Dr. Merry Quinn, Director of Student Services and Dr. Tiffany

Sanders, School Psychologist, Lake Forest High School District

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Individuals with Disabilities Education Improvement Act of 2004- significant changes in the way students with specific learning disabilities (SLC) are identified

IDEA Regulations effective- October, 2006• Illinois Part 226.130 Rules adopted June, 2007• Illinois school districts to complete a plan for

use of a process that determines how a child responds to scientific, research-based intervention as part of the evaluation by January 1, 2009

• Implementation by the 2010-2011 school year

“practice of providing High quality instruction/intervention matched

to student needs Using learning rate over time and level of

performance Make important educational decisions”

(Batsche, et. Al., 2005)

Using differentiated instructional strategies for all learners, providing all learners with scientific, research-based interventions, measuring performance using progress monitoring and making educational decisions based on a student’s response to the intervention

Before- the education system waited for a student to fail before attempting more intensive instructional interventions

Current research indicates that early intervention is crucial to a student’s success

Creates success for all learners Identifies struggling learners early Requires data driven decision-making

Three Tiered Model- Multi-Tier Model Tier I- foundation; all students; preventive;

proactive; universal interventions (80%) Tier II- supplemental instruction and

interventions in addition to core instruction; some students; at-risk; targeted group (20%)

Tier III- intensive instructional interventions; individual students assessment-based, high intensity of longer duration; small groups (5%)

Problem -solving method of decision-making Match instructional resources to educational

need of student Define the problem- what is the discrepancy

between what is expected and what is occurring? Analyze the problem using data to determine why

discrepancy is occurring Establish student goal, develop plan and monitor

with integrity Use data to evaluate effectiveness of intervention

1. Problem Identification 2. Problem Analysis 3. Intervention Planning 4. Progress Monitoring

Core Teams- Dean, Social Workers, School Psychologist, Counselor(s), Teachers

http://iirc.niu.edu Interactive Illinois Report Card

http://www.isbe.net/RtI_plan/default.htm Illinois State Board of Education website

http://www.interventioncentral.com http://whatworks.ed.gov/ Intervention &

Topic reports http://www.illinoisaspire.org

Tier II Committee- LFHS Enriched Studies Freshmen Experience After School Program Ombudsman Resource Centers (All Core areas) Tutoring (Adult, teacher and peers) Co-Taught classes Social Work Groups

Entrance Criteria Core Team has attempted and documented

Tier I interventions Student demonstrates significant difficulties in

one or more of the following areas: failing grades, missing work, excessive absences, homework completion, organization, study skills, social/emotional concerns, behavioral concerns

¼ credit; receive grade but not factored into gpa

Exit Criteria Student is unable to gain

(social/emotional/behavioral/academic) success from program based on needing more support than Freshmen Experience can provide

On an individual basis with discussion in Core teams

Core team has determined that another intervention needs to be attempted

Sophomores, Juniors, Seniors- no credit; no grade

Entrance Criteria Core team has attempted and documented

Tier I interventions Student demonstrates significant difficulties in

one or more of the following: time management, organization, homework completion, study skills, test taking

Core team will review: appropriateness of course levels, attendance, standardized testing, teacher reports, transcripts

Program is not for behavioral issues Students are progress monitored within

area of difficulty Teacher communicates with teachers and

parents

Exit Criteria Student fails to meet goals Student achieves goals Student behavior consistently prohibits other

students from achieving their goals Student unable to achieve goals and Core

team determines that a different intervention is needed

• Tier 3 – Students not responding to intensive

interventions– By 2010-2011, documentation of the RtI

process must be a part of the evaluation process for students when a specific learning disability (SLD) is suspected

– District may use a severe discrepancy between intellectual ability and achievement as part of the evaluation process

RtI provides a school-wide model of integrated instruction, assessment, and data-based decision-making assisting all students

Requires greater collaboration of teachers and staff to coordinate efforts of instructional delivery, assessment, and decision-making

District Leadership Team with Parent component

All students reading assessment- English Dept.

YPP- Yearly Progress Pro- Math Assessments and Assignments

MAP testing (Measures of Academic Progress) NWEA- Northwest Evaluation Association

Compass Learning-linked to MAP and skill building

KeyTrain- PSAE Day 2 Work Keys

PLAN test scores- sophomore year English and Math

Retired ACT tests- Science and Math Gold Cards- referrals D, F, I List and Attendance Middle School Articulation

Level Changes/8th Grade Teacher Recommendations

Reimbursement for Coursework/Lane Changes

Reflective Teaching- 3 Minute Walk Through

KTI- 21 offerings; contractual Summer Workshops Lunch ‘N Learns Structured Mentoring Program Scheduling Committee

Common Planning Times

APT Boosters, PALS, Applause Parent-Teacher Conferences attendance Open Houses Power School Edline

LEAD Improved Communication Behavioral Contracts- parent signatures Emotional-Wellness Initiative

School Climate Survey Parent participation