1	Response to Intervention From Idea to Implementation Matteson Elementary School District 162 Andrea Kidd, Assistant Director of Special Education Kathleen Prado, Lead RTI Coach/2^nd Grade General Education Teacher
2	Agenda Overview of RtI Mandate for RtI Plan Development and Implementation S.D. 162’s Journey: Steps to Implementation Questions?
3
4
5	What is ‘Response to Intervention (RtI)’? (Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005) Identifying and providing high quality instruction and research-based interventions matched to students needs Measuring rate of improvement (ROI) over time to make important educational decisions Educators use ongoing student performance data to determine if an intervention is working. If it is not, it is time to do something different.
6
7	The Vision: Building a System of Substantial Instructional Interventions to Reduce the Gap
8	Problem Solving Method
9
10	"BESIDES BEING" BESIDES BEING BEST PRACTICES, IT’S NOW IN THE LAW!
11	Not only is RtI Best Practices, it is now part of the Illinois Rules and Regulations (finalized June 28, 2007) (Paraphrased)- No later than 2010-11, each district WILL use RtI as part of the evaluation process for identifying those with learning disabilities. *(In order to effectively do this, RtI must be implemented at all 3 tiers.) No later than Jan. 2009, each district will submit a professional development plan stating how they will accomplish this mandate..
12
13
14	RTI in IDEA 2004 “the local educational agency shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability”
15
16	And… For a child suspected of having a specific learning disability, the group must consider,.. as part of the evaluation …data that demonstrates that-- …Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child’s parents. Individuals with Disabilities Education Improvement Act of 2004 (IDEIA)
17	S.D. 162’s Journey through Implementation
18	Recipient of the Illinois ASPIRE Grant Matteson Elementary and Richton Square (K) were named the demonstration sites. District received training through the ASPIRE grant Support of a Regional Coach After receiving the grant the district named a Lead RTI Coach with 2 days classroom release time to assist with implementation and a building level RTI representative at each of the other 6 buildings.
19	Three Steps Forward, one step back… Developed “Time to Soar” Started to develop our library of interventions Conducted Fall Benchmarking and Data Days Concluded that we needed to pause and clear up confusion among the teachers and staff.
20	“Time to Soar” 10:00-10:40 Daily Intervention Time
21	Matteson’s Intervention Inventory
22	More Staff Development… One teacher from each grade level attended the ASPIRE trainings. Weekly grade level meetings and monthly staff meetings incorporated more discussion on RTI. Intervention demonstration
23	Winter Benchmarking… RTI team decided to conduct benchmarking as we did in the Fall Clean slate… gave us a chance to avoid some of the problems encountered during Fall benchmarking Conducted “Data Days”…much smoother than Fall…beginning to see improvements with consensus!
24	Still lots of room for improvement… Teachers were still requesting more training. We held grade level, after school training on progress monitoring, AIMSweb and new interventions that had been purchased. Planned for monthly grade level meetings to be solely for RTI discussion.
25
26	Kindergarten Our work is paying off! Daily scheduled intervention time provided by our school psychologist Teachers jumped on board with adding some more structured intervention time into their schedule. Teachers looked at our districts core curriculum and discovered additional valuable components. Teachers worked with the school psychologist to insure effectiveness of interventions.
27
28	Great results using Heggerty!
29	1^st Grade The 1^st grade team with the support of the reading specialist identified effective interventions to be implemented. Collaborated on areas of reading improvement to be targeted. Teachers began implementing Heggerty. After Winter Benchmarking, some teachers also began using Great Leaps.
30	Example of strong implementation of Heggerty
31
32	2^nd Grade Great Collaboration and willingness! Leveled whole class instruction across the grade level. Discovered the need for more intensity. After seeing successes in some classes, more teachers were jumping on board. Implemented Heggerty and Great Leaps. Some teachers are piloting the newer interventions to train other teachers to begin implementation at the beginning of next year.
33
34	3^rd Grade Interventions for targeted students were implemented by the reading specialist. Now that ISAT testing has concluded, the 3^rd grade classroom teachers will be focusing on learning interventions to begin implementing and planning for next year. Goal is to have interventions be successfully implemented by the time students get to 3^rd grade.
35	Progress Monitoring After going through systematic problem solving and pinpointing the specific area of difficulty, then you administer progress monitoring probes to get the diagnostic information to show if the intervention is working. ALWAYS MAKING DECISIONS BASED ON DATA
36
37
38
39
40
41
42
43	Matteson’s Goals for Year 2 Building our Tier 1 Core Curriculum Teachers become comfortable with using the interventions with integrity. Improve our Grade Level Team Planning Strengthen our Building Consensus
44	Questions???? Helpful Websites: www.interventioncentral.com www.fcrr.org (Florida Center for Reading Research) www.reading.uoregon.edu (University of Oregon Reading) www.ies.ed.gov/ncee/wwc (What Works Clearinghouse) www.illinoisaspire.org (Illinois ASPIRE) kprado@sd162.org