Response to Intervention in Illinois November 22, 2008 Presented by: Beth Hanselman and Marica Cullen Illinois State Board of Education Welcome to this session today. The purpose of this presentation is to provide a brief explanation and clarification of Response to Intervention in Illinois. What is RtI ? We will be discussing the elements of RtI as defined by the Illinois State Board of Education in The Illinois State Response to Intervention Plan released January 1, 2008. What are Illinois school district requirements? This presentation will also cover what Illinois school districts will be required to complete in the next few months in preparing their RtI District plans and transition to RtI.

As of January 1, 2009, all school districts will be required to have a district RtI plan. This presentation is intended to assist school districts to fully understand the background and guiding principles of the state plan and provide a basic understanding of district plan writing requirements. All Illinois school districts are required by Illinois school code to write and submit a plan for transition to RtI. These plans are due on January 1, 2009. The purpose of today’s powerpoint is to help school districts more fully understand the principles and beliefs which informed the development of the state’s plan and guide the requirements for the district plan.

Defining Response to Intervention (RtI) Many presenters out there now talking about Response to Intervention. Some cautions districts should consider before hiring a consultant, attending a conference or purchasing a product– On the shelf waste – is there teacher/administrator “buy in” to use the product Assessment to cure all – is the vendor and/or presenter making promises that seem too good to be true Credentials of the presenter – what does this person do? Does the presenter have experience in the regular education classroom or school? Has the presenter differentiated instruction? Does the presenter understand the link between RtI and Specific Learning Disability determination? Affiliations and financial links of the presenter – Is it clear if the presenter or conference sponsor is neutral or has links to a specific assessment product, curriculum or organization?

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 Again, Response to intervention is really a response to instruction RTI means educators stop to look frequently at what DATA says students are learning. Old model of instruction – once a year “teach and pray”. School decision making and student placement decisions were made on limited sets of data. New model – three times a year for all – even better struggling – more frequent measures to see if progress is being made Districts need to consider RtI as Effective Instruction for all students. This is not simply a special education initiative. It is not a new idea or a “fad.” RtI does what good classroom teachers have always done – measures where students are and early on provide “more” to help those who are struggling find success.

Essential Components Response to Intervention (RtI) consists of Three Essential Components: 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 RtI is about fidelity of implementation of the core curriculum and instruction in every classroom in every Illinois school. Questions we should be asking ourselves on a daily basis include: is quality core instruction really happening? is data being used to determine if students are learning? is the “treatment” is being done to the student determined by the data (response) or by what we’ve always done? What happens when a student is struggling: do we consider the individual student or “one size fits all”?

Quality Education for All Students In an RtI Model educators will: 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 Effective RtI depends upon the more frequent use of assessments to determine a student’s educational progress. These assessments are used to screen (identify struggling students), diagnose (determine skill weaknesses) and progress monitor (determine if instruction is having a positive impact). In effective RtI, educators use data from the assessments to determine student placement within the Tiers of RtI. Students placement is flexible and is based upon the response to instruction demonstrated by the student. The multiple tiers allow teachers to be responsive to the data-identified needs of their students. Tier 1 is offered to all students and involved the core curriculum. Additional instructional interventions are provided in Tiers 2 and 3. The amount and type of intervention is determined through a collaborative team approach to reviewing and assessing student progress on an increasingly intensive continuum. RtI enhances the collaboration between special educators and school support personnel and the regular education classroom teacher and the parents because students are not removed. Struggling students become the responsibility of the collaborative team not the responsibility of one.

Quality Education for All Students In an RtI Model educators will 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 Scientific, research-based instructional interventions are put in place in ADDITION TO the Tier I presentation of the core curriculum presented using sound instructional practices. The type and frequency of interventions is determined by a variety of factors including the student’s age, instructional content, resources and staffing patterns of the school. Interventions take place early in the educational process. Universal screeners are administered to all children and educational decisions are then made for those students who are not performing as expected.

RtI is the Foundation of Instructional Improvement RtI is, at its core, about improving instruction for all students.

