Transcript Today’s presentation slides will be available at www.isbe.net/RtI_plan/default.htm under the Resources Section Thanks for supporting ISBE’s quest to Go Green.

Today’s presentation slides will be
available at
www.isbe.net/RtI_plan/default.htm
under the Resources Section
Thanks for supporting ISBE’s quest
to Go Green
Response to Intervention
in Illinois
Bilingual Conference 2009
Oak Brook, Illinois
Presented by:
Marica Cullen
Illinois State Board of Education
Legislation, Rules
and State Plans
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
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 stateapproved 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
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
“By the 2010-2011 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 threetier intervention model is also a part of special
education eligibility decision-making required
by 34 CFR 300.309 and 23 IAC 226.130.”
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
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
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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
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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 District
Plan Components
District Improvement Plan –
Components to Consider
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 Improvement Plan –
Section I
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B – Local Assessment Data (universal
screeners/progress monitoring)
C – Item 1 Other Data Attributes and
Challenges (curriculum and instructional
approaches)
C – Item 3 Other Data Parent
Involvement
D – Key Factors (curriculum, analyze
impact of RtI on curriculum and
instruction)
District Improvement Plan –
Section II
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A – Action Plan RtI Objective
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B – Student Strategies and Activities for RtI
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C – Professional Development Strategies
and Activities for RtI
D – Parent Involvement Strategies and
Activities for RtI
E – Monitoring Process for RtI
District Improvement Plan –
Section III

A – Development, Review and
Implementation Stakeholder Involvement
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 education
 NOT new
Essential Components
Response to Intervention (RtI) consists
of Three Essential Components:

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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:
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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
Quality Education for All Students
In an RtI Model educators will


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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
RtI is the Foundation of
Instructional Improvement
Meeting the Needs of ALL
Students
RtI IS School Improvement
One Educational
System
Educational
Reform
An EVERY EDUCATION
Initiative
Education
Initiatives
Response to
Intervention
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
Tier 3
Individual Students/Very Small Group
Assessment-based
High Intensity
Tier 2
Some students (at-risk)
High efficiency
Rapid response
Tier 1
All students
Preventive, proactive
Behavioral Systems
Tier 3
Individual Students/ Very Small Group
Assessment-based
Intense, durable procedures
Tier 2
Some students (at-risk)
High efficiency
Rapid response
Tier 1
All settings, all students
Preventive, proactive
Defining the Tiers
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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
Benefits of RtI for ELL Students
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Increased accountability for all learners
Greater collaboration and shared
responsibility of school staff for all
learners
Elimination of “wait to fail” approach
Reduced disproportionate representation
of students from culturally and
linguistically diverse backgrounds
Improved classroom assessment and
subsequent instructional modifications
Concerns Regarding RtI and ELLs
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Lack of teacher preparation and
experience
Limited research base on effective
instructional practices
Needed research and development of
CBMs to screen and progress monitor
Need for strong administrative vision and
leadership
Reasons to Push Ahead. . .
“First, the universal screening and progress
monitoring. . .allow for comparison of
students to other similar or ‘true’ peers in
their local cohort rather than to national
norms. Second, an effective RTI model
requires collaboration among all educators. . .
providing increased opportunities for
professional dialogue, peer coaching, and the
creation of instructional models integrating
the best practices of the various fields of
education and related services. . . .”
Reasons to Push Ahead. . .
“Third, students who are struggling can be
identified early and supported before falling
too far behind to ever catch up.”
- Brown & Doolittle, 2008
Additional
Resources
ISBE Web Resources
General Illinois RtI Information
www.isbe.net/RtI_plan/default.htm
The RtI Self-Assessment Template
www.isbe.net/RtI_plan/default.htm
e-Plan Writing Guides
www.isbe.net/sos/htmls/improvement_
process.htm
Other Web-Based Resources
Center on Instruction - provides research and
information on reading, math and science K-12
instruction as well as special education and English
language learning
www.centeroninstruction.org
National Center for Culturally Responsive Educational
Systems (NCCRESt) – provides technical assistance
and professional development in Culturally Responsive
Response to Intervention
www.nccrest.org
National Center on Response to Intervention –
provides resources and research on broad list of topics
including RtI and cultural and linguistic diversity
www.rti4success.org