Transcript Response to Intervention (RtI) and how it will affect your

Response to Intervention (RtI)
A Basic Overview
Illinois IDEA 2004 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
(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.
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)
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
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 decisionmaking
Allocate services through a building-based
problem-solving team merging all building
staff and resources
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.
What is RtI?
Response to Intervention (RtI) is “the practice of providing (1) highquality 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 decisionmaking, and 3) having an integrated data system that informs
instruction.
The Illinois State Response to Intervention (RtI) Plan
January 1, 2008
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
Tier 1: Universal Interventions
All students
Preventive, proactive
Students
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 Approach
to Service Delivery
Special
Education
General Education
With Support
Intensity of
Resources –
Time and
Interventions
General
Education
Intensity of Problem
Intensity and Frequency
of Data Collection
Academic Systems
Tier 3: Intensive, Individual
Interventions
Individual Students
Assessment-based
High Intensity
Of longer duration
Tier 2: Targeted Group
Interventions
Some students (at-risk)
High efficiency
Rapid response
Behavioral Systems
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 1: Universal Interventions
All students
Preventive, proactive
Tier 1: Universal Interventions
All settings, all students
Preventive, proactive
Three-Tier Model of School Supports
Adapted from Response to Intervention: Policy Considerations and Implementation (Batsche, et al 2005).
Response to Intervention
IS NOT
IS
An instructional program or a one A problem solving framework to
size fits all model
structure our thinking and decision
making through the use of data
Intended to encourage or stop
placement of students into
programs
Matching student needs and
resources
Possible to implement alone
A collaborative effort
The same for every student,
school,
District or system
Uniquely designed for each school,
district, system and state
A special education, general
education, Title 1, gifted
education Initiative
An “Every Education Initiative” –
collaborative process between
general education and special
education
Guided by philosophy and/or
Guided by outcome; results
RtI …
is both individual problem solving and systemic
change
looks at the needs of groups of students and how
to individualize for a struggling student who
needs direct, specialized interventions..
is not a one-size-fits-all.
is not exclusively general education or special
education – but instead a shared partnership on
behalf of all students, each student benefitting in
their own way from the process.
requires great coordination, flexibility, change and
leadership.
Elementary CBM Benchmark Data Results
With Improved Student Outcomes
Courtesy of Christine Martin, Indian Prairie School District, IL
A special thanks to:
Judy Hackett, EdD
Superintendent
NSSEO
For her contributions to this presentation
CBM Fluency Assessments
(Curriculum Based Measures)
How does what we are doing today
connect to RtI?
CBMs are a method of progress
monitoring for reading fluency
How often are CBMs Done?
Typically done 3 times a year for the whole
school
More frequently for students in tiers II and
III