RtI Needs Assessment and Planning Process RISS RtI Project Summary The RISS (Response to Intervention Support System) project was funded in August 2009 with a Maine Department of Education IDEA professional development grant. RISS supports Response to Intervention (RtI) system design and implementation in two demonstration districts - RSU 10 and RSU 38. It is completing its second year. Project Goals: 1. Increase the number of effective RtI systems in a majority of the schools in each RSU. 2. Increase opportunities for collaborative work and learning among special educators, CDS staffs, and other educators in the two pilot RSU’s. 3. Increase the number of schools in the two RSU’s using a continuous improvement model to implement and sustain RtI systems over time. 4. Increase the information available on effective school and district RtI system implementation. With its RSU partners, RISS is developing and disseminating RtI implementation tools and processes, including:      

Seven RtI Foundations with indicators of full implementation Classroom-level RtI needs assessment. School and district action planning frameworks. A school RtI collaborative review process to provide feedback and opportunities for reflection on RtI implementation and next steps. Using the Common Core State Standards to build intervention lesson plans. Classroom intervention resources for teachers.

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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The RISS RtI Needs Assessment and Planning Process RISS organized the available literature and guidance about RtI implementation, systems change, and increasing student achievement into Seven RtI Foundations. The seven foundations are an RtI “To Do” list. Each foundation is described with indicators of full implementation at the classroom, school, and district levels. The indicators come from the same body of RtI, school improvement, and student achievement research. The indicators were created simultaneously across all the levels to clarify how increased student achievement is supported at all levels of the system.

RISS Seven RtI Foundations 1. Ensure leadership, structure, coordination, and continuous improvement. 2. Know what all students need to know and be able to do and how well. 3. Use universal screening data. 4. Target interventions (evidence-based strategies and programs). 5. Track response to the intervention (progress monitoring). 6. Strengthen the core program. 7. Build shared responsibility.

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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Recommended District Planning Steps 1. As a team, discuss the Seven RtI Foundations: Indicators of Full Implementation one

foundation at a time. Focus on the school and district columns. Use the blank columns to enter a “+” if you’ve done some work or feel you have the indicator solidly in place and a “—“ if more work is needed. Feel free to use any other coding system that works for you! Don’t worry about exactly how far you’ve gone toward full implementation. 2. Use the “where we are ” and “what we need to do” notes section at the end of each

foundation to capture your discussion and your plusses and minuses. 3. After reviewing the indicators for all seven foundations and your notes for each section, poll

the group to identify the top two-four priorities for action next year across all seven foundations. Try to limit priorities to those that meet multiple needs, connect RtI with all student achievement goals in the district, and build a strong foundation for continuing the work in the year after next. 4. Use the RISS action plan format or another that makes sense to you to write measureable

objectives for each of the priorities. Write objectives that state WHAT will change, by WHEN, for WHOM, and by HOW MUCH). Use SMART goals if you are already familiar with writing them: Specific, Measurable, Attainable, Related to student learning, and Time bound. 5. Write action steps for each goal. 6. Improving student achievement with RtI takes a long time! It makes sense to put less in

your plan and to evaluate how a few essential activities are impacting what happens for students and teachers. Include checkpoints and check-ins in your plan so you’ll know when you’re making real progress and when you need to change the plan. RtI leadership teams, RtI problem solving teams, interventionists and specialists, and classroom teachers are the best sources of information about implementation progress. 7. RISS recommends using its RtI Classroom-Level Assessment to inform planning. We found

that school and district needs assessments are helpful at the beginning of implementation, and not needed yearly after that. The Classroom-Level Assessment data and the priorities identified by each school may be all you need at the district level to create next year’s implementation plan.

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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Seven RtI Foundations: Indicators of Full Implementation 1. Ensure leadership, structure, coordination, and continuous improvement. Classroom Level -- Individual teachers: 1.

Understand their responsibility for applying Response to Intervention in their classrooms.

School Level 1.

The school’s leadership: a. Establishes and maintains purpose and direction for RtI. b. Provides follow-up support to ensure RtI implementation. c. Integrates RtI with existing programs and practices. d. Assesses how well student achievement goals and objectives are being addressed. e. Ensures RtI goals, objectives, and activities are effective in improving teaching and learning. f. Acts on information about the effectiveness of RtI implementation.

