RtI and High School
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Transcript of RtI and High School
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RtI and High School
A Comprehensive Student Engagement Intervention Model
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Session Roadmap
Overview of RtI
Check & Connect Model
Implementation
Example School’s Journey
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RtI
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RtI: Response to Intervention• Use of evidence-based practice,
systematic data collection and data based-decision making
• Tiered model of providing intervention services
• Progress is monitored in order to provide information on the response of the student to the intervention implemented
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Tier I
Tier II
Tier III
80%
15%
5%
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Why INTERVENTION?
•What happens if we don’t?
…the larger scale
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Current Reality--Secondary• Students not connecting to
school--relationships
• Students not engaged with teaching strategies--lacking variety in terms of learning styles--not communicating the relevance (compelling purpose)--lacking the opportunity to capitalize on individual strengths
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Challenges—Secondary • Departments• Case load in a given day• Student level of need (after x
amount years of schooling)• Communication/Resources• Scheduling• Tier I System Offerings:
Literacy, Etc.
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Check and ConnectTiers 2 and 3
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Check & Connect• A “mentoring” model of
comprehensive and sustained intervention for promoting students' engagement with school and learning.
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Research-Based
• What Works Clearinghouse, which conducts rigorous reviews of educational research identified 1 out of 2 programs having significant impacts on reducing dropout rates.
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Check & Connect Overview1. Teacher mentor2. Mentees identified based on need 3. Systematic monitoring (CHECK) 4. Timely, individualized
intervention strategies (CONNECT)
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Balanced Model•Academic
•Behavioral
•Social & Emotional
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Key Features1. Relationship Building —
mutual trust and open communication
2. Routine Monitoring of Alterable Indicators — systemically checking warning signs of withdrawal (attendance, academic performance, behavior)
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Key Features3. Individualized and Timely Intervention — support tailored to individual student needs
4. Long-Term Commitment — committing to students and families for at least two years
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Key Features5. Persistence Plus — a persistent source of
academic motivation
6. Problem-Solving — designed to promote the acquisition of skills to resolve conflict constructively and to look for solutions rather than a source of blame
7. Affiliation with School and Learning — facilitating students' access to and active participation in school-related activities and events
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Mentor• Persistence
• Believe all children have abilities
• Work closely with families using a non-blaming approach
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Mentor• Advocacy skills,
ability to negotiate, compromise, and confront conflict
• Organizational skills
• Work well independently in a variety of settings
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Intended Outcomes• Demonstrated outcomes
include:--attendance--behavioral referrals--grade reporting--credit accrual--higher “overall” achievement levels--dropout incidents
SystemsUnderstanding(Tier I)
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Implementation
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Step #1: Leadership Capacity
COMPELLING NEED for intervention
STAFF DEVELOPMENT in order to build knowledge and skill within those involved
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Step #2: Define IndicatorsIdentification
of INDICATORS of disengagement:
ATTENDANCETARDIESBEHAVIORAL REFERRALSACADEMIC--D/F--CREDITS
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Step #3: OrganizeAlign mentors
and menteesForms or
Protocols Communicatio
n to parentsDetermine
data collectionprocess
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Step #4: Structure for Collaboration
How can mentors come together to:--reflect upon mentee progress?--learn intervention strategies proven to be successful?
