Presentation on theme: "Response to Intervention in Illinois"— Presentation transcript:
1Response to Intervention in Illinois September 4, 2008Presented by:Beth Hanselman and Marica Cullen
2As 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.
3Section Overview Defining Response to Intervention The Illinois Model Legislation, Rules and State PlansState Response to Intervention (RtI) PlanDistrict RtI Plan
5Response to Instruction = RtI Approach for redesigning and establishing teaching and learning environments that are effective, efficient, relevant and durable for all students, families and educatorsNOT a program, curriculum, strategy, interventionNOT limited to special educationNOT new
6Essential ComponentsResponse to Intervention (RtI) consists of Three Essential Components:High quality, research-based instruction/intervention matched to student needsFrequent use of data to determine learning rate and student performance levelEducational decisions based upon the student’s response to instruction/intervention
7Benefits of RtIRtI enables educators to target instructional interventions in response to children’s specific areas of need as soon as those needs become apparentBefore, the education system waited for a student to fail before attempting more intensive instructional interventions
8Other RtI BenefitsRtI fosters collaboration between teachers, school support personnel, administrators and parents in order to educate all studentsRtI focuses the entire system on success for all learnersRtI requires data-driven decision-making
9Other RtI BenefitsResearch supported by IDEA and NCLB states that implementing an RtI process throughScientifically based early reading programsPositive behavioral interventions and supports andEarly intervening servicesreduces the need to label children with learning and behavioral needs.
10Core Principles of RtI Educators will: Intervene early Use a multi-tier model of instructionUse a problem-solving methodUse scientific, research-based interventions/instructionMonitor student progress to inform instructionUse assessments for screening, diagnostics and progress monitoringUse data to make decisionsEffectively teach all children
11RtI is the Foundation of Instructional Improvement
12Meeting the Needs of ALL Students One Educational SystemEducational ReformEducation InitiativesResponse to InterventionRtI IS School ImprovementAn EVERY EDUCATION InitiativeThree Tier Model of School SupportsProblem Solving Method of Decision-MakingIntegrated Data Collection that Informs Instruction
14Multi-Tier Model Academic Systems Behavioral Systems Tier 3 Individual Students/Very Small GroupAssessment-basedHigh IntensityIndividual Students/ Very Small GroupIntense, durable proceduresTier 2Some students (at-risk)High efficiencyRapid responseTier 1All studentsPreventive, proactiveAll settings, all studentsPreventive, proactive
15*Percentages will vary by district/school Defining the TiersTier 1: Core curriculum meets the needs of 80%* or more of the studentsTier 2: 20%* of the students may be identified as at-risk and require supplemental instruction/intervention in addition to the core curriculumTier 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
16Tier 1 Characteristics All Students Receive: District curriculum that is scientifically, research-based and aligned to Illinois Learning StandardsCurriculum-based measures and assessments for screening, diagnostic and continuous progress monitoringDifferentiated instruction designed to meet the broad range of their needs
17Tier 2 CharacteristicsIn addition to core instruction some students receive:Supplemental interventions in the small group inside the general education classroom or outside of the general education classroomInterventions targeted to remediate a specific skillInterventions implemented with integrity (e.g., number of minutes/day and per week, materials used, progress monitoring and implementer) tied to student needs
18Tier 3 CharacteristicsIn addition to core instruction very few students receive:Integrated instruction from all three tiers to strengthen the accumulated impact of the interventions and instructionInterventions delivered to very small groups of 2-3 students or individual studentsInterventions focused on narrowly defined skill areas identified from the results of frequent progress monitoringInterventions implemented with integrity (e.g., number of minutes/day and per week, materials used, progress monitoring and implementer) tied to student needs
20IDEA 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—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; andData-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.
21Specific Learning Disability (SLD) Revised State SpecialEducation Regulation23 IACSpecific Learning Disability (SLD)Response to Scientific, Research-BasedIntervention (RtI)
22The 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 CFRWhen 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.
23The Prerequisites to Mandatory RtI January 1, 2008, Illinois State RtI Plan prepared in collaboration with stakeholder groupsJanuary 1, 2009, local school districts must develop a plan for transitioning to the use of an RtI processNote: Nothing prohibits districts from implementing RtI now, though it is not yet mandatory. Remember, though, the requirements at 34 CFR (b) do apply now.
25Participating Stakeholder Groups Illinois Education AssociationIllinois Federation of TeachersIllinois State Advisory Council on the Education of Children with DisabilitiesIllinois Alliance of Administrators of Special EducationIllinois Association of School AdministratorsRegional Offices of EducationParent Initiative CentersHigher EducationIllinois State Board of Education (Bilingual, Professional Certification, Accountability, Curriculum and Instruction, Special Education, Federal Grants and Programs)
26State RtI Plan Components Introduction/Belief Statements for RtIDefinition of RtI and Problem SolvingLink between RtI and SLD Eligibility DeterminationProcess for ImplementationImplementation TimelinesFunding ConsiderationsISBE Evaluation PlanSupporting Resources
28District Self-Assessment Template Purpose is to identify district and state needsThe template asks districts to review seven areas of implementation
29Self-Assessment Implementation Areas Consensus Building and CollaborationStandards-Based Curriculum and Research-Based InstructionResearch-Based Assessment PracticesStudent Intervention/Problem Solving Team ProcessIntervention Strategy IdentificationResources AllocationOngoing Professional Development for Effective RtI
30Start the Planning Process Learn what RtI is and what it isn’tRead the State Response to Intervention Plan posted on the ISBE websiteRead the FAQ document produced by ISBEComplete the Self-AssessmentDetermine stakeholder representatives for the District Plan Writing Team
31Internet Resources Illinois State Board of Education website