#ASCD14 Secondary RtI - PJ Caposey
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This document summarizes the key points from a presentation on response to intervention (RTI) programs in schools. It discusses that RTI should be part of the core curriculum, not separate from it. It also notes that RTI programs should not be based on triangles and should focus on catching struggling students before they fail, not just those who are struggling. The presentation debunks several common myths about RTI, such as the idea that tiers must have preset percentages. It also shares data showing the success of one school's RTI program in reducing failure rates and increasing graduation rates over several years. Contact information is provided for the presenter.
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#ASCD14 Secondary RtI - PJ Caposey
- 1. ® 69th ANNUAL CONFERENCE & EXHIBIT SHOW
- 2. PJ Caposey Assistant Superintendent/ Principal (@principalpc) Author
- 7. BIG IDEAS • Think, Think, Think • Remember your power as a leader • Understand the intent of RtI • Evaluate options and needs • Create a system • Need people to lead change
- 9. Who runs the show in education?
- 10. - Jimmy Valvano
- 11. What traits make a great educational leader?
- 12. Does that describe educational leaders ….including you?
- 14. What Is RtI?
- 15. History of RtI
- 17. What shape should be used to represent an excellent RtI program?
- 18. This is what RtI should look like Kids who need supplementation or remediation beyond general curriculum to have their needs met Kids who need supplementation or remediation beyond general curriculum to have their needs met Need Different Education program to meet needs Need Different Education program to meet needs Kids whose needs are met with General Curricula
- 19. Core Curriculum
- 21. From lowest performing school in rural county . .
- 26. 9th GRADE PARTICIPATION DATA 0 10 20 30 40 50 60 70 80 90 Year 3 Year 4 Year 5 Up 20% in 3 years
- 27. Attendance Progression 90 92.6 94 94.5 Year 2 Year 3 Year 4 Year 5
- 28. Freshman Failures by Year and Semester 115 83 60 34 9 122 72 71 22 8 0 20 40 60 80 100 120 140 Year 1 Year 2 Year 3 Year 4 Year 5 Fall Spring
- 29. Hawks Take Flight Failure Count 0 5 10 15 20 25 Year 2 Year 3 Year 4 Year 5 Failing Grades
- 30. AP OFFERED (on site) 2007-2014 Trends 2007-08 2008-09 2009-10 2010-11 2011-12 2012-2013 2013-2014 -US History 1 -Calculus -US History 2 -Calculus -US History -Biology -Art History 4 -Calculus -US History -Biology -Art History 4 -Calculus -US History - Enviro Science -Art History 4 -Calculus -US History - Enviro Science -Art History -Spanish -Gov’t 6 -Calculus -US History - Enviro Science -Art History -Spanish -Gov’t -Literature -Calc BC -Prob and Stats 9
- 31. DUAL CREDIT OFFERED (on site) 2012-2013 Trends Year 2012-2013 Courses Offered -Biological Science App in Ag: Plant and Animal -COMM 121: Composition -COMM 122: Composition - COMM 090 (remedial college level composition) - SPCH 191: Speech (summer 2013 offering) -PSYC 103: Introduction to Psychology -SOCI 111: Introduction to Sociology - ECE 122: Child Growth and Developement -AgMech 1&2 -Eng/DrftI&II -Ind Wldg I&II -CHEM 120: General, Organic, and Bio Chemistry -HIST 141/142: Western Civilizations - HIST 143/144: US History (AP US History) 20
- 32. Graduation Rate • Up 10 percent over past years • 98.6% graduation rate = 16% higher than state average
- 33. Overall Data – First 5 years, 74 students have been members of Hawks Take Flight – Slightly over 10% of all incoming 9th graders. – The most at-risk 9th graders are selected during 2nd semester of 8th grade – Of the 74 students, 4 students have transferred, 1 student has earned a GED, and 69 are on pace for on-time graduation or have graduated. – 0 DROP OUTS
- 35. It’s all about the Core
- 37. Catch students before they fail…
- 38. Throw the Triangle Away!!!
- 40. Common Mistakes
- 43. o n e p e r s o n w i t h a b e l i e f i s e q u a l t o a f o r c e o f n i n e t y - n i n e w h o h a v e o n l y i n t e r e s t .
