WRC PYRAMID RESPONSE TO INTERVENTION: A JOURNEY IN THE MAKING Iain Luck Assistant Principal Student Services

WRC PYRAMID RESPONSE TO INTERVENTION:

A JOURNEY IN THE

MAKING

Iain LuckAssistant PrincipalStudent Services

The Goal for Today

To share our story about an evolving

Student Services Model that was borne out of the need

to re-engage students

This story is about:

• My role at WRC

• WRC Profile

• The catalyst for change

• Tutoring for Re-engagement Program

• Transition to a Full Service Model

• Education Support Trainees

• Our move towards a Pyramid RTI

Our College:• Celebrated Centenary in 2011

• 110 Kms from the Melbourne CBD

• 742 Students from all over

Gippsland

• 59 Teaching Staff

• 21 Education Support Staff (ESS)

• 3 Trainees (Cert 3 ~ Ed Support)

• SFO Index: Middle to low

The Catalyst for change!

Typically, my disengaged clients had:

• Little optimism for the future

educationally or for a reasonable

quality of life

• Few opportunities to find

meaningful employment or

recreational outlets

• Low self-esteem, poor motivation,

feelings of isolation

Continued…

• Proclivity to engage in substance

abuse, crime and a transient

lifestyle

• Poor life skills: personal

organization, inter-personal

communication, goal-setting

• Literacy, numeracy and other

scholastic difficulties

• Limited social or leadership skills

• Little parental control

Continued…• Problematic anger and

aggression, and a lack of impulse

control

• Wide-ranging Mental Health/

Psychological problems ~

attention problems, hyperactivity

and other disruptive behaviour

problems

Our Response…The Tutoring for Re-Engagement Program

• Proactive intervention program

targeting ‘at risk’ students

• Intensive one-on-one Literacy and

Numeracy intervention, designed

to connect, engage and retain

both male and female students

aged 13 to 18 years

Tutors would assist them to:

• Remove the barriers that prevent them from fulfilling their potential

• Acquire the skills necessary to promote their own achievements

• Develop their self-confidence and self-esteem

• Develop their life and social skills within a safe and supportive environment

How we made it work…

• Successfully applied for funding with School Focused Youth Service

• Received $20,000 over one year ~ $10,000 for each College

• Worked in partnership with Monash University, SFYS and DSC.

• Initially, 6 Monash Medical School students established as Tutors

• Later, ‘gap’ year students in Medicine, Psychology and Teaching

Lessons learned from theProject?

• Evident that majority required mental health care of some kind

• Mental health care resources are rare and difficult to access in a rural community

• Teachers are teachers, are not mental health care professionals.

• Referral processes and procedures were not well known and/or utilised

Continued…

• Students were referred based on a caring Leader/Teacher’s concern

• Students down on skills and knowledge due to non-attendance

• Reluctant to enter classes where they would look foolish

• Evident that majority required resources necessary to participate

• Difficult and time consuming to find pathway through the maze

At WRC we decided to...

• Review our Student Wellbeing Structure

• Replace our existing Relationship Management Model with a Full Service School Model

• Streamline our existing Referral processes and procedures

• Desensitise the issue of mental health within the school community

• Communicate our plans and strategies to all stakeholders

In the past Student Welfare was about….

• Relationship management

• Limited skill levels

• Little time allowance on Timetable

• Working independently of each

other

• Little communication

• Duplication of tasks

• Infrequent Meetings

Warragul Regional College

Student Welfare Prior to 2012

LiteracySupport

CollegeChaplain

Integration(PSD)

Student Leadership

College Nurse

Attendance Officer

Tutoring, Mentoring &

Coaching

Student Welfare

Co-ordinator

The Student Services Team is now about:

• Full Service School Model

• Lead by Assistant Principal

• Case Management

• Amalgamated resources

• Specialist skills

• Improved communication at all levels

• Regular review of all cases

• Meetings ~ include external agencies

Warragul Regional College

Student Services Team ~ 2013

LiteracySupport

CollegeChaplain

Year LevelAdministrator

Accounts Payable(Office)

Transition & PathwaysCounsellor

Regional SSSO Team

& KESOs

YouthCounsellor Psychologist

AssistantPrincipal

NumeracySupport

Integration(PSD)

Student Leadership

College Nurse

WHY TRAINEES

?

