High School Tiered Interventions

Uploaded by NHSCenterMedia on 16.11.2011

appear in this within about five years ago that was actually doing it
when Jill began talking about shes doing she clearly had my very wrapped interest
in what
she was doing and
so when i joined a high school center i'd propose to show us is joe you know i
think what we ought to do
given that there's really no
research to draw from at the high school level
i think we ought to go out and see what's lookit RTI and high schools
around the country
uh... and see what weekend first of all how does that
manifest itself exactly what are they doing and
and what will can we learn from it so
today's presentation really is about that endeavor
that indeed as it turned out this endeavor their
uh... when we undertook at we were had
a great collaboration between three national centers
uh... the high school center
the center on instruction at Christy representing
and the national center on response to intervention
and uh...
so our goal then was to enhance--well both to understand how it here
intervention models were marching
and to help kind of enhanced broader understanding of that and
hopefully today we can do some of that for you
um... our approach to this was to identify high schools around the country
that were implementing
tiered interventions or RTI
and we did that for a kind of a nomination process where we used the
the comprehensive centers
funded by uh... the office elementary and secondary education
the regional resource centers funded by the office of special ed programs
and state agencies and at the end in the end
we ended up
uh... contacting fifty-one high schools that have been nominated
uh... following that ended up
undoing on
a fairly extensive interview with
twenty high schools
and week uh... put together a kind of a blue-ribbon panel of object on the ice
three groups that advised us
and then in the end conducted aids site visits to high schools and um...
uh... the state business for quick sense of and
uh... as it turned out very important to understand what was going on because
they get some of that
phone interviews that we did
some of what we learned
was troubling
more what this cool
hoped to be doing aspire to do
and what we want onsite at the king became clear some of these things they
weren't yet doing
ended up reflected what they wanted to be doing but they weren't year there yet
mistake does this really eliminated
that and i think of the sender stand
much better kind of the process uh...
the struggles that schools were engaged with as they were implementing
kind of a word about was responsive engine and this is drawn actually from a
document from the national center responsive and schindler's uh...
at the central elements document uh...
uh... camera sponsor intervention in a great success then in intervention
within a multi level pension system connects my signature evening introduced
uh... behavior problems and uh...
uh... and a lot of market work people forget
dimensions the art that behavior problems but
yesterday we had a great
uh... presentation on
possibly for supports interventions in
that is another example of a good example of
anarchy i approach to addressing up problem behaviors most of the work that
that we're doing in the uh... the national interest centers really focused
more on the instruction side and not so much on that behavior side largely
because there is a p_b_s_ center
uh... to focus on problem here
everybody but now his bizarre anybody in here that is never seen this triangle
uh... here i think that by now uh...
product everybody has seen this uh...
lucille hebrew present presented p_b_s_ yesterday had a nice but because it had
under left sided had the
karar check focused on
uh... academic outcomes of the right side at the
the behavior which is a which probably is something we should be doing to
really emphasize post both asap looks of it
what's important and this is a reflects that kind of a tiered nature of uh...
of our g_i_ that is there's what we do
who for all kids
sometimes referred to score instruction
the percentages here are a kind of
uh... we michael moore
averages uh...
and depend a little bit i'm kinda or up kind of where you are and he shouldn't
think that
uh... effort instances where
these percentages hip-hop applied in a almost like this is a way
has to be
uh... and that we have to have fifteen percent of kids in a thirichu
intervention well
not necessarily uh...
and and i can give you actually one example where that probably would not be
the case is that if you are
school district was a very large population of
free reduced
and your uh... in these are kindergarten kids
uh... he was surprised me
if you had just eighty just fifty percent of kids
rule were receiving tier two instruction
in reading for example
as you move along and rates though i would think even and that's cool that
by third or fourth grade you might be aiming to have something much closer to
fifteen percent even in school like that
so this reflects then the notion of the the tears intervention and that uh...
uh... and the kids who
that this option is is the kids
word who don't respond to high-quality
core instruction
uh... would receive than a high quality secondary intervention and uh...
uh... one of the things that is often often said uh...
is that this notion of high quality of evidence based instruction is really
important because again
is that
you don't have
high quality instruction again your percentages are not going to look like
this and so uh...
it's if you get lots of kids requirement here to or cure for intervention
it may be an indication that got to be need to be looking at the fidelity of
implementation of your
uh... of these
higher cheers that s of
the primary secondary intervention
uh... we've got this
sliding and skiing are documents
shin about
peace key principals of party i can't
one of the things that
necessitated this and it was
basically reflects the sky
chains that we ended up happening among the collaborative senators is that
returned from the
the the site visits
we began to have discussion is
what some of these high schools implementing
is that archaea
uh... anyone thinks it's kind important to keep in mind is for most of us are
notion of what our key ideas
is very much an artifact of
what our cat looks like an elementary schools
where they're optically with if the focus is on literacy where there
there's uh... a large body of research to draw from it typically will focus on
all kids
uh... there will be widely available
secondary interventions in reading that are available that are evidence-based
uh... there are
tools screen schools that have
been rigorously develop harbors mining tools that they rigorously developed
and there's a lot this kind of their
the high school level
uh... in you'll hear more of this is chrissy talks and i can say too much
about it
but at the high school level
uh... the programs are some what sometimes very narrowly focused they
sometimes maybe only focused on week there was one of the schools we talked
about it was only focused on
and homework
homework mission
and this was based on some problem solving uh...