District Level 1.

a. b.

2.

3.

4. 2. 3.

Know how RtI works in the school. Know when to consult with a problem solving team regarding an individual student’s progress.

2. 3.

4.

The school has a yearly RtI plan to ensure continuous improvement. Written RtI policies include decision rules governing student movement up and down tiers. RtI decision rules are clearly articulated and uniformly used.

The district’s leadership:

5. 6.

Establishes and maintains purpose and direction for RtI. Monitors the implementation of the RtI plan across the district. c. Assesses how well student achievement goals and objectives are being addressed. d. Evaluates the value RtI goals, objectives, and activities add to teaching and learning for all students in the district. e. Intentionally and systematically acts on information about the effectiveness of RtI to improve quality and deepen implementation. All staff receive high quality professional development to support the implementation and ongoing improvement of the RtI system. Professional development includes RtI’s: a. Purpose, tiered structure and essential components. b. Use of assessments and assessment data. c. Implications for classroom practice. d. Use of research-based strategies. Key RtI staff members are identified and receive enhanced training in core aspects of RtI. The district has a yearly RtI plan which ensures continuous improvement. Written RtI policies include: a. RtI design, implementation, and continuous improvement. b. The RtI framework or model to be used at the RSU and building levels. c. Leadership and teacher roles and responsibilities at each tier. d. Parent involvement, notification, and participation at each tier. e. Data management procedures. f. How students will experience a “seamless” transition into grade spans and across schools.

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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Foundation 1. Ensure leadership, structure, coordination, and continuous improvement. Where we are:

What’s next:

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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2. Know what all students need to know and be able to do and how well. Classroom Level -- Individual teachers: 1. 2. 3.

4.

5.

Use district-identified written curriculum to guide literacy instruction in my classroom. Use district-identified written curriculum to guide mathematics instruction in my classroom. Use district-identified specific learner outcomes and grade level expectations/benchmarks to guide my instruction. Use identified learner outcomes and sub-skills to target specific learning interventions for small groups of students in my classroom. Use identified learner outcomes and sub-skills to target specific learning interventions for individual students in my classroom.

Where we are:

School Level Tier II and III interventions address specific student learning outcomes and identified benchmarks.

District Level 1. 2.

Curriculum clearly aligns with current state and/or national content standards. Specific, measurable learner outcomes and grade level benchmarks in the behaviors and performances identified for intervention are clearly articulated.

What’s next:

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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3. Use universal screening data. Classroom Level – Individual teachers 1.

2.

3. 4.

5.

6.

Use student data to: a. Evaluate student progress toward grade level benchmarks/expectations. b. Adjust instruction for all students. c. Identify effective instructional strategies to meet student learning needs. d. Identify students needing interventions. e. Identify interventions that target exactly what individuals and groups of students need to learn. f. Evaluate the effectiveness of the interventions selected for individuals and small groups. Develop individual learning plans for students who are not meeting specific learner outcomes and grade level expectations/benchmarks. Have timely access to the student data I need. Know what universal screening assessments are used to identify students who need instructional intervention. Know how to use the data from universal screening assessments to identify students needing instructional intervention. Know how to use the data from universal screening assessments to identify targeted interventions for individuals and small groups of students.

School Level The school’s data management system has the capacity to track individual student progress across tiers of intervention.

District Level 1.

The district’s data management system has the capacity to track individual student learning and behavioral progress. The system: a. Records individual student data from universal and progress monitoring assessments. b. Provides skill level information to guide intervention strategies. c. Allows for correlation of academic and behavioral data. d. Can be used to monitor and evaluate RtI system effectiveness. e. Is accessible to all instructional staff.

2.

The same universal screening assessments are used at prescribed intervals throughout the system. Universal screening assessments are valid measures. They are: a. Aligned with outcomes and benchmarks in the written curriculum. b. Uniformly administered. c. Informative about specific learning needs for which interventions are needed.

3.

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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Foundation 3. Use universal screening data. Where we are:

What’s next:

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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4. Target interventions (evidence-based strategies and programs). Classroom Level – Individual teachers 1.

2.

3.

Use research/evidence based practices to meet the instructional needs of their students. Know what intervention strategies are available to them to meet the learning needs of individuals and small groups in their classrooms. Have had sufficient professional development to use intervention strategies effectively in their classrooms.

