Illinois RtI - Background & History

1. RtI Response to InterventionDirectors of Counseling & Student Services of Suburban Chicago, December 4, 2008OakBrookMaggiano’s Dr. Merry Quinn, Director of Student Services and Dr. Tiffany Sanders, School Psychologist, Lake Forest High School District 115

2. Illinois RtI- Background & History 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 • Illinois Part 226.130 Rules adopted June, 2007 • 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 • Implementation by the 2010-2011 school year

3. RtI- What is it? • “practice of providing • 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)

4. RtI- What is it? • 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

5. RtI- Why Use it? • 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

6. RtI- What is it? • Three Tiered Model- Multi-Tier Model • Tier I- foundation; all students; preventive; proactive; universal interventions (80%) • Tier II- supplemental instruction and interventions in addition to core instruction; some students; at-risk; targeted group (20%) • Tier III- intensive instructional interventions; individual students assessment-based, high intensity of longer duration; small groups (5%)

7. Problem –Solving Model • Problem -solving method of decision-making • 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

8. Problem-Solving • 1. Problem Identification • 2. Problem Analysis • 3. Intervention Planning • 4. Progress Monitoring • Core Teams- Dean, Social Workers, School Psychologist, Counselor(s), Teachers

9. Helpful Websites • 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

10. Resources • 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

11. Freshmen Experience • 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

12. Freshmen Experience, cont. • 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

13. Enriched Studies • 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

14. Enriched Studies, cont. • 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

15. Enriched Studies, cont. • 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

16. Special Education Eligibility • Tier 3 • 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

17. Implementation • 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

18. Local Assessment Data for Analysis • All students reading assessment- English Dept. • YPP- Yearly Progress Pro- Math Assessments and Assignments • MAP testing (Measures of Academic Progress) • NWEA- Northwest Evaluation Association • Compass Learning-linked to MAP and skill building • KeyTrain- PSAE Day 2 Work Keys

19. Other Data for Analysis- Universal Screenings • PLAN test scores- sophomore year • English and Math • Retired ACT tests- Science and Math • Gold Cards- referrals • D, F, I List and Attendance • Middle School Articulation • Level Changes/8th Grade Teacher Recommendations

20. Professional Development • 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 • Common Planning Times

21. Parent Involvement • APT • Boosters, PALS, Applause • Parent-Teacher Conferences attendance • Open Houses • Power School • Edline

22. Community Involvement • LEAD • Improved Communication • Behavioral Contracts- parent signatures • Emotional-Wellness Initiative • School Climate Survey • Parent participation