Response to Instruction and Intervention RtI2: A Systematic Approach for Closing the Achievement Gap

1. Response to Instruction and Intervention (RtI2): A Systematic Approach for Closing the Achievement Gap Title I Conference May 24, 2010 Shobhana Rishi, Education Silvia DeRuvo Programs Consultant Senior Program Associate English Learner and Curriculum California Comprehensive Support Division Center at WestEd California Department of Education (CDE)

2. 2 Handouts for RtI2 in California 1. From the California Department of Education (CDE) Response to Instruction & Intervention Web page at http://www.cde.ca.gov/ci/cr/ri/ Core Philosophy of RtI2 The Ten Core Components 2. RtI2 and other State Documents About the Handouts We may refer to these pages during our presentation. Some of the slides do contain more text than is ideal---so it may be easier to read from your handout. Please find in your packet the following handouts: a copy of today’s PowerPoint; printouts from the Web pages on RtI2 currently posted on the California Department of Education’s (CDE) Web site; and a chart showing links between RtI2 core components to other state documents such as the Essential Program Components (EPCs), Academic Program Survey (APS), and District Academic Survey (DAS). About the Handouts We may refer to these pages during our presentation. Some of the slides do contain more text than is ideal---so it may be easier to read from your handout. Please find in your packet the following handouts: a copy of today’s PowerPoint; printouts from the Web pages on RtI2 currently posted on the California Department of Education’s (CDE) Web site; and a chart showing links between RtI2 core components to other state documents such as the Essential Program Components (EPCs), Academic Program Survey (APS), and District Academic Survey (DAS).

3. 3 National Interest in Response to Intervention (RtI) Individuals With Disabilities Education Act 2004 Reauthorization (IDEA) Provided a framework for improving instruction through preventative academic and behavioral interventions Elementary and Secondary Education Act (ESEA) Supported the focus on improved instruction and accountability for all students Response to Intervention (RtI) and Special Education and Response to Instruction and Intervention (RtI2) A recent report by (Regional Educational Laboratories West) REL West at WestEd on the nationwide status of RtI implementation (August 2009) indicated that all 50 states are implementing RtI in some form; however full implementation of RtI is occurring only in a few districts and schools. But you may still be wondering, why R-t-i-squared? RtI squared puts good instruction for all students first before the interventions in tier1. RtI is explicitly recognized in the 2004 Reauthorization of IDEA as a process to rule out the lack of research based instruction as a cause for failure. IDEA focuses on early intervention prior to special education referral as a preventative measure. While IDEA focuses on early intervention, through research based instruction and intervention, ESEA compounds these efforts with a focus on instruction and accountability for all students. Response to Intervention (RtI) and Special Education and Response to Instruction and Intervention (RtI2) A recent report by (Regional Educational Laboratories West) REL West at WestEd on the nationwide status of RtI implementation (August 2009) indicated that all 50 states are implementing RtI in some form; however full implementation of RtI is occurring only in a few districts and schools. But you may still be wondering, why R-t-i-squared? RtI squared puts good instruction for all students first before the interventions in tier1. RtI is explicitly recognized in the 2004 Reauthorization of IDEA as a process to rule out the lack of research based instruction as a cause for failure. IDEA focuses on early intervention prior to special education referral as a preventative measure. While IDEA focuses on early intervention, through research based instruction and intervention, ESEA compounds these efforts with a focus on instruction and accountability for all students.

4. 4 About IDEA and RtI2 ESEA and IDEA both focus on results for students with disabilities. Focus for IDEA has been around compliance and now it is focused on instruction and accountability for student learning. About IDEA and RtI2 ESEA and IDEA both focus on results for students with disabilities. Focus for IDEA has been around compliance and now it is focused on instruction and accountability for student learning.

5. 5 ESEA (2002) Requires accountability through assessment for ALL students Requires ALL students to make adequate yearly progress Requires all teachers to be highly qualified ESEA and IDEA (Cont.) IDEA (2004) Standards based accountability Educational benefit and procedural guarantees Requires all teachers to be highly qualified

