RtI is a multi-tiered approach to providing interventions to struggling students with increasing intensity of support. It involves universal screening, progress monitoring, and using student data to make instructional decisions. All staff share responsibility for instruction. Students receive research-based interventions in three tiers - high quality classroom instruction (Tier 1), small group interventions (Tier 2), and intensive individualized support (Tier 3). The goal is to improve student achievement through early intervention and differentiated support.

1. RtI--an early intervening strategy.

2. Intro The No Child Left Behind Act (NCLB 2001) and the Individuals with Disabilities Education Improvement Act (IDEA 2004) support the involvement of all students in the general education curriculum and the use of research based interventions to improve student achievement. -Additionally, IDEA 2004 permits school districts to use a process to intervene early with struggling students and to determine if a child responds to scientific, research‐based intervention as a part of the evaluation procedures for students with learning disabilities. This instructional and diagnostic method is known as Response to Intervention (RtI).

3. RTI –The Responsiveness to Intervention (RTI) process is a multi-tiered approach to providing services and interventions to struggling learners at increasing levels of intensity.

4. THREE TIERS…..

5. RTI Calls For…… -Early identification of learning and behavioral needs.-Close collaboration among teachers and special education personnel and parents.-A systemic commitment to locating and employing the necessary resources to ensure that students make progress in the general education curriculum.

6. By definition, Response to Intervention (RTI) Involves the tracking and management of large amounts of constantly changing information. Info must be analyzed and communicated to many people frequently. Communicating with parents. Analyzing longitudinal data. It involves a comprehensive tracking of: -Assessment data -Identifying and tracking of struggling learners. -Assigning and managing tiers. -Creating intervention plans. -Monitoring progress

7. REVIEW: What is RTI? -Response to intervention (RtI) is referenced in the NCLB Act as well as IDEA. -RtI represents a systematic method for evaluating the needs of all students and for fostering positive student outcomes through carefully selected and implemented interventions. -It also may be used to assist schools in identifying students who may require more intensive instructional services and/or be eligible for an exceptional student education program. The overarching goal is to improve student achievement using research based interventions matched to the instructional need and level of the student.

9. What is the tiered approach to instruction? Tier 1: During this Tier 1 instruction, instructional goals (benchmarks) are established, and regular progress monitoring of student performance is accomplished to make sure they are achieving at expected levels. Progress monitoring tools come from the curriculum-based measurement, where the test items should be related to the actual curriculum that the child is being taught.

10. Tier 1 -Although the teacher should modify instruction or provide classroom accommodations in Tier 1 to help a struggling child, the focus is on good instruction and regular testing to ensure that a majority of children receive good instruction. -If a child is not achieving at a level commensurate with his or her peers, a team, such as an School Based Intervention Team (SBIT), should refer the child for a Tier 2 RtI intervention approach. -At this point, we know that a child referred for Tier 2 services is not doing as well as the majority of students, and needs extra help.

11. Tier 2 -Unlike the Tier 1 instructional modifications or classroom accommodations, the child’s learning and/or behavioral problem is identified and interventions are designed specifically to help the struggling child learn and succeed in the problem-solving approach. -In Tier 2, the child will receive a specific intervention that has been shown to help similar struggling children and is research based. The child’s progress is carefully monitored to see if the intervention is working, and changes in the intervention are made until success is achieved. -In Tier 2, the intervention and measurement should be tailored to the individual child. The child may receive additional instruction from other teachers (e.g., reading teacher) and/or related services providers (e.g., school psychologist, speech language therapist). If the child does not respond to this intervention, then a Problem Solving Worksheet (PSW) will be completed.

12. Tier 3 -In Tier 3, the PSW will define all information regarding the student. This includes what interventions have been used and what has the progress monitoring shown. -It will also show all environmental, curriculum, instruction, and learning factors concerning the student. Lastly, the PSW will provide an achievable goal for the area of need and the intervention that will address that need. -Tier 3 is an additional approach due to the students continued struggle to provide additional services, resources, and a new research based intervention that is individualized and one-on-one. -If progress monitoring continues to show static growth or lack of sufficient progress the SBIT will make a decision to provide further intervention or recommend an ESE evaluative process.

