RESPONSE TO INSTRUCTION
AND INTERVENTION (RtII)
Adapted from School District of Philadelphia
Rtii Materials
Part I
∗Understand the philosophy of RtII
∗Review benefits for the transition from CSAP to RtII
∗Identify the key componen...
∗ 2012-2013: District-wide implementation of RtII
∗ ALL Grades: K-12
∗ Replaces CSAP Process
∗ Phase 1 focus areas: Litera...
∗ The CSAP database will no longer be in use after the
2011-2012 school year
∗ Beginning with the 2012-2013 school year, R...
∗ The Interventions system will document the following:
∗ Strategic and Intensive academic intervention plans provided
thr...
∗ A multi-level system of support focused on improving
learning for ALL students
∗ A data-driven model to enable early ide...
RtII
Tier 3
•Individual Students evaluated for
Change of Placement
Level 3
•Small group or Individual
supplemental and tar...
∗ Quality Standards-Based Core Curriculum
∗ RtII School Team
∗ Time for Collaboration
∗ Time for Intervention Delivery
∗ S...
The Key Components of RtII
Courtesy of the National Center on Response to Intervention
• Progress
Monitoring
• Evidence
Based
Interventions
• Screeners
RTI
Process
10
∗ Core Program: Research-based curriculum and instruction
∗ Strategies: Instructional tools used broadly across all RtII l...
∗ Principal & Assistant Principal
∗ “RtII Champion”
∗ Teachers
∗ Counselor
∗ Technology Teacher Leader - TTL
∗ Attendance ...
Purpose
∗ To create dedicated time for the RtII team to analyze student
data for the purpose of improving all student’s ac...
Outcomes
∗Form consensus on students identified for intervention
plans
∗Assign team members for a specific plan
∗Initiate ...
Attendance Behavior
Discipline Literacy
Level 1
Level 2
Level 3
~85% of
students
~10 % of
Students
~5% of
Students
Whole C...
∗ Screeners are assessments tools used to assess ALL
students a minimum 3 times/year to group students
according to risk l...
RtII Model For Reading Literacy
Level 3
Few students
at this level
Level 2
Some students at this level
Level 1
Most studen...
RtII Model For Attendance
Level 3
Few students
at this level
Level 2
Some students at this level
Level 1
Most students at ...
RtII Model For Behavioral Health
Level 3
Few students
at this level
Level 2
Some students at this level
Level 1
Most stude...
RtII Model For Student Discipline
Level 3
Few students
at this level
Level 2
Some students at this level
Level 1
Most stud...
∗ Choose an intervention using the following criteria:
∗ Evidence-based
∗ Matched to student need
∗ Available
∗ Staff are ...
∗ Time should be allotted/scheduled for interventions
to be delivered to the identified students
∗ Regular and consistent ...
∗ Progress monitoring (PM) assesses progress of students identified through the
screener as “at-risk”
∗ Determines accurac...
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Rtii web-presentation

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  • Ask the group "What is it that you want to know? ” If the PD includes both System and Process all learning objectives will be met. If it is only Process, only Part 1 will be met.
  • Approx. – 25 Schools The pilot schools first addressed the individual plans, then the second pilot addressed the group plans. The pilot schools first addressed the individual plans, then the second pilot addressed the group plans. The rollout plan is based on recommendations from the national RtII center for deploying RtII, to begin with one curricular area, reading, then adding additional curricular areas as the deployment progresses. What about other failures? How do we support students who fail history? Schools should create opportunities for student success, even if the system does not specifically support the plans being created.
  • CSAP database is a tool that counselors have been using to document CSAP
  • EIS – relates to Specialized Services for all students, reference manual for more information These different state and federally mandated data collection tools are being consolidated into one system to provide efficiencies in data entry and the ability to view the consistent data from one system to the next.
  • The use of a standards-aligned, comprehensive school improvement and/or multi-tiered system of support for implementing PA ’s Standards Aligned System (SAS) Using a continuum of student performance data to continuously inform, monitor and improve student access and response to high-quality core and supplemental instruction/intervention Through a multi-tiered system of support, implementers have a road map for facilitating systems change within the context of data-based decision-making and instructional matching The intent of RtII is to improve learning as efficiently, effectively and equitably as possible for ALL students, including students with disabilities.
