Superintendent’s Conference October 24, 2008

How Response to Intervention Fits Into District Planning and Budgeting Superintendent’s Conference October 24, 2008 Dr. Tim Thomas, Superintendent, NSSED Dr. Judy Hackett, Superintendent, NSSEO

Presentation Objectives • Provide brief overview of Response to Intervention (RtI) and Problem Solving • Discuss the district resource allocations, including funding sources, available for RtI implementation • Discuss the driving force behind RtI implementation • Discuss the role of the superintendent in RtI leadership and district planning • Provide additional training resources

What about … • Helping a struggling student • Grouping students in a classroom for efficient instruction • Developing an intervention for the entire class • Reviewing school assessment results to help plan instruction • Determining if a student is eligible for special education • Developing a school-wide discipline plan

What about … • Helping a struggling student • Grouping students in a classroom for efficient instruction • Determining if a student is eligible for special education • Developing an intervention for the entire class • Reviewing school assessment results to help plan instruction • Developing a school-wide discipline plan These are all examples of RtI

Response to Intervention (RtI) and Problem Solving

RtI is based on the following ideas • Meet needs of all students • Involve parents in a meaningful way • Provide a prevention model • Focus on improved instruction (goals) • Focus on results/accountability (outcomes) • Monitor student progress • Use “response to intervention” in decision- making • Allocate services through a building-based problem-solving team merging all building staff and resources

Big Ideas of RtI • Reliable, valid and instructional relevant assessments are used • Effective interventions result from good problem-solving, rather than good “testing” • Problem solving method is used to make decisions on a continuum of student needs • Progress monitoring is done best with “authentic” assessment that is sensitive to small changes in student academic and social behavior • Superintendents and building principals will know if students are achieving benchmarks, regardless of the student ‘label’ • Maximum student benefit when scientifically-based instruction is delivered by highly qualified personnel

Big Ideas (continued) • Interventions must be “evidence based” (IDEA/NCLB) • Response to Intervention (RtI) is the best measure of problem “severity” • Data is used and analyzed to guide instructional decisions • Program eligibility (initial and continued) decisions are best made based on RtI • “Tiered” implementation improves service efficiency • Professional Development and ongoing coaching and support are provided to ensure effective instruction at all levels

Response to Intervention

Response to Intervention Effective Teacher Research “The teacher’s influence on student achievement scores is twenty times greater than any other variable, including class size and student poverty.” (Dan Fallon, 2003) Hinze/Gustafson July 2008

Response to Intervention Effective Teacher Research “The teacher’s influence on student achievement scores is twenty times greater than any other variable, including class size and student poverty.” The obvious implication is that we need to provide support to teachers as soon as possible.

What is RtI? Response to Intervention (RtI) is a useful decision-making “tool” and process. It is part of a systemic way of helping learners who are experiencing difficulty. RtI can be effectively used in a school system that uses scientifically-based problem solving and all its educational resources to help all students. RtI Special Education Eligibility Only RtI Specific Learning Disability Only RtI Pre-referral Intervention Only

What is RtI? 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. The Illinois State Response to Intervention (RtI) Plan January 1, 2008

1) Three-tier model of school supports: Within an RtI framework, resources are allocated in direct proportion to student needs. This framework is typically depicted as a three-tier model (see Figure 1) that utilizes increasingly more intense instruction and interventions. As Figure 1 shows, Tier 1 is the foundation and consists of scientific, research-based core instructional and behavioral methodologies, practices and supports designed for all students in the general curriculum. At Tier 2, supplemental instruction and interventions are provided in addition to core instruction to those students for whom data suggest additional instructional support is warranted. Tier 3 consists of intensive instructional interventions provided in addition to core instruction with the goal of increasing an individual student’s rate of progress.

Three Tiered Model of School Supports Academic Systems Behavioral Systems Tier 3: Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Tier 3: Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Students Tier 1: Universal Interventions All students Preventive, proactive Tier 1: Universal Interventions All settings, all students Preventive, proactive Figure 1. Three-Tier Model of School Supports Adapted from Response to Intervention: Policy Considerations and Implementation (Batsche, et al 2005).

