Todays presentation slides will be available at under the Resources Section Thanks for supporting ISBEs 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 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 childs response to scientific, research-based intervention must permit the use of a process based on the childs 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 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

Illinois Part Rule By the 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. By the 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 and 23 IAC 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 and 23 IAC

Illinois Part 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 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 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 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 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 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 academic year Illinois districts to implement RtI as part of their evaluation procedure for making SLD determinations by the academic year

Illinois Part Rule Important Illinois Rule does not prevent the parent request for an evaluation already in Rule Illinois Rule does not prevent the parent request for an evaluation already in Rule

State RtI Plan

Participating Stakeholder Groups Illinois Education Association Illinois Education Association Illinois Federation of Teachers Illinois Federation of Teachers Illinois State Advisory Council on the Education of Children with Disabilities Illinois State Advisory Council on the Education of Children with Disabilities Illinois Alliance of Administrators of Special Education Illinois Alliance of Administrators of Special Education Illinois Association of School Administrators Illinois Association of School Administrators Regional Offices of Education Regional Offices of Education Parent Initiative Centers Parent Initiative Centers Higher Education Higher Education Illinois State Board of Education (Bilingual, Professional Certification, Accountability, Curriculum and Instruction, Special Education, Federal Grants and Programs) Illinois State Board of Education (Bilingual, Professional Certification, Accountability, Curriculum and Instruction, Special Education, Federal Grants and Programs)

State RtI Plan Components Introduction/Belief Statements for RtI Introduction/Belief Statements for RtI Definition of RtI and Problem Solving Definition of RtI and Problem Solving Link between RtI and SLD Eligibility Determination Link between RtI and SLD Eligibility Determination Process for Implementation Process for Implementation Implementation Timelines Implementation Timelines Funding Considerations Funding Considerations ISBE Evaluation Plan ISBE Evaluation Plan Supporting Resources Supporting Resources

District RtI Plan

Access the District Improvement Plan

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 Consensus Building and Collaboration Standards-Based Curriculum and Research-Based Instruction Standards-Based Curriculum and Research-Based Instruction Research-Based Assessment Practices Research-Based Assessment Practices Student Intervention/Problem Solving Team Process Student Intervention/Problem Solving Team Process Intervention Strategy Identification Intervention Strategy Identification Resources Allocation Resources Allocation Ongoing Professional Development for Effective RtI Ongoing Professional Development for Effective RtI

District Improvement Plan – Section I B – Local Assessment Data (universal screeners/progress monitoring) B – Local Assessment Data (universal screeners/progress monitoring) C – Item 1 Other Data Attributes and Challenges (curriculum and instructional approaches) C – Item 1 Other Data Attributes and Challenges (curriculum and instructional approaches) C – Item 3 Other Data Parent Involvement C – Item 3 Other Data Parent Involvement D – Key Factors (curriculum, analyze impact of RtI on curriculum and instruction) D – Key Factors (curriculum, analyze impact of RtI on curriculum and instruction)

District Improvement Plan – Section II A – Action Plan RtI Objective A – Action Plan RtI Objective B – Student Strategies and Activities for RtI B – Student Strategies and Activities for RtI C – Professional Development Strategies and Activities for RtI C – Professional Development Strategies and Activities for RtI D – Parent Involvement Strategies and Activities for RtI D – Parent Involvement Strategies and Activities for RtI E – Monitoring Process for RtI E – Monitoring Process for RtI

District Improvement Plan – Section III A – Development, Review and Implementation Stakeholder Involvement 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: High quality, research-based instruction/ intervention matched to student needs High quality, research-based instruction/ intervention matched to student needs Frequent use of data to determine learning rate and student performance level Frequent use of data to determine learning rate and student performance level Educational decisions based upon the students response to instruction/ intervention Educational decisions based upon the students response to instruction/ intervention

Quality Education for All Students In an RtI Model educators will: Use assessments for screening, diagnostics and progress monitoring Use assessments for screening, diagnostics and progress monitoring Use data from those assessments to inform instructional decisions Use data from those assessments to inform instructional decisions Use a multi-tier model of instruction to respond to student needs Use a multi-tier model of instruction to respond to student needs Collaborate among teachers, school support personnel, administrators and parents Collaborate among teachers, school support personnel, administrators and parents

In an RtI Model educators will Use scientific, research-based instructional interventions when data show students are not successful 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 Intervene early rather than adopt a wait to fail approach to education Effectively teach all children Effectively teach all children Quality Education for All Students

RtI is the Foundation of Instructional Improvement

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

The Illinois Model

Multi-Tier Model Academic Systems Behavioral Systems Tier 3 Individual Students/Very Small Group Assessment-based High Intensity Tier 3 Individual Students/ Very Small Group Assessment-based Intense, durable procedures Tier 2 Some students (at-risk) High efficiency Rapid response Tier 2 Some students (at-risk) High efficiency Rapid response Tier 1 All students Preventive, proactive Tier 1 All settings, all students Preventive, proactive

Defining the Tiers Tier 1: Core curriculum meets the needs of 80%* or more of the students 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 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 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 Increased accountability for all learners Increased accountability for all learners Greater collaboration and shared responsibility of school staff for all learners Greater collaboration and shared responsibility of school staff for all learners Elimination of wait to fail approach Elimination of wait to fail approach Reduced disproportionate representation of students from culturally and linguistically diverse backgrounds Reduced disproportionate representation of students from culturally and linguistically diverse backgrounds Improved classroom assessment and subsequent instructional modifications Improved classroom assessment and subsequent instructional modifications

Concerns Regarding RtI and ELLs Lack of teacher preparation and experience Lack of teacher preparation and experience Limited research base on effective instructional practices Limited research base on effective instructional practices Needed research and development of CBMs to screen and progress monitor Needed research and development of CBMs to screen and progress monitor Need for strong administrative vision and leadership 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.... 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 Additional Resources

ISBE Web Resources General Illinois RtI Information The RtI Self-Assessment Template e-Plan Writing Guides process.htm 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 National Center for Culturally Responsive Educational Systems (NCCRESt) – provides technical assistance and professional development in Culturally Responsive Response to Intervention National Center on Response to Intervention – provides resources and research on broad list of topics including RtI and cultural and linguistic diversity