13. Cycle- A Visual Look!

14. In Review… RtI is an early intervening strategy. The overarching goal is to improve student achievement using research based interventions matched to the instructional need and level of the student. In Pennsylvania, RtI carries dual meaning. First, it is a comprehensive, multi‐tiered, standards aligned strategy to enable early identification and intervention for students at academic or behavioral risk. Second, RtIis an alternative to the aptitude‐achievement discrepancy model for the identification of students with learning disabilities. This strategy allows educators to identify and address academic and behavioral difficulties prior to student failure. Monitoring student response to a series of increasingly intense interventions assists in guiding instruction to prevent academic failure and provides data that may guide eligibility decisions for learning disabilities.

15. In Review….. RtI is consistent with Pennsylvania’s Standards Aligned Systems (SAS) and the continuous school improvement process articulated by former Pennsylvania Secretary of Education, Dr. Gerald Zahorchak. It is not a stand‐alone strategy; rather RtI is one strategy within a comprehensive school improvement effort.

16. SAS In the standards aligned system, all students are provided with standards aligned concepts and competencies, data‐driven instruction and the additional support needed to achieve strong academic results. Data drives the system to identify the needs of students based on the deliberate organization and review of data, root cause analysis to get at the source of the problem, and the design of evidence based solutions to improve the performance of all students. The provision of high quality standards‐aligned instruction in the general education core curriculum is at the heart of RtI. In addition to this standards‐aligned instruction, students receive additional instruction (interventions) matched to their instructional thought, the strategic analysis, and use of student data.

17. Core Characteristics of Pennsylvania’s RtI Framework Pennsylvania has defined its RtI framework around six major components. Unique to PA is the inclusion of Parental Engagement as a major characteristic of response to intervention. THEY ARE: 1. Standards‐aligned Instruction: All students receive high‐quality, research‐based instruction in the general education standards‐aligned system. 2. Universal Screening: All students are screened to determine academic and behavioral status against grade‐level benchmarks.

18. Framework continued… 3. Shared Ownership: All staff (general education teachers, special education teachers, Title 1, ESL) assumes an active role in students’ assessment and instruction in the standards‐aligned system. 4.Data‐based Decision Making: A public, objective, and normative framework is used to analyze student performance data and to guide school decisions on instructional changes, choices of interventions, and appropriate rates of progress. Data sources include Benchmark and Outcome Assessment and Progress Monitoring Data. 5. Tiered Intervention and Service Delivery System: Some students receive increasingly intense levels of targeted scientifically, research‐based interventions with proven effectiveness dependent upon student need. Instruction is differentiated, provided with fidelity, and often provided in flexible groups.

19. Parental Engagement: 6. Parental Engagement: Parents receive detailed information regarding their child’s needs, the type, frequency and delivery of intervention expected and actual rates of progress, and their right to request a special education evaluation at any time.

20. Implementation Standards‐Aligned Instruction The most critical element in the Response to Intervention (RtI) framework is the provision of high quality, standards‐aligned instruction to all students. This means that what students are taught (curriculum), how students are taught (instructional practices) and how students are tested are directly matched to the Pennsylvania State Standards. This instructional alignment is the first step in implementing an RtI framework.

21. Aligned Instruction Aligned instruction comprises the following activities: 1. Teaching topics that are aligned with the standards. 2. Making sure that you get the right level of challenge. 3. Instruction that is too challenging leads to frustration and discouragement on the part of students. 4. Instruction that is not challenging enough results in little or no learning. 5. Focusing teaching based on the learning needs of each student. 6. These needs are those identified through evaluation of student achievement against the standards. 7. Implementing instructional strategies that 'scaffold' by building on each other to help students achieve the standards.

22. The Foundation for RTI -The alignment of standards based curriculum, effective instructional practices and aligned assessments form the foundation for RtI. -This alignment is critical to improve student results. -In turn, all staff must have the knowledge and skills necessary to identify the standards being taught, administer aligned assessments, review data to make informed instructional decisions, and deliver instruction with the most effective practices. -A commitment of time and identification of needed professional development is required.

23. High quality standards‐aligned instruction also refers to the use of instructional practices that have proven effectiveness with improving student learning. Coyne, Kame’enui and Carnine, 2007 identified six major features of effective educational tools.

24. 1. Big Ideas: Highly selected concepts, principles, rules, strategies, or heuristics that facilitate the most efficient and broadest acquisition of knowledge.

25. 2. Conspicuous Strategies: Sequence of teaching events and teacher actions that make explicit the steps in learning.

26. 3. Mediated Scaffolding: Temporary support for students to learn new material. Scaffolding is faded over time.

