RESPONSE TO INSTRUCTION AND INTERVENTION ( RtII )

RESPONSE TO INSTRUCTION AND INTERVENTION (RtII) PART III: Steps for School Implementation The School District of Philadelphia Summer 2012

Welcome! Introductions Parking Lot Housekeeping

Learning Objectives Part I Take the initial steps for building your RtII school plan Part II Develop the RtII School Action Plan

“Getting to Know You” Group Ice Breaker Group Questions If you could be one for just 24 hours, what cereal box cartoon character would you be? Why? What do you consider to the most valuable thing you own: when you were a child/teenager/now? What's the kindest act you have ever seen done (either to/by you or another)? What is one adjective/adverb to describe the word, “teamwork?”

What Is Response to Instruction and Intervention (RtII)? 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.

The Key Components of RtII Courtesy of the National Center on Response to Intervention

Building A RtII Plan For Your School 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

RtIIComponents: Speaking a Common Language • Core Program: Research-based curriculum and instruction • Strategies: Instructional tools used broadly across all RtIIlevels 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 School Leadership Team 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 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

RtII School Leadership Team “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

RtII School Leadership Team Student Discipline Designee Ensure implementation of the Code of Student Conduct in response to individual student behaviors Collaborate with RtII Team to identify and implement group-level interventions Collaborate with school teams on research-based violence prevention programs Collaborates with counselor to identify social/emotional barriers Collaborates with counselor to address school wide trends of social/emotional issues Collaborates with counselor to develop behavior support plans for individual students Align interventions with Student Discipline data

RtII School Leadership Team 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

RtII School Leadership Team 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

RtII School Leadership Team Attendance Designee Develops 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 attendance Ensure the completion and submission of RtIIattendance 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)

RtII School Leadership Team 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.

RtII School Leadership Team 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.

School Leadership TeamGuiding Questions for Planning Let’s Identify Our Team Members! • 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 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?

Key components of RtII: Time for Collaboration 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 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

Scheduling Time for Collaboration 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.

Key components of RtII: Screeners 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

Philadelphia School District RtII Model Attendance Behavior ~85% of students Level 1 ~10 % of Students Level 2 ~5% of Students Level 3 Small Group/Individual Small Group Discipline Literacy Whole Class

Key components of RtII: Academic Screeners

RtII Model For Literacy 2+ years below grade-level (chronically under-performing) Level 3 Few students at this level Within 2 years below grade-level Level 2 Some students at this level Just at or above grade-level Level 1 Most students at this level

Key components of RtII: Attendance Screeners 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.

RtII Model For Attendance 10 or more illegal absences Level 3 Few students at this level 3 or more unexcused and illegal absences Level 2 Some students at this level Level 1 Most students at this level

Key components of RtII: Behavioral Health Screeners Behavioral Health • The 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.

RtII Model For Behavioral Health Students with a behavioral health diagnosis Level 3 Few students at this level Students who struggle with exhibiting appropriate social skills Level 2 Some students at this level Level 1 Most students at this level

Key components of RtII: Student Discipline Screeners Student Discipline • School-wide behavioral expectations – to establish a baseline and are taught at the beginning of the school year • Screener used to identify students who require targeted supports based on review of discipline data sources

RtII Model For Student Discipline Students with an EH-21 Discipline Referral Level 3 Few students at this level Students with 3 or more suspensions Level 2 Some students at this level Level 1 Most students at this 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. Where is Special Education? • More intensive supplemental interventions, implemented with fidelity • Very frequent progress monitoring • Homogenous grouping • Alternatives to suspension and expulsion 2+ years below grade-level (chronically under-performing) Level 3 Few students at this level Level 2 Some students at this level Consideration for special education evaluation may occur at any time Within 2 years below grade-level Just at or above grade-level Level 1 Most students at this level 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.

Students with IEPs IEP Process IEP Team: Addresses all concerns RtII Documentation System IEP Deliver Intervention Inclusion Deliver IEP Collect data in Interventions Module Supporting data collection system Collect IEP Data; EasyTrac Easy IEP

Students with IEPs • There is a process called the RtIIProcess. • The RtIIprocess uses SchoolNet-Interventions as its data collection tool. • There is a process called the Special Education Process. • 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 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.

Key components of RtII: Selecting Interventions/Programs • 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

Selection of Curriculum Materials and Evidence-Based Interventions/ProgramsGuiding 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?

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.

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.

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?

Key Components of RtII: Progress Monitoring • 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)

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.

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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RESPONSE TO INSTRUCTION AND INTERVENTION ( RtII )