RESPONSE TO INSTRUCTION
AND INTERVENTION (RtII)
Adapted from School District of Philadelphia
Rtii Materials
Learning Objectives
Part I
Understand the philosophy of RtII
Review benefits for the transition from CSAP to RtII
Identify the key components of the RtII model
Explain Rtii and IEP interaction
Roll-out plan: Implementation
 2012-2013: District-wide implementation of RtII
 ALL Grades: K-12
 Replaces CSAP Process
 Phase 1 focus areas: Literacy, Behavioral Health, Attendance,
Student Discipline
New
 Documentation in the online system in Schoolnet
Process
Roll-out plan: Online System
 The CSAP database will no longer be in use after the
2011-2012 school year
New
Process
 Beginning with the 2012-2013 school year, Rtii, a
module in Schoolnet, will replace the CSAP reporting
system
Roll-out plan: Online System
 The Interventions system will document the following:
New
Process
 Strategic and Intensive academic intervention plans provided
through RtII
 Positive behavioral interventions in compliance with the Statemandated SAP (Student Assistance Process)
 EIS (Early Intervening Services) mandated by Federal law
 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
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 for students at academic
or behavioral risk (screening, progress monitoring)
 A shared, collaborative, data-driven decision-making
process among professional educators.
Differences in CSAP & RtII
Student Support Model
Tier 3
•Individual Students evaluated for
Change of Placement
Tier 2
•Individual Student Intervention
plans
•60 days to demonstrate progress
Tier 1
•Small Group
supplemental instruction
•30 days to demonstrate
progress
Level 3
•Small group or Individual
supplemental and targeted instruction
Level 2
•Small group supplemental and
targeted instruction
CSAP RtII
Level 1
•All students
•Research - based, effective
instruction
•Progress monitoring through
Curriculum Based
Assessments
Key Components of RtII
Implementation
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Quality Standards-Based Core Curriculum
RtII School Team
Time for Collaboration
Time for Intervention Delivery
Screening
Progress Monitoring
Evidence-based Interventions
Documentation and Accountability System
The Key Components of RtII
Courtesy of the National Center on Response to Intervention
Monitor &
Document
Data-Based
DecisionMaking
• Progress
Monitoring
• Evidence
Based
Interventions
Scheduling
Intervention
Time
RTI
Process
Identify
Interventions
10
• Screeners
Group
Meetings
to Analyze
Data
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
RtII School Team
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Principal & Assistant Principal
“RtII Champion”
Teachers
Counselor
Technology Teacher Leader - TTL
Attendance Designee
Student Discipline Designee
Special Education Liaison – SEL
School Psycologist
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
New
Process
Philadelphia School District RtII 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
Key components of RtII: Screeners
 Screeners are assessments 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
RtII Model For Reading Literacy
2+ years below grade-level
(chronically underperforming)
Within 2 years below
grade-level
Just at or above
grade-level
Level 3
Few students
at this level
Level 2
Some students at this level
Level 1
Most students at this level
RtII 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
RtII 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
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
Key components of RtII: 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.rti4success.org
Key components of RtII:
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 RtII:
Progress Monitoring
 Progress monitoring (PM) assesses progress of students identified through the
screener as “at-risk”
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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 RtII team meeting agenda
 Recommended Progress Monitoring Tools:
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Assessments built into evidence-based interventions
Some screeners (e.g., DIBELS)
ScholarChip (High Schools)