Meeting the Needs of ALL Students One Educational System Educational Reform Education Initiatives Response to Intervention RtI IS School Improvement An EVERY EDUCATION Initiative Three Tier Model of School Supports Problem Solving Method of Decision-Making Integrated Data Collection that Informs Instruction RtI is about school improvement. It is about every subject, every student, every member of the school community. RtI is about differentiating instruction to meet student needs RtI is about using the information (data) we have about students to help them learn RtI is about school staff and parents working together to help students before learning difficulties grow into permanent patterns of failure. RtI is an umbrella to coordinate school reform efforts.

The Illinois Model This next section provides a brief overview of the components in the Illinois Model of Response to Intervention. This model was developed through the collaborative efforts of the RtI Stakeholders Group. This group worked together from August to December of 2007 to reach consensus regarding what RtI model would best support the needs of Illinois students and schools. Members of the Stakeholder group were drawn from professional organizations, higher education, ISBE staff, Regional Offices of Education staff, parent organizations and the Illinois RtI Pilot Centers (ASPIRE).

Multi-Tier Model Academic Systems Behavioral Systems Individual Students/Very Small Group Assessment-based High Intensity Individual Students/ Very Small Group Intense, durable procedures Tier 2 Some students (at-risk) High efficiency Rapid response Tier 1 All students Preventive, proactive All settings, all students Preventive, proactive The Illinois model employs a three-tier approach Many states use set % of students for each tier. The Illinois model allows flexibility in the tier % based upon individual school needs and characteristics. Tier 1 – 80% of students – quality instruction, quality curriculum, time devoted to the instruction and curriculum Tier 2 – 15% of students – screening shows missing some skills or content; added instruction (intervention); more frequent monitoring of progress Tier 3 – 5% of students – not making progress with more intensive Tier 2 interventions as measured by more frequent data points; additional and smaller group interventions and more frequent progress monitoring ( In the earlier example: Reading First schools with 20% gains in reading this year were using every 2 weeks).

*Percentages will vary by district/school Defining the Tiers 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 Core curriculum is a solid, fully-implemented, scientifically-based research driven, unwrapped and off the shelf Interventions are in addition to core instruction (not a pull out). Because they are an addition schools must consider how they will schedule this time and resources to support interventions. Tier 3 interventions are much more intense and for smaller groups. An example might be a student participates in Core Reading = 90 minutes a day in the classroom plus an additional 30 minutes a day with a reading coach or paraprofessional in specific reading skills matched to his areas of weakness.

Legislation, Rules and State Plans This section details how Illinois, as a state, has ventured into the work of RtI for all districts. Illinois’s journey is influenced by federal legislation leading to the development of state rules leading to a state RtI plan and next the requirement for all Illinois districts to develop a local RtI plan

Why RtI Planning is Required “By the 2020-2011 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 three-tier intervention model is also a part of special education eligibility decision-making required by 34 CFR 300.309 and 23 IAC 226.130.” “Reiterates the parent request for an evaluation already in Section 226.110 … does not imply that it would prevent or abbreviate the use of RtI.”

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 In looking to the 2006 federal regulations we see the groundwork for our current discussion today.

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 state-approved grade-level standards must consider data that demonstrates appropriate instruction delivered by qualified personnel and documentation of repeated assessments of achievement at reasonable intervals These federal regulations required the Evaluation Team to look at: A student’s response to instructional interventions designed to academic difficulties Show how the child was not making adequate progress in meeting the state’s grade level standards And look at data to show qualified staff had delivered appropriate instruction and given assessment – appropriate and repeated at reasonable intervals to measure the progress The federal regulations covered the key components of RtI as it is being presented over the next two days.

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 What are Illinois districts required to do by the rules? One is complete an RtI plan - please note I have taken the liberty to italicize the word TRANSITION in this slide (it is not in the rules) to provide emphasis to the fact that ISBE and the Stakeholder group fully realize that for districts moving to a full implementation of RtI is a transition. No one is expecting perfection by January 1, 2009 As districts identify the elements of their RtI planning and implementation process they will continue to move towards the use of the Response to Intervention model by the 2010-2011 academic year as part of the SLD evaluation procedures. ISBE continues to work with stakeholders to complete the final draft of the elgibility determination language incorporating the Part 226.130 rules.

The Link Between RtI, Problem-Solving and SLD RtI is the problem-solving method for identifying a student’s strengths and weaknesses both academically and behaviorally. RtI matches instructional resources to educational needs RtI provides the historical data needed to determine what the school needs to do to ensure a student’s success in the general education curriculum.

