RESPONSE TO INSTRUCTION AND INTERVENTION ( RtII )

RESPONSE TO INSTRUCTION AND INTERVENTION (RtII)

PART I: PHILOSOPHY & PROCESS MODEL

PART II: DOCUMENTATION SYSTEM

The School District of Philadelphia2012-2013

Part IReview benefits for the transition from CSAP to RtII Understand the philosophy of RtIIIdentify the key components of the RtII modelTake initial steps for building your RtII school plan

Part IIUse “Interventions,” the online system in Schoolnet

Learning Objectives

RtII

Tier 3•Individual Students evaluated for Change of Placement

Level 3•Small group or Individual supplemental and targeted instruction

Tier 2•Individual Student Intervention plans•60 days to demonstrate progress

Level 2•Small group supplemental andtargeted instruction

Tier 1•Small Group supplemental instruction•30 days to demonstrate progress

Level 1•All students•Research - based, effective instruction•Progress monitoring through Curriculum Based Assessments

CSAP

Differences in CSAP & RtII Student Support Model

2010-2011: Schoolnet online system for documenting individual CSAP intervention plans piloted in select schools

2011-2012: Schoolnet online system for documenting group interventions plans and implementing the RtII model piloted in select schools

2012-2013: District-wide implementation of RtII ALL Grades: K-12 Phase 1 focus areas: Literacy, Behavioral Health, Attendance,

Student Discipline Documentation in the online system in Schoolnet

Roll-out plan: Implementation

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 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

Roll-out plan: Online System

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)?

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

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

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 Champion” A designated teacher who is the school-based point person for RtII Collaborates with the principal to provide coaching for other

teachers and school staff in all key components of RtII Participates in RtII Professional Development offered by Central

Office to provide on-going professional development for school staff

Teachers Use data to identify individual students in need of academic and

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

interventions


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 ProcessRole of the School Counselor

RTII Process Role of the School CounselorLevel 1: Universal Core InstructionAll Students (Preventative and Proactive)

1. Guidance Curriculum (All Students)2. Curriculum Action Plan (All Students relevant Guidance)3. PBIS Team/Staff Coaching4. Data Review: SchoolNet (Early Warning Indicators,

Attendance, Discipline)

Level 2: Supplemental/StrategicSome Students at Some level of Risk

1. Small Group Identification (Appraising)2. Responsive Services: a.) Consultation b.) Individual

Counseling c.) Small Group Counseling3. Action Planning4. Data Review: SchoolNet (Early Warning Indicators,

Attendance, Discipline)

Level 3: Intensive/IndividualFew Students with the Greatest needs

1. Responsive Services: a.) Consultation b.) Individual Counseling c.) Referral to School and Community Services

2. SAP Action Plan/Case Management3. Action Planning4. Data Review (SchoolNet) and Report to Parents/School Staff

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)


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


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.


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.


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


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

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.


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.


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: Using IMS data for screening

process

Instructional Management System - IMS

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 Reading Literacy

Level 3Goal: Few students require more intensive

intervention at this level

Level 2Goal: Some 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



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



Students with an EH-21 Discipline Referral

Students with 3 or more suspensions

Where is Special Education?

Level 3Few 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.

Cons

ider

atio

n fo

r sp

ecia

l educa

tion

eva

luat

ion m

ay

occu

r at

any

tim

e

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

What is one difference between CSAP and RtII that strikes you the most?

Use one word to describe how you feel about this change

Next Step – Building your RtII Plan

Pause and Reflect on Change

RtII: It’s Deep!

RtII

Today’s RtII Professional Development

Contact Info

RESPONSE TO INSTRUCTION AND INTERVENTION ( RtII )

Documents

Transcript of RESPONSE TO INSTRUCTION AND INTERVENTION ( RtII )