Todays presentation slides will be available at under the Resources Section Thanks for supporting ISBEs quest to Go Green.

Today’s presentation slides will Today’s presentation slides will be available at be available at www.isbe.net/RtI_plan/default.hwww.isbe.net/RtI_plan/default.htmtm under the Resources Section under the Resources Section

Thanks for supporting ISBE’s Thanks for supporting ISBE’s quest to quest to Go GreenGo Green

Response to Response to Intervention in IllinoisIntervention in Illinois

Bilingual Conference 2009Bilingual Conference 2009Oak Brook, IllinoisOak Brook, Illinois

Presented by:Presented by:Marica CullenMarica Cullen

Illinois State Board of EducationIllinois State Board of Education

Legislation, Rules Legislation, Rules and State Plansand State Plans

IDEA Regulations - October IDEA Regulations - October 20062006

The StateThe State must not require the use of a must not require the use of a

severe discrepancy between severe discrepancy between intellectual ability and achievement intellectual ability and achievement for determining whether a child has for determining whether a child has a specific learning disabilitya specific learning disability

must permit the use of a process must permit the use of a process based on the child’s response to based on the child’s response to scientific, research-based scientific, research-based interventionintervention

IDEA Regulations - October IDEA Regulations - October 20062006

The Team must document how the child responds to

scientific, research-based interventions must document that the child does not achieve

adequately or make sufficient progress in state-approved grade-level standards

must consider data that demonstrates appropriate instruction delivered by qualified personnel and documentation of repeated assessments of achievement at reasonable intervals

IllinoisIllinois Part 226.130 Rule Part 226.130 Rule ““By the 2010-2011 school year, By the 2010-2011 school year,

documentation of the RtI process shall be a documentation of the RtI process shall be a part of the evaluation process for students part of the evaluation process for students when a specific learning disability (SLD) is when a specific learning disability (SLD) is suspected. After implementing an RtI suspected. After implementing an RtI process, a district may use a severe process, a district may use a severe discrepancy between intellectual ability and discrepancy between intellectual ability and achievement as part of the evaluation achievement as part of the evaluation process for determining whether a child has a process for determining whether a child has a specific learning disability.”specific learning disability.”

““It is important to note that RtI within a three-It is important to note that RtI within a three-tier intervention model is also a part of tier intervention model is also a part of special education eligibility decision-making special education eligibility decision-making required by 34 CFR 300.309 and 23 IAC required by 34 CFR 300.309 and 23 IAC 226.130.”226.130.”

Illinois Part 226.130 Rule Illinois Part 226.130 Rule (SLD Eligibility)(SLD Eligibility)

Requires:Requires: Use of a process that determines how the Use of a process that determines how the

child responds to scientific, research-based child responds to scientific, research-based interventions as part of the evaluation interventions as part of the evaluation procedure described in 34 CFR 300.309 procedure described in 34 CFR 300.309

Development and distribution of a State RtI Development and distribution of a State RtI Plan by January 1, 2008 by the State Plan by January 1, 2008 by the State Superintendent in collaboration with Superintendent in collaboration with professional organizations outlining the professional organizations outlining the professional development that is necessary professional development that is necessary and other activities and resources that are and other activities and resources that are essential for implementationessential for implementation

Illinois Part 226.130 RuleIllinois Part 226.130 Rule

Requires:Requires: Illinois districts to complete a plan for Illinois districts to complete a plan for

transitiontransition to the use of a process that to the use of a process that determines how the child responds to determines how the child responds to scientific, research-based scientific, research-based intervention as part of the evaluation intervention as part of the evaluation procedure by January 1, 2009procedure by January 1, 2009

Illinois districts to implement RtI as Illinois districts to implement RtI as part of their evaluation procedure for part of their evaluation procedure for making SLD determinations by the making SLD determinations by the 2010-2011 academic year2010-2011 academic year

Illinois Part 226.130 RuleIllinois Part 226.130 RuleImportantImportant

Illinois Rule 226.130 does Illinois Rule 226.130 does notnot prevent the parent request for an prevent the parent request for an evaluation already in Rule 226.110evaluation already in Rule 226.110

State RtI PlanState RtI Plan

Participating Stakeholder Participating Stakeholder GroupsGroups

Illinois Education AssociationIllinois Education Association Illinois Federation of TeachersIllinois Federation of Teachers Illinois State Advisory Council on the Education of Illinois State Advisory Council on the Education of

