Response to Instruction and Intervention Process Presentation What

Response to Instruction and Intervention Process Presentation

What Is Response to Instruction and Intervention (Rt. II)? 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 A shared, collaborative, data-driven decision-making process among professional educators.

Roll-out plan: Online System The CSAP database will no longer be in use after the 2011 -2012 school year Beginning with the 2012 -2013 school year, Interventions, a module in Schoolnet, will replace the CSAP reporting system

Roll-out plan: Online System The Interventions system will document the following: Strategic and Intensive academic intervention plans provided through Rt. II – Focus on Literacy to begin Positive behavioral interventions in compliance with the Statemandated SAP (Student Assistance Process) 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

Rt. II Components: Speaking a Common Language Level: The differing intensity of support Core Program: Research-based curriculum and instruction Strategies: Instructional tools used broadly across all Rt. II 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 3 X/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

Key Components of Rt. II Implementation Quality Standards-Based Core Curriculum Rt. II School Leadership Team Time for Collaboration Screening Evidence-based Interventions Time for Intervention Delivery Progress Monitoring Documentation and Accountability System

Rt. II School Leadership Team Principal & Assistant Principal “Rt. II Champion” Teachers Counselor Technology Teacher Leader - TTL Attendance Designee Student Discipline Designee Special Education Liaison – SEL School Psychologist

Key components of Rt. II: Time for collaboration Purpose To create dedicated time for the Rt. II team to analyze student data for the purpose of improving all students’ 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: Dept. meetings, grade group, or other group meeting times Rt. II Team present

Key components of Rt. II: 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

Key components of Rt. II: Screeners are assessment tools used to assess ALL students Academic : assessing ALL students a minimum of 3 X/year to group students according to risk level Behavioral/Attendance/Discipline: assessing ALL students on an ongoing basis To prepare for start of school year, use prior year cycle four data to group students

Key components of Rt. II: Selecting Interventions 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. rti 4 success. org

Key components of Rt. II: Time for Intervention Delivery Time should be allotted/scheduled for interventions to be delivered to the identified students Regular and consistent delivery of the intervention

Key components of Rt. II: Progress Monitoring 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 Rt. II team meeting agenda Recommended Progress Monitoring Tools: Assessments built into evidence-based interventions Some screeners (e. g. , DIBELS) Scholar. Chip (High Schools)

Philadelphia School District Rt. II Model Attendance ~85% of Students Level 1 Level 2 Behavior ~10 % of Students ~5% of Level 3 Students Small Group/Individu al Small Group Discipline Whole Class Literacy

Rt. II Model For Literacy 2+ years below grade-level (chronically underperforming) Within 2 years below grade-level Just at or above grade-level Level 3 Few students require more intensive intervention at this level Level 2 Some students require additional intervention at this level Level 1 Goal: Most students successful at this level All students are provided access to a standards based curriculum and high quality instruction

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

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

Rt. II 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

• More intensive supplemental interventions, implemented with fidelity • Very frequent progress monitoring • Homogenous grouping • Alternatives to suspension and expulsion Level 3 Few students at this level 2+ years below grade-level (chronically under-performing) Level 2 Some students at this level Within 2 years below grade-level Co ns ide rat ion fo rs pe cia le du ca tio ne va lua tio nm ay oc cu ra ta ny tim e 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. Level 1 Most students at this level Just at or above grade-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 Rt. II Documentation System Deliver Intervention Inclusion IEP Deliver IEP Collect IEP Data; Easy. Trac Easy IEP Supporting data collection system Collect data in Interventions Module

Students with IEPs 1. There is a process called the Rt. II Process. 2. The Rt. II process uses School. Net-Interventions as its data collection tool. 3. There is a process called the Special Education Process. 4. The Special Education Process uses Easy. IEP and Easy. Trac as its data collection tools, once a student has been identified as needing special education services.

Students with IEPs Now, School. Net-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, Easy. IEP and Easy. Trac.

Steps for School Implementation Please visit IMS Tutorials in Schoolnet Find the documents titled: Rt. II Leadership Presentation Rt. II Leadership Manual These documents will help guide your leadership team to plan a successful Rt. II Process in your school Additional planning time will be available for your leadership team

Rt. II: It’s Deep! Today’s Rt. II Professional Development Rt. II

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