Response to Intervention in Illinois September 4, 2008 Presented by: Beth Hanselman and Marica Cullen.

Response to Intervention in Illinois

September 4, 2008

Presented by:Beth Hanselman and Marica Cullen

As of January 1, 2009, all school districts will be required to have a district RtI plan.

This presentation is intended to assist school districts to fully understand the background and guiding principles of the state plan.

Section Overview

Defining Response to InterventionThe Illinois ModelLegislation, Rules and State PlansState Response to Intervention

(RtI) PlanDistrict RtI Plan

Defining Response to Intervention (RtI)

Response to Instruction = RtI

Approach for redesigning and establishing teaching and learning environments that are effective, efficient, relevant and durable for all students, families and educators

NOT a program, curriculum, strategy, intervention

NOT limited to special educationNOT new

Essential Components

Response to Intervention (RtI) consists of Three Essential Components:

High quality, research-based instruction/intervention matched to student needs

Frequent use of data to determine learning rate and student performance level

Educational decisions based upon the student’s response to instruction/intervention

Benefits of RtI

RtI enables educators to target instructional interventions in response to children’s specific areas of need as soon as those needs become apparent

Before, the education system waited for a student to fail before attempting more intensive instructional interventions

Other RtI Benefits

RtI fosters collaboration between teachers, school support personnel, administrators and parents in order to educate all students

RtI focuses the entire system on success for all learners

RtI requires data-driven decision-making

Other RtI Benefits

Research supported by IDEA and NCLB states that implementing an RtI process through Scientifically based early reading programs Positive behavioral interventions and

supports and Early intervening services

reduces the need to label children with learning and behavioral needs.

Core Principles of RtI

Educators will: Intervene early Use a multi-tier model of instruction Use a problem-solving method Use scientific, research-based

interventions/instruction Monitor student progress to inform instruction Use assessments for screening, diagnostics and

progress monitoring Use data to make decisions Effectively teach all children

RtI is the Foundation of Instructional Improvement

Meeting the Needs of ALL Students

RtI IS School Improvement

An EVERY EDUCATION Initiative

Three Tier Model of School Supports

Problem Solving Method of Decision-Making

Integrated Data Collection that Informs Instruction

The Illinois Model

Multi-Tier Model

Academic Systems

Behavioral Systems

Tier 3Individual Students/Very Small GroupAssessment-basedHigh Intensity

Tier 3Individual Students/ Very Small GroupAssessment-basedIntense, durable procedures

Tier 2Some students (at-risk)High efficiencyRapid response

Tier 2Some students (at-risk) High efficiencyRapid response

Tier 1All studentsPreventive, proactive

Tier 1All settings, all studentsPreventive, proactive

Defining the Tiers

Tier 1: Core curriculum meets the needs of 80%* or more of the students

Tier 2: 20%* of the students may be identified as at-risk and require supplemental instruction/intervention in addition to the core curriculum

Tier 3: 5%* of those students may be identified as needing more intensive, small group or individual interventions to supplement the core curriculum

*Percentages will vary by district/school

Tier 1 Characteristics

All Students Receive: District curriculum that is scientifically,

research-based and aligned to Illinois Learning Standards

Curriculum-based measures and assessments for screening, diagnostic and continuous progress monitoring

Differentiated instruction designed to meet the broad range of their needs

Tier 2 Characteristics

In addition to core instruction some students receive: Supplemental interventions in the small group inside

the general education classroom or outside of the general education classroom

Interventions targeted to remediate a specific skill

Interventions implemented with integrity (e.g., number of minutes/day and per week, materials used, progress monitoring and implementer) tied to student needs

Tier 3 Characteristics

In addition to core instruction very few students receive: Integrated instruction from all three tiers to strengthen the

accumulated impact of the interventions and instruction Interventions delivered to very small groups of 2-3

students or individual students Interventions focused on narrowly defined skill areas

identified from the results of frequent progress monitoring Interventions implemented with integrity (e.g., number of

minutes/day and per week, materials used, progress monitoring and implementer) tied to student needs

Legislation, Rules and State Plans

IDEA 2004 Regulations:34 CFR 300.309(b)To ensure that underachievement in a child suspected of

having a specific learning disability is not due to a lack of appropriate instruction in reading or math, the group must consider—

1) Data that demonstrates that prior to, or as part of, the referral process the child receive appropriate instruction in general education settings from qualified personnel; and

2) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child’s parents.

Revised State Special

Education Regulation

23 IAC 226.130

Specific Learning Disability (SLD)

Response to Scientific, Research-Based

Intervention (RtI)

The Heart of the RtI Language

23 IAC 226.130(b):

Provided that the requirement of this subsection (b) are met, each district shall, no later than the beginning of the 2010-2011 school year, implement the use of a process that determines how the child responds to scientific, research-based interventions as part of the evaluation procedure described in 34 CFR 300.304.

When a district implements the use of a process of this type, the district shall not use any child’s participation in the process as the basis for denying a parent’s request for an evaluation.

The Prerequisites to Mandatory RtI

January 1, 2008, Illinois State RtI Plan prepared in collaboration with stakeholder groups

January 1, 2009, local school districts must develop a plan for transitioning to the use of an RtI process Note: Nothing prohibits districts from implementing

RtI now, though it is not yet mandatory. Remember, though, the requirements at 34 CFR 300.309(b) do apply now.

State RtI Plan

Participating Stakeholder Groups

Illinois Education Association Illinois Federation of Teachers Illinois State Advisory Council on the Education of Children

with Disabilities Illinois Alliance of Administrators of Special Education Illinois Association of School Administrators Regional Offices of Education Parent Initiative Centers Higher Education Illinois State Board of Education (Bilingual, Professional

Certification, Accountability, Curriculum and Instruction, Special Education, Federal Grants and Programs)

State RtI Plan Components

Introduction/Belief Statements for RtI Definition of RtI and Problem Solving Link between RtI and SLD Eligibility

Determination Process for Implementation Implementation Timelines Funding Considerations ISBE Evaluation Plan Supporting Resources

District RtI Plan

District Self-Assessment Template

Purpose is to identify district and state needs

The template asks districts to review seven areas of implementation

Self-Assessment Implementation Areas

Consensus Building and Collaboration Standards-Based Curriculum and Research-

Based Instruction Research-Based Assessment Practices Student Intervention/Problem Solving Team

Process Intervention Strategy Identification Resources Allocation Ongoing Professional Development for

Effective RtI

Start the Planning Process

Learn what RtI is and what it isn’t

Read the State Response to Intervention Plan posted on the ISBE website

Read the FAQ document produced by ISBE

Complete the Self-Assessment

Determine stakeholder representatives for the District Plan Writing Team

Internet Resources

Illinois State Board of Education website

http://www.isbe.net/RtI_plan/default.htm