RESPONSE TO INSTRUCTION AND INTERVENTION (RtII) PART I: PHILOSOPHY & PROCESS MODEL PART II: DOCUMENTATION SYSTEM The School District of Philadelphia

Part I  Review benefits for the transition from CSAP to RtII  Understand the philosophy of RtII  Identify the key components of the RtII model  Take initial steps for building your RtII school plan Part II  Use “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 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

 : Schoolnet online system for documenting individual CSAP intervention plans piloted in select schools  : Schoolnet online system for documenting group interventions plans and implementing the RtII model piloted in select schools  : 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 school year  Beginning with the 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 School Leadership Team

“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 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

RTII Process Role of the School Counselor RTII ProcessRole of the School Counselor Level 1: Universal Core Instruction All Students (Preventative and Proactive) 1.Guidance Curriculum (All Students) 2.Curriculum Action Plan (All Students relevant Guidance) 3.PBIS Team/Staff Coaching 4.Data Review: SchoolNet (Early Warning Indicators, Attendance, Discipline) Level 2: Supplemental/Strategic Some Students at Some level of Risk 1.Small Group Identification (Appraising) 2.Responsive Services: a.) Consultation b.) Individual Counseling c.) Small Group Counseling 3.Action Planning 4.Data Review: SchoolNet (Early Warning Indicators, Attendance, Discipline) Level 3: Intensive/Individual Few 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 Management 3.Action Planning 4.Data Review (SchoolNet) and Report to Parents/School Staff

Attendance Designee  Develops 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 attendance  Ensure 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

Student Discipline Designee  Ensure implementation of the Code of Student Conduct in response to individual student behaviors  Collaborate with RtII Team to identify and implement group-level interventions  Collaborate with school teams on research-based violence prevention programs  Collaborates with counselor to identify social/emotional barriers  Collaborates with counselor to address school wide trends of social/emotional issues  Collaborates with counselor to develop behavior support plans for individual students  Align interventions with Student Discipline data 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

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

 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 GradesMethodDistrict- mandated DRAK-3Individual Gates-McGinitie4-8Group WRAP4-8Individual DIBELSK-6Individual AIMSWEBK-12Group For other evidence-based screeners, go to

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: Screeners

Behavioral Health  The 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: Screeners

Student Discipline  School-wide behavioral expectations – to establish a baseline and are taught at the beginning of the school year  Screener used to identify students who require targeted supports based on review of discipline data sources Key components of RtII: Screeners

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 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/Individu al Philadelphia School District RtII Model

RtII Model For Reading Literacy Level 3 Goal: Few students require more intensive intervention at this level Level 2 Goal: Some students require additional intervention at this level Level 1 Goal: 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 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

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

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

Where is Special Education? 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 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. Consideration for special education evaluation may occur at any time

Students with IEPs IEP Team: Addresses all concerns IEP Team: Addresses all concerns IEP Deliver IEP Collect IEP Data; EasyTrac Easy IEP Collect IEP Data; EasyTrac Easy IEP Deliver Intervention Inclusion Deliver Intervention Inclusion Collect 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

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