6. 6 History of RtI2 in California July 2005–California State Board of Education (SBE), David Tilly, Seminar on RtI November 2005–Sue Stickel, Deputy Superintendent, Curriculum and Instruction Branch, Memo Regarding Statewide Training on Response to Intervention (Rtl) March 2006 - RtI Web cast Series at http://www4.scoe.net/rti/ (Outside Source) May 2006–RtI Summit 3: RtI White Paper June 2006–Podcasts of RtI Conversations RtI2 in California In California, RtI was introduced to the Board under Dr. Alice Parker, State Director of Special Education and the then Deputy Superintendent, Sue Stickel in 2005 when Dr. David Tilly presented a seminar on RtI to the State Board of Education (SBE); followed by a memo in the fall of 2005 from Ms. Stickel and the Web cast series of trainings on RtI that began in 2006. In California, just as at the national level, RtI first surfaced in the arena of special education—IDEA required states to develop guidance around Special Learning Disability (SLD) determination process. The Special Education Division of CDE first organized the efforts around RtI in a task force that met from 2007-2008 to draft the ten core components and a guidance document that has recently been posted to the CDE Web site. RtI2 in California In California, RtI was introduced to the Board under Dr. Alice Parker, State Director of Special Education and the then Deputy Superintendent, Sue Stickel in 2005 when Dr. David Tilly presented a seminar on RtI to the State Board of Education (SBE); followed by a memo in the fall of 2005 from Ms. Stickel and the Web cast series of trainings on RtI that began in 2006. In California, just as at the national level, RtI first surfaced in the arena of special education—IDEA required states to develop guidance around Special Learning Disability (SLD) determination process. The Special Education Division of CDE first organized the efforts around RtI in a task force that met from 2007-2008 to draft the ten core components and a guidance document that has recently been posted to the CDE Web site.

7. 7 History of RtI2 in California (Cont.) December 2006–National Forum on RtI June 2007–June 2008: RtI Technical Workgroup Fall 2008–RtI2 Focus Group: Dr. Monreal November 2008–State Superintendent of Public Instruction, Jack O’Connell’s RtI2 Letter to Field February 2009–CDE, CISC, WestEd Collaboration on Resource Materials August 2009–Release of Determining Specific Learning Disability Eligibility Using Response to Instruction and Intervention by the Special Education Division RtI2 in California, continued In 2008, under Dr. Monreal, the “baton” was passed from special education to general education when the task force and district superintendents met to develop the California core components. Thus in California, RtI is indeed RtI2. In February of 2009 a collaboration between Curriculum Instruction Steering Committee (CISC), ( of California County Superintendents Educational Services Association (CCSESA) WestEd and CDE resulting in the elaboration of the key elements for each core component, a collection of research and resources that support the components (not exclusive or exhaustive) in addition to the wealth of resources that are already available on the Web pages – and a graphic model of RtI2 that illustrates the incorporation of the key elements of the core components in a three tier instructional system. This graphic model is on slides #13 and 14 in your handout. Silvia and I were part of this collaboration along with others. The county offices and districts that have begun implementation were identified. The exact location of these materials is being finalized and a link to them will be available on the CDE Web site. RtI2 in California, continued In 2008, under Dr. Monreal, the “baton” was passed from special education to general education when the task force and district superintendents met to develop the California core components. Thus in California, RtI is indeed RtI2. In February of 2009 a collaboration between Curriculum Instruction Steering Committee (CISC), ( of California County Superintendents Educational Services Association (CCSESA) WestEd and CDE resulting in the elaboration of the key elements for each core component, a collection of research and resources that support the components (not exclusive or exhaustive) in addition to the wealth of resources that are already available on the Web pages – and a graphic model of RtI2 that illustrates the incorporation of the key elements of the core components in a three tier instructional system. This graphic model is on slides #13 and 14 in your handout. Silvia and I were part of this collaboration along with others. The county offices and districts that have begun implementation were identified. The exact location of these materials is being finalized and a link to them will be available on the CDE Web site.

8. 8 Educational Challenges Facing California Improving Student Achievement for ALL Students Closing the Achievement Gap Improving Graduation Rates The reason we need RtI2 is to address California’s educational challenges Educational challenges that are unique to California---with its culturally and linguistically diverse student body are even more difficult now in the light of all the budget cuts and changes caused by flexibility. SSPI O’Connell has declared closing the achievement gap to be our priority. Dismal graduation rates call for finding ways of engaging students and helping them to succeed starting at an early age. The reason we need RtI2 is to address California’s educational challenges Educational challenges that are unique to California---with its culturally and linguistically diverse student body are even more difficult now in the light of all the budget cuts and changes caused by flexibility. SSPI O’Connell has declared closing the achievement gap to be our priority. Dismal graduation rates call for finding ways of engaging students and helping them to succeed starting at an early age.

