1. *This is a small school district of fewer than 1000 students located in northern Illinois. *The district consists of: an Elementary School (Pre-K--4 th grades) and a Junior High School (5 th -8 th grades) *This is a small school district of fewer than 1000 students located in northern Illinois. *The district consists of: an Elementary School (Pre-K--4 th grades) and a Junior High School (5 th -8 th grades) Response to Intervention (RtI) in Chicagoland School District Response to Intervention (RtI) in Cass School District #63

2. RtI Training *Approximately 14 individuals from the school district attended training in RtI during the 2007-2008 school year. *Those 14 individuals (principals, classroom teachers, one special education teacher, reading specialists, school psychologist) became the core RtI team, and provided training to others in both schools. *The core RtI team developed the District RtI Plan, which was submitted to the state in December, 2008. *The District began implementing RtI in grades Kdg-8 during the 2008-2009 school year. *Approximately 14 individuals from the school district attended training in RtI during the 2007-2008 school year. *Those 14 individuals (principals, classroom teachers, one special education teacher, reading specialists, school psychologist) became the core RtI team, and provided training to others in both schools. *The core RtI team developed the District RtI Plan, which was submitted to the state in December, 2008. *The District began implementing RtI in grades Kdg-8 during the 2008-2009 school year.

3. Elements of RtI at the Elementary School *RtI team consists of: Principal, 2 literacy specialists, school psychologist, and one teacher at each grade level Tools used for decision making: *AIMSweb- ALL students are Benchmarked in fall, winter and spring *NWEA/MAP test-Students in 1st-4th grades are given this achievement test in fall and spring (reading, writing, math).Tier 2 and 3 students also given the reading test in the winter *ISAT scores- 4th grade students’ previous year’s ISAT reading score considered *Classroom performance in reading (teacher judgment of need) *RtI team consists of: Principal, 2 literacy specialists, school psychologist, and one teacher at each grade level Tools used for decision making: *AIMSweb- ALL students are Benchmarked in fall, winter and spring *NWEA/MAP test-Students in 1st-4th grades are given this achievement test in fall and spring (reading, writing, math).Tier 2 and 3 students also given the reading test in the winter *ISAT scores- 4th grade students’ previous year’s ISAT reading score considered *Classroom performance in reading (teacher judgment of need)

4. Decision Making Process After Benchmarking, each grade level team meets with members of the RtI team. Determination of students needing Tier 2 intervention is made using the AIMSweb, NWEA/MAP, ISAT (if taken) and classroom performance data. Groups are formed. Determination of non-special education Tier 3 students is also made at this meeting. After Benchmarking, each grade level team meets with members of the RtI team. Determination of students needing Tier 2 intervention is made using the AIMSweb, NWEA/MAP, ISAT (if taken) and classroom performance data. Groups are formed. Determination of non-special education Tier 3 students is also made at this meeting.

5. Tier 1 All students at the elementary school receive core reading instruction in their regular education classroom. If 80% of the students do not meet the ‘cut scores’ established by the AIMSweb and MAP data, then the core curriculum is considered less than adequate, and is supplemented with other materials.

6. Tier 2 RtI time (additional 30 minutes of reading instruction daily) is given to students identified as Tier 2. Classroom teachers provide intensive additional instruction in one of the 5 major reading areas during this time, using research based interventions (Read Naturally, Making Connections, Jolly Phonics/Grammar, Michael Hegarty, Study Island) RtI time (additional 30 minutes of reading instruction daily) is given to students identified as Tier 2. Classroom teachers provide intensive additional instruction in one of the 5 major reading areas during this time, using research based interventions (Read Naturally, Making Connections, Jolly Phonics/Grammar, Michael Hegarty, Study Island)

7. Tier 2 continued Non-special education students identified as Tier 2 with the greatest needs may receive their RtI intervention time (30 minutes daily) with one of the literacy/reading specialists in small groups, or 1:1.

8. Tier 2 continued Students receiving Tier 2 support are progress monitored weekly or biweekly using the AIMSweb probe(s) appropriate for their area(s) of intervention. Progress monitoring is completed by the teacher providing the intervention. Data is entered into the AIMSweb program by the same teacher. Students receiving Tier 2 support are progress monitored weekly or biweekly using the AIMSweb probe(s) appropriate for their area(s) of intervention. Progress monitoring is completed by the teacher providing the intervention. Data is entered into the AIMSweb program by the same teacher.

