1. Addressing the Needs of Students with Disabilities through the RtI Process Presented by: Judy Hackett, NSSEO Kathryn Cox, ISBE ISBE Special Education Directors’ Conference August 6, 2009

2. Session Objectives This session will:
Describe how RtI addresses the needs of all students
Provide examples of how the needs of students with identified disabilities can be addressed through RtI
Provide examples and facilitate discussion among participants on best practices for incorporating RtI into the IEP process
Provide additional insight into how state/local RtI plans and professional development should articulate how the needs of all students are addressed effectively 2

3. Addressing the Needs of All Students3

4. Does RtI mean … ?
Intensifying an intervention for a student with an identified disability through PS process and progress monitoring
Grouping students in a classroom for efficient instruction
Developing an intervention for the entire special education class
Reviewing assessment results to help plan and/or adjust small group instruction
Determining if a student is eligible for special education
Developing a behavior support plan based on problem analysis 4

5. These are all examples of RtI…
Intensifying an intervention for a student with an identified disability through PS process and progress monitoring
Grouping students in a classroom for efficient instruction
Developing an intervention for the entire special education class
Reviewing assessment results to help plan and/or adjust small group instruction
Determining if a student is eligible for special education
Developing a behavior support plan based on problem analysis 5

6. The Illinois State RtI Plan
“ISBE believes that increased student learning requires the consistent practice of providing high quality instruction matched to student needs.”
“The success of all students toward the Illinois Learning Standards is improved when instructional and behavioral goals are frequently monitored.”
“…it is through the continuous use of progress monitoring and analysis of student academic and behavioral growth that proper instructional and curricular responses may be made.” 6

7. The Illinois State RtI Plan
RtI 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:
A three-tier model of school supports
A problem-solving method for decision-making and
Integrated data collection that informs instruction 7

8. School-Wide Systems for Student Success: A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions %
Individual students
Assessment-based
High intensity
1-5% Tier 3/Tertiary Interventions
Individual students
Assessment-based
Intense, durable procedures
Tier 2/Secondary Interventions %
Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing
5-15% Tier 2/Secondary Interventions
Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing
Tier 1/Universal Interventions %
All students
Preventive, proactive
80-90% Tier 1/Universal Interventions
All settings, all students
Preventive, proactive
Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at 8

9. Problem Solving Process
A reflective, collaborative problem solving framework is implemented to determine effectiveness of instruction and used to make decisions within a multi-tier model:
1. Is there a problem? What is it?
2. Why is it happening?
3. What are we going to do about it?
4. Is it working? 9

10. THE BIG PICTURE Global Perspective on the Educational Process
for Students with Identified Disabilities
Collect Data
Plan Instruction
Write Goals
Implement Program
Determine Effectiveness
THE BIG PICTURE 10

11. Effective Response to Intervention implementation is…
…based on having an effective core program
The key to RtI is to develop
a comprehensive system of
instruction with a research-based core curriculum and
enhancement programs,
and interventions designed to address the needs of all learners. 11 11

12. FRAMEWORK FOR READING ASSESSMENT
PROGRESS
MONITORING
(ROI)
SYSTEMATIC PROBLEM SOLVING
PINPOINTING THE SPECIFIC
AREA OF DIFFICULTY,
DIAGNOSTIC INFORMATION
TIER III
WEEKLY
TWICE MONTHLY
STRATEGIC MONITORING
(ROI)
TIER III
1. UNIVERSAL SCREENING
AND BENCHMARKING:
EARLY LITERACY MEASURES, SUCH AS
DIBELS OR AIMSweb
CBM
(KEY CRITICAL INDICATORS)
3 X PER YEAR
TIER I 12 12 12

13. Schools/Programs need to identify specific tools for specific assessment purposes
Type
Purpose
For Tier(s) . . .
Universal Screening
Problem Identification
for Systems & Groups
What’s the problem?
Tier 1 (core instruction needs?)
Tier 2 & 3 (who are students at-risk?)
Diagnostic
Problem Analysis
Why is the problem occurring?
Primarily Tier 3
Progress Monitoring
Plan Development/Evaluation
What are we going to do?/Is it working?
Tier 1, 2 & Tier 3
Program Evaluation
Plan Evaluation
Is it working?
Primarily Tier 1, but 2 and 3, too 13

14. Basic Skill Discrepancy? Or Content Enhancements
High School Question:
Basic Skill Discrepancy? Or Content Enhancements
YES NO
Instruction in Basic
or Literacy Skills
Instruction in Content
Area Knowledge
What Service?
Direct Service in
Special Education
SIM
CRISS STRATEGIES
How?
Master Basic or
Literacy Skills
Master Content
Area Knowledge
Goal?
CBM
Common
Assessments
Evaluation Tool? 14 14 14

