Welcome

1. Welcome Kaskaskia Special Education District RTI Workshop Day 1 July 23, 2008

2. Response to Intervention (RTI) • Marica Cullen, Illinois State Department of Education • Ellen Hunter, Private Consultant • Allison Layland, Center for Research on Learning

3. Outcomes • Participants will • Understand the RTI framework and the current research • Understand the Illinois RTI expectations • Understand the components of RTI and their own data • Understand the systems change piece of RTI • Begin planning for RTI implementation • Be prepared to engage others in the RTI discussion in their districts

4. RTI • Organizational framework for instructional and curricular decisions and practices based upon students’ responses. • RTI Components • Screening • Tiers of Instruction • Progress Monitoring • Fidelity Indicators

5. RTI “Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. Within RTI, schools identify students at risk for poor learning outcomes, monitor student progress provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify with learning disabilities or other disabilities.” National Center on Response to Intervention www.rti4success.org

7. Why is RTI at secondary level? • Nationally 30% of students do not graduate on time. • Every year 1.3 million students do not graduate with their peers. That means every school day we lose 7,000 students. • 68% of high school students graduate unprepared for college and 53% of college students enroll in remedial level courses. Greene & Forster (2003); Swanson (2004); NCES (2001)

8. Literacy crisis • More than 8 million students in grades 4 through 12 read far below grade level. • Only about one third of 8th graders read at grade level. • Among low income 8th graders, only 15% read at grade level. Perie et al. (2005)

9. NAEP reading scores • The average reading score for 8th graders was up 1 point since 2005 and 3 points since 1992. There was no difference between the performance of students in 2007 and 2003. NAEP (2007)

10. NAEP math scores • The national average mathematics score at 8th grade showed a 1 point increase between 2003 and 2005 and was 16 points higher in 2005 than in 1990. • 82% of 4th graders and 71% of 8th graders performed at or above the basic level in math compared to 50% and 52%, respectively, in 1990. NAEP (2007)

11. Illinois • NAEP score change • 8th grade reading showed no change from 2005 to 2007 (31%) • 8th grade math showed gain of 2 points from 2005 to 2007 (31%) • 15% of students are identified as having IEPs • ISAT • 2006-07 81% of 8th grade students and 52.7% of 11th grade students met or exceeded in reading • 2006-07 81.3% of 8th grade students and 52.7% of 11th grade students met or exceeded in math

12. Why RTI? • Focuses on all students • Uses data for decision-making • Addresses students who are at risk or struggling early

13. What does research say? • Multiple models are described in the literature, however they all have same key components • Effective high quality general education instruction • Universal school wide screening • Progress monitoring • Levels of prevention or intervention • Fidelity of implementation

14. What does research say? • Currently no published scientifically based research studies evaluating the implementation of an RTI model at the secondary level. • There have been case studies. • Bacon, 2005 • Duffy, 2007 • Fisher, 2001 • Johnson & Smith, 2008 • Papalewis, 2004 • Windram & Scierka, 2007

15. Case Studies • Activity

16. Case Studies • Simply applying the same models used at elementary schools will not work in secondary schools. • 5 to 7 teachers instead of 1 to 3 • Shift from learning to read to read to learn • Emphasis on content knowledge • Emphasis on reading and writing expository text • Less frequent use of data • Content specific collaboration • Schedules • Student non-school responsibilities

17. What does RTI look like?

18. What does RTI look like? • Key elements • High quality general education • Universal screening of academics and behavior • Progress monitoring • Levels of intervention • Fidelity checks + Leadership + On-going professional development

19. Alignment with Illinois • Consensus building and collaboration • Standards-based curriculum and research-based instruction • Research-based assessment practices • Student intervention/problem solving teams • Intervention strategy identification • Resource allocation • On-going professional development • Leadership • High quality general education instruction • Universal screening • Progress monitoring • Levels of intervention • Fidelity • On-going professional development

20. Illinois Response to Intervention (RtI) Background • IDEA Regulations effective October 13, 2006 • Illinois Part 226.130 Rules adopted June 28, 2007