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Step #5: Alignment of Interventions
HELPFUL RESOURCES:1. Check & Connect
--research-based strategies according to indicator
2. Best Practice (Teaching & Learning)
3. Peer Teacher Experience
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Step #6: Monitor and EvaluateMentor Capacity
Procedures:--data collection--collaboration
Indicator progress
Tier I--classroom instruction--extra curr. opportunities--relationships system-wide--academic support systems
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Example School
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Focus TeamTeam MembersAdministrator*CounselorSped directorCore teacherNoncore teacherSped teacher
FunctionMonitor the system:
--data collection--mentoring needs--plan for staff
development--reflection on progress--creation of tools
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What Has Worked • Focus Team (Check & Connect
Leadership Team)
• Check and Connect Coordinator• Implementation support
(ongoing PD)
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What Has Worked • Guarded time for mentors to
meet in teams to collaborate and problem solve & guarded time for mentors to mentor
• Intervention Team Meetings:--Ongoing data collection and monitoring--Protocol to focus the work
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Data Collection Form Name:
Month -- February
Check M1
Tu2
W
3Th4
F5
M8
Tu9
W10
Th11
F12
M15
Tu16
W17
Th18
F19
M22
Tu23
W24
Th25
F26
M1
Tu2
W3
Th4
F5
High risk for month
Tardy Skip Absent Behavior referral Suspension/detention (in/out of school) Wednesday Recovery #D #F
Behind in credits:Credits earned (this year) _________________ (total cumulative) _______________
Yes __________ No___________
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Protocol• Roles• Data trends• Previous “connect”
strategies• Strengths/Areas for
growth• Targeted behavior• Targeted intervention
strategy• Intervention Details• Communication Plan
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Intervention Team Meeting ProtocolMaryville High School
RolesDate: Facilitator: Quarter: Timekeeper: Mentor: Recorder: Student: Data: Data Trends Tardies Why? Absent Why?Discipline Referrals Why? D/F Why?Social Isolation Why? Wed. School Why?Couns. Watch Why? Credits Why?Pregnancy Why? ELL Why?Missing Information:
Connects: (Revisit and report out on previous month's "connect" efforts.)
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Targeted Intervention Behavior Targeted Intervention Strategy1) 1)2) 2)Intervention DetailsTargeted Strategy #1 Targeted Intervention Strategy #2When will the strategy take place?
When will the strategy take place?
Where will the strategy take place?
Where will the strategy take place?
Who will be responsible for carrying out the strategy?
Who will be responsible for carrying out the strategy?
Communication Plan: (Indicate key individuals who will be communicating in order to reach success within the identified action steps.)
With Parent
With Student
With Teacher
Closure: Revisit key points here.
Our Systems: Note any questions or "need for discussion" items that may benefit program implementation and/or Tier I.
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PD Support • Initial training of mentors and
administrators• Monthly staff development to
support mentors: Relationships, Rigor, Relevance, types of engagement
• Implementation of intervention team meetings: facilitation support, individual conferencing with mentors
• Data collection and analysis (mentees and system)
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Training “Content”• Strategies for
engaging students in school
• How dropout risk factors may be altered
• Basic and intensive dropout prevention interventions
• Skills of an effective Check & Connect Monitor/Mentor
• How Mentor works with students, families, and school staff
• Resources
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Systems Monitoring
August
Septem
ber
October
November
December
January
February
March
AprilMay
0.00
200.00
400.00
600.00
800.00
1000.00
1200.00
1400.00
Absences by Month
08-0909-10
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% Absent 0
% Absent 1-3
% Absent 4-6
% Absent 6-10
% Absent 11+
0
5
10
15
20
25
30
35
40
Maryville HS 08-09 Maryville HS 09-10
Systems Monitoring
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Systems Monitoring
Aug Sep Oct Nov Dec Jan Feb Mar Apr May 0
0.5
1
1.5
2
2.5
3
3.5
4
HS Discipline Events by Month
HS 09-10HS 08-09
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Systems Monitoring
Event Totals Event TotalsMaryville HS 08-09 Maryville HS 09-10
0
100
200
300
400
500
600
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ACTIVITIES ELIG
IBILITY DISC
IPLINE
ALCOHOL P
OSSESSI
ON/USE
CUTTING CLASS
DAMAGE/DEST
RUCTION/V
ANDALISM O
F PROPERTY
DISRESP
ECT TOWARD STAFF
DISRESP
ECTFUL T
O OTHERS
DISRUPTIVE TO CLA
SSMATES
INAPPROPRIATE BEHAVIOR
INAPPROPRIATE ELECTRONIC DEVICE
INAPPROPRIATE LANGUAGE
INAPPROPRIATE USE O
F COMPUTER
OTHER
PHYSICALLY
AGGRESSIVE
PHYSICALLY
AGGRESSIVE - S
AFE SC
HOOLS
TARDIES FROM SC
HOOL/CLA
SS
THEFT (S
TEALING)
TOBACCO POSSESSI
ON/USE
TRUANT FROM SC
HOOL
UNCOOPERATIVE
VIOLE
NT ACT05
101520253035
Event Type by Grade
Grade09Grade10Grade11Grade12
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Tier I
Tier II
Tier III
80%
15%
5%