9. Example of Tier 2 Intervention Kindergarten students who fall below the identified ‘cut scores’ in letter naming, sounds, or phoneme segmentation fluency receive their core reading instruction in class PLUS an additional 30 minutes daily of small group instruction with a literacy assistant using Jolly Phonics and Michael Hegarty (which are both used as part of the core kdg. curriculum in the regular classroom)

10. Example of Tier 2 Intervention Students in 2nd grade identified as needing support are grouped according to area of need (comprehension, fluency, decoding) and receive their core reading curriculum PLUS an additional 30 minutes daily of intensive instruction using research based interventions. Intensive interventions are delivered by regular education teachers trained in the particular intervention they are delivering. (students not needing intervention are grouped in one or two classrooms during RtI time, and work on materials at their level) Students in 2nd grade identified as needing support are grouped according to area of need (comprehension, fluency, decoding) and receive their core reading curriculum PLUS an additional 30 minutes daily of intensive instruction using research based interventions. Intensive interventions are delivered by regular education teachers trained in the particular intervention they are delivering. (students not needing intervention are grouped in one or two classrooms during RtI time, and work on materials at their level)

11. Tier 3 *The majority of these students are those identified as eligible for special education services and receive reading instruction from the special ed. teacher as indicated on their IEP. *Students not in special education with the greatest identified needs will receive additional time daily (either small group or 1:1) with the literacy/reading specialists or in small groups with the special ed. teachers. These students are considered to be in Tier 3 (lowest 5-10%) and may be referred for special education at some point. *The majority of these students are those identified as eligible for special education services and receive reading instruction from the special ed. teacher as indicated on their IEP. *Students not in special education with the greatest identified needs will receive additional time daily (either small group or 1:1) with the literacy/reading specialists or in small groups with the special ed. teachers. These students are considered to be in Tier 3 (lowest 5-10%) and may be referred for special education at some point.

12. Tier 3 continued Students receiving Tier 3 support are progress monitored weekly or biweekly using the AIMSweb probe(s) appropriate for their area(s) of intervention. Progress monitoring is completed by the teacher providing the intervention. Data is entered into the AIMSweb program by the same teacher. Students receiving Tier 3 support are progress monitored weekly or biweekly using the AIMSweb probe(s) appropriate for their area(s) of intervention. Progress monitoring is completed by the teacher providing the intervention. Data is entered into the AIMSweb program by the same teacher.

13. Monitoring of Progress Every six weeks, each grade level team meets with members of the RtI team to review progress of each student in Tier 2 and Tier 3. At these meetings, decisions are made to: -continue current intervention -change the intervention -increase time or individualization of intervention Every six weeks, each grade level team meets with members of the RtI team to review progress of each student in Tier 2 and Tier 3. At these meetings, decisions are made to: -continue current intervention -change the intervention -increase time or individualization of intervention

14. Monitoring of Progress, cont. A referral for special education services is made when a student has shown very minimal progress after at least 12 points of AIMSweb data are gathered. At that time, additional classroom testing (DRA- 2) or screening by special education teacher or school psychologist may be made to gather additional information for the referral. A referral for special education services is made when a student has shown very minimal progress after at least 12 points of AIMSweb data are gathered. At that time, additional classroom testing (DRA- 2) or screening by special education teacher or school psychologist may be made to gather additional information for the referral.

15. Elements of RtI at the Junior High All students in grades 5 through 8 are Benchmarked 3x/year using AIMSweb, and 2X/year using NWEA/MAP achievement testing. The decision making process for identifying Tier 2 and 3 students is also made taking AIMSweb universal screening, NWEA/MAP scores, ISAT scores, and classroom performance into consideration. The Junior High delivers Tier 2 intensive reading and math intervention for students during “Strategic Reading” and “Strategic Math” periods. All students in grades 5 through 8 are Benchmarked 3x/year using AIMSweb, and 2X/year using NWEA/MAP achievement testing. The decision making process for identifying Tier 2 and 3 students is also made taking AIMSweb universal screening, NWEA/MAP scores, ISAT scores, and classroom performance into consideration. The Junior High delivers Tier 2 intensive reading and math intervention for students during “Strategic Reading” and “Strategic Math” periods.

