response to instruction and intervention (rtii) part iii: steps for school implementation the school...

RESPONSE TO INSTRUCTION AND INTERVENTION (RtII)

PART III: Steps for School Implementation

The School District of Philadelphia

Summer 2012

IntroductionsParking LotHousekeeping

Welcome!

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Part ITake the initial steps for building your RtII school plan

Part IIDevelop the RtII School Action Plan

Learning Objectives

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Group Questions 1.If you could be one for just 24 hours, what cereal

box cartoon character would you be? Why?

2.What do you consider to the most valuable thing you own: when you were a child/teenager/now?

3.What's the kindest act you have ever seen done (either to/by you or another)?

4.What is one adjective/adverb to describe the word, “teamwork?”

“Getting to Know You” Group Ice Breaker

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A multi-level system of support focused on improving learning for ALL students

A data-driven model to enable early identification and strategic interventions/programs 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)?

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The Key Components of RtII

Courtesy of the National Center on Response to Intervention

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What are the critical elements that must be considered as you build and implement RtII in your school?

Quality Standards-Based Core Curriculum RtII School Leadership Team Time for Collaboration Screening Time for Intervention Delivery Evidence-based Interventions and Programs Progress Monitoring Documentation and Accountability System

Building A RtII Plan For Your School

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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

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Principal & Assistant Principal “RtII Champion” Teachers Counselor Technology Teacher Leader - TTL Attendance Designee Student Discipline Designee Special Education Liaison – SEL School Psychologist – Consultant to RTII

Teams

RtII School Leadership Team

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Principal & Assistant Principal Lead RtII as the school’s instructional leaders

Support teachers in delivering high quality core instruction for all students

Build teachers’ capacity to deliver high quality interventions/programs

Facilitate use of data to drive instructional practice

Organize school schedule to allow for RtII meetings Participate in RtII meetings Regularly review student data in Schoolnet Regularly review status of intervention plans (task

completion and progress monitoring) in Schoolnet


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“RtII Champion” A designated teacher who is the school-based point person for RtII Collaborates with the principal to provide coaching for other

teachers and school staff in all key components of RtII Participates in RtII professional development offered by Central

Office to provide on-going professional development for school staff

Teachers Use data to identify individual students in need of academic

interventions/programs Be accountable for implementation of academic

interventions/programs Log in regularly (Best Practice: Weekly) Be accountable for task completion for his/her students Collaborate with Counselor on behavioral and social-emotional

interventions


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Student Discipline DesigneeEnsure implementation of the Code of Student Conduct in response to individual student behaviorsCollaborate with RtII Team to identify and implement group-level interventionsCollaborate with school teams on research-based violence prevention programsCollaborates with counselor to identify social/emotional barriersCollaborates with counselor to address school wide trends of social/emotional issuesCollaborates with counselor to develop behavior support plans for individual studentsAlign interventions with Student Discipline data


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Technology Teacher Leader (TTL) Provide PD for school staff in use of the online system Troubleshoot related technology issues

Counselor Facilitate process for behavioral health interventions

for individual students Use data to identify individual students in need of

Social Emotional interventions, and or Academic Readiness Skills.

Deliver/coordinate/monitor behavioral and social-emotional interventions to individual students

Collaborate with Teachers on behavioral and social-emotional interventions


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Counselor (continued) Guidance Curriculum for all students Develop Curriculum Action Plans for all students relevant to

guidance PBIS Team/Staff Coaching Review SchoolNet Data for Early Warning Indicators, Attendance,

Discipline Identify small groups for appraising Lead responsive services such as consultations, small group

counseling, and individual counseling Develop SAP Action plans and lead the case management process Create parental and school staff reports


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Attendance DesigneeDevelops a school wide student attendance incentive program. Ensure that the school intervenes in instances where students are excessively absent, late, or cutting class. Coordinate meetings with individual students and/or parents/guardians to assess barriers to attendanceEnsure the completion and submission of RtII attendance documentation for compulsory school-age students with 10+ illegal absences (e.g., C-31, CEH-14)Collaborate with the DHS Provider to ensure compliance with the Truancy Court Order and implementation of Level 3 interventions (e.g., daily report monitoring)


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Special Education Liaison - SEL Collaborates with RTII Leadership Team on the

coordination, delivery, and monitoring of interventions/programs that are appropriate both for students in the RTII process and the special education process.

Collaborates with RTII Teams on the analysis, interpretation and application of progress monitoring data to determine when evaluation for special education should be considered for individual students due to continued lack of response to interventions/programs.

Facilitate the process for individual RTII students who are being referred for evaluation for special education services.


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School Psychologist – Consultant to RTII Teams Provides consultation to the RTII Leadership, Group Plan, and

Individual Plan team members on school-wide, classroom, and individual academic, behavioral and social-emotional interventions.

Provides consultation to the RTII Leadership, Group Plan, and Individual Plan team members to determine if referrals for special education evaluation are appropriate. If referrals are appropriate, provides input as to what the evaluation plan should be. If not, provides input as to next steps and a recommended course of action.

Provides consultation to the RTII Leadership, Group Plan, and Individual Plan team members on individual students who have been evaluated for special education services and found to be ineligible.


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• Who are the members of the school leadership team that will ensure successful implementation of RtII?

• What are the key roles and responsibilities that need to be considered for team members?

School Leadership TeamGuiding Questions for Planning

Let’s Identify Our Team Members!