the focused on
uh... beginning focus was initially on
of course still yours and ice created in and all of you probably would know why
somebody would be interested in course failures in ninth grade and so that
problem solving and then
let them back to some
a focus on homework and
and this is
this would be probably very art for an elementary school to have somebody
focused that nearly that is not so unusual for high schools and
and so
that kinda challenged us to think a little bit more broadly about archie
at the high school level what are really the critical
features of archaea and
and so bob
the the framework of our campus emphasis on
early identification of that at-risk test that is the notion that there
should be some kind of
way in which we screen kids together for a wrestler
the screening could be
screening in an academic area but but if you focus is on dropout prevention
it might be focused more on the risk indicators of school dropout
which you've course wouldn't be assessment actually would not be
assessment data at all
the notion is
they would need to be some
way in which progress is measured so again using the dropout example
uh... if you're focused on uh... attendance
that you would be monitoring overtime typically progress modernist on weekly
or bi-weekly
you might be monitoring and overtime whatever you're doing
elicits you checking connector doing that you might be monitoring whether in
attendance is improving
and uh...
and then this notion of interventions increasing in in intensity that is that
if you find it that whatever you're doing
uh... that there's a population kids that are really not responded with the
notion that then there's going to be some additional level
of intervention intensity that's provided
to respond to those
indeed to respond to those students are not responding to what you're doing
and and then this
other point is this kind of relentless focus on data
which i think it's a hallmark of working out so
so uh...
for ten o'clock p through
what we
regarded as the kind of the key aspects of this arquette framework
if you think about that kind of more broadly at the high school level and the
mit press more generically the range of things we saw high school level
christie's gonna walk through a block or examples then of those that
uh... i gave you
so then these are the sexual component screening progress monitoring
uh... school-wide multilevel prevention system i mean typically where i was
talking primary secondary tertiary their schools
uh... although i would say this is more common elementary level there sometimes
uh... schools that have ur districts that have more than one secondary
intervention they used that's not the suggested this i was just
three things that happened but i think that
the notion of primary secondary tertiary its primary wrote what we do for all
secondary issues was something that might be groups of kids
tertiary very often is
very intensive and might involve something you're doing
uh... and then the store
put this last point about the the date database decisionmaking uh...
and that the date of course is used
initially to identify cancerous
uh... to identify whether kids are responding to whatever it is sh uh...
you're doing
uh... which in turn then
is used to
uh... move kids from
the the other part of this addictive sometimes uh... that sometimes gets lost
is that pits
potentially also an aspect of the city of education because cindy
two thousand four amendments to idea a
responsive and shannon
now used this one aspect of identification of cats with
learning disabilities
uh... that some caveats
uh... i kinda mentioned the beginning that uh...
there's a lot of research elementary level particularly and reading
there's not so much research high school level and week and and that's in part
how we began this thing is looking at what's out there uh...
so a lot of the knowledge wiwied extracted some information based on what
we saw out there but one important caveat is this is not very many schools
that we visited and
we wouldn't want people to over generalize from what we've seen
uh... so a lot of analogies kinda bubbling up from practice and from what
schools are doing around the country i think it's important
to learn from bath uh... because that's about all we have to draw from now
but uh... i do think that
i guess i would add one important implication of that this reflects kind
of a personal view i have is that
at the elementary level where
if you people met the logic is that if you get them into something that is
based implemented with rigor you can pretty much
expect to achieve the outcomes
burst something approaching outcomes the researchers achieved
one of the challenges i think he'll have to high school level is
since you don't have something
that was necessary validated in the first place
it's a very important in my view that you'd be evaluating what you're up a
that is the data that you're collecting a shirt employment
is going to be your best barometer as to whether you're implementing something
that's effective and uh...
and and i think that is one
probably very big implication of
kind of the state of knowledge base on some areas it's not quite so that like
dropout prevention week we have some
we have things like checking connected at the end end he recruits allocated
but in in many areas in a lot of the most look that had a literacy focus and
well there is some research for a look at the research dot
the research on analyst lesson literacy is not that
compelling in the sense of
being confident that we have delegated inventions
so with that is that
uh... important katia a minute turned over to christine out to be in talking
about what archetype looks like in the high school sex while casting donna
hanover tally for her
underpaid articles you had parents as christians in march we have some actual
causes but we want to be able to cut questions that often very similar types
of questions
uh... if you don't happen notepad unreasonable dividend out but they
should be sexism senator tables and just start grading questions and just last
well wonder and collect them as we start the price and then we'll make sure that
we have to
and reason casey at fascinating thing is fine and confusing
and extent of the day
the sixties
all right so i a m gonna talk a little bit about what arts nine might look like
in high school settings as lee said
the these examples of what we saw they're not necessarily research based
that they may be considered
promising practices
before i get into the actual implementation of the components i wanna
talk about
he'd call establishing a focused oracle
uh... this is actually one of the contextual factors that we normally
present at the end and of the presentation but
for this particular presentation i thought it would be useful to you
prison at frank
because whenever a high school chooses as their focus
uh... really frames the way the essential component for implemented
so what we saw is that all the sites identified and improving student
achievement as a primary goal uh...
