OVERVIEW OF

RESPONSE TO INTERVENTION (RtI)

Introduction
Response to Intervention (RtI) is a framework that is based on the principle that all students can learn.

RtI is
Student focused, data-driven and based on educational practices that are proven to be effective.
Designed around a multi-tier system of prevention and interventions that uses all educational resources in a unified approach to address student needs proactively. Designed to support the performance of ALL Chicago Public School (CPS students).
Federal legislation authorizes and the Illinois State Board of Education (ISBE) requires all school districts to demonstrate evidence of an RtI Framework in the 2010-11 school year.
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RtI Resolution, Guidelines and Toolkit

Primary Audience Purpose
Documents the Board of Educations intent for all schools to implement RtI Outlines eight components of the RtI framework

RtI Resolution

Board / District

RtI Guidelines

District/ Area

Outlines expectations for schools in the 2010-11 school year Provides an overview of the RtI framework Defines the eight components of RtI outlined in the Board resolution

RtI Toolkit

Area/ School

Provides tools and implementation options that can be leveraged by Areas and schools as needed to assist with implementation of RtI

Expectations and Commitments

Areas are expected to
Develop a plan that includes data-based rationale for how RtI will be implemented in each Area and its schools.
The RtI plan should address how the each of the eight components will be implemented in the 2010-11 school year.

Central Office is committed to

Collaborating with Areas to continue to support implementation of RtI; Providing training to promote consistent messaging and share practices; and Working toward better aligning RtI with other district initiatives.
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Eight Components of RtI Framework

A B C D

E
F

G
H
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Research- and standards- based curricula; High quality and differentiated core instruction; Universal screening to identify students who are at risk of academic failure; Evidence-based academic and behavioral interventions that are provided at different levels of intensity based on student need; Progress monitoring is used to understand student performance and adjust instruction; Assessments are given at regular intervals and information guides decision-making; Information on students performance is provided to parents; and A data-driven process to identify students who are suspected of having a learning disability and may require special education services.

RtI Overview
RtI is designed around a multi-tiered system of prevention and intervention.

Tier 3 Tier 2

Tier 2 and Tier 3 represent the intensity of intervention that students require to make adequate progress.

Tier 1

Tier 1 represents the curricula and instruction being provided to all students. Creating a high quality general educational experience for all students is the number one priority in this tier.

Research- and standards- based curricula

In the 2010-11 school year, all Areas and schools are expected to begin and/or continue to implement research- and standards-based curricula in every classroom.
Research- and standards-based curricula refer to what is taught: what students should know (content) and be able to do (skills).

Tier 3 Tier 2

Standards-based curricula connect the content and skills to learning standards. Research-based curricula have been determined to produce positive educational results in a predictable manner. This determination is based on rigorous, objective, external review. For RtI to work effectively, having a solid Tier 1 in place is essential. Ensuring that every classroom is using standards- and research-based curricula is the first step toward effective implementation of the RtI framework.

Tier 1 A
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High Quality and Differentiated Core Instruction

In the 2010-11 school year, all Areas and schools are expected to begin and/or continue to implement an instructional program that ensures classroom instruction is differentiated to meet the needs of all students
The CPS RtI framework is based on the fundamental principle that all students receive high quality core instruction in their regular classroom.

Tier 3 Tier 2

High quality instruction refers to HOW the content and skills (i.e., the research- and standards- based curricula) are presented Differentiated core instruction recognizes that the student population is diverse. Through differentiation, teachers accommodate the range of student abilities that exist in a single classroom.

Tier 1 A
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This includes English language learners (ELLs), students achieving at advanced levels and students with disabilities in a single classroom learning alongside their peers.

Fidelity of Implementation

Without a solid Tier 1 the foundation of the RtI framework it will be difficult for any teacher or school to build a sound system of interventions.
Focusing efforts on implementing standards and research-based curricula and high quality, differentiated instructional strategies may be critical in the first year of implementation. Tier 3 Tier 2
A solid base for the RtI framework depends on the research- and standards-based curricula being implemented with fidelity. When curricula are implemented consistently in the way they were designed to be taught, it helps to identify and address students struggles. If core instruction is not being implemented with fidelity and students are not performing at expected levels, it may be difficult to determine whether a students performance is based on an underlying disability or a lack of quality of instruction.

Tier 1 A
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Universal Screening to identify students who are at risk

In the 2010-11 school year, all Areas and schools are expected to use universal screeners on a regular basis to identify students who are at risk and/or not making academic progress.
Universal screeners provide information that can be used by ILTs to identify groups of students for additional, specific educational interventions and supports.
Intensive Supports: Tier 3 interventions. The universal screener identifies those students at highest risk for failure (lowest 10th percentile) who may require the most intensive supports in addition to Tier 1. Strategic Supports: Tier 2 interventions. The universal screener identifies at-risk students (those in the 11-25th percentile) who may need supports in addition to Tier 1.

Tier 3 Tier 2

Core Instruction: Tier 1 is the curricula and instruction all students receive.

Tier 1 A
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Universal Screening to identify students who are at risk

CPS has identified universal screeners for each grade level and Area plans will guide schools use of them.
Data from these screeners will be provided three times per year and can be used to inform decisions about student tier placement initially and to measure progress during the school year.

