high school implementation of a multi-level system of support

Onalaska High School High School Implementation of

a Multi-Level System of Support

Suburban high school with 874 students◦ 23.5% economically disadvantaged◦ 9.6% students with disabilities ◦ 1.6% limited English Proficiency◦ 84.8% white, not Hispanic

PLC School District since 2008◦ 7th school year

13 Square miles

Who we are…

Take it to 25◦ School Vision

Who we are…

What are the challenges of RtI at the secondary level? ◦ Use of a Wordle

The challenges we have identified…◦ Reading / Math skill development versus career exploration◦ Low skill levels in several areas◦ Need for a strong system◦ Need to intervene for skill deficiency AND credit/grade

deficiency

“High School staffs are independent contractors that share a common parking lot.”

Challenges at the secondary level

Today’s discussion will focus on three parts

◦ Use of an Early Warning System

◦ Use of a TAPS team to drive PLC work

◦ Intervention development and evaluation

Today’s discussion

Wisconsin’s Vision for RtI

http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf

Everything in a system

Early Warning System

TAPS Group Intervention development and evaluation

First Implemented◦ Professional Learning Communities ◦ Pyramid of Interventions

Came back to a focus on Universal Instruction Led to changes in…

◦ Professional Calendar◦ Student Schedules◦ Types of PD and Collaboration ◦ School Culture

And…◦ A Focus on Freshmen

Where it started…

2012 Data Retreat◦ Use of a Venn Diagram to look at students from

low socio-economic, below grade-level in MAP assessment, and failed one or more classes Humbled by realization

Early Warning System

Need to dispute what we all “know” ◦ “adaptive change”

Need to evaluate interventions

Manage data from multiple areas of student achievement and demographics

Early Warning System

Exploration of other systems

◦ Found out what features we wanted in an EWS

◦ Most were focused on graduation versus our vision

◦ Hard to manipulate or limited amount of data sets

◦ Wanted to own it

Early Warning System

Started by using Microsoft Excel◦ Quick upload of data ◦ Store a lot of data◦ Easy to use in terms of conditional formatting, hiding

cells, etc.

◦ Limitations Difficulty to pull out specific information about specific

students

Coupled with Microsoft Access◦ ONLY view specific students and specific data◦ Refutes what we “all know” at times

Early Warning System

Demonstration of EWS use

Sample Questions◦ Did Reading 9 students have greater growth as

measured by MAP compared to similar students not enrolled in Reading?

◦ E-math question◦ Audience Question

Early Warning System

Consists of three counselors, principal, associate principal, school nurse, at-risk teacher, English Language teacher, school psychologist and School Resource Officer

Meets weekly

TAPS

Progression over a 7 year period◦ From Admiring problems…..

◦ To a focus on identifying interventions for individual students with an expectation of action…

Randomness of selecting students Dependent on adults to id versus a system Felt like gossip too often

◦ To a focus on celebrating and identifying interventions for groups of students…

System comes first, then the adults EXAMPLE - Attendance

TAPS

Year 1 Year 2

Year 3

Year 5

Year 6 Year 7 Year 4

60%

65%

70%

75%

80%

85%

90%

95%

100%

75%

70%

79%

84% 85%

93%90%

Seri...

Percent of freshmen with no failing grades at the end of Q1

Brainstorm without the constraints of logistics◦ Example – Lifetime PE Course with counselor support

TAPS group owns the vision and communicates to PLC Groups

Understanding how the EWS works with TAPS◦ Example: English 10 discussion◦ Action Steps

TAPS

Point of emphasis – MUST start with improving tier one / universal instruction◦ - Example – US History Vocabulary◦ - PLC Work

Learning from Mike Mattos◦ Development of an intervention grid by admin

PLC and TAPS team

Interventions

Intervention Grid

Interventions

Intervention Research Based

Directive

Timely

Highly Trained

Systematic

Criteria Will or Skill

Measured

+0-

Structured Study Hall◦ Tiers 1 and 2

Commons

340 period

Privilege system

Modified Block Schedule

◦ 8 periods (47 minutes) Monday, Tuesday and Friday

◦ 4 periods (85 minutes) on Wednesday and Thursday

- Resource Period – 40 minutes

Resource Period

Honors Areas

Scheduled by area of greatest need

Enrichment

340

Resource Period

Intervention Grid and List

Everything in a system

Early Warning System

TAPS Group Intervention development and evaluation

Jared Schaffner, Principal◦ schja2@onalaskaschools.com

Anna Curtis, Associate Principal◦ curan@onalaskaschools.com

608-779-5760

Contact Information