typically they focused on nineteen ten freighters in usually english and or
usually sometimes specifically algebra
and within that scale they had various goals for instance when school show
his too
reduced ease enough and they noticed that the other students were
making grateful as these and they were worried that their students uh... may
drop out
may not graduate from high school so that was one of their specific focus
initiated and they wanted to reduce the number of parties because students in
the states relate to every class they were losing instructional time
and so there are various goals
and you can see for each of the contextual factors we developed a list
of guiding questions that
schools are just sixteen years just sort of
plan and think about the implementation of party ir tiered interventions
and so these are some of the guiding questions that that we developed and
people are finding helpful
so first of all so that was the purpose the scope of terry interventions in your
and how do exist in initiatives fit into those two interventions
headed for a special at an instructional support practices are lined with cherry
interventions and so on
for the first thing that we're gonna ask you to do is talk about what is your
wife uh...
what is the primary me
eatery repeat that concerning your school bring your district
it could be academics that could be behavior could be both
and he may want to focus in on one specific
a concert area or attendance or
grade levels
but we think it's really important before a school decides to undertake
implementing our c_i_a_ which is no small task
that you're really clear on your focus
to individually at first the field and shot down ninety suspects paper
kind of a purpose statement sort of complete the statement
uh... artsy i_r_t_ rd interventions will help my school our district two
who and then whatever it is that you want to work on
and then when she died that down you can turn
to your neighbors and sort of sharing
and then we'll share of the group says that all the rest of you can hear what
other places are kind of thinking that they'll do
sorting about five minutes in the past
okay hopefully you've had some time to share
and as we sarah rhetoric jot down some of your ideas on the different areas of
focus first schools have
closer anyone who would like to begin
wait time
we time
is a menace to share what they're talking about their table or plans of
their schools half of the focus
with students
that are in this thirty-plus classroom slices that are struggling
as the classes continue to move on
and i think that's important but the one thing i like about it hard to young to
start bringing and into work on it
as a group is that it keeps it it keeps you focused on construction monitor
instruction insists that's and how port no source because those are the things
every we've lost in education today
said at the beginning of her response team is
striking about the continuous use of data and monitoring students using that
to inform instruction
anyone else
uh... attendance
wear tennis at at this year's manager academics
antennas last friday's and being gay
what academics we tried a couple things this year we interventions accused
taking the b_a_
and it's so that you know discord between the state and area you'll go to
intervention group in the reality is an ideology is are pulled out we have
eighty five minute blocks
sold their flu everybody is pulled out the first fifteen twenty minutes and
during that time the classroom teacher uses that time to review
or to
to read me dat students are anything that they missed on the end of the eight
anything that they have to publish
and then when the class invests back together to make it easier to mister but
is now almost any intervention for the whole crew
university in twenty minutes
and that's academic support attendants com
we have army would manage to attend this we have a homes the facilitator
and messages out to make their tenants goa so he comes up with a lot of
different things one the things we have like the principles party
during the middle of a unfortunately uh... for the kids that make it com and
other incentives we do for the tenants we have a tardy policy
we have beijing state there's a distinctive if they do a good attendance
i mean time they'd make the target list of no parties in a
six week time up one and two and six weeks time
they get to go to the incentive
if nap
when they get to
allstate we started so late accused of a lot of hard
but once you get the thirty can come to school with out there
and that's about three or four times their ceremony key is to be late
and for behavior which emi went to the system we have incentives for behavior
i mean we work on a great teachers and students but we have in center city
students go to if they meet the criteria for behavior
so what's the difference
goals for your school
when uh... avan archaea
ground for teachers who don't know how to teach
and i don't mean that negatively laramie
this is that
most teacher training program stone at the size prevention
intervention foundations
so in essence what you're doing is bringing your primary support staff
to work in the record or general education classroom
and do it in the classroom so that the actually are developing the skills of
the general education teachers so r_j_r_ for may's professional demeanor
that's a very interesting comments actually it
that thought had crossed my mind several months ago we kinda have a discussion
with them the harsh center
about that
if anyone had ever tried that before as far as i know it's never been an
official focus of our g_i_ but certainly something to consider
yes may have
good implications for schools to him
okay well buzzer alston
good goals and we're gonna move on now me give you some
specific examples
said the first essential component is
and whatever they do is talk about what we see kind of the typical
implementation usually in elementary schools and then a possible high school
so uh...