15. Addressing the Needs of Students with Identified Disabilities through RtI15

16. Data-Driven Decision Making For: Behavior Change
Example
Data-Driven Decision Making For: Behavior Change
3/28/2017 16 16

17. Current Level of Performance/ Baseline Data:
Behavior plan positively reinforces appropriate behaviors:
-- keeping his body to self,
-- following directions,
--staying in his seat and
--using appropriate words.
Student X was following plan at average rate of 73% of time but continued to engage in inappropriate touch (significant incidents of hitting others, touching others without their permission and throwing objects) at an average rate of 32 times per month. Inappropriate touch became the targeted behavior.
The IEP GOAL: Given interventions as outlined in Student X’s Behavior Plan, inappropriate touching will be reduced to no more than 10 times per month with quarterly benchmarks at 25, 20, 15, and finally 10. 17
3/28/2017

18. Intervention & Progress Monitoring
Intervention Plan
Student X follows a “Green and Red” Plan in which his behavior is rated for each activity throughout the day in four categories (Body to Self, Follow Directions, Stay in Seat, Use Appropriate Words). Student X makes basketball shots at the end of the day to correspond with the number of activities in which he has received all green checks.
Progress Monitoring
Data provided the following information: Student X hit 41 times in Sept 08 and 186 times in Oct. 08 In Sept, 58% of those incidents occurred during exploratory times outside of the self contained classroom and in Oct., the percentage rose to 74%. Based upon analysis of time of day, class period and the behavioral antecedent and consequences changes were made to the behavior plan.
3/28/2017 18

19. Based on the intervention and the data analysis, the inappropriate touching behavior was reduced after the intervention was revised. Further data analysis by the team indicated the student will work on following directions for the school year. Student X will increase his ability to follow directions at a rate of 86% of the time with quarterly increases of 80%, 82% and 84%.
Insert Chart Here
3/28/2017 19

20. Data-Driven Decision Making For: Reading Instruction
Example
Data-Driven Decision Making For:
Reading Instruction
3/28/2017 20 20

21. Baseline Data: Student is an 8th grader with significant learning and emotional needs. He has demonstrated an unstable pattern of progress from September through January of the current school year. Baseline reading fluency at the start of the year was 35 words read correctly at grade 1. Previous reports indicate that he was reading between 7-11 words at a 2nd grade level, making limited progress on basic sight words.
Goal: Given a reading passage at the 1st grade (instructional) level, Student will increase reading rate and fluency to 60 words read correctly. 21

22. Intervention: This student was one of 22 who participated in a school-wide pilot program using SRA Corrective Reading. Students were assessed prior to beginning the intervention in January.
Progress Monitoring: All students were progress monitored using AIMSweb probes for Reading Fluency along with curriculum based measures within the SRA program. Teachers and Psychology interns assisted with the monitoring and the analysis of the data (see artifacts).
Progress Monitoring
errors
Insert Chart Here 22

23. Data Analysis: Following the implementation of the SRA Corrective Reading program, student made steady progress throughout the remainder of the school year. Student ended the year with 51 words read correctly on a 1st grade reading passage. Based on the student’s response to this intervention, he will continue in the SRA Corrective Reading program. Based on observational data, student’s self-esteem improved significantly over the course of the school year. This was noted by his willingness to read aloud in class, his desire to attempt reading tasks independently and his success on independently reading his 55 question Constitution exam and earning 100%. 23

24. Incorporating RtI into the IEP Process24

25. Writing OBSERVABLE and MEASUREABLE Goals
Specify timeframe
Specify desired behavior
Specify measurement condition
Specify criterion for success
Check: Can you graph this goal? 25 25

26. Essentials for Writing Strong Goals
Present Level of Performance
Benchmarks (Short-term and Long-term)
1-2 Goal Areas (Prioritize!)
Written in Observable and Measurable terms (It can be graphed)
Written as Outcome-Based (GOM)
Realistic, yet Ambitious 26 26

27. In (number) weeks, when (condition) occurs, (learner) will (behavior) to a (criterion).
Example:
In 6 weeks, when given a 4th grade reading passage, Bradley will read 100 WRC with 6 or less errors.
Nonexample:
Katrina will answer comprehension questions regarding the main idea and supporting details in age appropriate materials. 27 27

28. Realistic and Ambitious Reading Goals Based on Normative Sample of Student Receiving Standard Reading Instruction Fuchs, Fuchs, Fernstrom, Germann, and Hamlett (1993)
Grade Level Passages
Realistic Goal
Ambitious Goal
6-8
.3 WRC per week
.65 WRC per week 5
.5 WRC per week
.8 WRC per week 4
.85 WRC per week
1.1 WRC per week 3
1.0 WRC per week
1.5 WRC per week 2
2.0 WRC per week 1
3.0 WRC per week
Goal= Current Performance + (Rate of Growth X Number of weeks)
Lily’s Goal= 42 words read + (1.5 WRC per week X 33 weeks)= 91.5 WRC 28

