Response to Intervention (RtI)Response to Intervention (RtI)

A Basic OverviewA Basic Overview

Illinois IDEA 2004 Part 226.130 Rules

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 300.309

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

State Regulatory Language on RtI

Section 226.130

Additional Procedures for Students Suspected of or Having a Specific Learning Disability

(a) School districts must adhere to procedures ..when evaluating a student who is suspected of having, or has been identified as having, a SLD

(c) No later than January 1, 2009, school districts must develop a plan for their transition to the use of an RtI process as part of the required evaluation procedure for determining whether a child has a SLD.

Big Ideas of RtI

Reliable, valid and instructional relevant assessments are used

Effective interventions result from good problem-solving, rather than good “testing”

Problem solving method is used to make decisions on a continuum of student needs

Progress monitoring is done best with “authentic” assessment that is sensitive to small changes in student academic and social behavior

Superintendents and building principals will know if students are achieving benchmarks, regardless of the student ‘label’

Maximum student benefit when scientifically-based instruction is delivered by highly qualified personnel

Big Ideas (continued)

Interventions must be “evidence based” (IDEA/NCLB)

Data is used and analyzed to guide instructional decisions

Program eligibility (initial and continued) decisions are best made based on RtI

“Tiered” implementation improves service efficiency

Professional Development and ongoing coaching and support are provided to ensure effective instruction at all levels

RtI is based on the following ideas

Meet needs of all students Involve parents in a meaningful way Provide a prevention model Focus on improved instruction (goals) Focus on results/accountability (outcomes) Monitor student progress Use “response to intervention” in decision-

making Allocate services through a building-based

problem-solving team merging all building staff and resources

What is RtI?

Response to Intervention (RtI) is a useful decision-making “tool” and process. It is part of a systemic way of helping learners who are experiencing difficulty. RtI can be effectively used in a school system that uses scientifically-based problem solving and all its

educational resources to help all students.

Response to Intervention (RtI) is “the practice of providing (1) high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions” (Batsche, et al., 2005). This means using differentiated instructional strategies for all learners, providing all learners with scientific, research-based interventions, continuously measuring student performance using scientifically research-based progress monitoring instruments for all learners and making educational decisions based on a student’s response to interventions.

RtI has three essential components: 1) using a three tier model of school supports, 2) utilizing a problem-solving method for decision-making, and 3) having an integrated data system that informs instruction.

What is RtI?

The Illinois State Response to Intervention (RtI) PlanJanuary 1, 2008

Academic Systems Behavioral Systems

Tier 3: Intensive, Individual InterventionsIndividual StudentsAssessment-basedHigh IntensityOf longer duration

Tier 3: Intensive, Individual Interventions

Individual StudentsAssessment-based

Intense, durable procedures

Tier 2: Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

Tier 2: Targeted Group Interventions

Some students (at-risk)High efficiencyRapid response

Tier 1: Universal InterventionsAll studentsPreventive, proactive

Tier 1: Universal InterventionsAll settings, all students

Preventive, proactive

Three-tiered Model of School Supports

Students

Figure 1. Three-Tier Model of School SupportsAdapted from Response to Intervention: Policy Considerations and Implementation (Batsche, et al 2005).

Across the tiers, the problem solving method is used to match instructional resources to educational need. The problem-solving method is as follows:

(a) Define the problem by determining the discrepancy between what is expected and what is occurring.(b) Analyze the problem using data to determine why the discrepancy is occurring.(c) Establish a student performance goal, develop an intervention plan to address the goal and delineate how the student’s progress will be monitored and implementation integrity will be ensured.

2) Problem-solving method of decision-making:

Problem Solving Approach to Service Delivery

General Education

Special Education

Intensity of Problem

Intensity of Resources –Time and Interventions

General EducationWith Support

Respon

se to

Inte

rven

tion

Academic Systems Behavioral Systems

Tier 3: Intensive, Individual InterventionsIndividual StudentsAssessment-basedHigh IntensityOf longer duration

Tier 3: Intensive, Individual Interventions

Individual StudentsAssessment-based

Intense, durable procedures

Tier 2: Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

Tier 2: Targeted Group Interventions

Some students (at-risk)High efficiencyRapid response

Tier 1: Universal InterventionsAll studentsPreventive, proactive

Tier 1: Universal InterventionsAll settings, all students

Preventive, proactive

Intensity and Frequencyof Data Collection

Three-Tier Model of School SupportsAdapted from Response to Intervention: Policy Considerations and Implementation (Batsche, et al 2005).

Dat

a C

oll

ecti

on

and

Fre

qu

ency

Response to Intervention

IS NOTIS NOT ISISAn instructional program or a one An instructional program or a one size fits all modelsize fits all model

A problem solving framework to A problem solving framework to structure our thinking and decision structure our thinking and decision making through the use of datamaking through the use of data

Intended to encourage or stop Intended to encourage or stop placement of students into placement of students into programsprograms

Matching student needs and Matching student needs and resourcesresources

Possible to implement alonePossible to implement alone A collaborative effortA collaborative effort

The same for every student, The same for every student, school,school,District or systemDistrict or system

Uniquely designed for each school, Uniquely designed for each school, district, system and statedistrict, system and state

A special education, general A special education, general education, Title 1, gifted education, Title 1, gifted education Initiativeeducation Initiative

An “Every Education Initiative” –An “Every Education Initiative” –collaborative process between collaborative process between general education and special general education and special educationeducation

Guided by philosophy and/or Guided by philosophy and/or previous habitsprevious habits

Guided by outcome; results Guided by outcome; results orientedoriented

Opportunity to learn for some Opportunity to learn for some (raising the bar)(raising the bar)

Opportunity to learn for ALL Opportunity to learn for ALL (raising the bar and closing the (raising the bar and closing the achievement gap)achievement gap)

““Accountability”Accountability” Responsibility and collective Responsibility and collective purposepurpose

RtI …RtI …

is both individual problem solving and systemic changeis both individual problem solving and systemic change

looks at the needs of groups of students and how to looks at the needs of groups of students and how to individualize for a struggling student who needs direct, individualize for a struggling student who needs direct, specialized interventions..specialized interventions..

is not a one-size-fits-all.is not a one-size-fits-all.

is not exclusively general education or special is not exclusively general education or special education – but instead a shared partnership on behalf education – but instead a shared partnership on behalf of all students, each student benefitting in their own of all students, each student benefitting in their own way from the process.way from the process.

requires great coordination, flexibility, change and requires great coordination, flexibility, change and leadership.leadership.

Courtesy of Christine Martin, Indian Prairie School District, IL

Elementary CBM Benchmark Data Results With Improved Student Outcomes

A special thanks to:

Judy Hackett, EdDSuperintendentNSSEO

For her contributions to this presentation

CBM Fluency AssessmentsCBM Fluency Assessments(Curriculum Based Measures)(Curriculum Based Measures)

How does what we are doing today How does what we are doing today connect to RtI?connect to RtI?

CBMs are a method of progress CBMs are a method of progress monitoring for reading fluencymonitoring for reading fluency

How often are CBMs Done?How often are CBMs Done?

Typically done 3 times a year for the whole Typically done 3 times a year for the whole schoolschool

More frequently for students in tiers II and More frequently for students in tiers II and IIIIII