1. Response to Instruction and Intervention Process Presentation

2.  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)?

3.  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

4.  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 Roll-out plan: Online System

5.  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

6.  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 Key Components of RtII Implementation

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

8. 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

9. 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

10.  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

11.  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

12.  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

13.  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

14. 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

15. RtII Model For Literacy Level 3 Few students require more intensive intervention at this level Level 2 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22.  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

23.  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 Steps for School Implementation

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

25. Contact Info