9. 9 RtI2: What it is Not For Special Education only. . . A system for tracking. . . A single program . . . For use by one or two teachers . . Interventions alone. . . Common misunderstanding about RtI2 : Understanding what RtI2 is not Due to its inception in the context of Special Education---many people think that RtI of any kind is only about special education. Because of the use of different grouping strategies for both differentiation and intervention, sometimes this can look like tracking. Flexible grouping for instructional purposes allows for more precisely targeted instruction and increased student engagement – and addresses the needs of the gifted student as well as the one that may require additional support. These are always subject to change as student shows or does not show progress. Another common error may be to think that RtI2 is a gimmick, a lone strategy, that a couple of teachers can use in their own classroom---not at all---because RtI2 is a whole school team effort. And lastly, due to the “intervention” in the name -- it is to be remembered that RtI2 in California is not just about intervention but first and foremost about good first INSTRUCTION.Common misunderstanding about RtI2 : Understanding what RtI2 is not Due to its inception in the context of Special Education---many people think that RtI of any kind is only about special education. Because of the use of different grouping strategies for both differentiation and intervention, sometimes this can look like tracking. Flexible grouping for instructional purposes allows for more precisely targeted instruction and increased student engagement – and addresses the needs of the gifted student as well as the one that may require additional support. These are always subject to change as student shows or does not show progress. Another common error may be to think that RtI2 is a gimmick, a lone strategy, that a couple of teachers can use in their own classroom---not at all---because RtI2 is a whole school team effort. And lastly, due to the “intervention” in the name -- it is to be remembered that RtI2 in California is not just about intervention but first and foremost about good first INSTRUCTION.

10. 10 What is RtI2? Response to Instruction and Intervention is a three-tiered, data-driven instructional system that provides access to quality instruction and intervention for all students. What is RtI2 : A multi tiered, systematic, data driven approach to instruction In this presentation and elsewhere you may hear RtI2 referred to as an approach, strategy, problem solving model, comprehensive instructional system---I think all of these descriptions are accurate. RtI2 is a strategic, systematic, data-driven approach to standards and need-based instruction that benefits every student. Teacher collaboration is at the heart of RtI2. RtI2 harnesses and coordinates the full resources of the school, district, and community to help meet the learning needs of every student. One of the causes of teachers’ stress is the isolation they experience working alone. Recent literature also points to the importance of the collective efficacy of teachers in increasing student achievement. As a schoolwide effort, RtI2 is based in coordination of resources, collaboration between teachers surrounding instructional issues with the single aim of improving, targeting instruction to student needs. RtI2 in California is a three tiered system for instruction and the next slide offers a closer look at the three tiers.What is RtI2 : A multi tiered, systematic, data driven approach to instruction In this presentation and elsewhere you may hear RtI2 referred to as an approach, strategy, problem solving model, comprehensive instructional system---I think all of these descriptions are accurate. RtI2 is a strategic, systematic, data-driven approach to standards and need-based instruction that benefits every student. Teacher collaboration is at the heart of RtI2. RtI2 harnesses and coordinates the full resources of the school, district, and community to help meet the learning needs of every student. One of the causes of teachers’ stress is the isolation they experience working alone. Recent literature also points to the importance of the collective efficacy of teachers in increasing student achievement. As a schoolwide effort, RtI2 is based in coordination of resources, collaboration between teachers surrounding instructional issues with the single aim of improving, targeting instruction to student needs. RtI2 in California is a three tiered system for instruction and the next slide offers a closer look at the three tiers.

11. 11 3-Tier Academic System Tier 1 – Benchmark: 80–90 percent. Achieving grade level standards, may require additional assistance Utilize SBE-adopted Core grade-level curriculum with differentiated strategies Tier 2 – Strategic: 10–15 percent. One to two years below grade level standards Utilize SBE-adopted Core grade-level curriculum plus supplemental materials to support Core grade level text with increased instructional time and fidelity Tier 3 – Intensive: 5–10 percent. Two or more years below grade level Utilizing a SBE-approved intervention program that is considered the “Core Program” Additional instructional time required based on program model Small class size and fidelity of implementation The three-tier academic system provides: It is important to note that the RtI2 structure is not only focused on struggling students but also can be focused on students who respond well to core instruction in Tier 1 and need to move forward in their studies. Progressively more intensive instruction focusing on assessed learning need Tier one is where the greatest number of students are served Inclusive environment The arrow pointing in both direction indicates a central premise of RtI2 which is progress monitoring and adjustment of student’s instructional program according to data The three-tier academic system provides: It is important to note that the RtI2 structure is not only focused on struggling students but also can be focused on students who respond well to core instruction in Tier 1 and need to move forward in their studies. Progressively more intensive instruction focusing on assessed learning need Tier one is where the greatest number of students are served Inclusive environment The arrow pointing in both direction indicates a central premise of RtI2 which is progress monitoring and adjustment of student’s instructional program according to data