27. 4. Strategic Integration: Consideration and planning -sequencing of instruction in ways that show the commonalities and differences between old and new knowledge.

28. 5. Primed Background Knowledge: Related knowledge, placed effectively in sequence, that students must already posses in order to learn new knowledge.

29. 6. Judicious Review: Sequence and schedule of opportunities learners have to apply and develop facility with new knowledge. The review must be adequate, distributed, cumulative and varied.

30. Activities to Support Implementation of High‐quality, Standards‐aligned Curriculum and Research‐based Instruction:

31. Institute an annual planning process to review previous year’s PSSA, PVAAS, Grow Network, PennData and local assessment data to analyze performance of all students and subgroups and implications for revisions in curriculum, instruction, and assessment. Initiate periodic curriculum mapping within and across grade levels. -Review allocation of instructional time to core programming. -Review materials adoption processes. -Institute processes to ensure fidelity of core instruction. -Observe the quality/quantity of effective instructional practices. -Ascertain the level of differentiation within classrooms.

32. Pennsylvania (PA) Department of Education Tools and Resources: PA Department of Education Ed Hub‐SAS Standards‐aligned Core Program Training Module Differentiated Instruction Training Module Level of Implementation Scale (LOI) Scientifically‐based Core Curriculum The Five Key Elements of Reading (PaTTAN Publication) Instructional Practices for an Effective Classroom (PaTTAN Publication) FYI

33. Universal Screening Response to Intervention requires universal screening of all students to determine: Current performance level Identify learning needs Find early- those students at risk of academic or behavioral difficulties.

34. Screened In? All students, including special education students, are screened in: Reading Math Behavior- a minimum of three times per year.

35. Screening Instruments Screening instruments should be research‐based. Provide benchmarks and typical rates of student progress. Students not at benchmark for a particular skill, or in danger of not attaining the next benchmark, are provided further assessment and intervention. Screening instruments must be selected carefully and administered with fidelity. Results are analyzed by classroom teachers and used to determine appropriate instructional groupings and to design appropriate instruction.

36. Screening Tool Selection: Screening tools provide the ‘first cut’ in identifying students’ needs. They should be research‐based, brief, and easily administered. Screening must be highly correlated to skills assessed and should have benchmarks that are predictive of future performance.

37. Nationally-Normed Materials that are nationally normed with specific benchmarks and rates of progress are preferred over locally developed materials. These often have alternative forms for ongoing progress monitoring. A database to generate teacher friendly reports is available from many vendors or may be developed by the district. Curriculum‐based measures are frequently used as screening instruments but should be followed by further assessment prior to intervention.

38. Frequently used measures in PA DIBELS AIMSweb 4Sight Benchmark assessments.

39. Activities to Support Universal Screening: Map all assessments reviewing all for duplication and contribution to student learning. Review existing process used to analyze grade level data. Assess staff understanding of the implications of various data sources on instruction. Schedule major assessments and team meetings one year in advance.

40. Shared Ownership The RtI framework, by design, promotes shared ownership of student learning across staff and programs. Silos of service delivery are eliminated as all staff (general, special, Title 1, ESL, Migrant, paraeducator, etc.) assume an active role in each level of tiered instruction in the response to intervention model. All staff shares all students.

41. Roles of Educators General educators provide Tier 1 core instruction in the general education classroom. Gen. Ed. May have an active role in Tier 2 and Tier 3 interventions and monitoring activities. Specialists, interventionists, and paraeducators all are available to assist core instruction. This allows for differentiation of core instruction and smaller, flexible groups within the core.

42. Roles All staff is used to scaffold and differentiate instruction in the core curriculum and to ensure that additional opportunities to learn are available to students through the tiered service delivery system. Paraprofessionals provide key support to students with reinforced learning, instructional practice and fluency tasks and progress monitoring.

43. Roles All staff is involved in the delivery of Tiers 2 and 3 interventions. Some Tier 2 activities and data gathering may be provided in the general classroom by general education staff; while other staff may be providing tiered instruction to other groups.

44. Roles Title I and special educators may provide instruction and participate in progress monitoring activities at all levels of tiered instruction based on school demographics and the customized design of the school’s RtI framework. Librarians, music, and art staff also participate in various ways with RtI implementation.