Illinois Part 226.130 Rule Important Illinois Rule 226.130 does not prevent the parent request for an evaluation already in Rule 226.110 So, what is different in the language of Illinois Part 226.130 rules: Illinois went beyond the federal guidance which PERMITTED the use of response to intervention and REQUIRED the use of response to intervention as part of the evaluation process for specific learning disability determination Additionally, Illinois rules call for the development of a State RtI plan with required elements. This plan was developed through the efforts of a Stakeholder group representing professional, parent, higher ed, district, advocacy groups and ISBE staff. This stakeholder group continues its collaborative work today.

State RtI Plan The sections of the State RtI Plan provide an explanation of the RtI Stakeholders’ Group work in developing the requirements of the federal and state legislative action. This work forms the basis for the development of the required components of the District RtI Plan.

Participating Stakeholder Groups 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) Stakeholders from various professional organizations, advocacy groups, parent groups, higher education, and multiple divisions of the ISBE worked together and continue to work together to support the implementation of RtI in Illinois school districts. The first collaborative work of the Stakeholder group was to develop the Illinois State Response to Intervention plan. In addition to these standing groups’ involvement over 100 pages of commentary and questions were considered and incorporated into the State RtI plan. The Large Stakeholder group continues to meet and four smaller subcommittees now meet to work in the areas of Professional Development, Parent Involvement, Technology Supports and Project Evaluation.

State RtI Plan Components 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 The Illinois State plan is located on the Illinois State Board of Education website found at www.isbe.net – search for Response to Intervention The plan addresses the 8 elements or components required by Part 226.130 rules. The plan, in addition to addressing these components is designed to explain the thinking behind the requirements of Illinois and RtI. It grounds the expectations of the RtI process into the work of EVERY classroom teacher and EVERY building administrator. RtI encompasses the best of instruction.

District RtI Plan

Access the District Improvement Plan http://iirc.niu.edu/ The District RtI plan is embedded in the District Improvement Plan template. This template is located on the IIRC website. Illinois districts had no need of an additional plan separate from DIP. RtI is to be about improved academic achievement, so there was and is not need to create another paperwork requirements. For secondary, this is probably less paperwork burdensome than it is for elementary schools given the much greater % of Illinois high school currently on academic watch or warning status and participating in the District and School Improvement planning process.

Visual of how the e-Plans Dashboard looks after the district superintendent has logged into the system. The tabs show all the different types of plans districts and schools currently are required to complete. ISBE is well aware of the competing demands on school districts to create plans in response to Accountability legislation. Work has begun on streamlining and integrating these plans

Goal for 2010 – Integrated Planning From this. . . To this. . . The goal for 2010 is to move from districts and schools having multiple unused binders of multiple plans to one integrated plan and binder that is actually used to guide district and school level decisionmaking.

District is not in Status District AYP Status District is in Status District is not in Status A frequently asked question by district staff is “do I have to do the whole District Improvement Plan”. A district must if it is in AYP status but does not have to if it is not in AYP status. Must Complete All DIP Sections Must Complete RtI Components

Required Plan Components There are 10 sections of the District Improvement Plan which support the required components of District RtI planning. 4 components are embedded in Sections I B-D 5 components are embedded in Section II A-D 1 component is embedded in Section III-A The next slides explain the sections and required components.

District Improvement Plan – Section I Section I-B – Local Assessment Data Section I-C – Item 1 Other Data Attributes and Challenges Section I-C – Item 3 Other Data Parent Involvement Section I-D – Key Factors Changes – currently Section I-B Local Assessment Data is an optional section. Beginning January 1, 2009 this section will become required for all districts. This section is where the narrative describing the assessments for universal screening and progress monitoring will be described. Section I-C The Other Data Attributes and Challenges section is an appropriate place to discuss curricular materials and instructional approaches selected by the district to support RtI Section I-C: Item 3 This section provides an opportunity to discuss the state (data included) of parent involvement in understanding and participating in Response to Intervention. Section I-D – Key Factors – Since the presence or absence of a strong and fully implemented core curriculum has a profound impact upon student performance the analysis of Key Factors section provides another opportunity to analyze the impact of Response to Intervention on the curriculum and instruction of the district.