16. Strategic Reading and Math Classes ALL students, except the most needy special education students, receive core reading and math instruction in general ed. classes. Students identified as needing Tier 2 support have an additional Strategic Reading or Math (or both) class in place of one of their electives. Intensive reading and math interventions are delivered by the Strategic Reading and Math teachers, one class at each grade level. ALL students, except the most needy special education students, receive core reading and math instruction in general ed. classes. Students identified as needing Tier 2 support have an additional Strategic Reading or Math (or both) class in place of one of their electives. Intensive reading and math interventions are delivered by the Strategic Reading and Math teachers, one class at each grade level.

17. Intensive intervention at the Jr. High The amount of intervention needed is determined by the RtI team. All Tier 2 students receive at least two periods of reading daily. Some Tier 3 students receive three periods of reading daily--Grade level Core instruction, Strategic Reading, and a Special education reading period.

18. Monitoring of Progress All students receiving Tier 2 (Strategic reading) or Tier 3 (special education) are progress monitored weekly or biweekly using the AIMSweb probes. Progress monitoring is completed by the Strategic Reading teacher, or the literacy assistant. Data is entered into the AIMSweb program by the person who is progress monitoring that student.

19. Monitoring of Progress Approximately every two months, the Jr. High RtI team meets to discuss all students who are being progress monitored. At these meetings, decisions are made to: -discontinue Strategic reading if student shows six data points above the grade avg. ‘trend’ line. -continue current intervention if progress is shown -change the intervention if it isn’t working -increase time receiving the intervention Approximately every two months, the Jr. High RtI team meets to discuss all students who are being progress monitored. At these meetings, decisions are made to: -discontinue Strategic reading if student shows six data points above the grade avg. ‘trend’ line. -continue current intervention if progress is shown -change the intervention if it isn’t working -increase time receiving the intervention

20. Student Involvement At the Junior High, all students in Strategic Reading are shown their AIMSweb graphs, and are made aware of their progress and what they need to attain to exit Strategic Reading and return to their elective. This provides strong motivation. We are attempting to involve parents in our progress meetings and show them the graphs of their child’s progress regularly. At the Junior High, all students in Strategic Reading are shown their AIMSweb graphs, and are made aware of their progress and what they need to attain to exit Strategic Reading and return to their elective. This provides strong motivation. We are attempting to involve parents in our progress meetings and show them the graphs of their child’s progress regularly.

21. What is expected of the regular education teacher? At elementary level: *Benchmark entire classroom with AIMSweb 3X/year *Provide intensive, research based reading instruction to Tier 2 students 30 minutes/day *Progress monitor weekly or biweekly using AIMSweb probes *Enter data from progress monitoring into AIMSweb program *Attend RtI meetings every 6 weeks for planning and discussion of your students At elementary level: *Benchmark entire classroom with AIMSweb 3X/year *Provide intensive, research based reading instruction to Tier 2 students 30 minutes/day *Progress monitor weekly or biweekly using AIMSweb probes *Enter data from progress monitoring into AIMSweb program *Attend RtI meetings every 6 weeks for planning and discussion of your students

22. What would a new teacher need to know? *Basics of RtI (what these might look like): Universal screening Progress Monitoring Implementing intensive interventions WITH INTEGRITY Making data-based decisions *Basics of RtI (what these might look like): Universal screening Progress Monitoring Implementing intensive interventions WITH INTEGRITY Making data-based decisions What training is provided to a new teacher? How to Benchmark and Progress Monitor How to enter data into the AIMSweb program How to deliver the intervention they are to deliver with integrity!

23. Should NCC be teaching the particular interventions to undergrads? It would be important for undergrads to know what research-based interventions are available. (www.fcrr.org is a must read)www.fcrr.org It would be very important for undergrads to know which research-based intervention can be used to address deficiencies in each of the five areas of reading (vocabulary, phonics, fluency, comprehension, phonemic awareness) It would be important for undergrads to know what research-based interventions are available. (www.fcrr.org is a must read)www.fcrr.org It would be very important for undergrads to know which research-based intervention can be used to address deficiencies in each of the five areas of reading (vocabulary, phonics, fluency, comprehension, phonemic awareness)

24. Implications for ELL students In this school district, ELL students usually are given Tier 2 interventions related to vocabulary and comprehension. They are often progress monitored several grades lower than their current grade, and move up as their language progresses. In this school district, ELL students usually are given Tier 2 interventions related to vocabulary and comprehension. They are often progress monitored several grades lower than their current grade, and move up as their language progresses.