Presentation on theme: "Response to Intervention (RtI) A Basic Overview. Illinois IDEA 2004 Part 226.130 Rules Requires: use of a process that determines how the child responds."— Presentation transcript:
Illinois IDEA 2004 Part 226.130 Rules Requires: 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 300.309 development and distribution of a State RtI Plan by January 1, 2008 by the State Superintendent in collaboration with professional organizations outlining the professional development that is necessary and other activities and resources that are essential for implementation
State Regulatory Language on RtI Section 226.130 Additional Procedures for Students Suspected of or Having a Specific Learning Disability (a) School districts must adhere to procedures..when evaluating a student who is suspected of having, or has been identified as having, a SLD (c) No later than January 1, 2009, school districts must develop a plan for their transition to the use of an RtI process as part of the required evaluation procedure for determining whether a child has a SLD.
Big Ideas of RtI Reliable, valid and instructional relevant assessments are used Effective interventions result from good problem-solving, rather than good “ testing ” Problem solving method is used to make decisions on a continuum of student needs Progress monitoring is done best with “ authentic ” assessment that is sensitive to small changes in student academic and social behavior Superintendents and building principals will know if students are achieving benchmarks, regardless of the student ‘label’ Maximum student benefit when scientifically-based instruction is delivered by highly qualified personnel
Big Ideas (continued) Interventions must be “evidence based” (IDEA/NCLB) Data is used and analyzed to guide instructional decisions Program eligibility (initial and continued) decisions are best made based on RtI “ Tiered ” implementation improves service efficiency Professional Development and ongoing coaching and support are provided to ensure effective instruction at all levels
RtI is based on the following ideas Meet needs of all students Involve parents in a meaningful way Provide a prevention model Focus on improved instruction (goals) Focus on results/accountability (outcomes) Monitor student progress Use “response to intervention” in decision- making Allocate services through a building-based problem-solving team merging all building staff and resources
What is RtI? Response to Intervention (RtI) is a useful decision-making “tool” and process. It is part of a systemic way of helping learners who are experiencing difficulty. RtI can be effectively used in a school system that uses scientifically-based problem solving and all its educational resources to help all students.
Response to Intervention (RtI) is “the practice of providing (1) high- quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions” (Batsche, et al., 2005). This means using differentiated instructional strategies for all learners, providing all learners with scientific, research-based interventions, continuously measuring student performance using scientifically research-based progress monitoring instruments for all learners and making educational decisions based on a student’s response to interventions. RtI has three essential components: 1) using a three tier model of school supports, 2) utilizing a problem-solving method for decision- making, and 3) having an integrated data system that informs instruction. What is RtI? The Illinois State Response to Intervention (RtI) Plan January 1, 2008
Academic SystemsBehavioral Systems Tier 3: Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Tier 3: Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Tier 1: Universal Interventions All students Preventive, proactive Tier 1: Universal Interventions All settings, all students Preventive, proactive Three-tiered Model of School Supports Students Figure 1. Three-Tier Model of School Supports Adapted from Response to Intervention: Policy Considerations and Implementation (Batsche, et al 2005).
Across the tiers, the problem solving method is used to match instructional resources to educational need. The problem-solving method is as follows: (a) Define the problem by determining the discrepancy between what is expected and what is occurring. (b) Analyze the problem using data to determine why the discrepancy is occurring. (c) Establish a student performance goal, develop an intervention plan to address the goal and delineate how the student’s progress will be monitored and implementation integrity will be ensured. 2) Problem-solving method of decision-making:
Problem Solving Approach to Service Delivery General Education Special Education Intensity of Problem Intensity of Resources – Time and Interventions General Education With Support Response to Intervention
Academic SystemsBehavioral Systems Tier 3: Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Tier 3: Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Tier 1: Universal Interventions All students Preventive, proactive Tier 1: Universal Interventions All settings, all students Preventive, proactive Intensity and Frequency of Data Collection Three-Tier Model of School Supports Adapted from Response to Intervention: Policy Considerations and Implementation (Batsche, et al 2005). Data Collection and Frequency
Response to Intervention IS NOT IS An instructional program or a one size fits all model A problem solving framework to structure our thinking and decision making through the use of data Intended to encourage or stop placement of students into programs Matching student needs and resources Possible to implement alone A collaborative effort The same for every student, school, District or system Uniquely designed for each school, district, system and state A special education, general education, Title 1, gifted education Initiative An “Every Education Initiative” – collaborative process between general education and special education Guided by philosophy and/or previous habits Guided by outcome; results oriented Opportunity to learn for some (raising the bar) Opportunity to learn for ALL (raising the bar and closing the achievement gap) “Accountability” Responsibility and collective purpose
RtI … is both individual problem solving and systemic change looks at the needs of groups of students and how to individualize for a struggling student who needs direct, specialized interventions.. is not a one-size-fits-all. is not exclusively general education or special education – but instead a shared partnership on behalf of all students, each student benefitting in their own way from the process. requires great coordination, flexibility, change and leadership.
Courtesy of Christine Martin, Indian Prairie School District, IL Elementary CBM Benchmark Data Results With Improved Student Outcomes
A special thanks to: Judy Hackett, EdD Superintendent NSSEO For her contributions to this presentation
CBM Fluency Assessments (Curriculum Based Measures) How does what we are doing today connect to RtI? CBMs are a method of progress monitoring for reading fluency
How often are CBMs Done? Typically done 3 times a year for the whole school More frequently for students in tiers II and III