How?• Increase in PSD & ANS numbers• Additional funding• Availability ~ local schools

How much?• 1 x Integration Aide =

$48,000 Plus ‘on-costs’(23/25 classes per week)

• 1 x Trainee =$15,500(23/25 classes per week)

• 3 x Trainees =$46,500(69/75 classes per week)

Difficulties?• Short time lag (unsure of PSD

funding)

Benefits?• Extensive student/class coverage

• Enthusiasm and energy

• Ability to talk the same language

• Age proximity

• Highly intelligent (they think so!)

Worth it?• Every Cent!

What they provide…• Tutoring one-on-one & small

groups

• Mentoring & role modeling

• Behaviour management

• Re-engagement of students

• Literacy, numeracy & life skills

• Emotional supporters

• Assist in extra-curricular activities

• Happy & friendly disposition

Trainees Course of Study…

• Certificate III Education Support

~ formal acknowledgement of

work

• Units include: OH&S, working

with diversity and communicating

with students

• Time set aside in Weekly Program

for Course Work/Study

Challenges…

• Engaging troubled students

• Persisting with difficult students

• Starting a relationship with kids

• Effective usage ~

teachers/students

• Determination ~ Students

constantly disengage

• Using life experiences

Team Work

• Communication with specific staff

• Using the experience of all staff

• Meetings ~ share and consult with each other about students and strategies

• Constant support for each other

• Constructing timetables to give maximum support to students

Benefits of Tutors…

• Kids relate to them

• Extra support in the classroom

• Prevent problems arising in class

• Improve literacy and numeracy skills

• Re-engage students

• Cheap to run!

Benefits for Tutors…

• Insight into the DEECD

• Build communication skills

• Social conscience

• Understanding of others

• Build empathy

• Basic administrative skills

• Learn from the students

• Hands on experience

• Get a Certificate – future jobs

Integration Aides &other Staff...

• Are Role Models for Tutors

• Offer support

• Teach them new skills

• Include them in a Huge Team – able to take over when someone is away

Summary…

• There are still too many disengaged students, but we are now far better equipped to deal with their issues

• There are still funds out there (SFYS) if you want to be proactive and creative ~ community partnerships essential

• Our Student Services Model is an efficient and effective way of dealing with a myriad of student issues

• Trainees are cost effective, and provide us with an energy and connectivity to students

Conclusion…

The WRC Student Services Model

minimises student disengagement

by:

• Focusing on service delivery

• Incorporating a wide range of both

internal & external service

providers

• Recognising the value of young

people’s input ~ tutoring, etc

• Maximising school resources

• Creating sustainable partnerships

with external service providers

WHICH LEADS US TO…….

Pyramid Response to Intervention

@Warragul Regional

College~ 2013 ~

Social ~ Emotional

Behavioural Academic Pathways

INTE

NSIT

Y

5 ~ 10 %

10 ~ 20 %

70 ~ 80 %

PYRAMID RESPONSE TO INTERVENTION

STUDENTS PARENTS

LEVEL 1 – UNIVERSAL

LEVEL 3 – INTENSIVE

LEVEL 2 – TARGETED


Response to Intervention (RtI) is a systematic decision-making process designed to allow for early and effective responses to children’s learning and behavioural difficulties, provide children with a level of instructional intensity matched to their level of need and then provide a data-based method for evaluating the effectiveness of instructional approaches.


Critical Features of RtIRtI is based on the premise that supports are provided early, monitored systematically, and adjusted intentionally to respond to individual children’s needs, thus preventing the more traditional practice of waiting for a child to demonstrate failure and then beginning a process of evaluation and referral to special education.


Instead, RtI includes several features that allow programs to more quickly and efficiently provide the type of support children need to demonstrate successful outcomes. These features include the following:• Universal screening • Continuous progress monitoring• Continuum of Evidence-Based

Interventions• Data-based decision making and problem

solving• Implementation Fidelity

Interventionist: TeacherSetting: General classroomGrouping: Variable/flexibleCurriculum: AusVELSDuration: Year-longAssessments: Formative dailyProgress Monitoring: Increased frequency based on student need

Level 1 – Universal

Core instruction intended for all students in AusVELS.

