1. Handouts Please support ISBE’s efforts to Go Green!
Today’s powerpoint is available at
Please support ISBE’s efforts to Go Green!

2. Illinois and Response to Intervention
March 30, 2009
Presented by:
Marica Cullen
Illinois State Board of Education
Daryl Morrison
Illinois Education Association
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.

3. The Big Picture Collaboration between stakeholders
Importance to all districts and schools
Impact upon all Illinois students

4. Why Response to Intervention? The 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

5. 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.

6. 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
Development and distribution of a State RtI Plan by January 1, 2008 by the State Superintendent

7. 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 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 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 rules.

8. 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.

9. 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.

10. 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 – search for Response to Intervention
The plan addresses the 8 elements or components required by Part rules.
The plan, in addition to addressing these components is designed to explain the thinking behind the requirements of Illinios 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.

11. Defining Response to Intervention (RtI): The Illinois Model
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?

12. 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.

13. 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”?

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

15. RtI Vocabulary Interventions Tiered Instruction Universal Screener
Progress Monitoring Instrument
Data-Based Decision-Making
Problem Solving Model
Fidelity of Implementation
RtI

16. 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).

17. *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.

18. In Summary: What is RtI? RtI = Academic or School Improvement
RtI = Good Teaching
RtI = Applying Sound Practices in Classrooms
RtI = Strong Partnerships
RtI = School Leadership
RtI = Using Data to Make Decisions
RtI = Increased Student Learning

19. Writing a District RtI Plan
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.

20. Steps to Successful Plan Writing
Collaborate
Talk
Discuss
Collaborate Some More
Repeat Cycle Again
How do you write a plan for a district RtI plan: all your stakeholders MUST come to the table. The districts destined to fail at implementing RtI will have one or two individuals writing the “plan” This leads to top down decision-making, poor planning, and no BUY IN. Teachers must be heard in the development process because they will be the ones who make or break RtI for their students. This is about taking the best “art” of teaching (reaching those difficult to teach students and helping them learn) with the “science” of teaching – using research and data to make teaching and learning decisions.

21. 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.

22. 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.

23. Access the District Improvement Plan
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.

24. 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

25. Submitting the Plan
The RtI Plan is submitted by each district through the IIRC website ( 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.

26. 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 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.

27. Some 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.

28. Response to Intervention Web Resources
Information on Illinois RtI is available at
The National Response to Intervention Center has information at
Information continues to be developed each week regarding RtI and the Illinois model. Resources and documents specific to RtI are available at this website.

29. Plan Writing Resources
The E-Plans Resource guide found at process.htm has been updated to include RtI
The RtI Self-Assessment Template found at 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.

30. Meeting the Needs of ALL Students
RtI IS School Improvement
One Educational System
Educational Reform
Education Initiatives
Response to Intervention
An EVERY EDUCATION Initiative
Three Tier Model of School Supports
Problem Solving Method of Decision-Making
Integrated Data Collection that Informs Instruction
In conclusion, please remember> 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.

31. Questions ?