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Response to Instruction in Glenview. Process. 2-years in the making Cast of thousands Stakeholders from every building and area Mandate by ISBE Fall 2008 RtI Plan to Plan submitted Jan 1, 2009 Planning in 2009-2010 Implementation required by Fall, 2010 Focus is on Reading for now.
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Process • 2-years in the making • Cast of thousands • Stakeholders from every building and area • Mandate by ISBE Fall 2008 • RtI Plan to Plan submitted Jan 1, 2009 • Planning in 2009-2010 • Implementation required by Fall, 2010 • Focus is on Reading for now
What is RtI? • Response to Intervention is a learner-centered approach that delivers timely, appropriate instruction to each student at his or her level of need whether it is general, compensatory, gifted, and/or special education.
Major Paradigm Shift • Not a “wait to fail” model • Shift in thinking about the problem . . . • From the problem is within the child • To the problem may be due toother environmental factors we can control: a breakdown in the teaching, curriculum gaps, learning environment, and/or learning interaction
Without RtI Problem-Solving Special Education Sea of children in need of extra help General Education
Bridging the Gap Special Education Amount of Resources Needed to Solve Problem Interventions General Education Intensity of Problem
Big Ideas About RTI and Problem-Solving • RTI is part of a district-wide organized effort to provide all students with . . . • High Quality Instruction Using Scientifically Based Practices • Early Intervention for Those Who Need It • Prevention Services • Accountability • We do RTI as part of an “every-ed” initiative in a more unified system in aTiered Problem-Solving Model
School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Differentiation • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Differentiation • Preventive, proactive Illinois PBIS Network, Revised June 29, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm
Tier 4: Specially Designed Learning • Tier 3: Interventions • intensive, formalized problem solving • Targeted research-based interventions • Frequent progress monitoring • Tier 2: Needs-Based and Data-Driven Learning • To address identified needs via diagnostic tools and systematically apply research-proven instruction. • On-going progress monitoring • Tier 1: Standards-Based Classroom • Learning • To maximize the learning for all students using a strong, research validated core curriculum to ensure that all students meet grade levelstandards • Universal screening • Differentiation in the classroom EMSD 4-Tier Model