Level1 should meet the needs of approximately 70 - 80% of students

Interventionist: Teacher and skilled staffSetting: Variable (in class/withdrawn)Grouping: Small homogeneousCurriculum: DifferentiatedDuration: Varies depending on rate of progress and students’ performanceAssessments: Formative frequentlyProgress Monitoring: Monthly

Level 2 – Targeted

Supplemental interventions intended for approximately 10 – 20% of students

Interventionist: Teacher, trained and skilled staffSetting: VariableGrouping: Smaller homogeneousCurriculum: Customised, intensive, systematic, targeting area of greatest needDuration: Varies depending on rate of progress and students’ response to interventionAssessments: Formal/InformalProgress Monitoring: Minimum Weekly

Level 3 – Intensive

Intensive, individualised interventions intended for approximately 5 – 10% of (non-responders) students

Universal Targeted Intensive

Academic

Differentiated Curriculum Roadmap Traffic lighting of AusVELS levels(writing) years 7-12 Identification of low achievers (writing) Years 8-9 Traffic lighting in other KLD areas Years 7-12 Mathematics streaming Elective Program GPA/Progress Reports Home Group Program Wannik Program (Indigenous) Screening all Grade 6 Students (Transition to WRC)

Tutoring & ES Support (in class & withdrawal)

Modified Programs Visiting Teachers (Special Ed) GPA Boot Camp Individual Learning Plans Health Screening e.g. Hearing/Vision Royal Children’s Hospital Auditory Pro

cessing Test (Year 7) Written Comprehension Test (Year 7)

Neuro Development Therapy Speech Pathology Educational Assessments/Screening

Behavioural

Restorative Practices Solution Focused Therapy Classroom Management Plans Relationship Focus (POLT) RAFTS Leadership Programs

Mood Management Girls/Boys & Small Groups Relaxation Sessions Individual Learning Plans Student Monitoring Books Goal Setting Student Support Group Meetings Behaviour Management Plans

Mini-Courses Community Service Escape/Time Out Cards Reflective Activities Restitution Peer Mediation/Teen Court Saturday School Loss of Privileges Alternatives to Suspension

Social-Emotional

Solution Focused Therapy Low and high reactive students Calm Energy Mental Health First Aid Home Group Program Leadership Programs Student Services Team

College Counselor College Chaplain College Nurse Individual Learning Plans Lunchtime Activities After-School Program Student Services Team

GP Referral (for MHCP) Psychologist Outside Agency Referral ~ DHS,

Child First, Berry St, Anglicare, Quantum etc.

Student Services Team

Pathways

Curriculum Years 7-12 Beacon Foundation Work Experience/Placement Industry and Enterprise Career Support Staff/Counsellor Victorian School for Student Leadership Outward Bound Leadership Programs SAMs Program

Ross Foundation Program YFC ‘No Limits’ Career Support Staff/Counsellor TAFE Tasters Beacon Career Exploration Managed Individual Pathways

Individual Program, e.g. Work Placement

Mentoring

Social-EmotionalUniversal


Social-EmotionalTargeted


Social-EmotionalIntensive

GP Referral (for MHCP) Psychologist Outside Agency Referral ~ DHS, Child First,

Berry St, Anglicare, Quantum etc. Student Services Team

BehaviouralUniversal


BehaviouralTargeted


BehaviouralIntensive


AcademicUniversal


AcademicTargeted

Tutoring & ES Support (in class & withdrawal) Modified Programs Visiting Teachers (Special Ed) GPA Boot Camp Individual Learning Plans Health Screening e.g. Hearing/Vision Royal Children’s Hospital Auditory Processing T

est (Year 7)

Written Comprehension Test (Year 7)

AcademicIntensive


PathwaysUniversal


PathwaysTargeted


PathwaysIntensive

Individual Program, e.g. Work Placement Mentoring

AcademicUniversal


Targeted

Tutoring & ES Support (in class & withdrawal) Modified Programs Visiting Teachers (Special Ed) GPA Boot Camp Individual Learning Plans Health Screening e.g. Hearing/Vision Royal Children’s Hospital Auditory Processing Test (Year 7) Written Comprehension Test (Year 7)

Intensive


Social ~ EmotionalUniversal


Targeted


Intensive

GP Referral (for MHCP) Psychologist Outside Agency Referral ~ DHS, Child First, Berry St, Anglicare, Quantum etc. Student Services Team

PathwaysUniversal


Targeted


Intensive

Individual Program, e.g. Work Placement Mentoring

BehaviouralUniversal


Targeted


Intensive


INTERNAL TESTING/SCREENING

• The Writing levels of students in Year 7 (AusVELS) were traffic lighted and sorted from below, to expected, and to above expected levels.