2) Problem-solving method of decision-making: Across the tiers, the problem solving method is used to match instructional resources to educational need. The problem-solving method is as follows: (a) Define the problem by determining the discrepancy between what is expected and what is occurring. (b) Analyze the problem using data to determine why the discrepancy is occurring. (c) Establish a student performance goal, develop an intervention plan to address the goal and delineate how the student’s progress will be monitored and implementation integrity will be ensured.

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?

Problem Solving Approach to Service Delivery Special Education General Education With Support Response to Intervention Intensity of Resources – Time and Interventions General Education Intensity of Problem

3) Integrated data collection that informs instruction: Within an RtI model, progressively more intensive interventions and supports are coupled with more frequent progress monitoring of student achievement in order to guide the educational planning. At Tier 1 data are collected and are used as a general screening process for all students and to determine effectiveness of core instructional practices. At Tier 2 data are collected to determine the effectiveness of the intervention and determine if an instructional change is needed. At Tier 3, data are collected for the same reasons as Tier 2, but are collected on a more frequent basis so that educational decisions can be made in a timelier manner. Data systems used for screening and progress monitoring within an RtI model should be consistent across all three tiers and be scientifically-based.

Intensity and Frequency of Data Collection Academic Systems Behavioral Systems Tier 3: Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Tier 3: Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Tier 1: Universal Interventions All students Preventive, proactive Tier 1: Universal Interventions All settings, all students Preventive, proactive Data Collection and Frequency Three-Tier Model of School Supports Adapted from Response to Intervention: Policy Considerations and Implementation (Batsche, et al 2005).

Driving Forces Behind RtI planning and Implementation

Research on Problem-Solving/RtI • Increased focus on accuracy of referral process and response to proven interventions • RtI methods (local comparisons and multiple measurement) were superior to teacher referral for problem accuracy. • Teachers historically over-referred male students • Greater proportion of African American students responded successfully to intervention relative to similarly at-risk Caucasian students. Reduced disproportional placements. • Early intervention data is powerful, showing dramatic student progress • Support for training, ongoing coaching support and time to review data, participate in the process was important to successful implementation • Significant reduction in LD identification and placement when identification rates were higher than average (i.e. 20%) • (VanDerHeyden, Witt, and Naquin)

RtI Research • Research indicates that early intervention, particularly in the area of reading, is essential. • State/National data has shown that this data-driven process has been effective in improved student outcomes, staff and parent satisfaction and an enhanced, more comprehensive approach to addressing all the needs in a school district • Historical data has shown that increased rates of special education identification, in the area of Specific Learning Disability, has not always resulted in improved outcomes for students.

SpectrumK-12/CASE RtI Survey Results – 2008 • 424 school districts across the US participated • 47% had a defined RtI process • For most districts, RtI expenditures make up less than 5% of the total special education budget • 26% of the survey participants reported that the permissible 15% of IDEA funding is allocated for RtI • Of districts w/ enough data collected, 3 times as many report improvement in AYP achievement, most significant increases when RtI reaches full implementation • 71% school districts report they are using it for all students • 75% report that there was NO change in staffing FTE • 32% expected full implementation by 2010

Elementary CBM Benchmark Data Results With Improved Student Outcomes Courtesy of Christine Martin, Indian Prairie School District, IL

Driving State Forces Influencing RtI • Review of historical trends in student achievement • History of Flexible Service Delivery system • Increasing special education identification rates over the years. • Careful review and analysis of AYP status • State strategic plans/grant focus- comprehensive approach • Positive change in state leadership

Illinois IDEIA Part 226.130 Rules 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

State Regulatory Language on RtI • Section 226.130 • Additional Procedures for Students Suspected of or Having a Specific Learning Disability • (a) School districts must adhere to procedures ..when evaluating a student who is suspected of having, or has been identified as having, a SLD • (b) … January 1, 2008 … prepare and disseminate a plan outlining the nature and scope of professional development that is necessary to permit implementation of a process of this type and describing any additional activities or resources that the Superintendent finds to be essential