29. At Tier 3, when Grade-Level Expectations are not appropriate, use a Growth Rate to Set the Goal
Consider the Severity of the Discrepancy
Consider the Intensity of the Program 29

30. Setting the Goal Material
Logical Task--
Grade 4 Student getting Tier 3 interventions without an IEP: We’d set our goal for Grade Level Material (Grade 4)
Grade 4 Student with Severe Educational Need getting Tier 3 interventions who has an IEP: May not be Grade Level Material 30

31. 2.0 WRC * 6 Weeks = 6 + Current Performance= Goal WRC
With Severe Discrepancy, we recommend using an Ambitious Growth Rate Method to set goals
Identify Growth Rate for Typical Students and Expect FASTER Rate of Improvement
2.0 WRC * 6 Weeks = 6 + Current Performance= Goal WRC 31

32. Writing a Goal is Straightforward with Good Data We Start with a Survey Level Assessment (SLA)32

33. Summary Chart for Goal Setting in 3 Tiers and RTI
Goal Material
Time Frame and Frequency
Criterion for Success
Tier 1: Benchmark
Grade-Level Materials
Benchmark to Benchmark, 3 Times per Year
Adequate Progress and Meeting Benchmark
Tier 2: Strategic
Benchmark and Monthly
Tier 3: Frequent PM
Individualized Based on Severity of Need
Weekly
Progress and Reduce the Gap 33

34. Other Connections to the IEP
The IEP must provide for:
Frequent (weekly) student progress monitoring using scientific, research-based tools
Use of progress monitoring data to determine the effectiveness of the interventions and any needed changes
Evaluation of implementation integrity
The student needs to receive:
Instruction in the “big ideas” of grade placement curriculum
More allocated instructional time than peers without IEPs in area(s) of concern
Additional instructional time that includes direct, explicit instruction in skill deficits 34

35. RtI Planning & Training – Building on ongoing system to address student needs35

36. RtI Professional Development Training Blocks
Overview & Basics Philosophy/Framework
Common Language
Team Building & Coaching
Includes role flexibility/technical expertise
Implementation
Use of interventions
tied to need
Integrity/fidelity of tools
Eligibility Process
Building upon district RtI planning/criteria/document of evidence of need
Plan Review & Revisions
Ongoing cycle of planning and review of data
Sustainability
Critical review of comprehensive plan, stakeholder perspectives, phases of development, next level of sophistication in implementation
3/28/2017 36

37. Special Education Eligibility/Entitlement37

38. RtI and Eligibility?
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.
It is important to note that RtI within a three-tier intervention model is also a part of special education eligibility decision-making required by 34 CFR and 23 IAC
By the school year, documentation of the RtI process shall be a part of the evaluation process for students when a specific learning disability (SLD) is suspected. After [emphasis added] implementing an RtI process, a district may [also] use a severe discrepancy between intellectual ability and achievement as part of the evaluation process for determining whether a child has a specific learning disability.
The Illinois State Response to Intervention (RtI) Plan
January 1, 2008 38

39. Basic Purpose of Special Education Eligibility
Significant gap exists between student and benchmark/peer performance
Response to Intervention is not sufficient to predict student attainment of set benchmark
Student is not a functionally independent learner
Student demonstrates a NEED for special education services based on level of intensity 39

40. Entitlement Decision + + = = Discrepancy Educational Progress
Instructional Needs
Entitlement Decision + + =
Tells us how unique the student is com-pared to peers.
Tells us
what
accelerates
learning.
Tells us what and how to teach.
Tells us
whether or not interventions require special education. = 40 40 40 40

41. Presentation Summary
RtI is applicable to all students, students with and without identified needs. It is neither a general education nor special education process – it is a process to improve student outcomes.
RtI is a framework and a process that is data-driven and effective in identifying student needs/developing plans and evaluating effectiveness of IEP plans/special education programs and interventions.
RtI requires intensive, ongoing professional development, training and supports for staff in data collection and analysis, determining what interventions are effective for what students need and how to objectively evaluate the effectiveness of the intervention plan or IEP.
RtI embedded in the IEP process is a work in progress – in terms of eligibility, goal/plan development and a more global application and implementation across educational settings. 41

42. If you want to feel safe and secure,
Continue to do what you have always done.
If you want to grow, go to the cutting edge
Of our profession.
Just know that when you do, there will be a
Temporary loss of sanity
So know when you don’t quite know what
you are doing
You are probably growing!
Madeline Hunter 42

43. Contact Information
Dr. Judy Hackett
Superintendent
NSSEO
799 West Kensington
Mt. Prospect, IL
Phone:
Kathryn Cox
Principal Ed. Consultant &
I-ASPIRE Proj. Director
ISBE
100 N. 1st Street
Springfield, IL
Phone: