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 components of the RtII model  Explain Rtii and IEP interaction Learning Objectives

 : 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

 The CSAP database will no longer be in use after the school year  Beginning with the school year, Rtii, a module in Schoolnet, will replace the CSAP reporting system Roll-out plan: Online System New Process

 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

 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)?

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

 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

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 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

 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

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

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

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

 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

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

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

 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