• The students who were below expected level were sorted into two groups ~ those 6 months or less below ~ 35 students, and the students more than 6 months below ~ 20 students.

• The 20 most ‘at risk’ students are being given The Royal Children’s Hospital Auditory Processing Test and Dr Fry’s Silent Comprehension Test in order to:

a) Identify learning needs for Individual Learning Plans, and/orb) Identify need for more specialised testing by support services.

These tests were selected and verified by Specialists in our Region.

EXTERNAL TESTING/SCREENING

As a starting point the referred students’ level of ability is screened using two tests:

• Ravens (Matrices) ~ non-verbal test • CELF ~ verbal language test

If the scores are below the expected age level a cognitive (IQ test) is done to further determine strengths and weaknesses and possible PSD funding.

Auditory processing difficulties can be picked up using the CELF and a TAPS assessment can be administered, which is a comprehensive auditory processing test.Additionally, these students may receive:

• SSIS ~ social skills deficits test• Sensory Profile ~ sensory deficits test• Connors ~ Tests behaviours, such as ADHD, ADD, ODD, etc.

PARENT INVOLVEMENT IN PRTI

How can I be involved in RtI for my child?

• As a parent, you play an essential role in supporting your child at school. Perhaps these questions may help you understand how the process is working.

• What curriculum is being taught in my child’s classroom?

• What is my child expected to learn in a year?

• What process does the school use to screen students for learning problems?

PARENT INVOLVEMENT IN PRTIContinued…..

• If my child is struggling in the classroom, what evidence-based instruction will he or she receive?

• How will the school notify me if my child needs extra help?

• How can I work with the school to support instruction at home?

• How often will my child’s teacher monitor progress, and how will I be notified of the results?

• How does the multi-step approach work?


• How will I be notified if my child might benefit from Level 2 or Level 3 instruction?

• How long will my child receive instruction in a particular Level?

• What role does the Student Services Team play in RtI?

• How long will my child receive instruction in a particular Level?

• What role does the Student Services Team play in RtI?


How can I help my child get the most from their education?

• Children succeed when families and schools work together and communicate regularly about student progress. Research tells us that a student achieves more and schools improve when parents are involved in meaningful ways. Here are some ways you can support what your child is doing in school.

• Make communication with your child’s teacher a priority. Be sure to attend parent-teacher conferences and other meetings about your child.


• Read with your child every day. Visit the school or community library and help your child pick out books to read at home.

• Help your child with homework assignments. Talk to the teacher if you are uncertain about how to help your child with math or other programs with which you are unfamiliar.

• Praise your child for achievements in school. Specific praise from parents and teachers boosts a child’s self-esteem and confidence.

(Vermont Family Network)

INTERVENTION STRATEGIES

• Ensure teams have a guaranteed curriculum

• Improve teacher pedagogical content knowledge

• Using the Inquiry Cycle collect valid data connected to student learning growth

• Use data to differentiate the learning for students who are not growing, regardless of where they are on the learning continuum (keeping in mind the constraints of the AusVELS curriculum and external testing in measuring learning growth of high performing students)

INTERVENTION STRATEGIES

• Teachers demonstrating proven effective teaching strategies to other teachers. Continuous monitoring to ensure strategies are working in classroom.

• Team teaching with support from Intervention Staff. In this Model students are placed into needs based workshops designed to specifically move them on.

• Individualised Learning Plans for students with low literacy levels or specific needs.

• Building the capacity of teachers across all subjects to cater for students with low literacy within their classrooms.

REFERENCES

Documents

WRC PYRAMID RESPONSE TO INTERVENTION: A JOURNEY IN THE MAKING Iain Luck Assistant Principal Student Services