Children with DisabilitiesChildren with Disabilities Illinois Alliance of Administrators of Special Illinois Alliance of Administrators of Special

EducationEducation Illinois Association of School AdministratorsIllinois Association of School Administrators Regional Offices of EducationRegional Offices of Education Parent Initiative CentersParent Initiative Centers Higher EducationHigher Education Illinois State Board of Education (Bilingual, Illinois State Board of Education (Bilingual,

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

State RtI Plan ComponentsState RtI Plan Components

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

DeterminationDetermination Process for ImplementationProcess for Implementation Implementation TimelinesImplementation Timelines Funding ConsiderationsFunding Considerations ISBE Evaluation PlanISBE Evaluation Plan Supporting ResourcesSupporting Resources

District RtI PlanDistrict RtI Plan

Access the District Access the District Improvement PlanImprovement Plan

http://iirc.niu.edu/http://iirc.niu.edu/

Goal for 2010 – Goal for 2010 – Integrated PlanningIntegrated Planning

From this. . .From this. . .

To this. . .

District AYP StatusDistrict AYP Status

District is in District is in StatusStatus

District is not in District is not in StatusStatus

Must Complete All

DIP Sections

Must Complete RtI

Components

Required District Required District Plan ComponentsPlan Components

District Improvement Plan – District Improvement Plan – Components to ConsiderComponents to Consider

Consensus Building and CollaborationConsensus Building and Collaboration Standards-Based Curriculum and Standards-Based Curriculum and

Research-Based InstructionResearch-Based Instruction Research-Based Assessment PracticesResearch-Based Assessment Practices Student Intervention/Problem Solving Student Intervention/Problem Solving

Team ProcessTeam Process Intervention Strategy Identification Intervention Strategy Identification Resources AllocationResources Allocation Ongoing Professional Development Ongoing Professional Development

for Effective RtIfor Effective RtI

District Improvement Plan – District Improvement Plan – Section ISection I

B – Local Assessment Data (universal B – Local Assessment Data (universal screeners/progress monitoring)screeners/progress monitoring)

C – Item 1 Other Data Attributes and C – Item 1 Other Data Attributes and Challenges (curriculum and Challenges (curriculum and instructional approaches)instructional approaches)

C – Item 3 Other Data Parent C – Item 3 Other Data Parent InvolvementInvolvement

D – Key Factors (curriculum, analyze D – Key Factors (curriculum, analyze impact of RtI on curriculum and impact of RtI on curriculum and instruction)instruction)

District Improvement Plan – District Improvement Plan – Section IISection II

A – Action Plan RtI ObjectiveA – Action Plan RtI Objective B – Student Strategies and Activities for B – Student Strategies and Activities for

RtIRtI C – Professional Development C – Professional Development

Strategies and Activities for RtIStrategies and Activities for RtI D – Parent Involvement Strategies and D – Parent Involvement Strategies and

Activities for RtIActivities for RtI E – Monitoring Process for RtIE – Monitoring Process for RtI

District Improvement Plan – District Improvement Plan – Section IIISection III

A – Development, Review and A – Development, Review and Implementation Stakeholder Implementation Stakeholder InvolvementInvolvement

Defining Response Defining Response to Intervention to Intervention

(RtI)(RtI)

Response to Instruction = RtIResponse to Instruction = RtI

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

NOT a program, curriculum, strategy, intervention

NOT limited to special educationNOT new

Essential Components Essential Components

Response to Intervention (RtI) consists Response to Intervention (RtI) consists of Three Essential Components:of Three Essential Components: High quality, research-based instruction/ High quality, research-based instruction/

intervention matched to student needsintervention matched to student needs Frequent use of data to determine Frequent use of data to determine

learning rate and student performance learning rate and student performance levellevel

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

Quality Education for All Quality Education for All StudentsStudents

In an RtI Model educators will:In an RtI Model educators will: Use assessments for screening, Use assessments for screening,

diagnostics and progress monitoringdiagnostics and progress monitoring Use data from those assessments to Use data from those assessments to

inform instructional decisionsinform instructional decisions Use a multi-tier model of instruction Use a multi-tier model of instruction

to respond to student needsto respond to student needs Collaborate among teachers, school Collaborate among teachers, school

support personnel, administrators support personnel, administrators and parentsand parents