typically in elementary schools the purpose is to identify students who are
at risk of poor learning outcomes
now on high schools
that purpose is going to change because in high schools you know that there's no
more waiting to see who is at risk like
the kids are behind right you know who is having an academic problems
somebody go ahead and uncover this high schools
and part but
really ic you know party i can still be considered at prevention model
as it is an elementary school except it's a little bit different than high
school and set of identifying students who are with the poor learning outcomes
you're pretty maggots identifying kids who are at risk of dropping out or not
uh... in elementary schools typically it's done with all students
in high schools could be a specific group of students that your targeting
again depends on what your focuses
and as lou alluded to earlier
you may not need to collect additional assessment data by the time of citizen
night their tenth grade they have
a whole trail the data behind them
and there's usually a pattern established dead thus the pistons been
having academic difficulties you know who their students are
and he also had ended here test and that
best predictor of how students to do on the next thing that your test is the
previous end of year tess
so it really
and one thing refining our middle school studies is that
they may not be necessary to collect additional screen data and don't add
anything to your place that you don't have to do
says various tools again elementary school you know there's a typical
screening battery
these families are brief assessments are valid reliable
and they're predicting something
in a high schools again ideally we would have something
valid and reliable
are not a whole other tools designed for the high school level yet
that what we have seen is that early-warning system tool which the
national high school center has developed
and if you have questions about that i think jenny related incident
uh... schools are looking at existing data from eight grace that they're
targeting ninth graders they're looking at
it's great date as they're coming in and then
they may get some kind of fallout
quick assessment once they get tonight great just to make sure that they're
identifying the rights and
students for the intervention
schools are also looking at multiple fayette failures which does have
predictability for him a dropout
uh... attendance tracking live this
and those kinds of things
and again it did
timeframe on when you would administer the screen measures are a look at the
is going to very uh... elementary schools you typically do that
the universal screening of fall winter and spring
probly gonna be different high schools
so some specific examples and that we saw
if a school was targeting reading
date may get some kind of curriculum based measurement the second these
passage to
who measure comprehension and this could be conducted the ended eighth grade
for the students feeding and uh...
and then as i mentioned they might give another
quick administration of that to new students or they may do it for students
to kind of
on their heads they're not sure about
area at the areas that this is just improving grades that like the school
that targeted students were making these amounts
and they may pull
all and past school data and look accidents who fails one or more content
area classes
and they that particular school review that data three times a year
another school looked at exit exams and so
with a student failed to pass the state exam on its first administration that
student was flags
um... behavior
schools with him to look at office discipline referrals
so those are just some examples of uh...
the different kinds of screen how it looks so different from elementary
so now we're going to progress monitoring
i don't see a whole lot of changes in this area between elementary and
highschool years
monitoring students response to some sort of intervention
you can use the state of estimate the rates of improvements
identified issues that are making adequate progress so their intervention
the intensity of the named need to be increased
and you can also use it to compare the efficacy of different forms of
instruction are going on in class and since then
windscreen day couldn't possibly do that as well
but a lot of administrators can use that type of data to inform their
professional development
it they noticed that students across the great level
and one particular kanzi carrier performing
not as well as expected you know specific and piece of instruction then
back to inform their p_d_
uh... again the students who
we see progress monitoring are those identified either through the screening
is needing interventions are best that are just receiving interventions
the schools are in brief
ballard reliable sensitive to smoshing
somethings they seen are different diagnostic measures curriculum based
even class quizzes and tests
benchmark graduation test behavior tracking
and all the students are assessed at regular intervals based again varies a
little bit according to what your focuses at your school
so since specific examples
now we added in here primary instruction typically i think elementary schools you
don't do formal progress monitoring on students who only receive primary
intervention because those are the students who are not address
but we went ahead and added this and it just to kind of emphasized that
really when you're embalming quality or instruction there's still some level of
monitoring going on
so even though ongoing ongoing formative assessment has not really progress
monitoring its
more and
assessment that occurs on the spy
during instruction to inform the instruction right then and there
we saw a lot of that the schools in the pot more about that we talk about poor
instruction but
that happens daily
and a lot of the schools gave a common math assessments are common writing
ons see you all of their students mentally
uh... grades attendance just kind of general
pieces of data to look at
to make sure that during the course of the semester their students are
encounter any kind of problems
uh... but if they are they're gonna catch it flagged as students intranet
target that seem to find out what's going on
at the secondary level of intervention
we saw uh... for schools that were interred and doing algebra interventions
the teachers actually developed curriculum based measurements that were
tied to the state standards
they would administer that
his and
approximately every other week
but it is kind of as they finished
whatever section in their mouth but
and it was a really quick five-ten minutes s meant that they could you just
to see if the students had mastered at that particular objective
and for the students who had
they would pull those kids aside even alone quick repeats
they might work on that still the detective again for another day and then
they do it another check to see if they've mastered
the objectives uh...
so that was a nicely that they did that yes
yes they were in this school
and they had
well we'll talk about a little bit more in the secondary secondary intervention
they did their intervention period
who resent semester long class
and they were all students yahoo
that had it failed algebra at least once before
said that instruction was alone a slower pace more systematic more explicit
ands and they had to teachers in the ring
so when teacher might have one group of kids they're going on for the next
the other teacher whipple
another group of kids together another separate set up tables to greet each
in literacy classes weeks we saw maze passages
uh... we stopped kind of progress reports time stamping for making here
in interests here e interventions these were uh...
