Transcript Dr. Merry Quinn, Director of Student Services and Dr. Tiffany Sanders,

Dr. Merry Quinn, Director of Student
Services and Dr. Tiffany Sanders,
School Psychologist, Lake Forest High
School District 115
Individuals with Disabilities Education Improvement
Act of 2004- significant changes in the way
students with specific learning disabilities (SLC)
are identified
IDEA Regulations effective- October, 2006
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Illinois Part 226.130 Rules adopted June, 2007
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Illinois school districts to complete a plan for use
of a process that determines how a child responds
to scientific, research-based intervention as part of
the evaluation by January 1, 2009
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Implementation by the 2010-2011 school year
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“practice of providing
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High quality instruction/intervention matched to
student needs
Using learning rate over time and level of
performance
Make important educational decisions” (Batsche, et.
Al., 2005)
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Using differentiated instructional strategies for
all learners, providing all learners with
scientific, research-based interventions,
measuring performance using progress
monitoring and making educational decisions
based on a student’s response to the
intervention
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Before- the education system waited for a
student to fail before attempting more
intensive instructional interventions
Current research indicates that early
intervention is crucial to a student’s success
Creates success for all learners
Identifies struggling learners early
Requires data driven decision-making
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Three Tiered Model- Multi-Tier Model
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Tier I- foundation; all students; preventive;
proactive; universal interventions (80%)
Tier II- supplemental instruction and interventions
in addition to core instruction; some students; atrisk; targeted group (20%)
Tier III- intensive instructional interventions;
individual students assessment-based, high intensity
of longer duration; small groups (5%)
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Problem -solving method of decision-making
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Match instructional resources to educational need of
student
 Define the problem- what is the discrepancy between
what is expected and what is occurring?
 Analyze the problem using data to determine why
discrepancy is occurring
 Establish student goal, develop plan and monitor with
integrity
 Use data to evaluate effectiveness of intervention
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1. Problem Identification
2. Problem Analysis
3. Intervention Planning
4. Progress Monitoring
Core Teams- Dean, Social Workers, School
Psychologist, Counselor(s), Teachers
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http://iirc.niu.edu Interactive Illinois Report
Card
http://www.isbe.net/RtI_plan/default.htm
Illinois State Board of Education website
http://www.interventioncentral.com
http://whatworks.ed.gov/ Intervention &
Topic reports
http://www.illinoisaspire.org
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Tier II Committee- LFHS
Enriched Studies
 Freshmen Experience
 After School Program
 Ombudsman
 Resource Centers (All Core areas)
 Tutoring (Adult, teacher and peers)
 Co-Taught classes
 Social Work Groups
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Entrance Criteria
 Core
Team has attempted and documented Tier I
interventions
 Student demonstrates significant difficulties in one
or more of the following areas: failing grades, missing
work, excessive absences, homework completion,
organization, study skills, social/emotional concerns,
behavioral concerns
 ¼ credit; receive grade but not factored into gpa
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Exit Criteria
 Student
is unable to gain
(social/emotional/behavioral/academic) success
from program based on needing more support than
Freshmen Experience can provide
 On an individual basis with discussion in Core
teams
 Core team has determined that another intervention
needs to be attempted
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Sophomores, Juniors, Seniors- no credit; no
grade
Entrance Criteria
 Core
team has attempted and documented Tier I
interventions
 Student demonstrates significant difficulties in one
or more of the following: time management,
organization, homework completion, study skills, test
taking
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Core team will review: appropriateness of course
levels, attendance, standardized testing, teacher
reports, transcripts
Program is not for behavioral issues
Students are progress monitored within area of
difficulty
Teacher communicates with teachers and
parents
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Exit Criteria
 Student
fails to meet goals
 Student achieves goals
 Student behavior consistently prohibits other
students from achieving their goals
 Student unable to achieve goals and Core team
determines that a different intervention is needed
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Tier 3
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Students not responding to intensive interventions
By 2010-2011, documentation of the RtI process must
be a part of the evaluation process for students when
a specific learning disability (SLD) is suspected
District may use a severe discrepancy between
intellectual ability and achievement as part of the
evaluation process
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RtI provides a school-wide model of integrated
instruction, assessment, and data-based
decision-making assisting all students
Requires greater collaboration of teachers and
staff to coordinate efforts of instructional
delivery, assessment, and decision-making
District Leadership Team with Parent
component
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All students reading assessment- English Dept.
YPP- Yearly Progress Pro- Math Assessments
and Assignments
MAP testing (Measures of Academic Progress)
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NWEA- Northwest Evaluation Association
Compass Learning-linked to MAP and skill
building
KeyTrain- PSAE Day 2 Work Keys
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PLAN test scores- sophomore year
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English and Math
Retired ACT tests- Science and Math
Gold Cards- referrals
D, F, I List and Attendance
Middle School Articulation
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Level Changes/8th Grade Teacher Recommendations
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Reimbursement for Coursework/Lane
Changes
Reflective Teaching- 3 Minute Walk Through
KTI- 21 offerings; contractual
Summer Workshops
Lunch ‘N Learns
Structured Mentoring Program
Scheduling Committee
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Common Planning Times
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APT
Boosters, PALS, Applause
Parent-Teacher Conferences attendance
Open Houses
Power School
Edline
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LEAD
Improved Communication
Behavioral Contracts- parent signatures
Emotional-Wellness Initiative
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School Climate Survey
Parent participation