In an RtI Model educators willIn an RtI Model educators will Use scientific, research-based Use scientific, research-based

instructional interventions when instructional interventions when data show students are not data show students are not successfulsuccessful

Intervene early rather than adopt a Intervene early rather than adopt a “wait to fail” approach to education“wait to fail” approach to education

Effectively teach all childrenEffectively teach all children

Quality Education for All Quality Education for All StudentsStudents

RtI is the Foundation of RtI is the Foundation of Instructional ImprovementInstructional Improvement

Meeting the Needs of ALL Meeting the Needs of ALL StudentsStudents

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 ModelThe Illinois Model

Multi-Tier ModelMulti-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 TiersDefining the Tiers

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

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

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

*Percentages will vary by district/school*Percentages will vary by district/school

Benefits of RtI for ELL Benefits of RtI for ELL StudentsStudents

Increased accountability for all learnersIncreased accountability for all learners Greater collaboration and shared Greater collaboration and shared

responsibility of school staff for all responsibility of school staff for all learnerslearners

Elimination of “wait to fail” approachElimination of “wait to fail” approach Reduced disproportionate Reduced disproportionate

representation of students from representation of students from culturally and linguistically diverse culturally and linguistically diverse backgroundsbackgrounds

Improved classroom assessment and Improved classroom assessment and subsequent instructional modificationssubsequent instructional modifications

Concerns Regarding RtI and Concerns Regarding RtI and ELLsELLs

Lack of teacher preparation and Lack of teacher preparation and experience experience

Limited research base on effective Limited research base on effective instructional practicesinstructional practices

Needed research and development of Needed research and development of CBMs to screen and progress monitorCBMs to screen and progress monitor

Need for strong administrative vision Need for strong administrative vision and leadershipand leadership

Reasons to Push Ahead. . .Reasons to Push Ahead. . .

““First, the universal screening and First, the universal screening and progress monitoring. . .allow for progress monitoring. . .allow for comparison of students to other similar or comparison of students to other similar or ‘true’ peers in their local cohort rather ‘true’ peers in their local cohort rather than to national norms. Second, an than to national norms. Second, an effective RTI model requires collaboration effective RTI model requires collaboration among all educators. . . providing among all educators. . . providing increased opportunities for professional increased opportunities for professional dialogue, peer coaching, and the creation dialogue, peer coaching, and the creation of instructional models integrating the best of instructional models integrating the best practices of the various fields of education practices of the various fields of education and related services. . . .”and related services. . . .”

Reasons to Push Ahead. . .Reasons to Push Ahead. . .

““Third, students who are struggling Third, students who are struggling can be identified early and supported can be identified early and supported before falling too far behind to ever before falling too far behind to ever catch up.”catch up.”

- Brown & Doolittle, - Brown & Doolittle, 20082008

Additional Additional ResourcesResources

ISBE Web ResourcesISBE Web Resources

General Illinois RtI Information General Illinois RtI Information www.isbe.net/RtI_plan/default.htmwww.isbe.net/RtI_plan/default.htm

The RtI Self-Assessment Template The RtI Self-Assessment Template www.isbe.net/RtI_plan/default.htmwww.isbe.net/RtI_plan/default.htm

e-Plan Writing Guidese-Plan Writing Guides

www.isbe.net/sos/htmls/improvemenwww.isbe.net/sos/htmls/improvement_process.htmt_process.htm

Other Web-Based ResourcesOther Web-Based ResourcesCenter on Instruction - provides research and Center on Instruction - provides research and information on reading, math and science K-12 information on reading, math and science K-12 instruction as well as special education and English instruction as well as special education and English language learninglanguage learning

www.centeroninstruction.orgwww.centeroninstruction.org

National Center for Culturally Responsive National Center for Culturally Responsive Educational Systems (NCCRESt) – provides Educational Systems (NCCRESt) – provides technical assistance and professional development technical assistance and professional development in Culturally Responsive Response to Interventionin Culturally Responsive Response to Intervention

www.nccrest.orgwww.nccrest.org

National Center on Response to Intervention – National Center on Response to Intervention – provides resources and research on broad list of provides resources and research on broad list of topics including RtI and cultural and linguistic topics including RtI and cultural and linguistic diversitydiversity

www.rti4success.orgwww.rti4success.org