District Improvement Plan – Section II Section II-A – Action Plan RtI Objective Section II-B – Student Strategies and Activities for RtI Section II-C – Professional Development Strategies and Activities for RtI Section II-D – Parent Involvement Strategies and Activities for RtI Section II-E – Monitoring Process for RtI Section II – planning space for a specific RtI objective and strategies involving student activities (tiered or differentiated instruction evident), professional development activities to support RtI, activities to increase parent knowledge of RtI and involvement in the educational decision-making process, and description of a process to monitor district implementation of RtI.

District Improvement Plan – Section III Section III-A – Development, Review and Implementation Stakeholder Involvement Section III – A should now include detailed information describing specifically how stakeholders (parents, district staff, outside consultants, etc) were consulted to develop RtI implementation planning for the district.

Starting the Writing Process The following three tools will provide a structure to approach RtI planning for your district: The E-Plan writing guide (available on the ISBE website) – the guiding questions and explanations contained within this writing guide will assist in framing RtI as part of the district improvement planning rather than a separate set of actions. The District Self-Assessment Template provides working documents for teams of stakeholders to consider and use as tools for guided discussions concerning the district’s current state of readiness for full implementation. Finally, the crosswalk (ISBE website powerpoints) provides a tool for districts to see how the planning notes from the self-assessment link directly to the required plan components.

District Self-Assessment Template Contains seven areas of implementation: 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 Each section of the self assessment template contains both an indicator checklist for a team to discuss and assess the current implementation reality and space to begin brainstorming activities to support that section of RtI Implementation. The first section: Consensus Building and collaboration look for indications that RtI is a fully-integrated educational approach. It is not the sole responsibility of either the regular or special educator. Responsibility is shared among all district staff. Nest, RtI – relies upon districts utilizing and implementing curricula aligned with the state standards – it expects instruction to be tied to promising and best research-based practices Also, Assessment is vital to RtI –we use such terms as universal screeners, progress monitoring instruments, etc. The Self-assessment asks districts to consider what they are already doing in terms of collecting and using data about students. Part IV – asks districts to look at their current processes and practices in examining student data and discussing unmet student needs. This team approach leads to open and collaborative communication regarding student performance based upon evidence not feelings and guesses. Next, Intervention Strategy Identification– looks at differing approaches to intervening in order to address student learning problems early – before a student becomes accustomed to failure. Next, The Resources section is everyone’s least favorite – RtI doesn’t come with new $. Rather it is the expectation of using and aligning existing resources to provide quality instruction for all students In the final section, the team reviews Professional Development – this section asks districts to look at what PD they currently offer and consider how that PD lends itself to a comprehensive academic improvement plan which can support data-based decision making and differentiated or tier instruction.

District Self-Assessment Template Each of the seven sections contains multiple indicators Use each template section with stakeholders to assess the district’s current state of RtI implementation Each set of indicators can also be used to generate discussion and to assist stakeholders in developing a greater understanding of RtI The self-assessment template contains lengthy indicators, which in themselves, provide an opportunity to learn about what all is involved in Response to Intervention. Using the template sections in a team environments allows stakeholder’s to look honestly and clearly into the district’s current practices. By discussing the indicators and educating team members through the process, the district can use the template sections to help stakeholders develop a stronger understanding of what RtI is and what it isn’t.

Crosswalk of Self-Assessment Template and RtI Plan Components Self Assessment Section District Improvement Plan Sections I-VII Section II-A Action Plan – RtI Objective The crosswalk is designed to have District take the work of the Self-Assessment and use it as the basis for creating the District Improvement Plan this fall. This crosswalk shows the relationship between the self-assessment sections and the RtI Plan. Portions of the crosswalk ask Districts to analyze and discuss current conditions. (Section I). In Section II and III components the district has an opportunity to state its strategies and plans to implement RtI. The analysis and conclusions drawn from completion of all seven sections of the self-assessment should be included in the development of an RtI-specific objective in the Action Plan section of the District Improvement Plan. Guiding questions include: Has the team stated a measurable objective that promotes continuous progress towards full implementation of RtI? Is the stated objective measurable? Does the stated objective clarify present areas needing improvement in district implementation of RtI/