12. 12 3-Tier Behavioral System Tier 1 – Benchmark: 80–90 percent. Implementation of a successful school-wide and classroom positive discipline plan Monitoring of behavioral progress Tier 2 – Strategic: 10–15 percent. Supplemental interventions available to the general population Social skills training, social skills groups, counseling Monitoring of behavioral progress Tier 3 – Intensive – 5–10 percent. Developed with a focus on the individual student Individually developed interventions with frequency and duration of intervention beyond general education teacher Frequent data collection to assess response to intervention The three-tier behavioral system provides for: Implementation of a schoolwide positive behavioral support/discipline plan Monitoring of behavior and intervening before behavior escalates Targeted interventions as necessaryThe three-tier behavioral system provides for: Implementation of a schoolwide positive behavioral support/discipline plan Monitoring of behavior and intervening before behavior escalates Targeted interventions as necessary

13. 13 A View of the three tiers This graphic illustrates the three-tier system that appears in the special education guidance document and that also reflects the structure presented in the Language Arts Framework with its three levels of instruction. What follows is a graphic that includes all the key elements of California’s three-tier system in relation to the 10 core components. A View of the three tiers This graphic illustrates the three-tier system that appears in the special education guidance document and that also reflects the structure presented in the Language Arts Framework with its three levels of instruction. What follows is a graphic that includes all the key elements of California’s three-tier system in relation to the 10 core components.

14. 14 Another view of the three tiers clearly reflects the focus of RtI2 being effective first teaching for ALL students—tier 1 serves 80-90% of the students. Another view of the three tiers clearly reflects the focus of RtI2 being effective first teaching for ALL students—tier 1 serves 80-90% of the students.

15. 15 You may wish to refer to this graphic from your handouts. This graphic shows all the key elements of RtI2 and their roles in the three instructional tiers. The following features are highlighted in this graphic model: Behavioral and academic are two sides of student performance and needs Three tiers correspond to intensity of instruction Flexible grouping allows students to move to more precise instructional level Progress monitoring occurs through all three tiers—frequency is higher in tiers 2,3 The importance of staff development and collaboration and family involvement along with program fidelity is reflected in the illustration Full inclusion is another important result of this approach You may wish to refer to this graphic from your handouts. This graphic shows all the key elements of RtI2 and their roles in the three instructional tiers. The following features are highlighted in this graphic model: Behavioral and academic are two sides of student performance and needs Three tiers correspond to intensity of instruction Flexible grouping allows students to move to more precise instructional level Progress monitoring occurs through all three tiers—frequency is higher in tiers 2,3 The importance of staff development and collaboration and family involvement along with program fidelity is reflected in the illustration Full inclusion is another important result of this approach

16. 16 RtI2: What’s New? Provides a door to address the needs of the whole child—through behavioral and academic support Provides a structure for meeting the needs of each child Recognizes the importance of addressing behavioral issues for academic success Behavioral dimension of RtI2 new in being explicit Although as educators we are all aware of the importance of behavior to academic performance in a number of ways, the formal inclusion of it has been thus far limited to the realm of special education. If you look at your graphic model, you will see that the two halves of the triangle are academic and behavioral and they work side be side to create effective conditions for learning and achievement. The inclusion of behavior as part of the RtI2 triangle maybe considered new by some. Character education programs also aim to create more positive school climates. However, the formal acknowledgement of the need to address students’ behavioral needs in a systematic and serious, tiered approach, as equal in importance with the academic program is something that RtI2 introduces.Behavioral dimension of RtI2 new in being explicit Although as educators we are all aware of the importance of behavior to academic performance in a number of ways, the formal inclusion of it has been thus far limited to the realm of special education. If you look at your graphic model, you will see that the two halves of the triangle are academic and behavioral and they work side be side to create effective conditions for learning and achievement. The inclusion of behavior as part of the RtI2 triangle maybe considered new by some. Character education programs also aim to create more positive school climates. However, the formal acknowledgement of the need to address students’ behavioral needs in a systematic and serious, tiered approach, as equal in importance with the academic program is something that RtI2 introduces.

