WEBVTT

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I am Joy Eichelberger, and I
work in Pennsylvania as director

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of intervention services for
the Pennsylvania Training

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and Technical Assistance
Network and as state RtII lead.

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In Pennsylvania, you might
note that we refer to Response

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to Intervention as
Response to Instruction

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and Intervention-very
deliberate on our part.

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We wanted to emphasize
the importance

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of high-quality effective
instructional practice

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in our Tier 1 core, where
all instruction is aligned

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to our standards and
the expectation is

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that all students are
receiving teaching based

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on research-based effective
instructional practice.

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So, Rt Instruction
and Intervention.

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Pennsylvania, I think, is unique
in that through leadership

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from the Department
of Education,

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the Pennsylvania Training

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and Technical Assistance
(PaTTAN) Network actually

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provides rollout in the
building of capacity for schools

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across the Commonwealth to
our RtII implementation.

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With the PaTTAN Network, the
Intermediate Unit Network,

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partnering with our schools and
districts, we have been able to,

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first of all, identify very
specifically what needs are

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around Response to
Instruction and Intervention,

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and literally develop
a statewide plan

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to address those needs.

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The building of capacity
has focused primarily

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around those content areas
that we know are critical

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for implementing effective
practices but also around how

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to do it: how are Data
Team Meetings run,

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what type of data do we
need to have at the table,

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what type of protocol and
questions are necessary

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to identify student strengths
and then analyze student data,

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and then develop
instructional programs

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and instructional
interventions, if you will,

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to address the specific
needs of students.

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As with any project
implementation,

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RtII comes with its challenges.

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Challenges in assisting schools
to address infrastructure needs,

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the dreaded schedule, getting
schools to really focus

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on the design of
assessment practices

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and instructional
practices-not based

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on what we have typically
done-and then

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that schooling is organized
in a way so that students

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that require additional
opportunities to learn

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through our Tier 2 and Tier 3
interventions have a structure,

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that schools actually
provide a structure,

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for intervention
service delivery.

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Challenges that have been
overcome by commitment

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of teachers and administrators
alike

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in improving student
achievement.

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We have, for the
last several years,

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each year conducted
an evaluation study,

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first with our pilot sites and
then last year we invited a host

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of schools from across
the state to participate

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in this evaluation study.

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We specifically looked at
tier movement of students.

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We specifically looked
at student progress,

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student achievement
toward benchmarks.

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We particularly looked
at rate of improvement.

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And we looked very,

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very briefly-and this is very
preliminary data-at referral

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rates, referrals to
special education.

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By far, what we are finding
and what we have found,

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is that we get the
greatest rate of improvement

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in the earlier grades,
which reinforces the notion

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that we need to intervene early.

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What we have also found is
that-and our data bear this

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out-students are quite capable
with additional intervention

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of not only meeting targets,
the expected targets,

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but actually exceeding
those targets.

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We know for students
who are struggling

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that our goal is the
acceleration of learning;

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that has been borne
out in our data.

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And then finally, just this
last year, some 72 percent

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of schools implementing RtII in
our study met state AYP targets.

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With those kinds of outcomes,

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challenges seem not
so insurmountable.

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We are seeing in Pennsylvania,
first and foremost,

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that RtII is improving
outcomes for students.