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

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Presentation on theme: "RESPONSE TO INSTRUCTION AND INTERVENTION (RtII) PART III: Steps for School Implementation The School District of Philadelphia Summer 2012."— Presentation transcript:

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

2  Introductions  Parking Lot  Housekeeping Welcome! 2

3 Part I  Take the initial steps for building your RtII school plan Part II  Develop the RtII School Action Plan Learning Objectives 3

4 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 4

5  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)? 5

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

7 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 7

8  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 8

9  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 9

10 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 10

11 “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 11

12 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 12

13 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 13

14 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 14

15 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) RtII School Leadership Team 15

16 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 16

17 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. RtII School Leadership Team 17

18 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 Team Guiding Questions for Planning Let’s Identify Our Team Members! 18

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? 19

20 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 20

21 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 RtII: Time for collaboration 21

22  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 22

23  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 23

24 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/Individu al Philadelphia School District RtII Model 24

25 Key components of RtII: Academic Screeners Evidence-based Screening Tools GradesMethodDistrict- mandated DRAK-3Individual Gates-McGinitie4-8Group WRAP4-8Individual DIBELSK-6Individual AIMSWEBK-12Group For other evidence-based screeners, go to 25

26 RtII Model For Literacy Level 3 Few students at this level Level 2 Some students at this level Level 1 Most students at this level Within 2 years below grade-level 2+ years below grade-level (chronically under- performing) Just at or above grade-level 26

27 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 27

28 RtII Model For Attendance Level 3 Few students at this level Level 2 Some students at this level Level 1 Most students at this level 10 or more illegal absences 3 or more unexcused and illegal absences 28

29 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. Key components of RtII: Behavioral Health Screeners 29

30 RtII Model For Behavioral Health Level 3 Few students at this level Level 2 Some students at this level Level 1 Most students at this level Students with a behavioral health diagnosis Students who struggle with exhibiting appropriate social skills 30

31 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 Key components of RtII: Student Discipline Screeners 31

32 RtII Model For Student Discipline Level 3 Few students at this level Level 2 Some students at this level Level 1 Most students at this level Students with an EH-21 Discipline Referral Students with 3 or more suspensions 32

33 Where is Special Education? Level 3 Few students at this level Level 2 Some students at this level Level 1 Most 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. Consideration for special education evaluation may occur at any time 33

34 Students with IEPs IEP Team: Addresses all concerns IEP Team: Addresses all concerns IEP Deliver IEP Collect IEP Data; EasyTrac Easy IEP Collect IEP Data; EasyTrac Easy IEP Deliver Intervention Inclusion Deliver Intervention Inclusion Collect data in Interventions Module IEP Process RtII Documentation System Supporting data collection system 34

35 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 35

36  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 36

37  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 Key components of RtII: Selecting Interventions/Programs 37

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? 38

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. 39

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. 40

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? 41

42  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 42

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. 43

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 44

45 Contact Info 45


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