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Implementing RTI, Tigard High School

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Tigard High School, Portland, Oregon. 1,845 Students 26% Free and Reduced lunch The kid that never knew how to do anything... is suddenly a leader! Another kid that hide to avoid eye contact... just suddenly engaged. So that's something cool! Response to Intervention Helping All Students Success RTI really believes in the power of general education, and it believes in the power of instruction. RTI is a really credible avenue for us to address the achievement gap in a real way, because we are looking at data weekly. We want to build up the skills that they are lacking from the past, trying to get them at par with their peers. Before I didn't really like reading in front of people, because of how slow I read. And everybody else on my general classes were reading like really fast. I didn't want anyone to watch me get embarrassed or anything like that. Now I participate more, I read more on my general classes. Teaching these literacy classes and being a part of EBIS and RTI, you get to see growth and change in students, from their freshman to their senior year and often times beyond. RTI can be a place where not only teachers feel more creative about what they can do in the classroom, but students are accessing themselves as learners in a different way. Implementing RTI Scheduling The challenges of implementing RTI at the high school level versus the elementary and even middle school, I think are credits and scheduling, are two of the big issues and it means that high schools are going to start to need to think more flexibly about how scheduling occurs, and how students can move fluidly from in and out of classes as their needs dictate, instead of the schedule dictating. So that's going to be a big shift. We are on a block master schedule, and a lot of large comprehensive high schools are in a large block comprehensive master schedule, right. In some ways that's an important structure for us there is two thousand kids here. But in some ways is a disturbance to students that are struggling, because they are placed in a schedule and it might not be until the end of their freshman year that we find that they are failing english. And I think that we kind of slowed down and said: Hey, why can't we be more fluid in our thinking about how students needs can be met? We wanted to be fluid, we wanted to be immediate, and that is how it suppose to work. Sometimes we ran up against the wall of the master schedule and credits getting in our way. We have probably one of the most hybrid four by four schedules in the country. Some students take classes everyday for a semester that is one credit; they might take a class that is every other day for a year that is one credit; they might take a class that is every other day for a half a year that is half a credit. Building the master schedule is a very time consuming and difficult process for us. At the same time is really exciting that we can respond to the data. You know, that we can respond and say: Oh right, here is a need, we need to figure it out how to fix this and how to make it work to provide these services to these students. Implementing RTI Screening and Intervention We screen every kid when they are coming from the middle school. Once we screen them, we decide where they need to go, as far as of interventions go, or if they even need an intervention. And then once we place them into a reading intervention, the curriculum itself that we use has its own placement assessments as well. and that helps us as a one final assessment to see if they are really in the right class or we need to move them up or down within the options that we have here in the school. The shift to prevention, the shift to looking at assessment data early, the shift to screening students before they enter the high school environment and using that data to place students appropriately in different classes, has allowed us to think more flexibly about what we can do at the high school level, for individual students needs. We can look at data on a current basis, we can work with teachers to respond that individual student data that is struggling and revise their schedule to place them in a special class, or make adjustments to the class that they are in and see if that helps them access material and make learning gains. The reading intervention class becomes their english class, so that they are not pulled out necessarily of the regular curriculum. Because what we did is, for example for ninth graders, the 9th grade regular english class is every other dat all year long, the reading intervention class is every day all year long, so they get a credit of english, they get a credit of elective. And they have worked really hard to combine the most important parts of the 9th grade english curriculum, the novels that every body has to read, the essays that everybody has to be able to write, they combined that with the decoding curriculum; they are not pulled out necessarily, it's just part of their day. The class size is smaller and there is a lot more one on one instruction time with the teacher. And It's basically doing more with our research based core curriculum. It's amping that core curriculum up. And giving students time to absorb the content. It's not a different class, it's doing more as an enriching. It's constantly scaffolded, constantly overlapped, and that really gives them an opportunity to learn in a way that most kids don't have. We usually have papers that help us format it, so like we start with introduction, like, what we are talking about, they put all there, and then we have three columns about the main topics and then we talk about the main topics and stuff, it helps a lot! Implementing RTI Making it Happen RTI was a great vehicle for us in terms of thinking about our systems and how we organize ourselves as a community in terms of sharing data to look at students. For RTI for academics and RTI for behavior, the theory is the same. That 80% or more of your students should be being successful. We expect that 15 or fewer percent of students will need something of individual or small group or they might need to hear it again a different way. We also expect that the very tip of the triangle, one to 5% of the students will need intensive behavior interventions, just the same that we expect that with academics, the triangle looks the same. RTI is sort of the umbrella that we look at it all under now We have one team that looks the whole school, and one team that looks for the kids who are struggling. EBS, Effective Behavior Support, looks the whole school systems, sort of an administration holding 80% team because we make sure that, specially for behavior that, the school is functioning. And then EBIS, Effective Behavior and Instructional Support And we are the ones who kind of look at the 20% of kids who are not kind of making it either, academically or behaviorally, and we talk about them more specifically. When we really started making this shift to EBIS, we started looking at the data, and there was only two kids we hadn't found. two kids, out of like 200, that we didn't have something in place for, so we are finding them before they find us. We meet every week, for about an hour and a half, it's the counselors, a couple of learning specialists like myself, school psychologists, the principal, and then different content specialists, so math specialists, and our literacy specialists, and we have a very strict agenda of what we need to talk about and get done in that amount of time and that's really purposeful, because when we didn't have an agenda it would all of a sudden be one thirty and time to go. So, we talk about the data specifically, on how specific kids are doing, that the professional who brings the data have feel like it needs to be addressed. Implementing RTI Benefits of RTI In order to have RTI you really have to make tough choices you have to decide what's the most important thing we do in public schools. And in Tigard 12 should be really clear from the beginning that the most important thing that we do is teach kids to read at a high level. I've feel incredible empowered using the RTI framework to look at this students because I feel like in my career, in a real way we are looking at the achievement gap and in closing that achievement gap. For the kid being in the language class, in the literacy classes and exiting and taking senior english, as a regular senior english class. That's a pretty cool feeling. A pretty cool deal. It's a really fun class and then I learnt a lot and it helps me a lot on all my other classes, like I'm doing better in all my other classes now. For the kids that are on the interventions, their lives have changed dramatically. We owe it to our students to make sure that they are as successful as possible, and in this information age, high levels of reading skills and math skills are required for every occupation. This framework entrusts that we are really taking a look at all students and that we are really focusing on what we have control over, which is instruction, and in changing that to meet students needs, so, I just. I think once schools make that shift to RTI, there is no looking back. And the work is so worth it when you see the data and you see, you hear the success stories, there is just, there is no other way to go! We have your grade scores from the previous to this point and some of you made a HUGE jump! For more information visit: ©2009 National Center for Learning Disabilities

Video Details

Duration: 9 minutes and 54 seconds
Country: United States
Language: English
Producer: NCLD
Director: NCLD
Views: 149
Posted by: deya_castilleja on May 3, 2011

Virtual Visit to Tigard High School and their Response To Intervention Model

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