45. Your Role- Principal The principal’s role is critical in developing shared ownership and to ensuring all role changes are strategically planned and supported with appropriate training and coaching. The allocation of instructional resources is key to RtI implementation and will require shifts in time allocation, scheduling, and staffing patterns.

46. Guiding principles include: School resources and staff expertise are allocated based on student need. Expert teachers and specialists are assigned to the neediest students. Adjustments to the infrastructure to provide flexible schedules, grouping options, time for teacher collaboration around student learning (data analysis teaming) and staff assignments.

47. Principal’s Roles The RtI framework requires fidelity of implementation which demands staff development and competency to implement the activity with consistency and fidelity. Training and support are critical as staff assumes nontraditional roles in the RtI process. RtI may require the realignment of existing resources, not always the acquisition of additional resources.

48. Activities to Support Shared Ownership: Inventory of available instructional resources (Title, Sp. Ed., Migrant, ESL, EAP, etc). Develop a plan for training staff assuming new or expanded roles. Map all resources against perceived core requirements in each classroom. Revisit instructional resource allocation periodically.

49. Data‐based Decision Making Data‐based decision drives the Response to Intervention (RtI) framework. Schools use data to monitor student achievement and set achievement goals Pennsylvania data tools including PSSA, PVAAS, and 4Sight Benchmark, along with local assessment data are used to set school wide goals to improve student achievement through an annual planning process. Formative assessment, diagnostic assessment, Curriculum Based Measurement (CBM) and perceptual data are used to set grade level, classroom and student level goals.

50. Decision-Making Student performance is monitored on an established, ongoing basis to determine the program and instructional adjustments needed to ensure student success. Data based decision making determines the appropriate instructional grouping, curriculum, tiered interventions, instructional strategies and the assessment procedures needed to improve student achievement. Schools must institute an efficient process to gather data and develop efficient processes to analyze the data and adjust instruction. Teachers must be trained in both these processes and in understanding the instructional implications of each data source.

51. RtI Data Teaming: Annual Data Teaming: A school team with representatives of all grade/content areas analyzes data with a view toward developing school‐wide goals for improvement. The previous year’s PSSA, PVAAS, and other summative data can be reviewed as well as benchmark data (4Sight, DIBELS, etc), behavior/discipline information and local assessments. Grade Level Teaming: Grade‐level teams meet periodically (at least 3 times per year) to review screening data, set grade‐level goals, plan instruction, make instructional adjustments and monitor student progress.

52. Grade Level Team Can: Students at risk for academic or behavioral failure are identified and instructional plans are developed to meet the needs of students at risk and those students performing at benchmark to ensure continued growth . These teams also adjust core instruction across the grade and identify students at risk for academic difficulties based on periodic screening and other data.

53. DAT Student Level Teaming/Data analysis teams (DATs): This team is responsible for the allocation of tiered interventions to the needs of students based on student data. Teams of teachers and other school staff as appropriate meet more frequently (every 4‐6 weeks) to monitor student progress, the fidelity of intervention implementation and the impact of instruction on student learning. In some cases the school assigns this responsibility to the grade level team. In other cases a separate ‘Student Level’, “DAT” or ‘RtI Management’ team is established. The Data Analysis for Instructional Decision Making

54. Activities to Support Data‐based Decision Making: Institute an annual planning process Provide in‐depth training in all aspects of data‐based decision making. Identify common planning times allotted to data analysis Provide user‐friendly data packets to teams Ensure teaming takes place within one week of screening/benchmark assessments. Develop process to track student progress and monitor tiered movement.

55. Tiered Intervention and Service Delivery System

56. Tier 1 -SAS Foundation/Standards‐aligned Instruction for All students: Definition: Standards‐aligned instruction and school-wide foundational interventions are provided to all students in the general education core curriculum. Tier 1 is also used to designate instructional interventions for students who are making expected grade‐level progress (benchmark students) in the standards aligned system and who demonstrate social competence.

57. Interventions include: High quality, effective instruction designed to engage and challenge students. Clear and high expectations for student learning and behavior. Effective support to enhance student engagement in the learning process and to promote school completion. 4Sight Benchmark Assessments/DIBELS/AIMSWeb and/or other periodic progress monitoring benchmark assessments.

58. Tier 2: Strategic Interventions for Some Students: Definition: Definition: Academic and behavioral strategies, methodologies and practices designed for some students who are not making expected progress in the standards‐aligned system and who are at risk for academic and/or behavioral failure. Students require and receive additional academic and behavioral support to successfully engage in the learning process and succeed in the standards‐aligned system. It is stressed that these resources are in addition to core instruction.

