Response to Intervention in Illinois

November 22, 2008

Presented by:Beth Hanselman and Marica CullenIllinois State Board of Education

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 and provide a basic understanding of district plan writing requirements.

Defining Response to Intervention (RtI)

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 educationNOT new

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 student’s response to instruction/intervention

Quality Education for All Students

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

diagnostics and progress monitoring Use data from those assessments to inform

instructional decisions Use a multi-tier model of instruction to

respond to student needs Collaborate among teachers, school

support personnel, administrators and parents

In an RtI Model educators willUse scientific, research-based

instructional interventions when data show students are not successful

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

Effectively teach all children

Quality Education for All Students

RtI is the Foundation of Instructional Improvement

Meeting the Needs of ALL Students

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 Model

Multi-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 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

Legislation, Rules and State Plans

Why RtI Planning is Required

“By the 2020-2011 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 implementing an RtI process, a district may 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.”

“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 300.309 and 23 IAC 226.130.”

“Reiterates the parent request for an evaluation already in Section 226.110 … does not imply that it would prevent or abbreviate the use of RtI.”

IDEA Regulations - October 2006

The Statemust not require the use of a severe

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

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

IDEA Regulations - October 2006

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

Illinois Part 226.130 Rule (SLD Eligibility)

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

Illinois Part 226.130 Rule

Requires: Illinois districts to complete a plan for transition

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

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

The Link Between RtI, Problem-Solving and SLDRtI is the problem-solving method for

identifying a student’s strengths and weaknesses both academically and behaviorally.

RtI matches instructional resources to educational needs

RtI provides the historical data needed to determine what the school needs to do to ensure a student’s success in the general education curriculum.

Illinois Part 226.130 Rule

Important Illinois Rule 226.130 does not prevent

the parent request for an evaluation already in Rule 226.110

State RtI Plan

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)

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

District RtI Plan

Access the District Improvement Plan

http://iirc.niu.edu/

Goal for 2010 – Integrated Planning

From this. . .

To this. . .

District AYP Status

District is in Status District is not in Status

Must Complete All

DIP Sections

Must Complete RtI

Components

Required Plan Components

District Improvement Plan – Section I

Section I-B – Local Assessment DataSection I-C – Item 1 Other Data

Attributes and ChallengesSection I-C – Item 3 Other Data

Parent InvolvementSection I-D – Key Factors

District Improvement Plan – Section II

Section II-A – Action Plan RtI ObjectiveSection II-B – Student Strategies and

Activities for RtISection II-C – Professional Development

Strategies and Activities for RtISection II-D – Parent Involvement

Strategies and Activities for RtISection II-E – Monitoring Process for RtI

District Improvement Plan – Section III

Section III-A – Development, Review and Implementation Stakeholder Involvement

Starting the Writing Process

District Self-Assessment Template

Contains seven areas of implementation: 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

District Self-Assessment Template

Each of the seven sections contains multiple indicators

Use each template section with stakeholders to assess the district’s current state of RtI implementation

Each set of indicators can also be used to generate discussion and to assist stakeholders in developing a greater understanding of RtI

Crosswalk of Self-Assessment Template and RtI Plan Components

Self Assessment Section

District Improvement Plan

Sections I-VII Section II-A Action Plan – RtI Objective

Crosswalk of Self-Assessment Template and RtI Plan Components

Self Assessment Section

District Improvement Plan

I. Consensus Building and Collaboration

Section III-A Stakeholder Involvement

Section I-C, Item 3Parent Involvement

Crosswalk of Self-Assessment Template and RtI Plan Components

Self Assessment Section

District Improvement Plan

II. Curriculum and Instruction

Section I-C, Item 1 Attributes and Challenges

Section I-DData and Analysis Key Factors

Crosswalk of Self-Assessment Template and RtI Plan Components

Self Assessment Section

District Improvement Plan

III. Assessment Practices

Section I-B Local Assessment

Crosswalk of Self-Assessment Template and RtI Plan Components

Self Assessment Section

District Improvement Plan

IV. Intervention/ Problem-Solving Team

Section I-B Local Assessment

Section I-C, Item 3Parent Involvement

Crosswalk of Self-Assessment Template and RtI Plan Components

Self Assessment Section

District Improvement Plan

V. Intervention Strategy Identification

Section I-B Local AssessmentSection I-C Parent InvolvementSection II-B

Student Strategies and ActivitiesSection II-D

Parent Involvement Strategies and Activities

Section II-E Monitoring

Crosswalk of Self-Assessment Template and RtI Plan Components

Self Assessment Section

District Improvement Plan

VI. Resources Allocation

Section II-B Student Strategies and Activities

Section II-CProfessional Development Strategies and Activities

Section II-DParent Involvement Strategies and Activities

Section II-EMonitoring

Crosswalk of Self-Assessment Template and RtI Plan Components

Self Assessment Section

District Improvement Plan

VII. Professional Development

Section II-CProfessional Development Strategies and Activities

Additional Resources

E-Plan Writing Web Resources

E-Plan writing guides and other resources are available at

http://www.isbe.net/sos/htmls/improvement_process.htm

Accessing the IIRC

Each District Superintendent has a User Name and Password to Access the IIRC

A Word document template is available at www.isbe.net/sos/word/eplan_template_districts.doc

Writing the Plan

The E-Plans Resource guide found at www.isbe.net/sos/htmls/improvement_process.htm has been updated to include RtI

The RtI Self-Assessment Template found at www.isbe.net/RtI_plan/default.htm provides a useful tool for writing teams

Plan Submission and Review

Submitting the Plan

The RtI Plan is submitted by each district through the IIRC website (http://iirc.niu.edu/) when it is complete

Local Board Approval is still required for Districts submitting a full District Improvement Plan

Reviewing the Plan

Staff teams at the Illinois State Board of Education will review RtI plans using the IIRC monitoring forms

Response to Intervention Web Resources

Information on Illinois RtI is available at www.isbe.net/RtI_plan/default.htm