17. 17 RtI2: Not So New RtI2 continues and refines many practices that are already in use within the framework of standards-based accountability. RtI2 and standards based accountability The good news here is that many of the structures and practices of RtI2 are not new to standards-based accountability reform, which makes it possible to use the organizational structure of RtI2 to leverage the efforts that are already in place. A closer look at each of the core components will reveal much familiar territory. RtI2 and standards based accountability The good news here is that many of the structures and practices of RtI2 are not new to standards-based accountability reform, which makes it possible to use the organizational structure of RtI2 to leverage the efforts that are already in place. A closer look at each of the core components will reveal much familiar territory.

18. 18 RtI2: A Comprehensive Instructional Approach The core components of RtI2 outline a comprehensive instructional approach that includes screening, differentiating instruction, monitoring progress, providing targeted interventions—and monitoring their success until the student shows measurable progress so as to require less and less support. Core components and responsive instruction RtI2 Core components reflect a comprehensive approach to teaching that is responsive to students’ learning as evidenced through progress monitoring. Core components and responsive instruction RtI2 Core components reflect a comprehensive approach to teaching that is responsive to students’ learning as evidenced through progress monitoring.

19. 19 RtI² Correlation to the Essential Program Components (EPCs) RtI² Component # 1 High-quality classroom instruction Students receive high quality and culturally relevant, standards- based instruction in their classroom setting by highly qualified teachers. EPCs: Standards aligned instructional materials Appropriate instructional time Credentialed trained teachers Ongoing instructional assistance and coaching Key elements of core component #1: Key elements of each core component and their link with the EPCs will be shown in the following slides. High academic and behavioral expectations. Instructional strategies are research based and delivered in an inclusive environment. Instruction is planned intentionally and differentiated as needed to meet the needs of all students, including English learners and students with disabilities. Positive behavioral strategies are used in the classroom and schoolwide. Key elements of core component #1: Key elements of each core component and their link with the EPCs will be shown in the following slides. High academic and behavioral expectations. Instructional strategies are research based and delivered in an inclusive environment. Instruction is planned intentionally and differentiated as needed to meet the needs of all students, including English learners and students with disabilities. Positive behavioral strategies are used in the classroom and schoolwide.

20. 20 RtI² Correlation to the EPCs(Cont.) RtI² Component #2 Research-based instruction The instruction that is provided within the classroom is: Culturally responsive Has been demonstrated to be effective through scientific research EPCs: Standards aligned instructional materials Appropriate instructional time Highlights of core component #2 are: Instructional strategies and practices are supported by research. A broad range of systematic and individualized strategies, including positive behavior support (PBS) for achieving important social and learning outcomes while preventing problem behavior with all students, is in place. Classroom instruction reflects attention to the cultural and linguistic backgrounds of all students and is responsive to their unique learning needs. Highlights of core component #2 are: Instructional strategies and practices are supported by research. A broad range of systematic and individualized strategies, including positive behavior support (PBS) for achieving important social and learning outcomes while preventing problem behavior with all students, is in place. Classroom instruction reflects attention to the cultural and linguistic backgrounds of all students and is responsive to their unique learning needs.

21. 21 RtI² Correlation to the EPCs(cont.) RtI² Component #3 Universal screening School staff members assess all students to determine students’ academic and behavioral needs. Based on the collected data, school staff determine which students require: Close progress monitoring Differentiated instruction Additional targeted assessment Specific research-based intervention Or acceleration EPCs: Student level academic achievement monitoring Teacher collaboration around data and instruction Core component #3: Master teachers have informal screening procedures in place. . . . Core component #3 recommends that screening—dip sticking—to see which students need differentiating and which may need further testing be done by the regular ed teacher at the start of the year. All students are informally observed and monitored for behavioral/social/ emotional needs. Core component #3: Master teachers have informal screening procedures in place. . . . Core component #3 recommends that screening—dip sticking—to see which students need differentiating and which may need further testing be done by the regular ed teacher at the start of the year. All students are informally observed and monitored for behavioral/social/ emotional needs.

22. 22 RtI² Correlation to the EPCs (Cont.) RtI² Component #4 Continuous classroom progress monitoring Classroom performance of all students is monitored regularly. Teachers identify those learners who may need: More depth and complexity in daily work Those who are not meeting benchmarks or other expected standards Instruction adjusted accordingly EPCs: Student level academic achievement monitoring Teacher collaboration around data and instruction Core component #4 focuses on the use of formative assessments—informal and formal for the purpose of modifying, improving, or adjusting instruction to meet student’s need: Formative assessments that guide teachers and students to adjust their teaching and learning strategies are a part of ongoing instructional practice. Formative assessments may include any curriculum based measures including, teacher made probes, benchmark and other critical indicators. Students are acknowledged and recognized for appropriate behaviors regularly.Core component #4 focuses on the use of formative assessments—informal and formal for the purpose of modifying, improving, or adjusting instruction to meet student’s need: Formative assessments that guide teachers and students to adjust their teaching and learning strategies are a part of ongoing instructional practice. Formative assessments may include any curriculum based measures including, teacher made probes, benchmark and other critical indicators. Students are acknowledged and recognized for appropriate behaviors regularly.

23. 23 RtI² Correlation to the EPCs (Cont.) RtI² Component #5 Research-based interventions When monitoring data indicates a lack of progress, an appropriate research- based intervention is implemented. The interventions are designed to increase the intensity of the students’ instructional experience. EPCs: Standards aligned instructional materials Appropriate instructional time Core component #5 focuses on: Research-based interventions target learning or behavioral need/s identified through progress monitoring data. Resources identifying specific reading interventions are available online at the center for instruction. Core component #5 focuses on: Research-based interventions target learning or behavioral need/s identified through progress monitoring data. Resources identifying specific reading interventions are available online at the center for instruction.

24. 24 RtI² Correlation to the EPCs (Cont.) RtI² Component #6 Progress monitoring during instruction and interventions School staff members use progress monitoring data to determine: The effectiveness of the acceleration or intervention Any modifications Carefully defined data are collected on a frequent basis to provide: Cumulative record of the students’ progress Data on acceleration and/or response to instruction and intervention EPCs: Student level academic achievement monitoring Teacher collaboration around data and instruction Key elements of core component #6 are as follows: Appropriate monitoring for each academic or behavioral intervention is used and is uniform in content and procedure. Data is collected and analyzed for decision making every 6-8 weeks. Teachers engage in a collaborative team problem-solving process using data to design instruction and behavior intervention plans. Progress monitoring occurs more frequently (weekly or bi-weekly) for students in intensive intervention programs. Data is evaluated and instructional practice or program is modified if no positive progress is made. Key elements of core component #6 are as follows: Appropriate monitoring for each academic or behavioral intervention is used and is uniform in content and procedure. Data is collected and analyzed for decision making every 6-8 weeks. Teachers engage in a collaborative team problem-solving process using data to design instruction and behavior intervention plans. Progress monitoring occurs more frequently (weekly or bi-weekly) for students in intensive intervention programs. Data is evaluated and instructional practice or program is modified if no positive progress is made.

25. 25 RtI² Correlation to the EPCs (Cont.) RtI² Component #7 Fidelity of program implementation Student success in the RtI2 model requires fidelity of implementation in: The delivery of content Instructional strategies specific to the learning needs of the student Strategies specific to the behavioral needs of the student EPCs: Standards aligned instructional materials Appropriate instructional time Ongoing instructional assistance and coaching Appropriate lesson pacing The key elements of core component #7 are: A strategic plan for how program fidelity will be ensured is in place. Intensive intervention program instruction is provided within the same constructs of the research environment in which it was developed. To include fidelity with regard to: Instructional minutes Group size Frequency of instruction 4. Instructional practices and procedures The key elements of core component #7 are: A strategic plan for how program fidelity will be ensured is in place. Intensive intervention program instruction is provided within the same constructs of the research environment in which it was developed. To include fidelity with regard to: Instructional minutes Group size Frequency of instruction 4. Instructional practices and procedures

26. 26 RtI² Correlation to the EPCs (Cont.) RtI² Component # 8 Staff development and collaboration All school staff members are trained in: Assessments Data analysis Intervention programs Research-based instructional practices Positive behavioral strategies Site grade level or interdisciplinary teams use a collaborative approach to: Analyze student data Work together in the development, implementation, and monitoring of the intervention process EPCs: Principal’s instructional training Credentialed trained teachers Ongoing instructional assistance and coaching Teacher collaboration around data and instruction Key elements of core component #8 are as follows: Staff development is linked to data and identified student need. Staff members are trained in: Effective use of data to drive instruction Adopted core curriculum Appropriate intervention curriculum Effective implementation of research based instructional strategies and interventions Culturally and linguistically responsive instruction The use of positive behavioral supports The use of differentiated instruction Staff members are trained in the effective use of collaboration for: Analyzing data to make instructional decisions Planning instruction Developing instructional strategies that meet diverse learning needsKey elements of core component #8 are as follows: Staff development is linked to data and identified student need. Staff members are trained in: Effective use of data to drive instruction Adopted core curriculum Appropriate intervention curriculum Effective implementation of research based instructional strategies and interventions Culturally and linguistically responsive instruction The use of positive behavioral supports The use of differentiated instruction Staff members are trained in the effective use of collaboration for: Analyzing data to make instructional decisions Planning instruction Developing instructional strategies that meet diverse learning needs