59. Tier 2-Strategic interventions include: Standards‐aligned instruction with supplemental, small group instruction which may include specialized materials. Use of Standard Protocol Interventions. Specialists may assist with strategic instruction in the general education classroom and small group instruction, as needed. Minimum of twice monthly progress monitoring.

60. Tier 3: Intensive Intervention for a Few Students: Definition: Academic and behavioral strategies, methodologies, and practices designed for a few students who are significantly below established grade‐level benchmarks in the standards‐aligned system or who demonstrate significant difficulties with behavioral and social competence.

61. Tier 3 Intensive interventions include: Use of standard protocol interventions. Use of supplemental instructional materials for specific skill development. Small, intensive, flexible groups. Additional tutoring provided by specialists as part of the school day. Minimum of weekly progress monitoring. Instructional changes based on data‐based decision making.

62. Progress Monitoring Student access to tiered resources is driven by progress monitoring data. Students not responding to a present level of resources will receive more instructional resources. Responding means closing the gap between where the student is now and the benchmark. Should increased resources not be sufficient to close the gap in a timely manner, a referral for special education services may be necessary. It is imperative that intervention programs be delivered with fidelity. Staff must be trained in delivery and students must receive the time and intensity required by the intervention. The school must have a process in place to monitor and collect the data necessary to guide student movement through the tiers.

63. Activities to Support Provision of a Tiered Intervention and Service Delivery System: Inventory all available present interventions including those provided in the core program. Determine match of core instruction to intervention programs. Identify mechanisms required for students to access and exit these interventions. Identify staff qualified to deliver present intervention packages.

64. Intervention and Service Delivery System Periodically review targeted needs of students to ensure interventions are available for all necessary skill deficits. Develop a process to ensure intervention programs are delivered with fidelity. Consider making some intervention programs supplemental to the core when student data indicates core instruction is inadequate.

65. PA Department of Education Tools and Resources: Standard Protocol Intervention Training Module Progress Monitoring Training Module Data Analysis Teaming Training Module Differentiated Instruction Training Module Three‐Tier Model of Supports and Its Relationship to SEAL Student Information Record Form (SIRF) Data Analysis Team Meeting Script Program Fidelity Checklists

66. Parental/Family Engagement Parental and family engagement is an important factor in improving student achievement. Unique to Pennsylvania is the inclusion of parental/family engagement as a core component in the RtI framework. PA recognizes the critical role of parents in the RtI process. Schools should develop specific strategies/activities to engage parents in all phases of Response to Intervention. The overview should include timelines, explanation of interventions, and possible outcomes. Also, student data collected during RtI implementation should be shared with parents on a routine basis.

67. Specifically Parents must receive ongoing and precise information regarding their child’s interventions and progress. This information should include but not be limited to: Their child’s needs. A description of the specific intervention and who is delivering instruction. Clearly stated intervention goals and academic progress expected for their child. The amount of time spent in each tier to determine whether the intervention is working. Regular progress or lack of progress reports, and the right to request a special education evaluation at any time.

68. Activities to Support Parental Engagement: Provide an RtI overview at opening night and at PTA or other parent group meetings Develop or use available print materials to explain RtI in parent friendly language. Conduct RtI mini‐presentations at PTA events throughout the year highlighting specific components of the process such as reading or data reporting. Include student data discussions in all parent conferences. Develop parent report to disseminate screening data. Include RtI language in print material outlining school policies.

69. Behavior Response to Intervention (RtI) provides a preventative framework to address Schoolwide Positive Behavior Support (SWPBS) for all students, enhancing each child/youth’s capacity to be a safe, secure, competent learner within the school environment. Any student may receive support at any Tier including support at all three Tiers at the same time, as appropriate. The Tiers represent levels of support; they do not represent placements or educational assignments.

70. Tier 1 For All Students All students receive instruction in and acknowledgement of school‐wide expectations, rules and routines. The goal is to support all students in the development of the basic skills necessary to participate fully in regular education and to prevent the development of problem behaviors that become nonacademic barriers to learning. Tier 3 for a Few Students– Students who have developed serious problems or disorders that negatively impact social, emotional, and academic learning receive intensive interventions and supports to reduce the effects of these barriers to learning and to prevent the problem/disorder from getting worse.