very intensive intervention
whose and the progress monitoring occurred daily
the kids were typically in a large stclass but there might be
fight teachers in the room and so it really each teacher had a group of state
three to five students
and they worked on the basic literacy skills for an hour and a half
and that they need to dictate used to be
eat uh... assessments that came with the intervention program they were using
so that's kinda how they
kept track of distance
any other questions before i go on steve instruction
so primary care prevention again the high-quality or instruction
this is an area of challenges for uh... a lot of high schools because
you know what does research based algebraic destruction look like and for
schools he wants to do our t_i_ at three different content areas and
do this in at science ru matzah
as you know
research base
chemistry inspection look like uh... we don't know the answer to that
that we can talk a little bit about um... adolescent
we can then and talk about effective instructional practices that can be done
in any content area
set up for the first point i wanna make is this triangle can be confusing to
some people because this is eighty percent of students but just a reminder
for everybody that
that eighty percent means
potentially eighty percent of cds all their needs will be met three-quarter
structure alone
but even if there is a special education student per senior center she revision
they should still be receiving chord structure
so here's just a quick rundown of what we saw
uh... we saw explicit research face instruction standards aligned
instruction an instruction was cultural culturally responsive
there was that holding going on where the teachers from you
exactly where
come to the level of support that students needed
uh... so they didn't like the formative assessment quicktax of understanding if
not we teach real fast
um... differentiated instruction
clear behavior expectations for this school's here implemen keep some sort of
t_v_i_ s type framework
and then uh... we noticed a lot of political academic literacy
where even in science and social studies in economics classes literacy
e practices were brought into the is classrooms and for that really helps
students too
might have some
difficulties reading
the text books that gave them some strategies to use to help them access
the actual content
so that's a big one for a lot of schools
okay secondary enter sherry prevention in secondary for example a lot of
schools conceptualize that is tier two
desert evidence-based interventions of moderate intensity
some people call in supplemental interventions
and these are provided in addition to the poor
fair typically teacher lead small group instruction
and there's ongoing progress monitoring an appropriate diagnostic as needed
whereas in first hearing which is often tier three
these are very intensive interventions individualized them for students to show
minimal response to secondary
now i will say and
usually elementary schools the
the flow of the party agatha you know everyone receives primary
the struggling students get a secondary and then if they don't respond a
secondary they got a tertiary i'm here to tell you that it is okay if you have
students in high school who are
three four five years below grade level is it okay for them to go to
straightatours cheery
and the research that we've been doing in middle school says that he even you
know sixth-grade students who are going to be
left behind and say a tenth grader
might be behind uh...
their peers
that secondary prevention is
usually not enough for those kids
so by the time they get the high school and their far behind
they can catch up
but it takes a very intensive intervention and what i mean by that is
five days a week
two hours a day criticized one on one or one two three
just a couple of people i think that they have to follow this script of
secondary in order to get a tertiary
so i kind of just whenever this it's again in addition the primary
and very small group size
daily almost daily progress monitoring and very intense intervention
so here some examples of the secondary prevention that we saw
english language arts and
said the weight usually these were structured as that these are structured
as classes so
it's nineteen oh eight elementary school them i have a little block of time
before they go to recess and you can pull down the hallway hindu thirty min
these were actual classes at last this semester
they were uh...
fifty five minutes five days a week
no envy english language arts area they concentrated on more basic seldom and
not that these are basic that vocabulary comprehension strategy instruction
forgiving than uh... things he's like graphic organizers
and explicit instruction on how does summarizing fine main idea
and for vocabulary working on synergy generated that had billy researches
learning uh... reporters and how she generator and meaning from words after
attitude that had been there used to that day
increase their vocabulary
and about the teachers collaborated together seven
if they knew this uh...
because since theres gonna be working on a day
on world war one day my preview some of those words that the history teachers
are going to do
and they work on fundamentals of writing infringes basic study skills that they
could then take further other classes and translate their eggs and rice
and they were typically a large group
clubs like a regular class size but they would do small group were compares work
nor to give the students and more opportunities to respond
the instruction that was explicitly systematic when they were keeping
teaching them certain strategies
and again they have ongoing formative assessment journal checks they would you
daily writing samples in the future reject them daily
algebraic in the same thing as a class period they typically decrease teaching
in repeating them concepts from bear core algebra class
and so then they had the small groups within the large group instruction
with the explicit systematic instruction on certain you know objectives that
within the housekeeper curriculum
frequent feedback
and the cod the parent-teacher develop prickly based measurements organized
around the state standards to uh...
to monitor how students for learning
and a four b
came here
uh... they were actually
behavior intervention classes forty minutes today
their content might be for example checking connect
they the school focus on creating a positive learning environment testing
behavioral expectations
and then they monitored the students by looking at their office discipline
referral tender grades
tertiary idly in the only
uh... area we stopped her sherry intervention was english language arts
for reading
and these students were
in nineteen ten th grade and we're reading the somewhere between what the
fourth and an eighth grade level
uh... they reusing aid an intervention program
begin there might be grouped sizes
students so
within the classroom they were five teachers
uh... they were focusing on really basic reading select five fluency
and then that trampling up the comprehension but the main focus ways
words steadier against workstudy
so i think that kind of described that are there any questions
interventions yeah
that's a great question and i i would have done something to say that one of
the architects of factors that we talk about is actually all-around scheduling
and addresses that we're going to get to that and just a few moments of forget it
come back to that some of that but that one on the side burner for now testing
impeachment nineties
ta three
and absolutely
not every school as going to be able to
implement the way the schools didn't
i would say that for some of the schools they had to
shifts the
e rolls of their staff
no uh... they might be using school counselors to provide and some of the
interventions school psychologists
that's ok yeah addict
and i think that's where the focus becomes really important so if your
uh... isn't necessarily on seeing that for example you want to make sure that
you're having underlining east africa focus so winnie given this presentation
of the presentation skills that we don't have the staff to keep his behavior math
and reading what you need to look at your data and it's really a focuses
inmate knowledge that it is the staffing issue and that something it's one of the
contextual factors it is all around staffing
and the reason for that is we know that it requires a different ways of thinking
about staffing and all the schools of visited talked about having to
prioritize stuff
and those schools that have this they're there really looking at it was a
continuous school improvement seven repeating the question for the ideas
it's what about schools i have multiple focus areas i mean they've really and
that's saying here's based on our data argue that right now suggest that we
don't know what construction area to focus the students arcane classes so
we're first going to take care and pump up with different cheered interventions
and screening in progress by extreme measures all-round attendance and then
they were going back and say now that we have students in classes for longer
we're going to look at our instructional aspect
any also in terms of choosing between for instance to focused areas of
academic a lot of that was the lining with district priorities
uh... other initiatives that were coming through and if the district or the state
and other so it's really that leveraging that aspect and where the strength lies
in terms of winnie if there was one almost apartment that was more willing
to be go forth first is starting with that and then expanding into those
others as they have the data to show that there was a fair
definite thank you
just communism was in the some of the concerns of that i've heard addressed in
the way uh...