School Level 1.

2.

3.

4.

5.

Students receive increasingly intense interventions targeted at assessed skill deficits in addition to core classroom instruction. Tier II students receive at least 30 additional minutes of targeted, intensive instruction per day. Tier III students receive 30-60 additional minutes (added to Tier II increased time) of targeted, intensive instruction per day. Problem-solving teams use student learning data to identify increasingly intensive Tier II and III interventions for individual students. School leaders: a. Monitor Tier II and III implementation. b. Revise school policies and procedures to support RtI’s three-tiered system. c. Ensure the school’s schedule provides time for Tier II and III interventions.

District Level 1.

2.

The district provides appropriate research-based materials to support instruction. The curriculum includes research-based strategies aligned with the outcomes and benchmarks.

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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Foundation 4: Target interventions (evidence-based strategies and programs). Where we are:

What’s next:

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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5. Track response to the intervention (progress monitoring). Classroom Level – Individual teachers: 1.

2.

Document the impact of classroom interventions with records showing the number of trials and the frequency of correct responses. Know what progress monitoring assessments to use and how to use them.

Where we are:

School Level 1. 2.

Progress monitoring data determine student movement through the tiers. Problem-solving teams have the capacity to document individual student progress over time with a sufficient number of data points to determine progress toward identified benchmarks.

District Level 1.

The assessments in use are aligned with the content and performance standards.

What’s next:

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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6. Strengthen the core program. Classroom Level – Individual teachers: 1.

Believe it is important for at least 80% of students to meet grade level expectations/benchmarks in their regular classrooms.

School Level 1.

2.

3. 3.

4.

5.

6.

Use district-identified written curriculum to guide literacy instruction in their classrooms. Use district-identified written curriculum to guide mathematics instruction in their classrooms. Use district-identified specific learner outcomes and grade level expectations/benchmarks to guide instruction.

Use assessments that are aligned with the identified learner outcomes and grade level expectations/benchmarks.

School leaders: a. Continually reinforce RtI as the organizing structure for student learning in the building. b. Support and/or intervene with classroom teachers as appropriate to ensure effective instruction. Professional development to support the core curriculum, instruction, and assessment all students receive (Tier 1) is driven by student learning needs. Professional development to support the core program is designed to impact classroom practice through: a. Workshops and training with classroom follow-up. b. Time for teachers to improve practice through peer observation, coaching, and/or action research. a. The active support of existing staff with expertise in core RtI components and content-area expertise.

District Level 1.

The district regularly analyzes district, school, grade-level and classroom data to:

a.

2.

3.

4.

5.

6.

7.

8.

Set district and school improvement goals. b. Set curricular priorities. c. Evaluate the effectiveness of programs over time. d. Set professional development priorities. Professional development regarding implementing curriculum effectively and efficiently is accessible and available for all staff. Curriculum clearly aligns with current state and/or national content standards. Curriculum is aligned and continuous within and across grade levels in these areas. Curriculum includes research-based strategies aligned with the outcomes and benchmarks. Curriculum leadership roles and responsibilities are clearly identified and provided for. A system of formative and summative assessments includes multiple, aligned assessments (classroom, grade level, school, and external). The assessments in use are aligned with the content and performance standards.

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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Foundation 6: Strengthen the core program. Where we are:

What’s next:

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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7. Build shared responsibility. Classroom Level 1.

2. 3.

4.

Teachers in the school work together to identify students who are not reaching grade level expectations/benchmarks. Teachers in the school work together to use effective interventions. All teachers in the school accept responsibility for helping all students reach outcomes and grade level expectations/benchmarks. Teachers guide students in tracking their own learning progress and setting their own learning goals.

School Level 1.

2.

3.

4.

5.

6.

Building-based teams share leadership and responsibility for monitoring the effectiveness of the Tier I core program. Grade level teams have consistent time to work collaboratively to identify and address student learning needs. Grade level teams: a. Set measurable grade-wide goals based on student achievement data. b. Develop or identify classroom strategies to meet identified goals. c. Monitor student progress toward goals. d. Adjust core instruction. Problem-solving teams include regular education, Title I, special education, and other school staff. School leaders continually reinforce RtI as the organizing structure for student learning in the building. The school provides consistent opportunities for parents to learn how to support their child’s learning.