27. 27 Not Included in the Correlations RtI² Component # 9 Parent/family involvement The involvement and active participation of parents/families at all stages of the instructional and intervention process are essential to improving the educational outcomes of their students. Parents/families are kept informed of the progress of their students in their native language or other mode of communication, and their input is valued in making appropriate decisions. RtI² Component # 10 Specific Learning Disability Determination (SLD) The RtI2 approach may be one component of Specific Learning Disability determination as addressed in the Individuals with Disabilities Education Act of 2004 statute and regulations. As part of determining eligibility, the data from the RtI2 process may be used to ensure that a student has received research based instruction and interventions. No matches for core components #9 and 10 or EPC #9: 1. An area that is not covered by the EPCs which is a critical component of RtI2 is Parent/family involvement—which includes: Ongoing communication about student progress Families are invited to collaborate in a problem solving, culturally sensitive approach to support student learning Families are informed about the three tier model of interventions Families receive ongoing monitoring data. 2. Core component 10 related to SLD determination is one that is also not addressed by the EPCs. 3. Lastly, we would like to note that though EPC #9—Fiscal Support does not explicitly appear in the core components, it is assumed that as a school-wide strategy, planning for fiscal support will be included in the school plan.No matches for core components #9 and 10 or EPC #9: 1. An area that is not covered by the EPCs which is a critical component of RtI2 is Parent/family involvement—which includes: Ongoing communication about student progress Families are invited to collaborate in a problem solving, culturally sensitive approach to support student learning Families are informed about the three tier model of interventions Families receive ongoing monitoring data. 2. Core component 10 related to SLD determination is one that is also not addressed by the EPCs. 3. Lastly, we would like to note that though EPC #9—Fiscal Support does not explicitly appear in the core components, it is assumed that as a school-wide strategy, planning for fiscal support will be included in the school plan.

28. 28 RtI2: Promising Approach for Closing the Achievement Gap Links instruction to student achievement Emphasizes good first teaching Identifies and intervenes early Addresses both behavioral and academic needs Addresses P-16 Council’s four themes: Access Culture and Climate Expectations Strategies Why RtI2? The benefits of RtI2 and the promise of RtI2 is the focus on instruction through standards aligned instruction that is supported, accelerated and extended to meet the needs of students—both behaviorally and academically. RtI2 meets the P-16 council’s four theme areas of recommendations naturally— Begins with general education where all students receive standards aligned high quality instruction Culture and climate and its importance to student learning is addressed in a number of ways including culturally and linguistically responsive instruction and behavioral supports. High expectations for all students provide academic rigor and are one of the three supporting factors for resiliency—the other two being opportunities for participation and sense of belonging. Strategies – research based instruction and intervention.Why RtI2? The benefits of RtI2 and the promise of RtI2 is the focus on instruction through standards aligned instruction that is supported, accelerated and extended to meet the needs of students—both behaviorally and academically. RtI2 meets the P-16 council’s four theme areas of recommendations naturally— Begins with general education where all students receive standards aligned high quality instruction Culture and climate and its importance to student learning is addressed in a number of ways including culturally and linguistically responsive instruction and behavioral supports. High expectations for all students provide academic rigor and are one of the three supporting factors for resiliency—the other two being opportunities for participation and sense of belonging. Strategies – research based instruction and intervention.

29. 29 RtI2: Three Way Solution Prevention Intervention Specific Learning Disability (SLD) Determination In summary, it is useful to think of RtI2 as a three way solution to improve student achievement: Prevention Intervention Specific Learning Disability eligibility determinationIn summary, it is useful to think of RtI2 as a three way solution to improve student achievement: Prevention Intervention Specific Learning Disability eligibility determination

30. 30 Prevention Standards aligned, high quality research-based instruction School wide screening and differentiation Early instructional intervention within the general education core instruction Progress monitoring Once again, the emphasis in RtI2 is effective first teaching which is the most powerful way to PREVENT academic failure for those students who are struggling and support those who are advanced. Effective first teaching includes: Standards aligned high quality research based instruction School wide screening and differentiation Early instructional intervention within the general education core instruction Progress monitoring Once again, the emphasis in RtI2 is effective first teaching which is the most powerful way to PREVENT academic failure for those students who are struggling and support those who are advanced. Effective first teaching includes: Standards aligned high quality research based instruction School wide screening and differentiation Early instructional intervention within the general education core instruction Progress monitoring