a couple schools in my state of address the concerns address the issue
on the concern was brought up how do we get the teachers and make them make the
cake h_r_ resources available to staff the intervention period
uh... we had a high school that recognized to needs to focus is one
credit recovery
uh... force
for students that at some point at
did that for graduation the second was students that were struggling in a class
as identified by tearing their phone uh... on a report card rate for the
previous quarter or lack the organizational skills to be successful
such as incoming sophomores
uh... in the unique situation that they did it
was a kid they just add a little bit of time to their lunch period and create
elected twenty-five at fifty five minute lunch period
and many of any of those students identified as as struggling in a class
for students seeking extra help
they had twenty twenty to twenty five minutes if you go with teaching lick it
don't meet with the teacher in a particular area
to overcome the beach or issue associated involved with that
what they did that i thought was just fantastic
was they created like at the university they created the teachers would have
office hours
there were certain days of certain teachers would be available for that in
the way they sold out to their staff to give
manage the union issue was they said this work
you are guaranteed the twenty five mil launch
you're going to get we're gonna give you that twenty five min alliance everyday
uh... however been issued to the children in exchange for that
you're gonna get the thirty minute lunch two to three days per you're gonna get a
fifty five million students read is a week
so the teachers are actually getting
uh... a longer lunch period
as some of the days to get the most of that buying in
but then they had the student standing on the unique but then we found out we
analyze the data from a high school students
a lot of the eighty kids
immediate classes online classes and incredible apostles
they were taking advantage of that's office our time before small group
planning with their teacher
to get caught up in made up in the teachers have the flexibility say
if you're out of my classes first at
uh... when you come back to your required to be treat my actual to my
uh... office hours at the very next available time
so those are some of the unique ways that they handled that for the student
uh... for the credit recovery
the action we meaning created an elective class the students
streams that mister in criteria so that they're actually
ship demonstrated that there are that they're getting
getting their minds that back in here to be successful high school
they actually had elective classes side from where they went to the elective
class in the whole point purpose of the classes to work on a packet or an online
program that was designed for credit recovery and i have flexible entry exit
times see if you could be entered into that at any point of the year and then
when you can completed what you do it in for you to get screwed out of the class
so that some unique ways that couple schools in my state governments the h_r_
yeah i think that's the schools have to do they have to be
a really creative and think outside the box and what state are you friend
you tom
love utah
okay thank you for sharing that
okay im gonna get through this next on real qua even though it's very very
really the heart of largely i data base decision making
uh... this is again just using screening in progress monitoring they had to make
informed decisions and typically those
and decision stalin three areas either to improve instruction too
new students within the multi-level prevention system or disability
in a
high school were you really don't see anything
regarding disability identification typically
e station have uh... disabilities have been identified before they get the high
school but there might be cases
every once in awhile but that may apply
uh... but basically teachers are using the congress monetary
to really leader intervention work because students are whether stepping in
intervention classroom tiresome after
might have to wait until the end of semester to exit but it does teacher
realized that a student was
his and catching up for it you know exceeding their expectations have
reached their goal for the before the semester is that
they dick just keep doing the same thing over and over the teacher actually
sought out new materials to teach to their level
date is review during department professional learning communities to
make an informed there professional development
schools had dated days with a with a look at school like data and
and that way and interesting
parties the level of student involvement has which is very different from
elementary school
and bythe time isn't high school they can really have a say in there and take
a shin
and have input into the kind of intervention they're getting
and that being able to monitor their own learning at their own progress that we
saw that
all right we're going to give you some time to talk with your tables now i know
there's so many of you are working in these areas and you have
different challenges in the end things that you wanna talk about other people
they're kind of discussion proms are from your perspective what do you see is
the potential benefits to implement a party i or teary interventions in a high
school and what are the potential barriers pitfalls or challenges
so go ahead and hand you can talk with your neighbors about that
if we have time will share out a little bit
thank you
i start
uh... bar
uh... once
stock help
all right let's go ahead and bring it
back together
and hopefully you had send good discussions i'm actually gonna wait to
comments right now for a decade the contextual factors in some of that me
some of the questions you have or some of the challenges that you're
experiencing standing tax break down and pieces of paper guests keep collecting
as a dictionary answer them
and i also want and then send and some additional resources for the essential
components i just went through
aid national centre party i hands the
progress monitoring tools start in st louis will start
indeed house what's
area decade focuses on what's and grade level so
that's a resource you can use
eat national high school center website has early warning system so it is a good
and if you need more
assistance with instruction that the center on instruction website has times
of resources on adolescent literacy bringing literacy declines in areas
instructional practices persons with disabilities math science
so there's there's some good resources you can use
the contextual factors unique party and we've already talked about that this
and that we identified these because as we had conversations with schools
several themes kept emerging that
these contextual factors really shape how they would it be able to implement
the logistics of the essential components
these contextual factors they interact with each other
but they also interact with the actual implementation of our t_i_
so you all voted on which ones were as most and the highest importance to your
and at the ones that one more school culture
instructional organization
and implementation and online
scissors and three will cover and then we'll give you some time to talk about
the others
on your table if there is actually a worksheet on the contextual factors this
is a little activity that we developed
and you can use this package your schools too
no early
eat you know it's the kind of leadership meeting to plan for archie hanging or
visited with and staff development
you can use that as i talk
right now about these uh...
