Response to Intervention (RtI) / Problem Solving in District 97


Response to Intervention (RtI) is an approach to the diagnosis of Learning Disabilities. In the RtI model, a student with academic delays is given one or more research-validated interventions. The student's academic progress is monitored frequently to see if those interventions are sufficient to help the student to catch up with his or her peers. If the student fails to show significantly improved academic skills despite several well-designed and implemented interventions, this failure to 'respond to intervention' can be viewed as evidence of an underlying Learning Disability.  In using the RtI model, the focus is on problem solving and intervention rather than the identification of a disability and determination of eligibility for special education. 

IDEA 2004 Federal Regulations specifically include references to a Local Education Agency’s ( LEA’s) use of RtI in the determination of eligibility for Learning Disabilities.  In addition, the Illinois special education regulations include specific expectations for local districts to use RtI as part of the process in determining a child's eligibility for special education under the category of Specific Learning Disabilities. As specified in the Illinois School Code, the District submitted its RtI plan prior to January 1 of this year, and expects to implement an RtI/Problem Solving model at some level in all schools beginning with the 2010-2011 school year.

In District 97, during the 2006-07 school year, four schools were selected as pilot sites for implementation of Response to Intervention (RtI) / Problem Solving. The schools include: Lincoln Elementary, Irving Elementary, Whittier Elementary, and Holmes Elementary. These selections were made based on the fact that staff at those buildings had prior experience working in districts in which RtI has been implemented. In addition to experience in other districts, some staff in the pilot schools expressed specific interest in developing and implementing RtI/Problem Solving.

The focus in the pilot schools has specifically been on improving reading skills. Over the past two years the pilot schools have been engaged in:

  • Benchmarking – Using AIMSweb software, implementing Dynamic Indicators of Basic Early Literacy Skills (DIBELS), implementing Pearson assessments of student progress to determine the student performance expected at each grade level and to assess where individual students fall in relation to those expectations. More specifically, staff have been working to identify students who are struggling in the district core reading curriculum.

 

  • Progress Monitoring – Students are then provided with interventions and the data on student performance, relative the interventions, is closely monitored to determine how effective the interventions are at improving the student's skills. Data is taken on their performance and their progress is closely monitored. That data is then used to make instructional decisions (data driven decision making). With more intense interventions the progress monitoring data samples may be taken weekly.

 

  • Standard Protocol – The pilot schools are also working to develop a standard way to implement interventions for students who are struggling academically.


  • District Implementation – The information and the data collected at the pilot schools will ultimately be used to plan for the continued use of RtI/Problem Solving in the remaining buildings over the next two years.  In addition, math and writing skills will be included for benchmarking and progress monitoring with RtI.

For additional information on Problem Solving and RtI you may want to visit the following websites: District 97 is committed to implementing an RtI/Problem Solving model on behalf of all students and teachers.  If you have additional questions, please contact the Special Education Department in District 97 by calling 708-524-3030 or contact us by e-mail at office@op97.org .

 

Steven D. Castle
Director of Special Education