response to intervention in illinois november 22, 2008 presented by: beth hanselman and marica...
TRANSCRIPT
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