  • Special education process is outside the triangle for RtII
  • This the frame work for the next few slides. We understand that all schools have a quality standards based core curriculum, today ’s focus is on the rest of this list for a successful RtII program at your school. **Consider** These are the key components for a successful RTI program. The most important component that transcends the entire process is a quality core curriculum. Every school has this component, but the focus of our discussion today is not the core but the other components that you may not be familiar with. We will present these other components over the next few slides.
  • This is the holistic look for the RtII model looks like. Everything is tied to improving student outcomes, the ultimate goal. Each of these components will be explained in greater detail in the forthcoming slides. rigorous implementation of RTI includes a combination of high quality, culturally and linguistically responsive instruction, assessment, and evidence-based intervention. Comprehensive RTI implementation will contribute to more meaningful identification of learning and behavioral problems, improve instructional quality, provide all students with the best opportunities to succeed in school, and assist with the identification of learning disabilities and other disabilities.
  • This is the RTI process Start with the green circle Terms: “Screener” is synonymous with “assessment” Groups: can be structured in the way that works best for the school (grade group, etc.); Principal and/or AP should be there. Identify Interventions: at Emp we know that it Corrective R/M; At the non-Emp schools, the schools will have to inventory their own interventions and make decisions based on what they have Scheduling Intervention Time: in Emp this is Corrective R/M; in non-Emp schools, the schools will determine what model to use (push-in, pull-out, etc.) Monitor and Document: this is a paperless process. Gradebook complements and supports the online RTI system.
  • When a new process is being introduced, a common language needs to be established. This is a list of some terms that we need to define for all in unified way. Explain the difference between Research-based and Evidence-based. Evidence-based Practice Evidence-based Practice integrates research and practice-based expertise, current data along with information specific to the individual student to determine the method and quality of intervention support. The final decision is based upon a sufficient assessment of the available data and a reasonable belief that the decision will generate the best outcome for the student. Research-based Practice Research-based practice is a scientific method involving the collection and analysis of data against standards of practice. Educators identify more effective means of supporting students by comparing established methods with results of available research, resulting in changes to the delivery of support when deemed professionally appropriate and ensures an improved outcome.
  • This structure of an RtII Leadership team is deemed as a best practice. In the next few slides we will provide some guidance as to all the responsibilities of all the different roles
  • Reviewing progress monitoring data – This is reviewing the progress of students in plans and what next steps need to be taken if necessary.
  • Displayed is a representation of the district ’s model of RtII. It shows: FOUR COMPONENTS: attendance, behavior, discipline, and literacy THREE LEVELS: Level One IS WHERE MOST OF THE STUDENTS SHOULD BE. Level One is where we address all students in the classroom through the Core Program. Notice that the other levels are inside the core. This is to demonstrate that even though students are receiving additional supports or interventions, they are still receiving the core program. Note: the percentages are approximations, just to give a sense of appropriate proportions for each level.
  • Use data from prior year to look at ALL areas: academic, behavior, attendance, discipline.
  • See handout for detail ** Special Ed process is outside the triangle Mastery of academic-level with acceleration into grade-level mastery Curriculum is of high-intensity and focuses on in-depth skills analysis. Intensive and comprehensive intervention program could replace the grade-level core. Frequent progress monitoring ensures advancement into grade-level materials. Mastery of grade-level standards with extra support that enhance, but do not supplant the core curriculum Instruction ensures skills mastery and is aligned with the core curriculum. Instruction is engaging, integrated, and offers multiple opportunities for mastery. Support is based on student needs as identified by ongoing progress monitoring. Mastery of grade-level standards The goal is preventive support, Instruction should be responsive and high quality within the general education classroom. Ongoing progress monitoring ensures clarity of focus
  • See handout for detail Level 1: The majority of students will fall here. The goal is to ensure that every student is in school and in class, every day, on time. Preventive support is established. Best practices from the attendance toolkit should be applied school-wide (e.g., school-wide incentives and rewards for good/improved attendance, display of school/class attendance data, routine communication to parents regarding compulsory attendance requirements, school policy to address lateness and class cuts). Ongoing implementation of school-wide strategies and progress monitoring of student attendance ensures achievement of this goal. Level 2: Some students fall here. Focus is on students who have 3+ unexcused absences. The C-31 Legal Notice must be sent to the parent/guardian (only once/year) at the 3 rd illegal absence. Additional interventions are applied (e.g., telephone calls, home visits). The barriers to attendance are identified and addressed with interventions. Suggestions for interventions can be accessed on Schoolnet. This is not an exhaustive list and is not meant to address every possible barrier. Level 3: Few students should fall here. The focus is on students who are chronically truant with 10+ illegal absences. The interventions at this level are generated with a referral to Truancy Court. Intensive and comprehensive interventions are coordinated and monitored by SDP, DHS, and Family Court.
