D62 Response to Intervention

Community Consolidated School District 62

Response to Intervention Belief Statement

Response to Intervention (RtI) is a school-wide process that systematically determines and monitors the effectiveness of quality core instruction and ensures differentiated intervention or enrichment to support the learning and/or behavioral needs of all students.

Community Consolidated School District 62

RtI Key Features

•A premise that all children can learn with appropriate instruction and support. •A school-wide responsibility where all are accountable to improve student achievement.

•Universal screening is used to determine needs and supports across groups of students.

•A focus on early identification of learning and/or behavioral needs and the use of a problem-solving model to determine appropriate instruction, interventions, and enrichment for all students.

Community Consolidated School District 62

RtI Key Features Continued•Multiple tiers of increasingly intense research-based interventions matched to student need. •Ongoing assessment and progress monitoring to continuously monitor how students respond to interventions and enrichment at grade level, building level, and district level. •The use of Professional Learning Communities (PLC) as a collaborative approach to follow a data-based decision-making process. •An emphasis on parent involvement and communication throughout the entire process.

Community Consolidated School District 62

Glossary of Common Terms:Accommodation A change in instruction that enables children to demonstrate their abilities (think: extra time).

Modification A change that adjusts the learning expectations (think: altered amount of work).

Neither an accommodation nor a modification are considered Interventions when determining Special Education entitlement. However, we do note them so teachers know what works and what doesn’t work for a child.

Problem- Solving Model

Community Consolidated School District 62

These are not new ideas•PLC

•Danielson

•Common Core Standards

•Best practices in teaching

Community Consolidated School District 62

District-wide Framework

•Consistency across the district•Transitions between grade levels and buildings•Accountability for teachers and parents•Historical/anectodal data•Documentation for special education entitlement

Community Consolidated School District 62

Expectations for Problem Solving Teams

•Common paperwork•Designing interventions to match the area of need•Implementing interventions with integrity•Documenting fidelity of interventions•Using appropriate progress monitoring tools that are dynamic and sensitive enough to measure growth of targeted skill

Community Consolidated School District 62

Problem-Solving Paperwork

•Problem-Solving Flow Chart•Problem-Solving Cover Sheet •Assessment Form•Intervention Form

Community Consolidated School District 62

What is an What is an intervention?intervention?

An intervention is a specific skill-building strategy implemented and monitored to improve a targeted skill and achieve adequate progress in a specific area.

Community Consolidated School District 62

Intervention Intensity

• More intervention timeMore intervention time• Smaller intervention groupsSmaller intervention groups• More precisely targeted at More precisely targeted at

right levelright level• More systematic instructional More systematic instructional

sequencessequences• More extensive opportunities More extensive opportunities

for guided practicefor guided practice• More opportunities for error More opportunities for error

correction and feedbackcorrection and feedback

Community Consolidated School District 62

Completing the Intervention Report Form

•Align intervention to the area of concern•Match progress monitoring to intervention delivered•Intensity of the intervention determined by student need•Indicate provider of intervention•Determine who will monitor intervention

Community Consolidated School District 62

Inclusionary Criteria

A. What is the student’s Educational Progress as measured by rate of improvement?

B.What is the Discrepancy of the student’s performance with the peer group and/or standard (how far behind)?

B.What are the Instructional needs of the students (how much support is needed)?

Community Consolidated School District 62

Problem- Solving ProcessKey Points to Remember

•Problem-solving team reconvenes 4 to 6 weeks

•RtI folder – located in centralized location

•RtI process should not delay the evaluation

•RtI process is a necessary component of special education entitlement

Thank you!

Questions?