71. Tier 2 for Some Students Students who may be “at‐risk” or show signs of emerging problems that may negatively impact social, emotional, or academic learning receive mildly to moderately intensive skill reinstruction, strategies, and/or interventions to build their skills and to negate existing problems or to prevent the deterioration of existing problems.

72. Tier 3 for a Few Students Students who have developed serious problems or disorders that negatively impact social, emotional, and academic learning receive intensive interventions and supports to reduce the effects of these barriers to learning and to prevent the problem/disorder from getting worse.

73. Tier 1: Core Elements Establishment of school‐wide expectations that are explicitly taught and a process for teaching them Integration and coordination of commercially available, research‐supported social‐emotional skills programs (e.g., PATHS, Second Step, Olweus Bullying Prevention) Continuum of reinforcement for appropriate social, emotional, and academic learning skills Continuum of re‐teaching strategies and mild reductive consequences for inappropriate behavior

74. Core Elements Use of data collection and management systems to identify patterns of problematic behavior issues in non classroom, classroom, and individual student systems Data analysis teaming to analyze patterns and to recommend intervention strategies

75. Core Elements Universal screening 2 to 3 times per year to identify students who are at‐risk and who may need early intervening strategies in regular education settings Use of a multi‐gated system for students who need more support that includes: Teacher nomination, Formal Screening, Observation & Record Review, Referral to Supports Involvement of parents, families, youth and community behavioral health providers in these activities as appropriate

76. Tier 2: Core Elements Integration of teams (e.g., SAP, behavior core team, building level team, etc.) to identify, recommend, and coordinate supports for students who are at‐risk Analysis of data (e.g., universal screening, school‐wide discipline, functional assessments) for decision‐making at a minimum of once a month for general population and, minimally, bi‐weekly for students who are at risk Use of Standard Protocol Interventions for small groups of students and individual students who may have a moderate degree of need to address emerging social and emotional skill problems

77. Core Elements Targeted group interventions (Check‐in/Check‐out, Check and Connect, social or academic skills groups, tutor/homework clubs, etc.) ‐with a unique feature for an individual student Beginning individualized function based analysis for a student usually focused on one specific problem behavior Behavior Support Plan across all settings, i.e., home, school, community Hi‐Fidelity Wraparound: A process that begins to address multiple life domain issues (setting events & antecedents) across home, school and community (e.g., basic needs, MH treatment, family supports) Involvement of parents, families, youth and community behavioral health providers in these activities as appropriate

78. Tier 3: Core Elements Small, specialized behavioral team that designs and coordinates supports for students who have serious disorders Analysis of data for decision‐making at a minimum weekly or more frequently (e.g., daily) for students who have need of intensive supports Use of Standard Protocol Interventions for individual students who have a significant degree of need to support social and emotional disorders Individualized function based analysis for a student focused on one or more serious specific problem behaviors

79. Core Elements Behavior Support Plan across all settings, i.e., home, school, community Hi‐Fidelity Wraparound: A more complex and comprehensive process that addresses multiple life domain issues across home, school and community (i.e. basic needs, mental health treatment family supports) Involvement of parents, families, youth and behavioral health providers in these activities as appropriate

80. Differences? The distinction between Tier 2 and Tier 3 supports relates more to differences in intensity and complexity rather than differences in types of supports. Supports at Tier 3 will be more individualized and intensive. Activities to Support Provision of Tiered Behavior Supports: Review past behavior/discipline/attendance data. Institute Universal Screening for Behavior Explore School-wide Positive Behavior Support Options

81. Identifying Students with Specific Learning Disabilities (SLD) Response to Intervention (RtI) has been endorsed as one alternative to the aptitude‐achievement discrepancy model for the identification of students with specific learning disabilities (SLD). Guidelines have been developed to assist schools/districts by providing direction to multidisciplinary evaluation teams conducting comprehensive evaluations for students who are suspected to have specific learning disabilities. The 2008 Chapter 14 special education regulations of the State Board of Education have been used throughout these guidelines as the critical source document of reference.

82. The Pennsylvania regulations are based on, and in some references, go beyond the requirements of the federal Individuals with Disabilities Education Improvement Act (IDEA) 2006 regulations. Consequently, the IDEA regulations are also referenced to provide additional context for these guidelines. School districts electing to utilize RtI in the identification process are encouraged to seek training through PaTTAN and/or their intermediate unit in each of the Core Characteristics and their components.

