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Response to Intervention in Illinois

This presentation provides an overview of the background, guiding principles, and requirements of the district RtI plan in Illinois. It explains the essential components of RtI, the three-tier model, and the importance of data-driven instructional decision-making. The presentation emphasizes the need for quality education for all students and collaboration among educators, support personnel, administrators, and parents.

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Response to Intervention in Illinois

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  1. Response to Intervention in Illinois November 22, 2008 Presented by: Beth Hanselman and Marica Cullen Illinois State Board of Education

  2. 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.

  3. Defining Response to Intervention (RtI)

  4. Response to Instruction = RtI Approach for redesigning and establishing teaching and learning environments that are effective, efficient, relevant and durable for allstudents, families and educators • NOT a program, curriculum, strategy, intervention • NOT limited to special education • NOT new

  5. 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

  6. 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

  7. 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

  8. RtI is the Foundation of Instructional Improvement

  9. 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

  10. The Illinois Model

  11. Academic Systems Behavioral Systems Tier 3 Individual Students/Very Small Group Assessment-based High Intensity Tier 3 Individual Students/ Very Small Group Assessment-based Intense, durable procedures Tier 2 Some students (at-risk) High efficiency Rapid response Tier 2 Some students (at-risk) High efficiency Rapid response Tier 1 All students Preventive, proactive Tier 1 All settings, all students Preventive, proactive Multi-Tier Model

  12. 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

  13. Legislation, Rules and State Plans

  14. 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.”

  15. 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 child’s response to scientific, research-based intervention

  16. 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

  17. 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

  18. 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

  19. The Link Between RtI, Problem-Solving and SLD • RtI 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.

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

  21. State RtI Plan

  22. 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)

  23. 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

  24. District RtI Plan

  25. Access the District Improvement Plan • http://iirc.niu.edu/

  26. Goal for 2010 – Integrated Planning From this. . . To this. . .

  27. District is in Status District is not in Status District AYP Status Must Complete All DIP Sections Must Complete RtI Components

  28. Required Plan Components

  29. 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

  30. 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

  31. District Improvement Plan – Section III • Section III-A – Development, Review and Implementation Stakeholder Involvement

  32. Starting the Writing Process

  33. 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

  34. 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

  35. Crosswalk of Self-Assessment Template and RtI Plan Components

  36. Crosswalk of Self-Assessment Template and RtI Plan Components

  37. Crosswalk of Self-Assessment Template and RtI Plan Components

  38. Crosswalk of Self-Assessment Template and RtI Plan Components

  39. Crosswalk of Self-Assessment Template and RtI Plan Components

  40. Crosswalk of Self-Assessment Template and RtI Plan Components

  41. Crosswalk of Self-Assessment Template and RtI Plan Components

  42. Crosswalk of Self-Assessment Template and RtI Plan Components

  43. Additional Resources

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

  45. 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

  46. 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.htmprovides a useful tool for writing teams

  47. Plan Submission and Review

  48. 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

  49. 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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