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

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Presentation on theme: "Response to Intervention in Illinois September 4, 2008 Presented by: Beth Hanselman and Marica Cullen."— Presentation transcript:

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

2 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.

3 Section Overview Defining Response to Intervention The Illinois Model Legislation, Rules and State Plans State Response to Intervention (RtI) Plan District RtI Plan

4 Defining Response to Intervention (RtI)

5 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 education NOT new

6 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 students response to instruction/intervention

7 Benefits of RtI RtI enables educators to target instructional interventions in response to childrens 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

8 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

9 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.

10 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

11 RtI is the Foundation of Instructional Improvement

12 Meeting the Needs of ALL Students One Educational System Educational Reform Education Initiatives Response to Intervention 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

13 The Illinois Model

14 Multi-Tier Model Academic Systems Behavioral Systems Tier 3 Individual Students/Very Small Group Assessment-based High Intensity Tier 3 Individual Students/ Very Small Group Assessment-based Intense, durable procedures Tier 2 Some students (at-risk) High efficiency Rapid response Tier 2 Some students (at-risk) High efficiency Rapid response Tier 1 All students Preventive, proactive Tier 1 All settings, all students Preventive, proactive

15 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

16 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

17 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

18 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

19 Legislation, Rules and State Plans

20 IDEA 2004 Regulations: 34 CFR (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 childs parents.

21 Revised State Special Education Regulation 23 IAC Specific Learning Disability (SLD) Response to Scientific, Research-Based Intervention (RtI)

22 The Heart of the RtI Language 23 IAC (b): Provided that the requirement of this subsection (b) are met, each district shall, no later than the beginning of the 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 When a district implements the use of a process of this type, the district shall not use any childs participation in the process as the basis for denying a parents request for an evaluation.

23 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 (b) do apply now.

24 State RtI Plan

25 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)

26 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

27 District RtI Plan

28 District Self-Assessment Template Purpose is to identify district and state needs The template asks districts to review seven areas of implementation

29 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

30 Start the Planning Process Learn what RtI is and what it isnt 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

31 Internet Resources Illinois State Board of Education website

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