Response to Instruction

and InterventionOverview

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

A shared, collaborative, data-driven decision-making process among professional educators.

What Is Response to Instruction and Intervention

(RtII)?

Quality Standards-Based Core Curriculum RtII School Leadership Team Time for Collaboration Screening Evidence-based Interventions Time for Intervention Delivery Progress Monitoring Documentation and Accountability System

Key Components of RtII Implementation

Level: The differing intensity of support 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

RtII Components: Speaking a Common Language

The Key Components of RtII

Courtesy of the National Center on Response to Intervention

The CSAP database will no longer be in use after the 2011-2012 school year

Beginning with the 2012-2013 school year, Interventions, a module in Schoolnet, will replace the CSAP reporting system

Roll-out plan: Online System

The Interventions system will document the following: Strategic and Intensive academic intervention plans

provided through RtII – Focus on Literacy to begin Positive behavioral interventions in compliance with

the State-mandated SAP (Student Assistance Process)

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

Roll-out plan: Online System

Principal & Assistant Principal “RtII Champion” Teachers Counselor Technology Teacher Leader - TTL Attendance Designee Student Discipline Designee Special Education Liaison – SEL School Psychologist – Consultant to RTII

Teams

RtII School Leadership Team

Principal & Assistant Principal Lead RtII as the school’s instructional leaders

Support teachers in delivering high quality core instruction for all students

Build teachers’ capacity to deliver high quality interventions Facilitate use of data to drive instructional practice

Organize school schedule to allow for RtII meetings

Participate in RtII meetings Regularly review student data in Schoolnet Regularly review status of intervention plans (task

completion and progress monitoring) in Schoolnet

RtII School Leadership Team

“RtII Champion” A designated teacher who is the school-based point person for

RtII Collaborates with the principal and RtI-SAP Specialists to provide

coaching for other teachers and school staff in all key components of RtII

Delivers on-going professional development for school staff

Teachers Use data to identify individual students in need of academic

intervention Be accountable for implementation of academic interventions Log in regularly (Best Practice: Weekly) Be accountable for task completion for his/her students Collaborate with Counselor on behavioral and social-emotional

interventions

RtII School Leadership Team

Student Discipline DesigneeEnsure implementation of the Code of Student Conduct in response to individual student behaviorsCollaborate with RtII Team to identify and implement group-level interventionsCollaborate with school teams on research-based violence prevention programsCollaborates with counselor to identify social/emotional barriersCollaborates with counselor to address school wide trends of social/emotional issuesCollaborates with counselor to develop behavior support plans for individual studentsAlign interventions with Student Discipline data

RtII School Leadership Team

Attendance DesigneeDevelops a school wide student attendance incentive program. Ensure that the school intervenes in instances where students are excessively absent, late, or cutting class. Coordinate meetings with individual students and/or parents/guardians to assess barriers to attendanceEnsure the completion and submission of RtII attendance documentation for compulsory school-age students with 10+ illegal absences (e.g., C-31, CEH-14)Collaborate with the DHS Provider to ensure compliance with the Truancy Court Order and implementation of Level 3 interventions (e.g., daily report monitoring)

RtII School Leadership Team

Technology Teacher Leader (TTL) Provide PD for school staff in use of the online system Troubleshoot related technology issues

Counselor Facilitate process for behavioral health interventions

for individual students Use data to identify individual students in need of

Social Emotional interventions, and or Academic Readiness Skills.

Deliver/coordinate/monitor behavioral and social-emotional interventions to individual students

Collaborate with Teachers on behavioral and social-emotional interventions

RtII School Leadership Team

Counselor (continued) Guidance Curriculum for all students Develop Curriculum Action Plans for all students relevant to

guidance PBIS Team/Staff Coaching Review SchoolNet Data for Early Warning Indicators, Attendance,

Discipline Identify small groups for appraising Lead responsive services such as consultations, small group

counseling, and individual counseling Develop SAP Action plans and lead the case management process Create parental and school staff reports

RtII School Leadership Team

Special Education Liaison - SEL

Collaborates with RTII Leadership Team on the coordination, delivery, and monitoring of interventions that are appropriate both for students in the RTII process and the special education process.

Collaborates with RTII Teams on the analysis, interpretation and application of progress monitoring data to determine when evaluation for special education should be considered for individual students due to continued lack of response to intervention.

Facilitate the process for individual RTII students who are being referred for evaluation for special education services.

RtII School Leadership Team

School Psychologist – Consultant to RTII Teams Provides consultation to the RTII Leadership, Group Plan, and

Individual Plan team members on school-wide, classroom, and individual academic, behavioral and social-emotional interventions.

Provides consultation to the RTII Leadership, Group Plan, and Individual Plan team members to determine if referrals for special education evaluation are appropriate. If referrals are appropriate, provides input as to what the evaluation plan should be. If not, provides input as to next steps and a recommended course of action.

Provides consultation to the RTII Leadership, Group Plan, and Individual Plan team members on individual students who have been evaluated for special education services and found to be ineligible.

RtII School Leadership Team

Purpose To create dedicated time for the RtII team to analyze

student data for the purpose of improving all students’ 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: Dept. meetings, grade group, or other group meeting

times RtII Team present

Key components of RtII: Time for collaboration

OutcomesForm consensus on students identified for intervention plansAssign team members for a specific planInitiate the plan onlineTask completion and progress monitoring

Key components of RtII: Time for collaboration

Screeners are assessment tools used to assess ALL students Academic : assessing ALL students a minimum of

3X/year to group students according to risk level Behavioral/Attendance/Discipline: assessing

ALL students on an ongoing basis

To prepare for start of school year, use prior year cycle four data to group students

Key components of RtII: Screeners

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

Key components of RtII: Selecting Interventions

Time should be allotted/scheduled for interventions to be delivered to the identified students

Regular and consistent delivery of the intervention

Key components of RtII: Time for Intervention Delivery

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)

Key components of RtII: Progress Monitoring

Attendance

Behavior

Discipline

Literacy

Level 1

Level 2

Level 3

~85% of Students~10 % of

Students

~5% of Students

Whole Class

Small Group

Small Group/Indivi

dual

Philadelphia School District RtII Model

Level 3Few students

at this level

Level 2Some students at this level

Level 1Most students at this level

Within 2 years below grade-level

2+ years below grade-level (chronically under-

performing)

Just at or above grade-level

Analysis, interpretation and application of data from Level 3 interventions; referral for special education evaluation should be considered if data demonstrate continued lack of response to instruction and intervention.

• More intensive supplemental interventions, implemented with fidelity

• Very frequent progress monitoring• Homogenous grouping• Alternatives to suspension and

expulsion

General Education All three levels are part of a comprehensive educational system. Therefore, the levels should not be viewed as categorical placements or as “gates” to special education supports and services.

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Key components of RtII: Academic Screeners

Evidence-based Screening Tools

Grades Method District-mandated

DRA K-3 Individual

Gates-McGinitie 4-8 Group

WRAP 4-8 Individual

DIBELS K-6 Individual

AIMSWEB K-12 Group

For other evidence-based screeners, go to www.rti4success.org

RtII Model For Literacy

Level 3Few

students at this level

Level 2Some students at this level

Level 1Most students at this level

Within 2 years below grade-level

2+ years below grade-level (chronically under-performing)

Just at or above grade-level

ATTENDANCE Screeners used to assess ALL students

monthly to group students according to risk level

To prepare for start of school year, obtain your list of court involved youth from the prior year. These students will begin the year at Level 3.

Key components of RtII: Attendance Screeners

RtII Model For Attendance

Level 3Few

students at this level

Level 2Some students at this level

Level 1Most students at this level

10 or more illegal absences

3 or more unexcused and illegal absences

Behavioral HealthThe screener for students who may be in need of Behavioral Health supports will be based on a Student Assistance Team model. Students will be identified using multiple data sources, including teacher and parent recommendations, and then an expert team that includes the parent will identify what interventions would be appropriate.

To prepare for start of school year, schedule interagency meetings for all students who are participating or transition into or out of a school based behavioral heath program.

Key components of RtII: Behavioral Health

Screeners

RtII Model For Behavioral Health

Level 3Few

students at this level

Level 2Some students at this level

Level 1Most students at this level

Students with a behavioral health diagnosis

Students who struggle with exhibiting appropriate social skills

Student DisciplineSchool-wide behavioral expectations – to establish a baseline and are taught at the beginning of the school yearScreener used to identify students who require targeted supports based on review of discipline data sources

Key components of RtII: Student Discipline

Screeners

RtII Model For Student Discipline

Level 3Few students

at this level

Level 2Some students at this level

Level 1Most students at this level

Students with an EH-21 Discipline Referral

Students with 3 or more suspensions

Effective Support Programs - Inventory of Interventions

What instructional programs/interventions are you using in the area of literacy?

What evidenced-based interventions have you selected for attendance, student discipline and behavioral health?

How will you ensure that students are grouped according to identified areas of need?

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

Key components of RtII: Selecting Interventions

Interventions:The Planning

• There is a need to identify the resources, materials and staff needed for interventions.

• Students will need an intervention plan.

Interventions:Scheduling Time For Delivery

• Intervention blocks can be quite helpful in implementing RtII but are not necessary.

• RtII can still be implemented if you do not have one instructional intervention period blocked out for the entire school.

• An alternative method is to have designated intervention classes occurring at different periods throughout the day, possibly varying by grade.

Intervention Planning & Delivery – Guiding Questions for Planning

How will you gauge student success with the interventions?

How will you ensure interventions are implemented properly?

What steps/measures will be taken if an intervention is proven to be unsuccessful for the student?

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)

Key Components of RtII: Progress Monitoring

Students with IEPs

IEP Team:Addresses

all concerns

IEP

Deliver IEP

Collect IEP Data;EasyTracEasy IEP

Deliver Intervention

InclusionCollect data in Interventions

Module

IEP Process

RtII Documentation System

Supporting data collection system

1. There is a process called the RtII Process.2. The RtII process uses SchoolNet-Interventions

as its data collection tool.3. There is a process called the Special

Education Process.4. The Special Education Process uses EasyIEP

and EasyTrac as its data collection tools, once a student has been identified as needing special education services.

Students with IEPs

Now, SchoolNet-Interventions can also be used as an additional data collection tool for the Special Education Process.

It can be used in addition to, not in place of, the traditional Special Education Process data collection tools, EasyIEP and EasyTrac.

Students with IEPs

Please visit IMS Tutorials in Schoolnet Find the documents titled:

RtII Leadership Presentation RtII Leadership Manual

These documents will help guide your leadership team to plan a successful RtII Process in your school

Steps for School Implementation

RtII: It’s Deep!

RtII

Today’s RtII Professional Development

Contact Info