and then you can use that offered to talk with the ur and
table printers
prices fall culture
school culture really speaks to
with the current
beliefs practices that schools have every school has a
unique history
and the way that party i can be implement in a school completely depends
on the culture about school
there are some schools that are more resistant to change
their others that tends to embracing innovation and like chains
uh... you know it all depends on the history of the leadership the teachers
if there's a lot of staff turnover at center is really the attitudes of the
so some of the guiding questions here
in what ways to those current beliefs practices behaviors align with the goals
and purposes for the tiered intervention framework
where did the motivation for adopting the framework originate and how might
that affect staffed by it
so that kinda gets back again to your focus if
staff can it really buy into the focus in their they've all agreed that this is
a problem for the school they want to fix it that's a good
buying mechanization you will
how deep creek prevention efforts map onto a tiered framework
what changes might be required for staff members to collaborate examine student
data and act on what they learned from this data
fits really talking about working together
to solve problems
wet changes might be required to ensure that the needs of all students are
says some examples from the site visits their was actually once school hey you
with they found that when they started and while many harty i was that there
was this synergy between their and beliefs in philosophy at their school
in sort of the language of archie i read the purpose of our t_i_
and fit for them party i was a great fete
there were other schools where that was not the case
so that's kind of money deposit how a school had to either embraced their
culture too
implement our t_i_ or
other schools might have to of
work three-cent issues before they are able to all the pieces in the place
another school really likes using small learning to communities
and that they used that
as too
to disliking connections between the students to listen to the teachers
in it kind of it was a very large high school and it made it feel smaller for
other students it really took their interests into my name is very
motivating for the students
and so that's how they were able to kind of
embrace their students and it was one of their uh... strategies for sort of
monitoring their student's progress across the whole school
they get a little mother him for the students that
they knew they could always come to and and asked for help
so i'm gonna stop there and
if there's anything that someone wants to speak to
regarding coulter things you're experiencing armistice everything a
little bit more tables have turned right now and after the last one will do more
of a larger part of it so it's just as tabletop finances talk about the culture
that you have in your school
on your district in montana increases in the essential components we talked about
or aspects we think we need to be changed
hierarchically vaccination you're writing about past tense
as you have them
and i'd like to talk about the odds
their organizational instruction organization
which is often just noticed scheduling
i feel really when it comes down to understand the guiding questions you
happens in your hand out and scheduling and we're gonna go to the next lag
and really talk about what we saw
so what we saw on the high schools really depended on afew things done
we have seen and visited schools that are using traditional sixty eight period
pet schedules delete we also went schools that were doing some unblocked
configurations we saw a hybrid schools as well that they had block schedules on
sundays and what the traditional
every class the other day uh... angrily in talking to several principles at
several different schools we ended up on starting to talk to them about their
schedule how they came up with a if they have actually ever thought about
we often hear a lot of people saying what if only we had
a block scheduling easier air only we had one of the traditional schedule a
would be easier to send their their benefits of both
in the principles that we talked to him but now im this is
not just talking about some of the schools that are interested in talking
about we've talked a high schools all over the country a lot of them
we've been asking this question and they say it now not really
and the reason for that is it alternately comes down to this this
schools scheduled at the school has at that moment
administrators know how to tweak
or for a better words really get the most out of their time and one
principles that i don't waste change because i can manipulate his schedule
so that students get additional instructional time and that's what
not necessarily having to go into change
schedules knowing that that causes of real destruction in terms of what's
going on so with that frame in mind we talked a different uh... schools
every school obviously has a master admin as someone who's in charge of the
master schedule
this plays a role for the district folks in the room allotted district folks can
start to help collecting different schedules helping to organiza and giving
administrators examples of how other schools have done this and have some
conversations with in the district around this
uh... schools that are in more of a traditional using traditional period six
to eight periods really ends up being two different times in ways that people
were adding on the additional interventions
one recent study haha we knew it no longer exists
much more of a guided time is this one seems to receiving additional
interventions they worry group they went in one place for attendance tracking and
then went to a different room where they were getting their additional
uh... interventions they were really using that's kind of their students move
or students worst signed for an entire study hard
a different red and that teacher would change based on with the content that
needed to be done
and then those teachers to different mechanisms that school had in place
were able to then group students based on what skills they need it
and indeed additional small groups acutely aware that secondary level of
there inside a part-time
so that was one-way another witness schools were just saying especially for
students who really far behind
they said we have to have a really hard decision to make a decision in our
school of what we were going to do which speaks to your question in the
how do they do this and every lead that
challenge on the whole child and how do we make sure that they still get this
electives 'cause oftentimes that's wiki students coming back specially high
schools that level they said we need all of that ultimately
we decided to post inside of electives
how did this so some schools have really interesting way of doing it so
in some schools they did all of their content classes in the morning and all
of the electives in the afternoon
by doing that they were able to then say students work
we're scheduled in electives and then they got pulled out of electives isn't
needed them and for those character that thirichu student once they got caught up
to it back into their love to have
and they had discussions about how they're plus and minus for that but
that's generally what we saw in terms of schools that were on the traditional six
to eight period schedules
first schools that were more on four-by-four block
every other day there was a seminar day
and they were using that time for their interventions in different ways and how
they did that really
really depended on the schools focus
one small was focused entirely on af they know they thought they knew that
they aired on school-wide
baby were able to pick out where they're deficiency work
and the math department got together basically created their alone frequent
throughout the year they had a problem of the week that every
every teacher gave out during that seminar time
the math department also been video record and that is sells teaching the
last instead that the people content area teachers that were mathematicians
wait to see how it was delivered the department also came up with uh...
