and valid measures that can help identify students that need interventions and are not keeping up with their peers across a number of subject areas.
Issues related to RTI at the high school level cont..2. Identify high school intervention models
appropriate for high school that work across subjects Age and developmentally appropriate
interventions that will work for HS students across subject areas.
Fidelity of implementation
Issues related to RTI at the high school level3. Consider implementation issues unique to
high schools Consider issues related to program structure and
how students move through the process (e.g academic & behavioral flowcharts), sequencing of activities within tiers, balancing flexibility with consistency and cut scores and other data for moving between tiers specific to your high school.
Issues related to RTI at the high school level4. Examine the changing roles of general and
special education teachers As fewer students receive instruction and
supports in special education self -contained classrooms, the roles and responsibilities of teachers will need examination.
Consider co-teaching models
Issues related to RTI at the high school level5. Determine universal instruction across
content areas High schools will need to determine what
constitutes high-quality universal instruction across content areas.
Teachers will need additional professional development on differentiated instructional techniques
Issues related to RTI at the high school level6. Ensure structural supports for professional
collaboration RTI requires collaboration and coherence across
departments. Teams of educators will need to review student progress and discuss intervention strategies across departments
Issues related to RTI at the high school level7. Ensure on-going professional development
High quality instruction and effective behavioral management is key to the RTI model
Professional development should include introduction to RTI model and related procedures, effective teaching strategies and classroom management, best practices for student monitoring and data decision making.
Issues related to RTI at the high school level8. Expand student involvement, and parent and
community communication High school students can play a significant role in
the development and implementation of the system
Effective parent communication to ensure awareness of new processes and practices and build support
Community awareness of school’s new processes and involvement in supporting the efforts
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:
Specialized GroupSystems for Students
with At-Risk Behavior
Tertiary Prevention:RENEW Intervention
~80% of Students
~15%
~5%
APEX PBIS MODEL
Universal Team:Beginning Stages of Implementation
Representative team Ground rules and Member Roles Team process
Team checklists Data present at all meetings Communication with Staff and
Community Action Plan / Decision Log
Essential Components of PBIS for SHS & CTC Staff & Administration Buy-In Clearly Defined Expectations for Behavior
Put in student handbook, & school web page Post throughout the school
Clearly defined office referral behaviors, including consequences when feasible Put in student handbook Required all to review on the first day of school
Essential Components of PBIS for SHS & CTC CONSISTENCY
Expectations Teachers Administration Students
Consequences (Appropriate too) Teachers Administration Students
Essential Components of PBIS for SHS & CTC Belief that behaviors can and have to be taught,
even in high school Data Based Decision Making Teacher or student designed lessons called Roll-
outs Taught to Teachers Teachers teach to ALL students Growth Goal identified Positive Affirmation of Success(short term)
Personalized Learning Plan
Major Disrespect ODR's 07-08
64
91
6052
56
22 22 2432
23
3.3 4.3 3.3 3.5 2.6 1.3 1 1.4 1.6 2.30102030405060708090100
Sept. Oct. Nov Dec. Jan. Feb. Mar. Apr. May Jun
DisrepectODRs
Av. DisrespectODR's per dayper month
RESPECT Roll out
Did it make a difference?
And we continue to make a difference!Average Office Referrals as Jan. 8, 2009
Contact info
Joanne Malloy [email protected]
Maria Agorastou [email protected]
www.iod.unh.edu http://iod.unh.edu/nhresponds.html http://iod.unh.edu/apex.html