  • See handout for detail
  • See handout for detail LEVEL 1: Most students are at this level and responsive to school-wide expectations which are taught, rewarded, and reinforced as needed. Goal Improved Social Skills for All Students Minor infractions may be experienced at this level which may be addressed by Classroom Management strategies, prompts, re-teaching, ODR ’s (Office Discipline Referrals, Pink Slips, or Parent Engagement, or even some of the interventions identified at the next level. LEVEL 2: At Level 2, we begin to identify and address emerging patterns of violations. They may be a pattern of a single behavior, or we may see a general pattern of non-compliance of the school-wide expectations, e.g. disrespect, threats, or fighting. These instances of non-compliance or violations coincide with the “Minor Infractions” identified in the Code of Student Conduct. Goal Reduce Rate of Recidivism of Level 1 / Minor Violations School-based Interventions at this level may target individuals or groups and possibly include Counseling, Referral to a Community Provider, Development of a Behavior Plan or FBA (Functional Behavior Assessment), Check In/ Check Out, or assigning a Mentor. Group Interventions may include Peer Mediation, Conflict Resolution, Restorative Practices, or Bullying Prevention. Short Term Suspension may also be used as a consequence at this level, as specified in the Code of Student Conduct. LEVEL 3: The few students who require Level 3 will be those students who commit “Major Infractions” of the Code of Student Conduct and are referred for “further disciplinary action” through the Student Disciplinary Hearing process. This would be a student who brings a weapon to school, is found in possession of drugs or alcohol, or assaults a staff person. Goal Increased Student Social Skills and Re-engagement into the School Community The focus for these students is to provide intensive support to help them to develop the necessary skills that will allow them to be succcessfully reintegrated into the neighborhood school community. Interventions are progressive based on need dictated by student(s) behaviors.
  • School autonomy, choose what works District may be open for for liability if interventions are not research or evidence based.
  • Scholarchip is used in HS for attendance monitoring
  • Rtii web-presentation

    1. 1. RESPONSE TO INSTRUCTION AND INTERVENTION (RtII) Adapted from School District of Philadelphia Rtii Materials
    2. 2. 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 Learning Objectives
    3. 3. ∗ 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 Roll-out plan: Implementation New Process
    4. 4. ∗ 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 Roll-out plan: Online System New Process
    5. 5. ∗ 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 New Process
    6. 6. ∗ 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. What Is Response to Instruction and Intervention (RtII)?
    7. 7. 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 and targeted 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
    8. 8. ∗ 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 Key Components of RtII Implementation
    9. 9. The Key Components of RtII Courtesy of the National Center on Response to Intervention
    10. 10. • Progress Monitoring • Evidence Based Interventions • Screeners RTI Process 10
    11. 11. ∗ 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
    12. 12. ∗ Principal & Assistant Principal ∗ “RtII Champion” ∗ Teachers ∗ Counselor ∗ Technology Teacher Leader - TTL ∗ Attendance Designee ∗ Student Discipline Designee ∗ Special Education Liaison – SEL ∗ School Psycologist RtII School Team
    13. 13. 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 Key components of RtII: Time for collaboration
    14. 14. 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 Key components of RtII: Time for collaboration New Process
    15. 15. 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/Individu al Philadelphia School District RtII Model
    16. 16. ∗ 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 Key components of RtII: Screeners
    17. 17. RtII Model For Reading Literacy Level 3 Few students at this level Level 2 Some students at this level Level 1 Most students at this level Within 2 years below grade-level 2+ years below grade-level (chronically under- performing) Just at or above grade-level
    18. 18. RtII Model For Attendance Level 3 Few students at this level Level 2 Some students at this level Level 1 Most students at this level 10 or more illegal absences 3 or more unexcused and illegal absences
    19. 19. RtII Model For Behavioral Health Level 3 Few students at this level Level 2 Some students at this level Level 1 Most students at this level Students with a behavioral health diagnosis Students who struggle with exhibiting appropriate social skills
    20. 20. RtII Model For Student Discipline Level 3 Few students at this level Level 2 Some students at this level Level 1 Most students at this level Students with an EH-21 Discipline Referral Students with 3 or more suspensions
    21. 21. ∗ 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
    22. 22. ∗ 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
    23. 23. ∗ 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

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