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Understanding Response to Instruction and Intervention (RtII) The School District of Philadelphia RtII District Leadership Team in collaboration with the.

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Presentation on theme: "Understanding Response to Instruction and Intervention (RtII) The School District of Philadelphia RtII District Leadership Team in collaboration with the."— Presentation transcript:

1 Understanding Response to Instruction and Intervention (RtII) The School District of Philadelphia RtII District Leadership Team in collaboration with the Office of Family and Community Engagement Special Presentation for Parents

2 Agenda Overview of Response to Instruction and Intervention (RtII) RtII: Academic Instruction Partnership in Literacy RtII for English Language Learners RtII and Special Education RtII: Behavioral Health Support Importance of Daily Attendance Parent’s Role in RtII Questions and Answers

3 What is Response to Instruction and Intervention (RtII)? A multi-level, proactive process to provide all students effective, targeted support in the areas of academics, behavior, discipline and attendance 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

4 Key Elements of RtII Quality Standards-Based Core Curriculum RtII School Leadership Team Time for Collaboration Universal Screening Evidence-based Interventions Progress Monitoring Documentation and Accountability System Home and School Partnership for Learning

5 Important Terms Universal Screening School-wide use of assessments and student data to determine if each student is on track or if he or she needs additional support with building academic skills, improving behavior and attendance.

6 Screeners Screeners are tools used to assess ALL students: Academic Instruction: Aimsweb (Pearson) – grades K-5 STAR (Renaissance Learning) – grades 6-12 Behavioral Health Support (BHS) – variety of indicators

7 Interventions are additional steps, programs and services that schools use to help students get on track. In order to be used as part of RtII, the interventions must be research-based.

8 Important Terms Progress Monitoring Using short, targeted assessments to see if the intervention is working.

9 Examples of Progress Monitoring

10

11 Tiers (Levels) of RtII Tier 1 –High quality curriculum and instruction for all students Tier 2 –Targeted interventions and support based on students’needs Tier 3 –More intensive and individualized interventions

12 Example of Movement between the Levels of RtII RtII Tier 2 RtII Tier 1 Intervention Screeners Progress Monitoring

13 Literacy Behavioral Health Support (BHS) Math RtII Areas of Focus

14 RtII: Academic Instruction Office of Curriculum and Assessment

15 Proactive Student Support Process for General Education Students  Identify Students in Need  Address the Students’ Needs  Monitor Students’ Progress  Revisit Students for Academic Success RtII Academics in A Nutshell

16 Tier 3 Few students at this level Tier 2 Some students at this level Tier 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 Intensity of Interventions RtII Model for Academic Instruction

17 Tier 1: Classroom Instruction / Effective Teaching (All Students) Tier 2: Additional Intervention (~15% of Students) Tier 3: Intensive Intervention (~5% of Students) Tiers 2 and 3 are in conjunction with Level 1 instruction. Tiers of RtII

18 Strategies/Interventions are used in our schools. Strategies are best educational practices that intervene to support students to decrease learning gaps. Strategy Examples: Guided Reading, Tutoring, Small-Group Instruction Intervention Product Examples: Study Island, Reading Eggs, First in Math Tier 1 Strategies

19 Tier 2  3 Intervention Programs Intervention ProgramsExamples Evidence-based Accelerated Reader/Math Achieve 3000 Corrective Reading/Math Lexia Voyager Reading/Math Research-based Closes achievement gaps

20 School Leadership Teams meet often to share student progress & success in the classroom Students are assessed at least 3 times a year to find out who is at Tier 1 or needs Tier 2 or Tier 3 support Students are grouped according to their needs for intense strategies (Tier 1) and intervention programs (Tiers 2 and 3) What Does this Look Like in Your School?

21 Teachers, as a team, use data to decide the intervention product or program, students need Teachers create intervention plans for our students if…  They are Tier 1 needing intense intervention because they are showing signs of being at-risk for falling below grade level or at-risk for receiving a “F” for a marking period  They are Tier 2 (within 2 years below grade-level) / Received an “F” for a marking period grade  They are Tier 3 needing an intervention plan because they are 2 or more grade levels behind / Received a “F” for a marking period grade What Does this Look Like in Your School? (continued)

22 Intervention plans are recorded in the Online Interventions Module  Records the team of teachers/staff supporting the student  Records who is delivering the intervention  Records if the student is making progress Online Interventions Module for Literacy and Math Parents can request a meeting with teachers / staff to discuss their students’ RtII placement and details of their child’s RtII plans.

23 RtII: Partners in Literacy Office of Early Childhood Education

24 You and your child’s school are partners in the learning process. Parent involvement increases your child’s learning and their achievement. Home  School Partnerships

25 Reading is one of the most important skills your child will ever learn. Mastering reading will prepare your child to be successful in school and in life.

26 You are your child’s first teacher Talk with your child and ask your child questions Read to your child and let your child read to you Home  School Partnerships

27 Five Essential Components of Reading

28 Phonemic Awareness: Recognizing and using individual sounds to create words. Phonics: Realizing the relationship between written letters and spoken sounds. Fluency: Developing the ability to read a sentence, paragraph or text accurately and quickly. Vocabulary: Learning the meaning of words by themselves and in sentences along with their pronunciation. Comprehension : Understanding what sentences, paragraphs, and stories are trying to tell us. Making sense of what we hear and read. Five Essential Components of Reading

29  Support your child at home  Talk with your child’s teacher: Attend parent-teacher conferences Make a list of specific questions to ask about your child’s progress Ask for regular progress reports in your child’s areas of difficulty Celebrate when progress is made; ask questions when there is little or no progress What Do I Do If I Believe that My Child is Struggling?