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School Leadership TeamPost-Guiding Questions for Planning

• How will you ensure shared ownership of RtII within this team and across the school?

• What kind of professional development will you need at the school level?

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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

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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

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Designated planning time for faculty is critical to the implementation of RtII, particularly for the discussion of screening and progress monitoring data.

This should be a significant consideration when planning your schedule for the upcoming school year.

Scheduling Time for Collaboration

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Screeners are assessments or 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

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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

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Key components of RtII: Academic Screeners

Evidence-based Screening Tools

Grades Method District-mandated

DRA K-3 Individual

Gates-McGinitie 4-8 Group

WRAP 4-8 Individual

DIBELS K-6 Individual

AIMSWEB K-12 Group

For other evidence-based screeners, go to www.rti4success.org

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RtII Model For 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

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ATTENDANCE Screeners used to assess ALL students

monthly to group students according to risk level

To prepare for start of school year, obtain your list of court involved youth from the prior year. These students will begin the year at Level 3.

Key components of RtII: Attendance Screeners

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RtII Model For Attendance

Level 3Few




10 or more illegal absences

3 or more unexcused and illegal absences

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Behavioral HealthThe screener for students who may be in need of Behavioral Health supports will be based on a Student Assistance Team model. Students will be identified using multiple data sources, including teacher and parent recommendations, and then an expert team that includes the parent will identify what interventions would be appropriate.

To prepare for start of school year, schedule interagency meetings for all students who are participating or transition into or out of a school based behavioral heath program.

Key components of RtII: Behavioral Health

Screeners

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RtII Model For Behavioral Health

Level 3Few




Students with a behavioral health diagnosis

Students who struggle with exhibiting appropriate social skills

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Student DisciplineSchool-wide behavioral expectations – to establish a baseline and are taught at the beginning of the school yearScreener used to identify students who require targeted supports based on review of discipline data sources

Key components of RtII: Student Discipline

Screeners

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RtII Model For Student Discipline

Level 3Few students

at this level



Students with an EH-21 Discipline Referral

Students with 3 or more suspensions

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Level 3Few 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.

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Students with IEPs

IEP Team:Addresses

all concerns

IEP

Deliver IEP

Collect IEP Data;EasyTracEasy IEP

Deliver Intervention

InclusionCollect data in Interventions

Module

IEP Process

RtII Documentation System

Supporting data collection system

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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

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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

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Choose an intervention/program using the following criteria: Evidence-based Matched to student need Available Staff are trained to implement with fidelity An intervention program must be used for Literacy

RtII Levels 2 and 3

Identify evidence-based interventions/programs: National RTI Center

www.rti4success.org

Key components of RtII: Selecting

Interventions/Programs

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Selection of Curriculum Materials and Evidence-Based Interventions/Programs

Guiding Questions for Planning

What instructional interventions/programs are you using in the area of literacy?

What evidenced-based interventions have you selected for attendance, student discipline and behavioral health?

How will you ensure that students are grouped according to identified areas of need?

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Interventions/Programs:The Planning

• There is a need to identify the resources, materials and staff needed for interventions/programs.

• Students will need an intervention plan.

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Interventions:Scheduling Time For Delivery

• Intervention blocks can be quite helpful in implementing RtII but are not necessary.

• RtII can still be implemented if you do not have one instructional intervention period blocked out for the entire school.

• An alternative method is to have designated intervention classes occurring at different periods throughout the day, possibly varying by grade.

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Intervention Planning & DeliveryGuiding Questions for Planning

How will you gauge student success with the interventions/programs?

How will you ensure interventions/programs are implemented properly?

What steps/measures will be taken if an intervention/program is proven to be unsuccessful for the student?

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Progress monitoring (PM) assesses progress of students identified through the screener as “at-risk” Determines accuracy of screener Gauges student progress with the selected intervention program

The online system requires monthly Progress Monitoring for all interventions/programs, 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/programs Some academic screeners (e.g., Intervention Program Assessments,

DIBELS, AimsWeb) ScholarChip (High Schools – Attendance)

Key Components of RtII: Progress Monitoring

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Progress MonitoringGuiding Questions for Planning

How often will you monitor student progress across the four domains of Literacy, Attendance, Behavioral Health, and Student Discipline?

The online system requires monthly Progress Monitoring for all interventions/programs, but may be administered more frequently.

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RtII Action PlanGuiding Questions for Planning

Time Frame: September 2012 – October 2012

RtII Kickoff

School staff, parents, students, community members & stakeholders, supporting consultants/SES providers

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Contact InfoOffice of Attendance and Truancy

Ericka L. Washington Deputy Chief [email protected] Maurice West Attendance Coordinator [email protected]

Office of Counseling and Promotion Standards

Office of Curriculum, Instruction, and Professional Development Donna Runner Assistant Superintendent [email protected] Janicka Newbill Staff Development Specialist [email protected]

Office of Educational Technology Fran Newberg Deputy Chief [email protected] Robert A. Karl Technology Program Specialist [email protected] Jan Sing Tong Technology Program Specialist [email protected]

Office of Specialized Instructional Services Renay Boyce Support Coordinator [email protected] Joyce Dukes Support Coordinator [email protected]

Office of Student Discipline, Hearings, and Expulsion Jackqueline Atkinson Discipline/Truancy Liaison [email protected]

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response to instruction and intervention (rtii) part iii: steps for school implementation the school...

Documents

rtii school plan

intervention rtii

rtii plan

rtii meetings

rtii levels

school implementation

school teams

individual students