1. Addressing FAQs about RTI and Special Education Paula Carpenter, SSP, ABSNP Michelle Coconate, RtI Facilitator

2. www.psd150.org Website Walk Go to: Curriculum & Instruction RtI

3. Who participates in RtI?  Students with Academic Skill Deficits  Students with Behavioral Needs  Students WITHOUT disabilities  Students WITH disabilities  Students who need enhanced curriculum  EVERYONE!!

4. When is a special education evaluation initiated in an RtI process?  After student has participated in tiered interventions delivered with integrity  AND the student’s data indicates he/she is not making progress in the intervention  AND the student’s performance is discrepant from his/her intervention peers **instruction and progress monitoring is aligned with identified need

5. Can parents request an evaluation while their child is involved in an RtI process? o Yes; however the request does not bypass the RtI process. o The district still has the right to determine the request is not warranted based on provided data and exclusionary criteria. o An evaluation will run concurrently with RtI interventions. o Timeline for evaluation may be extended beyond 60 days if there isn’t enough intervention data (for SLD only).

6. What if a parent requests a “traditional” evaluation?  Same procedure as previous slide  A student can no longer be found eligible for SLD (Specific Learning Disability) based on ability/achievement discrepancy as indicated by Federal and State law.  District 150 policy utilizes RtI data for consideration of most special education disabilities.

7. Why can’t more “timely” procedures be used to determine eligibility?  RtI process provides intervention strategies for the student MUCH earlier than a traditional testing system.  The eligibility process is designed to refine the student’s intervention plan NOT to wait until the student has a special education label to intervene.

8. Is RtI used to avoid providing special education services? RtI is designed to provide support for students with and without disabilities as early as possible. The students who have a disability will naturally rise to Tier 3 while still getting interventions rather than sitting on a list waiting for an evaluation to take place. Under the old system, students without a disability received NO assistance. Some students may always require tiered interventions to be successful but never qualify as having a disability.

9. “Eligibility” versus “Entitlement”? o Eligibility refers to a student’s qualification for special education services as a result of falling within and having his/her educational performance adversely affected by one of the 13 federal disability categories. o Entitlement is used in conjunction with a student’s rights to procedural safeguards and special education services based on the student’s qualification for special ed. services. o This means students are entitled to special education services AFTER they are found eligible under one of the 13 categories.

10. What are the disabilities that a student can qualify under to receive special education services? Traumatic Brain Injury Specific Learning Disability Emotional Disability Other Health Impairment Intellectual Disability Orthopedic Impairment Hearing Impairment Autism Vision Impairment Deaf-Blindness Deafness Multiple Disabilities Speech/Language Impairment (State Disability Category) Developmental Delay

11. Exceptions to the Rule? If a child is suspected of having a “low-incidence” disability such as Severe Autism, Moderate to Severe Intellectual Disability, Physical Impairments:  Interventions are still appropriate because data is still required to justify that the team suspects a low-incident disability  Timeline may be modified  Include PPS team for guidance

12. How can a student be in Tier 3 and not be eligible? Determinant Factors (For all disabilities)  Lack of appropriate instruction in reading and/or math Due to attendance issues Due to behavior interfering with engagement Integrity issues with implementation of curriculum  High mobility  Multiple teacher changes in short time  Not following curriculum guidelines  Limited English Proficiency

13. How can a student be in Tier 3 and not be eligible? Emotional Disability  Specific characteristics that must be considered before determining eligibility (for example can’t be ED at school and not at home)  Challenging behavior does not equate to an Emotional Disability  A child may not make progress at Tier 3 and still not qualify for an Emotional Disability label because the other criteria were not met.

14. How can a student be in Tier 3 and not be eligible? Exclusionary Criteria (For SLD Only) Is the primary basis for the student’s learning difficulties…  Visual, Hearing, Motor Disability?  Cognitive Disability?  Emotional Disability?  Cultural Factors?  Environment or Economic Disadvantage?

15. Inclusionary Criteria (For SLD only) Educational Progress (Over Time) Is the student progressing at a significantly slower rate that is expected in any areas of concern?  No  Yes – The student is progressing at a significantly slower rate than expected  Yes – The student is currently making an acceptable rate of progress but only because of the intensity of the intervention that is being provided.

16. Discrepancy (At One Point in Time, SLD only) Is the student’s performance significantly below performance of peers or expected standards in any areas of concern?  No  Yes – The student’s performance is significantly discrepant  Yes – The student’s performance is not currently discrepant but only because of the intensity of the intervention that is being provided.

17. Instructional Need (For all Disabilities) Are the student’s needs in any area of concern significantly different from the needs of typical peers and of an intensity or type that exceeds general education resources?  No  Yes – The student’s instructional needs are significantly different and exceed general education resources.

18. RtI Forms  Provide the data necessary to answer these questions.  Align with the State Form: Documentation of Intervention/Evaluation Results. Without the RtI forms and corresponding data, eligibility can not be considered.