30 Is my child successful? How will I know? If not, why and what can we do differently? If needed, how is additional help going to be provided for my child? By whom, how often, for how long? What can I do to help with the interventions for my child? How will I know if the interventions are working? Questions You Can Ask Your Teachers

31 RtII for English Language Learners Office of Multilingual Curriculum and Programs

32 Our vision is “Accelerating Academic Achievement for English Language Learners”. We want to close the achievement gap between native English speakers and English language learner (ELL) students We also want to help their families to support their academic success and cultural integration. Office of Multilingual Curriculum and Programs

33  Train teachers and RTII Champions on effective teaching for English Language Learners  Support teachers in identifying students who need Tier II and Tier III interventions and in choosing interventions that are proven to be successful with students who are learning English.  Each learning network has a Multilingual Manager who is available to teachers when they need assistance.  There is also a district level curriculum specialist who serves on the RTII leadership team. How the Office of Multilingual Curriculum and Programs Supports RtII

34 Tier 3 Few students at this level Tier 2 Some students at this level Tier 1 ALL English Language Learners at this level Core Curriculum and Instruction for ALL students includes sheltered instructional practices and Culturally and Linguistically Appropriate Instruction for English Language Learners Where do English Language Learners fit?

35 The Office of Multilingual Curriculum and programs expects a strong core program that: Encourages social and academic language acquisition in both ESOL and general education classes. Includes differentiated instruction and grading based on their English Proficiency level Includes culturally responsive teaching- You can help teachers be more responsive by sharing information about your child with his/her teacher Best Practices for English Language Learners at Tier I

36 Tier 3 Few students at this level Tier 2 Some students at this level Tier 3 ALL English Language Learners at this level RtII Levels 2 and 3

37 It is not recommended that students receive interventions just because they are learning English. Teachers take the following steps: 1. Determine whether a student is making adequate progress in English 2. Determine if a student is making progress in literacy and math when compared with other students who are learning English – NOT compared with native English speakers! 3. Find a good balance between ESOL instruction and Interventions because student needs to continue developing language. 4. Interventions should also be supplemented with activities to accelerate overall language development Tier II Interventions for English Language Learners

38 Maintain the use of your native language at home. If your child is literate in your native language it will help her/him learn English! Read with your child at home – in the language that you are most comfortable with. Talk about what you are reading – it will help your child become a more active reader. Schedule times for reading and homework, if possible. Routines are important. Ask questions and share information about your child with school staff. The more we know, the better we can serve your child’s needs at school. The district can help by providing interpreters and translations of documents. How can I help my child succeed?

39 1. Your child’s ESOL teacher is an expert on language acquisition, and should also be a member of the school’s RTII team. They will be a great resource for you. 2. Your child’s classroom teacher can answer questions about instruction. 3. Your school’s RTII Champion will be able to answer questions about the RTII process. 4. Your learning network’s Multilingual Manager can answer questions too. Who Can I Contact with Questions?

40 RtII and Special Education Office of Specialized Services

41 Intervention All three levels of RtII are part of a comprehensive educational system. RtII the levels should not be viewed as categorical placements or as “gates” to special education supports and services. However, referral for special education evaluation should be considered if data demonstrate continued lack of response to instruction and intervention. Tier 3 Tier 2 Tier 1 Consideration for special education evaluation may occur at any time RtII and Special Education

42 All special education students’ Individual Education Plan (IEP) goals are addressed through their IEP, which includes all the extra services and interventions this student needs to succeed. While an IEP may include some of the same interventions used in RtII, it is a very different process. If the student is not achieving the goals set forth in the IEP, the IEP team must revisit the IEP.

43 RtII: Behavioral Health Support Office of Student Support Services Targeted and Intensive Intervention for Improving Student Attendance, Behavior, and School Climate

44  Addresses student attendance, behavior, and school climate issues  Supports are provided based on the student’s greatest area of need or concern.  There are (3) levels of support RtII Behavioral Health Support

45 School Provides: – Clear set of positive expectations and rules that promote appropriate behaviors throughout the school environment. Level I: School-wide Prevention

46 Provides additional support for students who continue to struggle with attendance or behavior within Level I Students can receive support within a group or individually Level II: Targeted Support

47 Focus is on the individual student that is struggling with attendance or behavior within Levels I and II Includes referrals for support services provided by external community-based organizations. Level III: Intensive Support

48 Please contact your RTI/SAP Specialist For assistance or more information…

49 Starting in kindergarten, too many absences can cause children to fall behind in school. Students can still fall behind if they miss just a day or two days every few weeks*. Absences and latenesses can affect the whole classroom if the teacher has to slow down learning to help children catch up. Being late to school may lead to poor attendance. Importance of Daily Attendance * Attendance in Early Elementary Grades: Association with Student Characteristics, School Readiness and Third Grade Outcomes, Applied Survey Research. May 2011.

50 Tier 3 Few students at this level Tier 2 Some students at this level Tier 1 All students at this level School age students with 10 or more unexcused /illegal absences Students with 3 or more unexcused/ illegal absences RtII Model for Attendance Clear attendance expectations shared with all students Parent Notification (C-31) Parent conference School works with the family to eliminate barriers to attendance Interventions are generated with a referral to Truancy Court Intensive and comprehensive interventions are coordinated and monitored by the School District, DHS, and Family Court

51 Please contact your Attendance Coordinators Learning Networks Kelly Aichele Learning Networks Maurice West For Attendance and Truancy Support…

52 Home  School Partnerships What can we do as parents to help our students succeed?

53 Questions ?

54


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