Crosswalk of Self-Assessment Template and RtI Plan Components Self Assessment Section District Improvement Plan I. Consensus Building and Collaboration Section III-A Stakeholder Involvement Section I-C, Item 3 Parent Involvement Section I considers the current level of stakeholder involvement and how to bring every stakeholder into the process of developing and implementing the plan. In the DIP these plans will be discussed in Sections III-A and Section I-C, Item 3 Guiding questions for this section include: What does available data tell us about parent involvement in RtI? What conclusions can we draw from the level of parent and stakeholder involvement in our opportunity for successful implementation of RtI? Does the plan describe how stakeholders have been consulted? Does the plan include a cross section of teachers, experts, parents, and other stakeholders to develop the plan? Since the weakest indicator throughout the self-assessment is the parent involvement piece – here is the opportunity for districts to think creatively about how to bring parents into the process during the planning to seek their input.

Crosswalk of Self-Assessment Template and RtI Plan Components Self Assessment Section District Improvement Plan II. Curriculum and Instruction Section I-C, Item 1 Attributes and Challenges Section I-D Data and Analysis Key Factors RtI requires the curriculum be aligned to the Illinois Learning Standards and that Instruction be based on what we know, from research, good teaching is. The description of your district’s attributes and challenges around the issues of curriculum and instruction current are embedded in the Section I-C, Item 1 and Section I-D. Guiding questions to consider in this section include: Are current curriculum, instruction and assessments aligned with the state standards? Is a method for assessing the effectiveness and implementation integrity of the core curriculum areas established and implemented on a routine basis? Are there particular curricular areas the district is focusing on to begin its Response to Intervention efforts (e.g. reading and/or math)? What consideration is being given to the impact of student behaviors upon curriculum and instruction practices in our district?

Crosswalk of Self-Assessment Template and RtI Plan Components Self Assessment Section District Improvement Plan III. Assessment Practices Section I-B Local Assessment Districts should consider the following questions in developing this narrative: What gaps might currently exist in our selection and use of assessments to inform instruction? How do our selected universal screeners and progress monitoring assessments inform instructional decisions for the individual student? Which assessments have been chosen and why? What conclusions can we draw about our use of assessment data and the state of our RtI implementation? HINTS: ISBE does NOT mandate which assessment instruments each district uses. The selection of assessments for universal screening, diagnostic practices and progress monitoring is a LOCAL decision. Each district must select the assessments which best meet the needs of its students.

Crosswalk of Self-Assessment Template and RtI Plan Components Self Assessment Section District Improvement Plan IV. Intervention/ Problem-Solving Team Section I-B Local Assessment Section I-C, Item 3 Parent Involvement Intervention and Problem Solving Teams in an effective RtI model must be focused intensely on the conclusions which can be drawn from data regarding the educational program of students. RtI asks the team to look at and consider educational options for individual struggling students as they have been identified through the use of a universal screening assessment instrument. Responses from this area of the self-assessment may be contained within the narrative of both Section I-B and I-C, Item C. Districts should answer these guiding questions: How does the district use its local assessment data to support team decision making based upon individual assessment data? How do grade level (elementary) and department (secondary) meetings focus effectively on instructional issues as defined by the assessment data? In Section I-C Districts should include a description of the current level of parent involvement in considering data to make student educational placement decisions.

Crosswalk of Self-Assessment Template and RtI Plan Components Self Assessment Section District Improvement Plan V. Intervention Strategy Identification Section I-B Local Assessment Section I-C Parent Involvement Section II-B Student Strategies and Activities Section II-D Parent Involvement Strategies and Activities Section II-E Monitoring Section I-B asks for an analysis of current conditions in the district regarding the selection and use of instructional interventions for students. Section I-C asks for a current analysis of the level of parent involvement in the decision-making process of selecting instructional interventions for struggling students. In Sections II –B and II – D of the Action Plan guiding questions include: Will the selected student strategies and activities likely improve student learning and achievement? Are the strategies and activities measurable? Are the measures of progress for the strategies and activities clearly identified? For II-D Do the parent involvement strategies and activities clearly align with the strategies and activities for students? Are the parent strategies and activities measurable? Are the parent measures of progress for the strategies and activities clearly identified? And, most importantly in Section II-E Will the parent and student strategies and activities along with the monitoring process provide sufficient direction for plan implementers?

