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

2. Welcome!
Introductions
Parking Lot
Housekeeping

3. Learning Objectives Part I
Take the initial steps for building your RtII school
plan
Part II
Develop the RtII School Action Plan
Mention the today’s purpose: “How do I begin implementing RtII?”
Participants will have a working knowledge of Response to Instruction and Intervention (RtII)
Participants will be able to articulate the process of RtII.
Will develop an RtII Action Plan for the school year implementation

4. “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?”

5. 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 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.

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

7. 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
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.
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.

8. RtII Components: Speaking a Common Language
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
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.

9. 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
This structure of an RtII Leadership team is deemed as a best practice.

10. 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

11. 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
Recommended best practice

12. 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

13. 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

14. 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

15. 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 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)

16. 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.

17. 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.

18. School Leadership Team Guiding Questions for Planning
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?
Now that teams have discussed the key members and their roles, it is time to specifically identify their school team members
Let’s Identify Our Team Members!

19. School Leadership Team Post-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?

20. 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
Reviewing progress monitoring data – This is reviewing the progress of students in plans and what next steps need to be taken if necessary.

21. 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

22. 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.

23. 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
Use data from prior year to look at ALL areas: academic, behavior, attendance, discipline.

24. 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
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.
Small Group
Discipline
Literacy
Whole Class

25. Key components of RtII: Academic Screeners
Evidence-based Screening Tools
Grades
Method
District-mandated
DRA
K-3
Individual 
Gates-McGinitie
4-8
Group
WRAP
DIBELS
K-6
AIMSWEB
K-12
For other evidence-based screeners, go to
DRA and Gates use is based on district policy found in the marking guidelines
schools have the option to choose additional screeners beyond the district mandates

26. 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
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
Just at or above grade-level
Level 1
Most students at this level

27. Key components of RtII: Attendance Screeners
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.

28. 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
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 3rd 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.
Level 1
Most students at this level

29. Key components of RtII: Behavioral Health Screeners
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.

30. 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

31. Key components of RtII: Student Discipline Screeners
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

32. 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
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.
Level 1
Most students at this level

33. Where is Special Education?
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
Level 3
Few students
at this level
2+ years below grade-level (chronically under-performing)
Consideration for special education evaluation may occur at any time
Level 2
Some students at this level
Within 2 years below grade-level
RTII is a comprehensive, standards-aligned school improvement strategy. RtII utilizes a service delivery model that assists schools in providing a seamless system integrating and aligning general, remedial, and special education services. The resources and roles of personnel may be expanded or re-designed accordingly, however, all educators are responsible for educating all children. 
RtII is not a pre-referral system students must complete prior to a special education evaluation. Special Education is not shown as a level on the triangle because legally a student can be considered for special education evaluation at any level of the RTII continuum.
As schools become more adept at 1) administering yearly universal screening, 2) providing immediate intervention when needed, 3) progress monitoring instruction and intervention and 4) adjusting instruction and intervention as needed, all without waiting for a student to be designated “special education”, it is expected that special education students will comprise the smallest group of students in a building needing the most intensive, specialized instruction and intervention.
If RTII is implemented with fidelity, and if sustainable intervention practices are developed, schools will acquire a wealth of data that can be used for special education referral and eligibility decisions, with the understanding that a parent may request an evaluation at any time and at any point in the RTII process.
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.

34. Addresses all concerns Collect data in Interventions Module
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
On a more concrete level, in my day-to-day practice, how should I be thinking about the connection between the functional parts of the RTII System and the Special Education System:
There is a process called the RTII Process.
The RTII process 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.
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. 34
Collect IEP Data;
EasyTrac
Easy IEP

35. Students with IEPs There is a process called the RtII Process.
The RtII process 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.

36. 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.

37. 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
School autonomy, choose what works
District may be open for for liability if interventions are not research or evidence based.

38. 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?

39. 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.

40. 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.

41. Intervention Planning & Delivery Guiding 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?

42. 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)
Scholarchip is used in HS for attendance monitoring

43. Progress Monitoring Guiding 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.
Common Types of Progress Monitoring Data
Report Card Grades
Test/Screening Data
Student Interview
Teacher Interview
Classwork/Homework Grades
Attendance/Tardiness Records
Office Disciplinary Referrals
Permanent Student Work Products
Curriculum-Based Measurement (Academic Probes)
Daily Behavior Reports/Logs
Structured Behavioral Observations
Behavior Logs
Summative Data Sources
Formative Data Sources
st monthly in the online system but can be more frequent dependent on the team.

44. RtII Action Plan Guiding Questions for Planning
Time Frame: September 2012 – October 2012
RtII Kickoff
School staff, parents, students, community members & stakeholders, supporting consultants/SES providers

45. Contact Info