1. Response to Instruction and Intervention
Process Presentation

2. What Is Response to Instruction and Intervention (RtII)?
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.
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.

3. Roll-out plan: Online System
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
CSAP database is a tool that counselors have been using to document CSAP

4. 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
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.

5. RtII Components: Speaking a Common Language
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
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.

6. Key Components of RtII Implementation
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
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.

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

8. Key components of RtII: Time for collaboration
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
Reviewing progress monitoring data – This is reviewing the progress of students in plans and what next steps need to be taken if necessary.

9. 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

10. Key components of RtII: Screeners
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
Use data from prior year to look at ALL areas: academic, behavior, attendance, discipline.

11. Key components of RtII: Selecting Interventions
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
School autonomy, choose what works
District may be open for for liability if interventions are not research or evidence based.

12. Key components of RtII: Time for Intervention Delivery
Time should be allotted/scheduled for interventions to be delivered to the identified students
Regular and consistent delivery of the intervention

13. Key components of RtII: Progress Monitoring
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)
Scholarchip is used in HS for attendance monitoring

14. Philadelphia School District RtII Model
Attendance
Behavior
~85% of Students
Level 1
~10 % of Students
Level 2
~5% of Students
Level 3
Small Group/Individual
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.
Small Group
Discipline
Literacy
Whole Class

15. RtII Model For Literacy
2+ years below grade-level (chronically under-performing)
Level 3
Few students
require more intensive intervention at this level
Within 2 years below grade-level
Level 2
Some students require additional intervention at this level
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
Just at or above grade-level
Level 1
Goal: Most students successful at this level
All students are provided access to a standards based curriculum and high quality instruction

16. RtII Model For Attendance
10 or more illegal absences
Level 3
Few students
at this level
3 or more unexcused and illegal absences
Level 2
Some students at this level
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 3rd 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.
Level 1
Most students at this level

17. RtII Model For Behavioral Health
Students with a behavioral health diagnosis
Level 3
Few students
at this level
Students who struggle with exhibiting appropriate social skills
Level 2
Some students at this level
See handout for detail
Level 1
Most students at this level

18. RtII Model For Student Discipline
Students with an EH-21 Discipline Referral
Level 3
Few students
at this level
Students with 3 or more suspensions
Level 2
Some students at this level
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.
Level 1
Most students at this level

19. Where is Special Education?
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
Level 3
Few students
at this level
2+ years below grade-level (chronically under-performing)
Consideration for special education evaluation may occur at any time
Level 2
Some students at this level
Within 2 years below grade-level
RTII is a comprehensive, standards-aligned school improvement strategy. RtII utilizes a service delivery model that assists schools in providing a seamless system integrating and aligning general, remedial, and special education services. The resources and roles of personnel may be expanded or re-designed accordingly, however, all educators are responsible for educating all children. 
RtII is not a pre-referral system students must complete prior to a special education evaluation. Special Education is not shown as a level on the triangle because legally a student can be considered for special education evaluation at any level of the RTII continuum.
As schools become more adept at 1) administering yearly universal screening, 2) providing immediate intervention when needed, 3) progress monitoring instruction and intervention and 4) adjusting instruction and intervention as needed, all without waiting for a student to be designated “special education”, it is expected that special education students will comprise the smallest group of students in a building needing the most intensive, specialized instruction and intervention.
If RTII is implemented with fidelity, and if sustainable intervention practices are developed, schools will acquire a wealth of data that can be used for special education referral and eligibility decisions, with the understanding that a parent may request an evaluation at any time and at any point in the RTII process.
Just at or above grade-level
Level 1
Most students at this level
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.

20. Addresses all concerns Collect data in Interventions Module
Students with IEPs
IEP Process
IEP Team:
Addresses all concerns
RtII Documentation System
IEP
Deliver Intervention
Inclusion
Deliver IEP
Collect data in Interventions Module
Supporting data collection system
On a more concrete level, in my day-to-day practice, how should I be thinking about the connection between the functional parts of the RTII System and the Special Education System:
There is a process called the RTII Process.
The RTII process uses SchoolNet-Interventions as its data collection tool.
There is a process called the Special Education Process.
The Special Education Process uses EasyIEP and EasyTrac as its data collection tools, once a student has been identified as needing special education services.
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.
Can use components of the RTII data collection system, SchoolNet-Interventions to support the special education data collection.
When would the data collection tool SchoolNet-Interventions be used for a student who has been identified as a Special Education Student?
If the special education student is being given an intervention (in Literacy, Attendance, Behavior, or Discipline) by school staff who is tracking the plan in SchoolNet-Interventions, the special education student’s name and progress will appear in SchoolNet –Interventions.
IEP students have a designated team assigned to them, the IEP Team. The RTII Teams role would be to support decisions of the IEP team and to ensure that the IEP Teams and Coordinators have access.
Collect IEP Data;
EasyTrac
Easy IEP

21. Students with IEPs There is a process called the RtII Process.
The RtII process uses SchoolNet-Interventions as its data collection tool.
There is a process called the Special Education Process.
The Special Education Process uses EasyIEP and EasyTrac as its data collection tools, once a student has been identified as needing special education services.

22. 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.

23. Steps for School Implementation
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

24. RtII: It’s Deep!
Today’s RtII Professional Development
RtII

25. Contact Info