frequently made mistakes
it was solutions and players around that
when the students at need and the secondary tertiary level supports
work in this seminar time with math teachers
so is a student that didn't necessarily needing additional support working uh...
classes that were written on that teachers said they were able to use
their seminar time that's one example other examples they just put students
into actual programs are additional intervention programs during this time
skillet in terms of block schedules they were really using that seminar time
every other day to get that additional support
in some schools during this time the administrators on students work just
signed genetic location it was a free time for students
the administrators opened up the cafeteria an administrator staff
cafeteria every other day during this time
sent the contract interested deliver the interventions
we asked ministers that it's a full week we're not teachers of this contact we
want those teachers to be able to provide the intervention what we can do
is make sure that the cafeteria
is managed
admits that that's what they did and other places did uh...
others very patient on that is really what i came down to that might have been
the fastest occurred in the scheduling
before in my life
and there's more information and uh... and that publication that we're gonna
have a vip other questions on the scheduling please feel free to come up
and ask me no it's an issue
we know it's a challenge
we've heard from enough principles as they were able to make it work
regardless of what there is no best schedule for really implementing chat
intervention since knowing how to really neatly what you've got
along those same lines i think that plays into this and this third what
about implementation alignment which really speaks to
not reinventing the wheel
an awful lot of schools have various granted initiatives going on and the
last thing you were to do is add yet another layer of another thing peer
teachers to do
that usually few kunnen it's the end it all initiatives
you have going on you can align them too
meet the same colour
one supplements one goal another supplements another one
so you have the guiding questions
and a few things we start where the schools coordinating these initiatives
as we spoke about earlier defining your focus and some schools wanted to tackle
behavior and academics the pictures behavior for since i first they
amici di i has tight framework once they felt that they had that under control
then they wished gradually add in more academics
uh... other schools had an
advancement via individual determination or have been going on and stands that
was working really well for the for their school and they saw how that could
fit into their party i framework
other schools were doing at check-in connected that helps with their you pbl
so those are just seven samples that house school
old uh...
really worked with with the already had it
to helped implement some other kind of terry interventions framework
other resource is and the staff roles of course very mission this is a big one
and a lot of the staff had to be used in different ways so first they had to come
to find someone to lead this implementation of harty i
sometimes that felt sooo was at the school psychologist or the counselors
other times where literacy with but that if they made thurs make sure that the
letters because had time to do really involved with the process of
implementing i've
fit that person which kind of driving instructional chains
for what school
old that was worried about parties date
they involve their security staff and their security staff would walk through
the hallways about in a few minutes before fantasies recess to be in class
and do a sweep
and so that helps them get there
kids into class on time
and professional development so someone
earlier today in the send investing in staff verses equipment
that's what we thought the schools to date they had to make priorities
uh... rely the schools they say
they wanted to invest in their staff india more p_d_ and the teachers wanted
more time to plan is that when the school they
actually started their school day late a few times civics teachers had that
planning time with no students there
staff meetings reviews differently in the past where they had talked about
majestic sen ordering but send field trips and whatever
they instead pushed that aside that's very different meeting this meeting is
to talk about instruction and our students and getting them to making
spaced set classroom space there may not be enough time to are enough space for
interventions that a chance to use a conference they said it previously been
used for parent conferences witch's
invade that space is not used all the times that was a perfect space for
so those are some that um...
send examples
when she said owner as you said earlier the other contextual factors are in your
mature worksheet
we have the documents to pass outs you know i also have some of the center on
instructions each have a lot switched is listing of all of our resources to help
with instruction
cell and i think now we're gonna do oranges tabletop takes time to time
and getting at the end of every time i think we have about five minutes to talk
at your table is about the other contextual factors anything else you
would and network and together
and will pass out the other resources so that you can get out of here in a timely
seven five minutes for the quick report out on any testing materials questions
things like that they have other questions look like those in the fall
into this as well
itself but the fact that extra factors for cad worksheet that fit severe and
take notes
and see if you have any additional questions about that