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 jmmalloy@aol.com

Maria Agorastou Maria.agorastou@unh.edu

www.iod.unh.edu http://iod.unh.edu/nhresponds.html http://iod.unh.edu/apex.html