Response to Intervention in Illinois September 4, 2008 Presented by: Beth Hanselman and Marica...
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Transcript of Response to Intervention in Illinois September 4, 2008 Presented by: Beth Hanselman and Marica...
Response to Intervention in Illinois
September 4, 2008
Presented by:Beth Hanselman and Marica Cullen
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.
Section Overview
Defining Response to InterventionThe Illinois ModelLegislation, Rules and State PlansState Response to Intervention
(RtI) PlanDistrict RtI Plan
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
Benefits of RtI
RtI enables educators to target instructional interventions in response to children’s 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
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
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.
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
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
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
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
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
Legislation, Rules and State Plans
IDEA 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—
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 child’s parents.
Revised State Special
Education Regulation
23 IAC 226.130
Specific Learning Disability (SLD)
Response to Scientific, Research-Based
Intervention (RtI)
The Heart of the RtI Language
23 IAC 226.130(b):
Provided that the requirement of this subsection (b) are met, each district shall, no later than the beginning of the 2010-2011 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 300.304.
When 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.
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 300.309(b) do apply now.
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
District Self-Assessment Template
Purpose is to identify district and state needs
The template asks districts to review seven areas of implementation
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
Start the Planning Process
Learn what RtI is and what it isn’t
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
Internet Resources
Illinois State Board of Education website
http://www.isbe.net/RtI_plan/default.htm