Response to Instruction and Intervention

Process Presentation

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)?

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

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

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

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

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

RtII Model For Literacy

Level 3Few students

require more intensive intervention at this level

Level 2Some students require additional

intervention at this level

Level 1Goal: Most students successful at this level

All students are provided access to a standards based curriculum and high quality instruction

Within 2 years below grade-level

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

Just at or above grade-level

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

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

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

Where is Special Education?

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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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

Additional planning time will be available for your leadership team

Steps for School Implementation

RtII: It’s Deep!

RtII

Today’s RtII Professional Development

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