District Level 1.

The district’s leadership: a. Integrates RTI with existing programs and practices. b. Acts on information about the effectiveness of RtI implementation.

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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Foundation 7: Build shared responsibility. Where we are:

What’s next:

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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Priorities for 2011-2012 1.

2.

3.

4.

NOTES:

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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Seven Foundation References and Sources Buffum, A., Mattos, M., Weber, C. (2008). Pyramid response to intervention: RTI, professional learning communities, and how to respond when kids don’t learn. Bloomington, IN: Solution Tree. Comprehensive Assessment Systems for ESEA Title I, State Collaborative on Assessment and Student Standards, Council of Chief State School Officers. (December 2005). District audit tool: A method for determining level of need for support to improvement. Dorn, L., & Schubert, B. (Spring, 2008). A comprehensive intervention model for preventing reading failure: A response to intervention process. Journal of reading recovery, 29-41. Elmore, R. (Winter, 2000). Building a new structure for school leadership. Albert Shanker Institute, 555 New Jersey Avenue, NW, Washington, DC 20001. Florida Problem-solving/Response to Intervention Project. (2008). Self-assessment of problem solving implementation (SAPSI). Retrieved June 16, 2009 from http://floridarti.usf.edu/resources/format/pdf/sapsi.pdf Fullan, M. (1998). Education reform as continuous improvement. Retrieved September 15, 2009 from www.michaelfullan.ca/Articles_98-99/11_98.pdf Hall, Susan L. (2007). Principal’s guide to implementing response to intervention. Thousand Oaks, CA: Corwin Press. Holmes, E. (June 4, 2009). RTI: Response to intervention: What is it? What does it mean for me? How do we move forward? (presentation). Illinois State Board of Education. (2008). Illinois response to intervention (RtI) district self-assessment template. Retrieved April 3, 2009 from http://www.isbe.state.il.us/RtI_plan/default.htm Mehrotra, D. (n.d.). Applying total quality management in academics. Retrieved September 9, 2009 from http://www.isixsigma.com/library/content/c02062a.asp National School Boards Association. (n.d.). Tools for continuous improvement. Education leadership tool kit: Change and technology in American schools. Retrieved September 9, 2009 from http:www.nsba.org/sbot/toolkit/tlsci.html New England Comprehensive Assistance Center at Education Development Center. (2002). Assessment continuum of school wide improvement outcomes, 55 Chapel Street, Newton, MA 02458-1060. Pennsylvania Department of Education. (2007). Response to intervention readiness and implementation self assessment tool. Retrieved September 9, 2009 from http://www.pattan.net/files/RtI/RtI-Readiness.pdf Shores, C., & Chester, K. (2009). Using RtI for school improvement: Raising every student’s achievement scores. Thousand Oaks, CA: Corwin Press.

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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RISS District Planning Tools

1. District Planning Questions 2. District Plan Template 3. RISS Classroom-Level Assessment

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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District Planning Questions Curriculum, Instruction, Assessment, and Data Management 1. Have we included activities to clarify classroom teachers’ and specialists’ roles and responsibilities for increasing student achievement? 2. Have we planned how we will strengthen the core program in reading, writing, mathematics, and behavior? 3. Have we planned what data will be collected to identify students who need additional support? Have we been clear about who will analyze that data? 4. Have we planned how to identify and to communicate what all students need to know and be able to do? Have we planned how to communicate essential knowledge, skills, and behavior to target in classroom and school interventions? 5. Have we planned how we will establish district-wide policies and practices to assure equitable student access to timely additional support? 6. Do our district plans integrate RtI with other student achievement improvement efforts across the district? 7. Do our district plans account for differences in student needs in each school? 8. Do our district plans account for differences in tiered support at each grade span and within reading, writing, mathematics, and behavior? 9. Do our district plans build on existing teams, problem solving structures, and expertise?

Professional development: 10. Have we planned professional development likely to address student needs? How will we know? 11. Have we planned professional development that meets teachers’ and administrators’ individual and collective needs? How are we involving teachers and administrators in planning their own professional development? 12. Have we planned professional development to help the district RtI Leadership Team coordinate and evaluate the plan’s implementation?

Two-way communication: 13. How will we communicate with internal and external stakeholders about why RtI is important to us and to our students? What messages will we send about RtI’s connections with other work to improve student learning? 14. How, when, and from whom will we get feedback on how things are going during the year? The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro.

