RESPONSE TO INSTRUCTION AND INTERVENTION (RtII)

1. RESPONSE TO INSTRUCTION AND INTERVENTION (RtII) Adapted from School District of Philadelphia Rtii Materials

2. Learning Objectives Part I Understand the philosophy of RtII Review benefits for the transition from CSAP to RtII Identify the key components of the RtII model Explain Rtii and IEP interaction

3. Roll-out plan: Implementation New Process • 2012-2013: District-wide implementation of RtII • ALL Grades: K-12 • Replaces CSAP Process • Phase 1 focus areas: Literacy, Behavioral Health, Attendance, Student Discipline • Documentation in the online system in Schoolnet

4. Roll-out plan: Online System New Process The CSAP database will no longer be in use after the 2011-2012 school year Beginning with the 2012-2013 school year, Rtii, a module in Schoolnet, will replace the CSAP reporting system

5. Roll-out plan: Online System New Process • The Interventions system will document the following: • Strategic and Intensive academic intervention plans provided through RtII • Positive behavioral interventions in compliance with the State-mandated SAP (Student Assistance Process) • EIS (Early Intervening Services) mandated by Federal law • Truancy interventions in compliance with the State-mandated compulsory attendance procedures and TEP (Truancy Elimination Plan) • Intervention plans will be automatically closed out in the system on the last day of school each year

6. What Is Response to Instruction and Intervention (RtII)? A multi-level system of support focused on improving learning for ALL students A data-driven model to enable early identification and strategic interventions for students at academic or behavioral risk (screening, progress monitoring) A shared, collaborative, data-driven decision-making process among professional educators.

7. RtII Differences in CSAP & RtII Student Support Model • Tier 3 • Individual Students evaluated for Change of Placement • Level 3 • Small group or Individual supplemental and targeted instruction • Level 2 • Small group supplemental and • targeted instruction • Tier 2 • Individual Student Intervention plans • 60 days to demonstrate progress • Level 1 • All students • Research - based, effective instruction • Progress monitoring through Curriculum Based Assessments • Tier 1 • Small Group supplemental instruction • 30 days to demonstrate progress CSAP

8. Key Components of RtII Implementation Quality Standards-Based Core Curriculum RtII School Team Time for Collaboration Time for Intervention Delivery Screening Progress Monitoring Evidence-based Interventions Documentation and Accountability System

9. The Key Components of RtII Courtesy of the National Center on Response to Intervention

10. Screeners • Progress Monitoring • Evidence Based Interventions RTI Process

11. RtII Components: Speaking a Common Language • Core Program: Research-based curriculum and instruction • Strategies: Instructional tools used broadly across all RtII levels to support learning • Interventions: • Academic : Evidence-based programs that supplement Core Program • Behavioral/Attendance/Discipline : Evidence–based programs or best practices that address the barriers • Screening: • Academic : assessing ALL students a minimum of 3X/year to group students according to risk level • Behavioral/Attendance/Discipline: assessing ALL students on a monthly basis to group students according to risk level • Progress Monitoring: On-going assessment of students identified as at-risk to determine accuracy of screener, and to gauge student progress with selected intervention program

12. RtII School Team Principal & Assistant Principal “RtII Champion” Teachers Counselor Technology Teacher Leader - TTL Attendance Designee Student Discipline Designee Special Education Liaison – SEL School Psycologist

13. Key components of RtII: Time for collaboration Purpose • To create dedicated time for the RtII team to analyze student data for the purpose of improving all student’s achievement. Recommended Best Practices • Frequency: • data meetings 1-2 per month • Review screener data every marking period (monthly for attendance) • Review progress monitoring data • Structure: • Grade group meetings or other group meeting times • RtII Team present

14. Key components of RtII: Time for collaboration New Process Outcomes Form consensus on students identified for intervention plans Assign team members for a specific plan Initiate the plan online Task completion and progress monitoring

15. Philadelphia School District RtII Model Attendance Behavior ~85% of students Level 1 ~10 % of Students Level 2 ~5% of Students Level 3 Small Group/Individual Small Group Discipline Literacy Whole Class

16. Key components of RtII: Screeners Screeners are assessments tools used to assess ALL students a minimum 3 times/year to group students according to risk level To prepare for start of school year, use prior year cycle four data to group students

17. RtII Model For Reading Literacy 2+ years below grade-level (chronically under-performing) Level 3 Few students at this level Within 2 years below grade-level Level 2 Some students at this level Just at or above grade-level Level 1 Most students at this level

18. RtII Model For Attendance 10 or more illegal absences Level 3 Few students at this level 3 or more unexcused and illegal absences Level 2 Some students at this level Level 1 Most students at this level

19. RtII Model For Behavioral Health Students with a behavioral health diagnosis Level 3 Few students at this level Students who struggle with exhibiting appropriate social skills Level 2 Some students at this level Level 1 Most students at this level

20. RtII Model For Student Discipline Students with an EH-21 Discipline Referral Level 3 Few students at this level Students with 3 or more suspensions Level 2 Some students at this level Level 1 Most students at this level

21. Key components of RtII: Selecting Interventions • Choose an intervention using the following criteria: • Evidence-based • Matched to student need • Available • Staff are trained to implement with fidelity • Identify evidence-based interventions: • National RTI Center www.rti4success.org

22. Key components of RtII: Time for Intervention Delivery Time should be allotted/scheduled for interventions to be delivered to the identified students Regular and consistent delivery of the intervention

23. Key Components of RtII: Progress Monitoring • Progress monitoring (PM) assesses progress of students identified through the screener as “at-risk” • Determines accuracy of screener • Gauges student progress with selected intervention program • The online system requires monthly Progress Monitoring for all interventions, but may be administered more frequently. • PM data should be reviewed collaboratively 1-2 times/month; time for structured and facilitated data analysis should be built into RtII team meeting agenda • Recommended Progress Monitoring Tools: • Assessments built into evidence-based interventions • Some screeners (e.g., DIBELS) • ScholarChip (High Schools)