Reading

Math

Both

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Interventions are provided at different levels based on student need

In the 2010-11 school year, all Areas and schools are expected to identify and implement academic interventions that provide increased supports to students who are struggling.
Students must be provided scientifically and evidence-based interventions of appropriate intensity that are designed to address identified skill needs and are in addition to core instruction.

Tier 3 D Tier 2
Interventions occurring at increasing intensity

Intensive Supports: Tier 3 interventions also supplement the core curricula and instruction (i.e., students in Tier 3 still receive Tier 1 instruction) and are provided to students who are at highest risk of not meeting grade level standards.
Strategic Supports: Tier 2 interventions supplement the core curricula and instruction and are designed to assist at-risk students in mastering the content and skills expected at Tier 1

Core Instruction: Tier 1 is the curricula and instruction all students receive.

Tier 1 A
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Universal screeners help to determine Tier placement.

Progress monitoring is used to understand student performance

In the 2010-11 school year, Areas and schools are expected to begin and/or continue working to identify and implement tools for progress monitoring. While the tools and processes for progress monitoring are determined at the Area and/or school level, schools are required to log progress monitoring results in Gradebook.
Progress monitoring is used to determine a student's rate of progress towards academic goals.

Tier 3 D Tier 2
Interventions occurring at increasing intensity

Fluid movement

School staff uses progress monitoring results to compare each students expected and actual rates of learning in order to ensure that students are benefitting from specified interventions. Results can inform decisions about intensity of interventions or removal from an intervention.

Tier 1: Every 10 weeks

Tier 1 A
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Tier 2: Twice/month Tier 3: Weekly

B C

Universal screeners help to determine Tier placement.

Assessments are regular and guide decision-making

In the 2010-11 school year, Areas and schools are expected to begin and/or

continue to assess students on a regular basis and to use this information to make decisions about classroom practice and student learning needs
There are a range of other district, Area and school-based assessments available that are used to understand student learning and performance.

Tier 3 D Tier 2
Interventions occurring at increasing intensity

This component recognizes a variety of data may be used to inform instruction, decision-making and in some cases, placement in intervention tiers. Fluid movement

Tier 1 A
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B C

Universal screeners help to determine Tier placement.

Information on student performance is provided to parents

In the 2010-11 school year, Areas and schools are expected to provide

information to parents and families on student performance and intervention needs. The best way to avoid concerns that a school is not providing a
student with sufficient support for learning is to utilize RtI in a way that operates transparently. Parents and families should be notified of student performance on assessments and invited to participate in decision-making as students are identified for Tier 2 and Tier 3 interventions.

Tier 3 D Tier 2
Interventions occurring at increasing intensity

Fluid movement

Tier 1 A
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B C

Universal screeners help to determine Tier placement.

Data-driven process to identify students suspected of having a learning disability

In the 2010-11 school year, in order to determine a student has a specific learning disability and is eligible for special education, Areas and schools (specifically the IEP team) are expected to base their decision on a lack of response to scientifically and evidence-based interventions, as determined through a analysis of data.

H Tier 3 D Tier 2
Interventions occurring at increasing intensity

Data is collected and analyzed which may be used to determine special education eligibility and/or entitlement for students suspected of having a specific learning disability. Students suspected of having any other disability may proceed directly to evaluation based on parent request and / or severity of need. Fluid movement

Tier 1 A
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B C

Universal screeners help to determine Tier placement.

Data-driven process to identify students suspected of having a learning disability

In the 2010-11 school year, in order to determine a student has a specific learning disability and is eligible for special education, Areas and schools (specifically the IEP team) are expected to base their decision on a lack of response to scientifically and evidence-based interventions, as determined through a analysis of data.

IEP teams should not be utilizing the discrepancy model to determine specific learning disability and should rely on the data collected through RtI.

RtI is not designed as a barrier to refer students suspected of having disabilities for a full and individual evaluation (FIE) pursuant to the Individuals with Disabilities Education Improvement Act; however, the data collected through RtI is expected to be used by schools to determine specific learning disabilities during the 2010-2011 school year.
A parent can request a special education evaluation at any time prior to, during, or following their childs involvement in an RtI process.

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Next Steps: Questions to ask

1. Has a self-study been conducted on the curricular capabilities and
capacity of the school?

2. Is the school currently using a District-approved curriculum? If not, how will school evaluate non-District curriculum to ensure it is
research and standards based?

3. 4. 5. 6. 7. 8.

Is curriculum instruction being delivered with fidelity? Is instruction differentiated to match student learning needs Is the school using district-approved screeners per grade level? What reading and math interventions exist in the school already? Are there embedded interventions within the schools District curricula? Will the school select interventions from the District-approved list?

If not using District-approved interventions, how will school evaluate

non District-approved interventions to ensure scientifically, evidencebased?

9. How will the school implement interventions within the School? 10. How will school check for fidelity of implementation of interventions?
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CPS RtI website www.chicagoteachingandlearning.org/

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Contact
Jason Franzke Director of RtI Implementation Office of Teaching and Learning RtI@cps.k12.il.us

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