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RISS RtI District Planning Template

District:

Measurable Long-Term Goal(s):

Term of this plan: Measurable Objective 1 (Specifies WHAT will change, by WHEN, for WHOM, and by HOW MUCH.):

Action Steps

Completion Date

Measures to track success (Data source and data you will use to document progress and achievement for each activity and objective.)

Person/Group Responsible

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro District

Resources Needed

Planning Page 20

Measurable Objective 2:

Action Steps

Completion Date

Measures to track success

Person/Group Responsible

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro District

Resources Needed

Planning Page 21

Measurable Objective 3:

Action Steps

Completion Date

Measures to track success

Person/Group Responsible

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro District

Resources Needed

Planning Page 22

Measurable Objective 4:

Action Steps

Completion Date

Measures to track success

Person/Group Responsible

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro District

Resources Needed

Planning Page 23

RISS Classroom-Level RtI Assessment School _________________________________________________

Date __________________

Instructions: Put a checkmark in the column that best describes how frequently the practice is true for YOU. Use the comments box to provide additional information to explain your answer. Indicators of Full Implementation Current Practice 1

2

3

4

Never

Sometimes

Frequently

Always

A. Curriculum and Instruction 1. I use district-identified written curriculum to guide literacy instruction in my classroom. 2.

I use district-identified written curriculum to guide mathematics instruction in my classroom. 3. I use district-identified specific learner outcomes and grade level expectations/benchmarks to guide my instruction. 4. I use identified learner outcomes and sub-skills to target specific learning interventions for small groups of students in my classroom. 5. I use identified learner outcomes and sub-skills to target specific learning interventions for individual students in my classroom. 6. I use research/evidence based practices to meet the instructional needs of my students. 7. I use differentiated instruction to help all my students achieve the identified outcomes and grade level expectations/benchmarks. Comments:

B. Assessment and Information Use and Management 1. I use assessments that are aligned with the identified learner outcomes and grade level expectations/benchmarks. 2. I inform parents of their child’s strengths and needs in relation to the grade level expectations/benchmarks. 3. I use student data to: a. Evaluate student progress toward grade level benchmarks/expectations. b. Adjust instruction for all students. c. d.

Identify effective instructional strategies to meet student learning needs. Identify students needing interventions.

e.

Identify interventions that target exactly what individuals and groups of students need to learn. f. Evaluate the effectiveness of the interventions I select for individuals and small groups. g. Develop individual learning plans for students who are not meeting specific learner outcomes and grade level expectations/benchmarks. 4. I document the impact of my classroom interventions with records showing the number of trials and the frequency of correct responses. 5. I guide students in tracking their own learning progress and setting their own learning goals. Comments:

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro District

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Planning

Instructions: Put a checkmark in the column that best describes your agreement/disagreement with each statement. Use the comments box to provide additional information to explain your answer. 1 2 3 4 C. Understanding RTI Strongly Disagree

1. 2. 3.

Disagree

Agree

Strongly Agree

It is important for at least 80% of students to meet grade level expectations/benchmarks in their regular classrooms. I understand my responsibility for applying Response to Intervention in my classroom. I know how RTI works in this school.

4.

I know what intervention strategies are available to me to meet the learning needs of individuals and small groups in my classroom. 5. I have had sufficient professional development to use intervention strategies effectively in my classroom. Comments:

D. Assessment 1.

I have timely access to the student data I need.

2.

I know what universal screening assessments are used to identify students who need instructional intervention. 3. I know how to use the data from universal screening assessments to identify students needing instructional intervention. 4. I know how to use the data from universal screening assessments to identify targeted interventions for individuals and small groups of students. 5. I know what progress monitoring assessments to use and how to use them. Comments:

E.

Collaboration and Problem Solving

1.

Teachers in the school work together to identify students who are not reaching grade level expectations/benchmarks. Teachers in the school work together to use effective interventions.

2. 3.

I know when to consult with a problem solving team regarding an individual student’s progress. 4. All teachers in this school accept responsibility for helping all students reach outcomes and grade level expectations/benchmarks. Comments:

The RtI Support System (RISS) is funded through a Maine Department of Education IDEA Professional Development grant to Syntiro District

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Planning