Response to Intervention in Illinois

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Response to Intervention in Illinois

• November 22, 2008
• Presented by
• Beth Hanselman and Marica Cullen
• Illinois State Board of Education

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• 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.

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Defining Response to Intervention (RtI)
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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

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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

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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

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Quality Education for All Students

• In an RtI Model educators will
• Use 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

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RtI is the Foundation of Instructional
Improvement
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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
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• The Illinois Model

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Multi-Tier Model
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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

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Legislation, Rules and State Plans
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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.

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IDEA Regulations - October 2006

• The State
• must 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
  childs response to scientific, research-based
  intervention

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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

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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

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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

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The Link Between RtI, Problem-Solving and SLD

• RtI is the problem-solving method for identifying
  a students 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
  students success in the general education
  curriculum.

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Illinois Part 226.130 Rule

• Important
• Illinois Rule 226.130 does not prevent the parent
  request for an evaluation already in Rule 226.110

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• State RtI Plan

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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)

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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

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District RtI Plan
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Access the District Improvement Plan

• http//iirc.niu.edu/

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(No Transcript)
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Goal for 2010 Integrated Planning

• From this. . .

To this. . .
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District AYP Status

• District is in Status

• District is not in Status

Must Complete All DIP Sections
Must Complete RtI Components
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Required Plan Components
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District Improvement Plan Section I

• Section I-B Local Assessment Data
• Section I-C Item 1 Other Data Attributes and
  Challenges
• Section I-C Item 3 Other Data Parent
  Involvement
• Section I-D Key Factors

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District Improvement Plan Section II

• Section II-A Action Plan RtI Objective
• Section II-B Student Strategies and Activities
  for RtI
• Section II-C Professional Development
  Strategies and Activities for RtI
• Section II-D Parent Involvement Strategies and
  Activities for RtI
• Section II-E Monitoring Process for RtI

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District Improvement Plan Section III

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

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Starting the Writing Process
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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

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District Self-Assessment Template

• Each of the seven sections contains multiple
  indicators
• Use each template section with stakeholders to
  assess the districts 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

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Crosswalk of Self-Assessment Template and RtI
Plan Components
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Crosswalk of Self-Assessment Template and RtI
Plan Components
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Crosswalk of Self-Assessment Template and RtI
Plan Components
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Crosswalk of Self-Assessment Template and RtI
Plan Components
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Crosswalk of Self-Assessment Template and RtI
Plan Components
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Crosswalk of Self-Assessment Template and RtI
Plan Components
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Crosswalk of Self-Assessment Template and RtI
Plan Components
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Crosswalk of Self-Assessment Template and RtI
Plan Components
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Additional Resources
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E-Plan Writing Web Resources

• E-Plan writing guides and other resources are
  available at
• http//www.isbe.net/sos/htmls/improvement_process
  .htm

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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.do
  c

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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

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Plan Submission and Review
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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

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Reviewing the Plan

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

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Response to Intervention Web Resources

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