19. Other FAQ’s Not Addressed?

20. Tier 1 Core Instruction with Differentiation at School/Grade/Classroom Levels Assessment: Benchmarks Grade Level Learner Targeted Learners Who Have Experienced: No previous Tier 2 interventions/enrichment or Tier 2 interventions/enrichment with positive response Tier 2 Interventions with no response Tier 1 & Tier 2 Minimum of 6-10 Weeks 1 2 Does not meet or Exceeds expected level of performance Meets expected level of performance Domain Meeting Consider for Entitlement and Continue Tier 1, 2, 3 Interventions Tier 1, Tier 2 & Tier 3 Minimum of 4-6 Weeks 3 1 2 Conduct Problem Solving Meeting Assessment Possible Data Decisions: Discontinue Intervention Fade Intervention Modify Intervention Place in less intensive intervention Continue Intervention Review Problem Solving Cycle Intensify to Tier 3 Intervention Possible Data Decisions: Discontinue Tier 3 Intervention Fade Tier 3 Intervention Modify Tier 3 Intervention Place in less intensive Tier 2 intervention Continue Tier 3 Intervention Review Problem Solving Cycle Seek Entitlement Problem Solving Process

21. Tier 1 Universal Leadership Team (ULT) Tier 2 Grade Level/Department Teams Tier 3 Problem Solving Team Team Responsibilities:  Utilize collaborative team practices  Collect & organize school-wide academic/behavioral/attendance data  Review & analyze school-wide data  Monitor and maintain Rising Star Continuous Improvement Process/Plan  Ensure implementation of district literacy, math, & social emotional/behavioral plan  Develop & monitor school-wide action plans in response to the data  Monitor action plan integrity  Communicate & distribute data to appropriate teams Team Responsibilities:  Utilize collaborative team practices  Review & analyze grade level/department data  Respond to the data by developing relevant Tier 1 action plans  Respond to the data by developing relevant Tier 2 skill-based small group intervention plans  Monitor intervention integrity  Review & analyze skill-based small group intervention data  Communicate responses to interventions with the ULT, Problem Solving Team, family members, and others as appropriate Team Responsibilities:  Utilize collaborative team practices  Develop Tier 3 individualized intervention plans in response to skill-based small group intervention data  Monitor intervention integrity  Review & analyze Tier 3 individualized skill-based intervention data  Respond to the data as appropriate  Communicate responses to interventions with the ULT, Grade Level/Department Teams, family members and others as appropriate Team Membership:  Administrator  Interventionist  Team members with behavioral and academic expertise  School Psychologist and/or Social Worker  School Counselor  Family member/guardian  Others as appropriate Team Membership:  Grade level/department team members  Others as appropriate Team Membership:  Administrator  Interventionist  Representative Staff Members (i.e. grade/dept./special education/ELL/Encore staff, PBIS Coach/team member, family member, community member, etc.) Supporting Documents:  District Strategic Plan  Rising Star Plan Supporting Documents:  District Strategic Plan  Rising Star Plan  Tier 2 Intervention Worksheet  Student Intervention Integrity Documentation Form Supporting Documents:  District Strategic Plan  Rising Star Plan  Tier 3 Intervention Worksheet  Student Intervention Integrity Documentation Form  Problem Solving Meeting/Parent Consent Letter Team Structures

22. ELA and Math RtI Guidelines Review

23. Social Behavioral RtI

24. Illinois Social Emotional Learning Standards Goal 1 Develop self-awareness and self-management skills to achieve school and life success. Goal 2 Use social-awareness and interpersonal skills to establish and maintain positive relationships. Goal 3 Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

25. What is PBIS? Positive Behavioral Intervention and Supports A decision making framework (not a program or curriculum) that guides selection, integration, and implementation of the best evidence based academic and behavioral practices for improving academic and behavior outcomes for all students

26.  Long term maintenance of teacher/student relationship  Outlasting the behavior  FBA/BIP  SEL Instructional Practices  Individual Skills Instruction  Counseling  Check-In/Check-Out (CICO)  Social & Academic  Instructional Groups (SAIG)  Groups with Individualized Features (GWIF)  Individual Triage  Practicing Skills  Behavioral Lesson Plans  Counseling  Mentoring  Sensory Breaks  Self-monitoring sheet  Visual Aids  Evaluation of Environment  Parent input on plan  Brief FBA  Why Try  Second Step  Restorative Practices  SEL Instructional Practices Communication  Staff, Students, Families, Community  Data Collection  BIST/PBIS Leadership Team  Newsletters  Parent University School-wide Management  Common Area Expectations  Teaching Expectations  Procedures  School-wide Level Triage  Acknowledgement System Prevention Pre-teach  Clear Expectations  Procedures  Gateway Behaviors  Goals for Life  Praise (4:1)  Proximity  Morning Meeting  Advisory  Class Meetings  Second Step  Restorative Practices  Bullying Prevention  SEL Instructional Practices Interventions  Classroom Triage  Class Meetings  Advisory  Caring Confrontation  Safe Seat/Buddy Room  Second Step  Why Try  Restorative Practices  Others per school Tier 3 Intensive, Individual, Intervention Individual Students Assessment-based High Intensity Tier 1 Universal Interventions All Students Preventive & Proactive Tier 2 Targeted Group Interventions Some students (at-risk) High efficiency Rapid Response Academic Systems Behavioral Systems Tier 3 Intensive, Individual, Intervention Individual Students Assessment-based Intense, durable procedures Tier 2 Targeted Group Interventions Some students (at-risk) High efficiency Rapid Response Tier 1 Universal Interventions All Students Preventive & Proactive Social Emotional Learning Supports (SEL)

27. RtI Documentation

28. RtI Procedures Documentation for Tiers 2 & 3  Tier 2 Intervention Worksheet  Intervention Integrity Form  Progress Monitoring Data All information can be found on the district website

29. Documentation Orange File CSSS Intervention Information Tier 2 and Tier 3 Documentation Forms** Intervention Integrity Documentation** Data ** Go to www.psd150.org  Look under Curriculum & Instruction and RtI