State Regulatory Language on RtI Section 226.130 (continued) • method of identifying school districts that are less able than others to implement RtI without technical or financial assistance from the State; • time frame for the provision of training, technical assistance, materials or financial resources • method of allocating resources that affords first consideration to districts that may otherwise be unable to implement RtI • (c) No later than January 1, 2009, school districts must develop a plan for their transition to the use of an RtI process as part of the required evaluation procedure for determining whether a child has a SLD.

State Regulatory Language on RtI Section 226.130 (continued) • District plans must: • Identify resources the district will devote to this purpose • Include an outline of the types of State-level assistance the district expects to need • (d) By the beginning of the 2010-2011 school year, school districts must implement the use of an RtI process as part of the evaluation procedure for a child who may or has been previously identified as having a SLD. • (e) When a school district implements the use of RtI, the district may not use a child’s participation in the process as a basis for denying a parent’s request for an evaluation. • (f) School districts may, but are not required to, continue to use the discrepancy formula for determining whether a child has a SLD.

Major RtI Planning Themes • Value and understanding: Consensus • Infrastructure • III. Implementation

Major Planning Themes Consensus Infrastructure Implementation

District Planning: RtI themes • RtI is: • Driven by Embedded • Professional Development • Data-Based Decision-Making • Supported by Coaching • Guided by IL State Plan • Structured/Operationalized by District Plan • Implemented by School Plans

Major Planning Themes Consensus • District Self Assessment Review • Establishing District Priorities • Determining Supports

Major Planning Themes Infrastructure • Assessment • Data collection • Teaming • Decision making • Intervention Supports

District Infrastructure: What Needs to be in Place • Policies/procedures • Clearly defined model and steps – skills needed • Decision-making rules coupled with intervention development • Expectations for Tier Function/Integration • Data Collection System and How to interpret Data • Intervention Development • Intervention Integrity and Documentation

In the Process of Educational Reform….

Major Planning Themes Implementation • District Curriculum • Vertical Programming • Teacher-made materials • Implementation Integrity • Evidence-based strategies

Next Steps for Districts • Establish a district leadership team • Gather current district information/plans • Determine what other information you need to continue plan development • Establish timelines for plan development – consider multi-year approach • Determine evaluation methods and process

Create a District Leadership Team with Representatives from… • Assessment • Bilingual • Curriculum/Instruction • General Education • Parent • Principal • Central Office Administration • Professional Development • Special Education • Technology

Focus Areas for the District Leadership Team • Assess district and school needs • Develop and define expectations • Expect accountability • Create a district RtI plan to guide ongoing • efforts • Plan professional development and supports • Build consensus • Communicate to stakeholders • Obtain or allocate other resources • Evaluate the effectiveness of efforts • Plan for sustainability

Next Steps for Districts • Establish a district leadership team • Gather current district • information/plans • Determine what other information you need to continue plan development • Establish timelines for plan development – consider multi-year approach • Determine evaluation methods and process

Gather District Information on… • Current Assessments for Purposes of Screening, Diagnostic and Progress Monitoring • Current Instructional Practices Across the Tiers • Current District and School Improvement Plans • Current Professional Development Plan and Needs Assessments

Linking District Improvement Plans with RtI…

Shared District Vision of Outcomes • Maximum effect of core instruction for all students • Targeted instruction and interventions for at-risk students • Significant improvement in pro-social behaviors • Reduction in over-representation of diverse student groups in low academic performance, special education, suspension and expulsion • Overall improvement in student achievement rates • Maximize efficiency of teaching and learning

Next Steps for Districts • Establish a district leadership team • Gather current district information/plans • Determine what other information you need to continue plan development • Establish timelines for plan development –consider multi-year approach • Determine evaluation methods and process

Superintendent’s Conference October 24, 2008