31. 31 Intervention Tiered instruction and intervention Targeted instruction that increases in intensity as needed Frequent progress monitoring Collaborative problem solving around instruction Flexibility in grouping Exit criteria INTERVENTION must be timely: The intent of Tier 2 and 3 interventions is to meet identified student need and allow them to participate in Tier 1 without additional support. INTERVENTION must be timely: The intent of Tier 2 and 3 interventions is to meet identified student need and allow them to participate in Tier 1 without additional support.

32. 32 SLD Determination Data used as a component of a multi-disciplinary team assessment Allows an opportunity for patterns of strengths and weakness to appear An alternative research based process to help with Specific Learning Disability eligibility determination SLD determination based on RtI2 data in addition to other data can enable early identification with the assurance that failure is not due to lack of effective teaching. The multi-disciplinary team uses the monitoring data to help determine SLD.SLD determination based on RtI2 data in addition to other data can enable early identification with the assurance that failure is not due to lack of effective teaching. The multi-disciplinary team uses the monitoring data to help determine SLD.

33. 33 Schools Implementing the EPCs in Program Improvement are on their way to Implementing RtI2 Structures Focus on research-based instruction Screening and progress monitoring Research based interventions Ongoing staff development and collaboration The EPCs and the core components: As seen in the previous slides, the overlaps between the EPCs and the RtI2 components are evident, but also clear is that RtI2 builds on the work of the EPCs. The EPCs and the core components: As seen in the previous slides, the overlaps between the EPCs and the RtI2 components are evident, but also clear is that RtI2 builds on the work of the EPCs.

34. 34 Highlights of RtI2 High quality, standards-aligned instruction for all students Academic and behavioral support side by side to promote every student’s success Ongoing progress monitoring during instruction and interventions Highlights of RtI2: The process begins with high quality instruction in general education classroom for every student: Students are monitored and supported through the use of continuous progress monitoring in the classroom and during interventions. Early identification and targeted interventions that increase the instructional experience in intensity and duration over three tiers are used to help students return to the core as soon as possible.Highlights of RtI2: The process begins with high quality instruction in general education classroom for every student: Students are monitored and supported through the use of continuous progress monitoring in the classroom and during interventions. Early identification and targeted interventions that increase the instructional experience in intensity and duration over three tiers are used to help students return to the core as soon as possible.

35. 35 Highlights (Cont.) Uniform school-wide or district-wide practices Process for early identification and targeted interventions increasing in level of intensity Integration of resources from general education, categorical programs, special education. . . after school Highlight, continued: RtI2 is a systematic and strategic, data-driven approach to instruction that benefits every student because it is responsive to specific student learning needs—both academic and behavioral. Resources from general education, categorical programs and special education are integrated in a schoolwide focus on helping every student succeed. Highlight, continued: RtI2 is a systematic and strategic, data-driven approach to instruction that benefits every student because it is responsive to specific student learning needs—both academic and behavioral. Resources from general education, categorical programs and special education are integrated in a schoolwide focus on helping every student succeed.

36. 36 RtI2 Resources and Support Documents RtI2 Special Education Guidance Document: Determining Specific Learning Disability Eligibility Using Response to Instruction and Intervention National and state Web resources (Links available on CDE Web page) County Web sites RtI2 Resources available now are listed here. RtI2 Resources available now are listed here.

37. 37 RtI2 on the CDE Response to Instruction & Intervention Web Page athttp://www.cde.ca.gov/ci/cr/ri/ A Letter from State Superintendent of Public Instruction Jack O’Connell: Response to Instruction and Intervention to County/District Superintendents and Charter School Administrators California's Philosophy and Definition—RtI2: The California Department of Education’s philosophy and definition in response to instruction and intervention (RtI2). Core Components—RtI2:Core components to a strong Response to Instruction and Intervention (RtI2) process. Resources—RtI2 RtI2 Special Education Guidance Document: Determining Specific Learning Disability Eligibility Using Response to Instruction and Intervention You will find these resources on the CDE Web page on RtI2.You will find these resources on the CDE Web page on RtI2.

38. 38 Contact Information Shobhana Rishi, Ed.D. Silvia DeRuvo srishi@cde.ca.gov sderuvo@wested.org 916-319-0780 916-492-4010 Thank you!