83. PA Department of Education Tools and Resources: Guidelines for Identifying Students with Specific Learning Disabilities (SLD) SLD Identification Training Module Special Education Eligibility Using Response to Intervention Training Module

84. The RtI Implementation Process RtI implementation is a complex, multi‐year process that requires the re‐alignment and re‐engineering of the school infrastructure. School curriculum, instructional practices, schedule, use of data, staff and fiscal resources are among the areas affected by RtI implementation. Implementing RtI is rarely a ‘tweaking’ of what is currently in place, but involves careful planning, implementation and continuous monitoring and evaluation.

85. Evaluation of Fidelity RtI implementation is a recursive process and requires schools/districts to assess readiness, establish priorities, develop a multi‐year plan, implement the plan, and monitor and evaluate RtI implementation. Professional development and evaluation of fidelity are embedded throughout the process and occur before, during and after RtI implementation. Recursive Process: This recursive process ensures that while each school’s RtI model is unique, all use the same process to customize the framework to meet the needs of its school community.

86. The Steps--- 1. Assess School/District Readiness: This assessment includes a detailed analysis rating of the school’s current status in each of the RtI components and includes evidence to support the rating. The Response to Intervention (RtI) Readiness and Implementation: Self‐Assessment Tool is available to guide schools in this process. Input should be received from a diverse group of individuals who are knowledgeable of RtI framework and who are representative of the school community (e.g., administrators, parents, teachers (general and special education), Title I, ESL, paraeducators, school psychologists.

87. The Steps--- This ensures an accurate baseline. Specific tasks in the self assessment include: Development of a ‘Leadership Team to guide the initial self‐assessment and to begin the process of professional development with other staff (See Principal’s Module) Review of the annual planning process to review PSSA proficiency, PVAAS Gain, and local assessment data to aid the assessment of curriculum and instruction. Review of assessments provided within the district and their impact. Review of present intervention system

88. The Steps--- 2. Establish Priorities: Once each section of the Response to Intervention (RtI) Readiness and Implementation: Self‐Assessment Tool is assessed and rated, school teams prioritize the core component(s) and activities to be addressed in the multiyear action plan. Priorities are driven by the status of schools on the major components. Districts are encouraged to focus on Tier I Foundational Standards‐Aligned Instruction in addition to one or two other areas. Some districts have prioritized core curriculum and instruction, universal screening and data analysis teaming while others have identified core curriculum, progress monitoring and Tier 2 and 3 interventions as first year priorities. Still other schools have decided to work only on one priority area, tiered interventions or progress monitoring.

89. The Steps… 3. Develop a Multi‐year Implementation Plan: Following the establishment of priorities, the school team begins the process of developing a three‐to five‐year implementation plan. The plan must be guided by data and the priorities developed through the self‐assessment process. The plan specifies: The who, what, why, where, when of each action step. Professional development activities including on‐site technical assistance and guided practice, coaching, learning communities and others as appropriate. The logistics of implementation must be carefully planned and coordinated. The student progress data to be gathered to support the implementation process.

90. The Steps… 4. Implement RtI: Schools initiate RtI implementation in prioritized area(s) with procedures in place to ensure fidelity. It is imperative that: Administration ensures that all the structural and material resources necessary for implementation are provided. Administration provides the mandate and support necessary for implementation. Pertinent data is gathered throughout the implementation process. Fidelity measures are implemented on a routine schedule.

91. The Steps… 5. Monitoring and Evaluating RtI Implementation: The school should revisit the Self‐assessment Tool, and the Level of implementation Scales to monitor ongoing implementation of the multi‐year action plan. Data collected during RtI implementation are used to improve instruction and guide the school’s implementation process. Data sources include: Formative Classroom Assessment (teacher monitoring, classroom Walkthroughs) Benchmark Data (DIBELS, 4SIGHT, etc.) Progress Monitoring Data Tier movement data Eligibility data Discipline/attendance data Data from local assessment

92. Professional Development: Targeted, ongoing, job embedded professional development and technical assistance is required to develop and sustain the skills of the school community to improve student outcomes. The instructional needs of students (informed by data) and the specific needs of teachers and other school staff are used to design and implement professional development. Professional development should produce staff competencies in the areas of: Effective instruction: design and delivery; principles of differentiation Reading and math core instruction Formative assessment and progress monitoring

93. MORE! October issueEL Educational Leadership