- 44. Myth 1: RtI is an initiative that exists outside of the core curriculum Myth 2: RtI programs should be based on a triangle Myth 3: RtI should focus on struggling learners Myth 4: RtI tiers should have pre-set percentages Myth 5: Universal screener must be a standardized assessment
- 45. Myth 6: Students showing growth means that RtI has been effective Myth 7: RtI is new Myth 8: RtI is a Special Education initiative Myth 9: Elementary RtI should look the same as Secondary RtI Myth 10: RtI has to be a ‘cost’ initiative
- 46. Did you question your role or responsibility as an educational leader today? Can you identify 5 principles of a successful secondary RtI program? Reflection
- 47. What is RtI? What should it look like? Will something change in your building or district in regard to RtI as a result of attending? Reflection
- 48. Everything was made up by people that were no smarter than you
- 49. PJ Caposey Assistant Superintendent Stillman Valley High School 815-980-0310 pcaposey@mail.meridian223.org @principalpc www.pjcaposey.com Contact Information
Editor's Notes
- Introduction – Talk about who am I – a little about my experienceGood morning, my name is PJ Caposey – I always find the introductions of people at conferences or webinars a bit awkward as the presenter works to convince the audience that they are indeed qualified. I believe you are in good hands today – in most part because this is something that I personally worked through – failed at many times – reflected and re-worked – and was able to achieve a great deal of success for my school and those within my school. In four years as OHS principal we went from one of the lowest achieving schools in the county to be recognized as one of the best in the country --- through today you will learn a lot more about me and my philosophies as well as best practice strategies and methodologies for changing culture
- I am a tough audience when it comes to sitting through presentations. It is my intent to not come off as I know everything there is to know about RtI. Quite the opposite actually. My philosophy regarding secondary RtI is that the experts on how to best implement intervention and positive change in a school are the local school leaders. We must be the change we want to see in our schools.
- The assumption made is that if you are watching this webinar, you are already part of the 1%ers. You do extraordinary work. RtI is analogous to being a superhero. Superheros are in the business of saving people. Can you imagine a superhero that saw someone struggling and did not intervene? Either can I – which is exactly why While the repercussions of not intervening when someone is struggling in the water is dire – so too are the consequences when educators do not intervene.
- For me, when I ask the question who runs the show in education and this what comes to mind. This is not a condemnation of the people or companies up here -- They have taken the initiative to lead. They have taken the initiative to move their vision forward. They have also gained a lot of power, prestige, and money doing so – Do their visions of education match yours? If not, what are you doing to help lead change?
- Before any program, initiative, or school improvement goal is implemented, a leader must – in the words of Jimmy V, a deceased national champion NCAA basketball coach said in his oft referenced Espy Awards speech – You must Know where you camefrom, Know where you are, and Know where you want to be. This process can be difficult.
- Let’s begin by figuring out where we are at: please take 30 seconds and fill out the corresponding area on your handout
- Some common answers include passion, capacity, emotional intelligence, vision, and perseverance. Reflect upon these answers and the answers you provided – does that describe you?
- This is exactly what cannot happen with RtI. I do not think that educators can let this program go. It cannot become a failed initiative because of us. It cannot become JUST another part of the acronym soup that we deal with on a basis. RtI has to become cultural. It has to become a way of doing things in your schoool.
- Response to Intervention. What is it? It is implicit within the namethat an intervention must take place. An intervention should be the support needed for a student to be successful. Interventions should only take place when a need is evident as it is in the pictures provided. . Once an intervention takes place, the adults must measure the response to the intervention in terms of the original issue presented.
- The history of RtI began in the late 1970s. The movement was started by numerous researchers and ed. Psychologistsseeking a method of identifying learning disabilities that avoids the problems of the discrepancy model. WhileRtI has merit from its inception, it has gained significant notoriety in the past 8 years. The popularity was fueled by the 2004 reauthorization of the federal Individuals with Disabilities Education Act (IDEA) as one option that school districts can use to identify students with learning disabilities. This is when it became part of the everyday educational lexicon. I believethat the concept behind RtI has been around whenever and wherever good instruction has been since the inception of public schooling
- Some facts every leader should know about RtI has some Special Education roots – yesSpecial Education is a piece of the continuum of services in a good RtI model – yesRtI, however, should significantly impact all students and all teachers in your building – it does not only apply to any particular subgroup -- thus RtI should not be looked at as a Special Ed. initiative
- The triangle has been popularized by many different schools, companies, and researchers as the appropriate shape to describe a best practice RtI program. I will argue that blindly following the triangle – and an even more egregious offense – following arbitrarily set % of students to FIT into each tier is the best way to have your program ultimately fail.
- The triangle should be replaced by the diamond. RtI by definition focuses on kids that need intervention. This means that any student whose needs are not met by the general education curriculum need intervention. The above visual demonstrates an appropriate RtI continuum – a sliding model represented by a diamond, that does not have a pre-determined percentage for each area, areas are on a continuum – not based on tiers, and the needs of gifted students are also met.
- The most important component of a successful RtI program is without a doubt the core curriculumWhy? The core curriculum serves the most kids. The goal of a successful school is to provide intervention to the point that students to a point where they can be served by the core curriculum. If core curriculum is not sound – there is little purpose in intervening. The improvement will not be sustainable and RtI will need lead to meaningful school improvement.
