Changes in Individuals with Disabilities Act (IDEA) and RTI

Response to Intervention

Overview Changes that are part of the 2005 Reauthorization of

Individuals with Disabilities Education Act (IDEA)

ISBE finally passed its new rules June 28, 2007

“LD” has a very fluid definition

Reading Achievement Reading programs must focus on five research based

components Comprehension

Fluency

Phonics

Phonemic Awareness

Vocabulary

Criteria for math programs are being established

Research Based Methods Scientifically based research is mentioned 110 times in

the new rules (according to David Prasse)

Policy decisions will need to be research based

Classroom instructional decisions will need to be research based and uniform throughout the district

Why the Change? Students “labeled” as special education are not doing well

In fact, they tend to lose ground after being identified

Expectations are part of that“No one rises to low expectations”

Carl Boyd

Children must effectively fail to be eligible RTI demands attempts to prevent classroom failure

WJHS 8th Grade IEP Scores 2003 2004 2005 2006

Reading 70% 70.3% 77.5% 90.2%

IEP

Math 62.5% 58.2% 64.2% 82.7%

IEP

16.7% 21% 21.4% 46.2%

22.2% 5.3% 21.4% 30.8%

Elementary ISAT ScoresClass of 2014

2005

(3rd)

2006

(4th)

2007

(5th)

Reading 80.6% 80.9% 82.7%

IEP

Math 91.2% 90% 88.2%

IEP

50.1% 40% 33.2%

56.3% 73.3% 66.6%

WHS PSAE Scores

2006 2007

Reading 53.4% 50.7%

IEP

Math 42.5% 45.9%

IEP

7.1% 7.1%

0.0% 7.1%

Tier 1: Regular Curriculum

80% of students should be able to master the curriculum without additional supports

Tier 2: Supplemental Services 15% of students should be able to master the

curriculum with additional supports

Tier 3: Intensive Support Services 5% of students need intensive support or

possibly a parallel curriculum

RTI has three tiers of service

Current Practice CUSD 201 has approximately 17.5% of our students

identified as eligible for special education services

CUSD 201 has already embraced the use of DIBELS and PBIS, the two examples identified by Prasse as good proactive tools

RTI We will need to document how students react to

particular instructional interventions

We will need to assess the impact of those interventions

Much more emphasis on documented and assessed differentiation within the classroom

Implementation Must have a district plan by 2009

Must fully implement RTI by the beginning of the 2010-2011 School Year

We have approximately a dozen staff members currently beginning training through SASED

We will begin using RTI this year, because it is a better system for our students

Questions?