RESPONSE TO INSTRUCTION AND INTERVENTION (RtII)
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Transcript of RESPONSE TO INSTRUCTION AND INTERVENTION (RtII)
RESPONSE TO INSTRUCTION AND INTERVENTION (RtII)
Adapted from School District of PhiladelphiaRtii Materials
Part IUnderstand the philosophy of RtIIReview benefits for the transition from CSAP to RtII Identify the key components of the RtII modelExplain Rtii and IEP interaction
Learning Objectives
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
NewProcess
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
NewProcess
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
NewProcess
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 andtargeted 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
OutcomesForm consensus on students identified for intervention plansAssign team members for a specific planInitiate the plan onlineTask completion and progress monitoring
Key components of RtII: Time for collaboration
NewProcess
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/Indivi
dual
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 3Few
students at this level
Level 2Some students at this level
Level 1Most 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 3Few
students at this level
Level 2Some students at this level
Level 1Most students at this level
10 or more illegal absences
3 or more unexcused and illegal absences
RtII Model For Behavioral Health
Level 3Few
students at this level
Level 2Some students at this level
Level 1Most students at this level
Students with a behavioral health diagnosis
Students who struggle with exhibiting appropriate social skills
RtII Model For Student Discipline
Level 3Few students
at this level
Level 2Some students at this level
Level 1Most 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
www.rti4success.org
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