21. IDEA Regulations- October 2006 Require 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

22. IDEA Regulations- October 2006 • Require the Evaluation Team Must • document how the child responds to scientific, research-based interventions • document that the child does not achieve adequately or make sufficient progress in state-approved grade-level standards • consider data that demonstrates appropriate instruction delivered by qualified personnel and documentation of repeated assessments of achievement at reasonable intervals

23. Illinois Part 226.130 Rules Require • 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

24. Illinois Part 226.130 Rules Require • Illinois districts 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 implement RtI as part of their evaluation procedure for making SLD determinations by the 2010-2011 academic year

25. 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 • Illinois Institutions of Higher Education • Illinois State Board of Education

26. Illinois Plan Components • Introduction/belief statements for RtI • Definition of RtI and Problem Solving • Link between RtI and specific learning disability eligibility determination • Process for Implementation • Implementation Timelines • Funding Considerations • ISBE Evaluation Plan • Supporting Resources

27. Starting the District Process • Learn what RtI is and what it isn’t • Read the State Response to Intervention Plan posted on the ISBE website • Read the FAQ document produced by ISBE • Complete the Self-Assessment • Create a Comprehensive District RtI Team

28. District Self-Assessment

29. District Self-Assessment Template • Purpose is to identify district and state needs • District reviews seven areas of implementation: • Due May 23, 2008 • Reviewed by ISBE Team Summer 2008 to determine State Needs

30. Self-Assessment Areas • 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

31. Self-Assessment Format

32. Self-Assessment Format

33. Preliminary Findings from ISBE Review of District Responses • Strongest Indicators –leadership for collaboration, standards-aligned curricula • Weakest Indicators – assessments, parent involvement, resource allocation • Most Divergent Indicator – role of Problem Solving Team

34. Professional Development Needs • Awareness/Introductory Sessions • Resources to determine quality PD • Universal screening/progress monitoring tools • Data-driven decision making

35. District RtI Plan • Rationale • Process • Timeline • Requirements

36. District Improvement Plan Access • http://iirc.niu.edu/

37. Complete RtI Plan Components • Section I-B – Local Assessment Data • Data • Factors • Conclusions • Section I-C – Item 1 Other Data Attributes and Challenges • Data • Factors • Conclusions

38. Complete RtI Plan Components • Section I-C – Item 3 Other Data Parent Involvement • Data • Factors • Conclusions • Section I-D – Key Factors • Data • Factors • Conclusions

39. Complete RtI Plan Components • Section II-A – Action Plan RtI Objective • Section II-B – Student Strategies and Activities for RtI • Section II-C – Professional Development Strategies and Activities for RtI • Section II-D - Parent Involvement Strategies and Activities for RtI • Section II-E – Monitoring Process for RtI • Section III-A – Development, Review and Implementation Stakeholder Involvement

40. Crosswalk of Self-Assessment and RtI Plan Components

41. Crosswalk of Self-Assessment and RtI Plan Components

42. Crosswalk of Self-Assessment and RtI Plan Components

43. Crosswalk of Self-Assessment and RtI Plan Components

44. Crosswalk of Self-Assessment and RtI Plan Components

45. Crosswalk of Self-Assessment and RtI Plan Components

46. Crosswalk of Self-Assessment and RtI Plan Components

47. Process Questions • Access to IIRC • Writing the RtI Plan • Local Approvals of the District RtI Plan • Submitting the RtI Plan • ISBE Review of RtI Plan

48. BREAK

49. Getting Started • To implement any initiative effectively strong leaders are needed who • Understand systems change • Take time to identify where stakeholders are within the change process • Adjust leadership style to assist people with the change process

50. Leadership • McREL (2000) found that there are two primary variables that determine whether or not leadership will have a positive or negative impact on student achievement • Whether leaders properly identify and focus on improving the practices that have the most impact on student achievement. • Whether leaders properly understand the magnitude or “order” of change and adjust their leadership practices accordingly.