- Let’s interpret some rudimentary RtI data -- Johnny is a 5th grade student. His current reading level is 2.3. He is placed in an intervention as part of your RtI program. After 1 quarter of the year Johnny’s reading level is at 2.5. Is the program working – why or why not?The program is not working – he is making growth yes – but he is not closing the gap.
- Let’s interpret some rudimentary RtI data -- Johnny is a 5th grade student. His current reading level is 2.3. He is placed in an intervention as part of your RtI program. After 1 quarter of the year Johnny’s reading level is at 2.5. Is the program working – why or why not?The program is not working – he is making growth yes – but he is not closing the gap.
- Let’s interpret some rudimentary RtI data -- Johnny is a 5th grade student. His current reading level is 2.3. He is placed in an intervention as part of your RtI program. After 1 quarter of the year Johnny’s reading level is at 2.5. Is the program working – why or why not?The program is not working – he is making growth yes – but he is not closing the gap.
- Let’s interpret some rudimentary RtI data -- Johnny is a 5th grade student. His current reading level is 2.3. He is placed in an intervention as part of your RtI program. After 1 quarter of the year Johnny’s reading level is at 2.5. Is the program working – why or why not?The program is not working – he is making growth yes – but he is not closing the gap.
- Let’s interpret some rudimentary RtI data -- Johnny is a 5th grade student. His current reading level is 2.3. He is placed in an intervention as part of your RtI program. After 1 quarter of the year Johnny’s reading level is at 2.5. Is the program working – why or why not?The program is not working – he is making growth yes – but he is not closing the gap.
- Let’s interpret some rudimentary RtI data -- Johnny is a 5th grade student. His current reading level is 2.3. He is placed in an intervention as part of your RtI program. After 1 quarter of the year Johnny’s reading level is at 2.5. Is the program working – why or why not?The program is not working – he is making growth yes – but he is not closing the gap.
- If you want to make your RtI program and your school effective – start with your core general education curriculum first!!! Is your core curriculum aligned vertically, horizontally, and to standard? Is your core curriculum rigorous?If you answer yes to both of these – then your data better support your claim. If not, you are simply refusing to confront the brutal facts.
- Schools need to embrace the Team Concept. Teams in high school need to be formed around studnets, not subject matters or other adult-centered activities. The most common teaming format is the 9th grade academy. If this is truly embraced leaders can do a great deal to support such groupings. Common planning and comprehensive professional development – inclusive of site visits of successful schools are all things that leaders can make happen if this is important to them. Why and How
- Effective schools catch students before they fail. It does not make sense why schools wait. Any 6th grade teacher in America can tell you right now which students will have an increased probability of struggling when they get to high school without consulting any data. We know there is as great a possibility for those kids to fall as there is for the water in the above picture. Find those kids. Provide mentors before a student ever walks into your building– adult and peer and involve parents and students in their schooling. Preventing student failure is a choice WE can make
- When implementing RtI it is important that leader abandon the triangle. To do so and still have a productive program and a school needs to identify ‘norm’ of success (what measure will you use), throw away the thought of tiers and pre-determined percentages
- Understand that there is a Socio-Emotional Component to successful Secondary RtI. When you look at a 11th grade student that has always achieved in the average range and he suddenly has tanked all local assessments and is failing 3 classes – it can almost be guaranteed that the student is suffering from social-emotional issues. It may be a break-up, parent divorce, abuse, depression, or many other triggers – but it most certainly has a socio-emotional backbone.
- Common mistakes leaders often make – that I do not want you to make in creating an effective RtI program. . Do not Start inserting arbitrary percentages. Big money PDcompanies do, some researchers suggest it – it just does not make sense. Local %’s should be established based on criteria established locally. This can range from assessment results to grades. Leaders must create baseline data,establish goals and work from there.RtI takes time. Intervention takes time. It is a supplement – to do RtI right something must go away or the day must be extended. Lastly,RtI is not successful if a student makes a year of growth as a result. RtI is designed to help students catch up. This means that more than a year of growth takes place. Do not misread the data and misinterpret data as a false success.
- Let’s interpret some rudimentary RtI data -- Johnny is a 5th grade student. His current reading level is 2.3. He is placed in an intervention as part of your RtI program. After 1 quarter of the year Johnny’s reading level is at 2.5. Is the program working – why or why not?The program is not working – he is making growth yes – but he is not closing the gap.
- Is that RtI truly is not a program or initiative, but it is a way of doing things. RtI is a culture of support and a willingness to do whatever it takes for kids. RtI is not something that we, as educational leaders, can let fail. We must get this right.
- What is RtI? What should it look like? Can anybody answer that?Will something change in your building or district in regard to RtI as a result of attending?Can you identify 5 principles of a successful secondary RtI program?