2. 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
3. ∗ 2012-2013: 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
4. ∗ The CSAP database will no longer be in use after the
2011-2012 school year
∗ Beginning with the 2012-2013 school year, Rtii, a
module in Schoolnet, will replace the CSAP reporting
system
Roll-out plan: Online System
New
Process
5. ∗ 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
6. ∗ 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)?
7. 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
8. ∗ 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
9. The Key Components of RtII
Courtesy of the National Center on Response to Intervention
11. ∗ 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
12. ∗ 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
13. 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
14. 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
15. 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
16. ∗ 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
17. 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
18. 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
19. 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
20. 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
21. ∗ 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
22. ∗ 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
23. ∗ 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
Notas do Editor
Ask the group "What is it that you want to know? ” If the PD includes both System and Process all learning objectives will be met. If it is only Process, only Part 1 will be met.
Approx. – 25 Schools The pilot schools first addressed the individual plans, then the second pilot addressed the group plans. The pilot schools first addressed the individual plans, then the second pilot addressed the group plans. The rollout plan is based on recommendations from the national RtII center for deploying RtII, to begin with one curricular area, reading, then adding additional curricular areas as the deployment progresses. What about other failures? How do we support students who fail history? Schools should create opportunities for student success, even if the system does not specifically support the plans being created.
CSAP database is a tool that counselors have been using to document CSAP
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.
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.
Special education process is outside the triangle for RtII
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.
This is the holistic look for the RtII model looks like. Everything is tied to improving student outcomes, the ultimate goal. Each of these components will be explained in greater detail in the forthcoming slides. rigorous implementation of RTI includes a combination of high quality, culturally and linguistically responsive instruction, assessment, and evidence-based intervention. Comprehensive RTI implementation will contribute to more meaningful identification of learning and behavioral problems, improve instructional quality, provide all students with the best opportunities to succeed in school, and assist with the identification of learning disabilities and other disabilities.
This is the RTI process Start with the green circle Terms: “Screener” is synonymous with “assessment” Groups: can be structured in the way that works best for the school (grade group, etc.); Principal and/or AP should be there. Identify Interventions: at Emp we know that it Corrective R/M; At the non-Emp schools, the schools will have to inventory their own interventions and make decisions based on what they have Scheduling Intervention Time: in Emp this is Corrective R/M; in non-Emp schools, the schools will determine what model to use (push-in, pull-out, etc.) Monitor and Document: this is a paperless process. Gradebook complements and supports the online RTI system.
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.
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
Reviewing progress monitoring data – This is reviewing the progress of students in plans and what next steps need to be taken if necessary.
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.
Use data from prior year to look at ALL areas: academic, behavior, attendance, discipline.
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
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 3 rd 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.
See handout for detail
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.
School autonomy, choose what works District may be open for for liability if interventions are not research or evidence based.
Scholarchip is used in HS for attendance monitoring