Crosswalk of Self-Assessment Template and RtI Plan Components Self Assessment Section District Improvement Plan VI. Resources Allocation Section II-B Student Strategies and Activities Section II-C Professional Development Strategies and Activities Section II-D Parent Involvement Strategies and Activities Section II-E Monitoring The money – Districts have multiple fund sources. There is not a new one coming in labeled RtI. The strategy sections of the DIP ask the planning committee to consider multiple funding sources from such areas as the Title programs, state and federal grant programs, and general funds to support the primary work of teaching and learning. Resource allocation is tied directly to the Section II Strategies and Activities.

Crosswalk of Self-Assessment Template and RtI Plan Components Self Assessment Section District Improvement Plan VII. Professional Development Section II-C Professional Development Strategies and Activities Section VII of the self-assessment addresses professional development. In Section II-C the district states the professional development strategies and activities necessary to accomplish the RtI Objective. Districts The RtI plan contains so many places to address such strategies so that Districts can identify their own needs and create step-by-step plans to meet them and monitor that progress towards meeting them. Important considerations in writing this section include: Is the professional development aligned with the activities and strategies proposed for students? Are there expectations for classroom implementation at the completion of professional development activities? Are there sufficient pd strategies and activities to support full implementation of RtI?

Additional Resources ISBE is aware districts are receiving a great deal of conflicting information from various sources regarding RtI. The following resources contain the “official” ISBE requirements and information for RtI.

E-Plan Writing Web Resources E-Plan writing guides and other resources are available at http://www.isbe.net/sos/htmls/improvement_process.htm This Resource Manual contains information and guiding questions for District Improvement Plans (with RtI embedded), School Improvement Plans, Restructuring Plans, and Title I District Plans. The materials are reviewed and updated to the webpage as changes in requirements are made.

Accessing the IIRC Each District Superintendent has a User Name and Password to Access the IIRC A Word document template is available at www.isbe.net/sos/word/eplan_template_ districts.doc The Resource Manual located on line contains information regarding how to locate each district’s username and password if it has been misplaced. The District Improvement Plan Online Template will be available to all districts beginning on September 16, 2008. In addition, ISBE has created a Word document which mirrors the online template. ISBE strongly encourages districts to create their RtI plan in the Word document first and then, after completing review and revision, “cut and paste” the final product into the IIRC Online plan template. By using the word document the district creates a back up to the IIRC, increases the flexibility of planning to have multiple teams consider different sections of the RtI plan, and can control password access to the IIRC website to one person who has final responsibility to submit the online plan.

Writing the Plan The E-Plans Resource guide found at www.isbe.net/sos/htmls/improvement_process.htm has been updated to include RtI The RtI Self-Assessment Template found at www.isbe.net/RtI_plan/default.htm provides a useful tool for writing teams Both of these tools have been reference extensively during the presentation. Both are available at the ISBE website and are updated as changes in federal or state law are made to be current. Districts should use the more detailed information available in these tools as a reference during the plan writing process.

Plan Submission and Review This final section provides information regarding what happens once the plan is complete.

Submitting the Plan The RtI Plan is submitted by each district through the IIRC website (http://iirc.niu.edu/) when it is complete Local Board Approval is still required for Districts submitting a full District Improvement Plan All RtI plans are submitted through the IIRC. Submission should be made by January 1, 2009. If a district is submitting an RtI Plan only – local board approval is NOT required. These districts are not in academic status as determined by the 2008 Adequate Yearly Progress (AYP) Information Page of the District Report Card. District Improvement Plans with RtI elements still require local board approval prior to submission.

Reviewing the Plan Staff teams at the Illinois State Board of Education will review RtI plans using the IIRC monitoring forms ISBE began the process of using cross-division teams of reviewers for Improvement plans during the 2007-2008 school year. Given the increased number of plans this year, that same process will continue. Trained reviewers will share responsibility for completion of the review and return of the monitoring forms to districts.

Response to Intervention Web Resources Information on Illinois RtI is available at www.isbe.net/RtI_plan/default.htm Information continues to be developed each week regarding RtI and the Illinois model. Resources and documents specific to RtI are available at this website.