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. 

In 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 Dr. Donna Glover, School Psychologist serving Lincoln, Irving and Whittier schools, has prior experience working in a district in which RtI has been used. In addition, Mr. Matthew Maciak, School Psychologist and his intern at that time, Mr. Alex Meirin, both with experience in implementing RtI, worked at Holmes School.

It is also important to note that 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 specifically related to eligibility for Specific Learning Disability.

The focus in the pilot schools is specifically 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 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.

 

  • 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 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 a Problem Solving/RtI 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