Illinois

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Does the state have a RTI website? Yes.

http://www.isbe.net/RtI_plan/default.htm

Does the state have a RTI guidance document? Yes.

http://www.isbe.net/pdf/rti_state_plan.pdf

What does the state allow for SLD determination? RTI Only

Illinois does not allow an IQ-Achievement formulation for SLD anymore. Districts are required to use an RTI framework to identify SLD and are only allowed to collect IQ-Achievement information as a supplemental source. IQ-Achievement can neither negate or reverse the decisions made based on the RtI framework.

http://docs.google.com/viewer?a=v&q=cache:5bTRWariuLUJ:www.isbe.state.il.us/SPEC-ED/pdfs/sped_rti_framework.pdf+Illinois+ISBE+RTI+requirements&hl=en&gl=us&pid=bl&srcid=ADGEESjomqtmAezsD3N6AP94HWD__-2_1pzmF6B3oDZw0Z7j_A7cK37DFbnbjHOomhyBmMxVfVWtiMSxAyv1Tk7cD26uHsVDcVpA7K9fxiKxV7inDBhETFSOeDv_HqpO-vSFS8oAKG3w&sig=AHIEtbSbO_faXBvi8EszwavMlgKLxJcUaQ

Does the state have an RTI Related SPDG? Yes.

The method by which to achieve the projects goals is through establishing four Regional Professional Development Centers that will be collaborative partnerships of local education agencies, regional providers, institutions of higher education, and parent entities. All centers will provide standardized professional development and technical assistance to educators and parents in their regions, focusing on designing and providing early intervening services, with an emphasis on scientific, research-based reading instruction; progress monitoring; response to intervention; and standards-aligned instruction and assessment. School demonstration and data collection sites will be established within each region to facilitate school- and student-level data collection and evaluation.
http://www.isbe.state.il.us/SPEC-ED/html/illinois-aspire.htm

Does the state have RTI Components in its SPP? Yes.

Indicator 2: Dropout
Indicator 3: Assessment
Indicator 4: Suspension and Expulsion
Indicator 9: Disproportionality - special education by race
Indicator 10: Disproportionality – specific disability categories by race
http://www.isbe.state.il.us/spec-ed/pdfs/state_performance.pdf

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Illinois State Response to Intervention (RtI) Plan (pdf): This 2008 plan outlines the Illinois State Board of Education’s process for facilitating statewide implementation of RTI, including its strategies for providing support in the form of technical assistance, funding, and information resources and its strategies for monitoring the fidelity of implementation and evaluating program effectiveness. This resource also provides a conceptual framework for understanding the RTI process and situates RTI in relation to such federal policies as No Child Left Behind (NCLB), Reading First, and the Individuals with Disabilities Education Act (IDEA). This policy document serves as a guide to help district administrators develop a plans for implementing RTI, and it may also be of use to state-level administrators who are looking for information on how to support local implementation of RTI.
Role of Scheduling in Terms of Delivery: May Elementary School: This 2007 PowerPoint presentation describes the implementation of RTI at May Elementary School in Illinois, focusing on how the school scheduled instructional time and grade-level team meetings to support RTI delivery. This resource was presented by May Elementary School’s principal, Barbara Cantlin, at the Illinois ASPIRE North Conference held May 14-15, 2007 at Northern Illinois University. This presentation would be particularly useful for teachers and school administrators looking to implement RTI because it explains steps for operationalizing RTI at the school level.
3-Tier Triangles Template: This tool provides a Microsoft Excel template to create 3-tier pyramids that graphically represent the proportion of students in each instructional tier based on curriculum-based measurement (CBM) benchmarking data. This resource would be of use to school-level administrators or teachers who want to compare the proportions of students in each tier over time and/or across grades. It was released by the Indian Prairie District 204 during a Site Visitation Day sponsored by Illinois ASPIRE North on May 21, 2007.
System-wide Self-Study: This document provides a tool for collecting data regarding schools’ implementation of a 3-tier RTI model. In particular, this tool is designed to capture information concerning schools’ use of data and problem-solving teams in instructional decision-making. It also documents the proportions of students and the interventions used in each tier of instruction in the areas of literacy, math, and behavior. This resource would be of particular use to district- and school-level administrators who are looking for tools to assess schools’ implementation of RTI. It was developed by Pam Radford, a regional coordinator for Illinois’s Alliance for School-based Problem-solving & Intervention Resources in Education (ASPIRE) initiative.
Tier Two Interventions Lessons Learned: This 2007 presentation provides case studies of three elementary schools in Illinois’s North Shore School District 112 that implemented RTI as part of Illinois’s Alliance for School-based Problem-solving & Intervention Resources in Education (ASPIRE) initiative. The presentation highlights the processes for student screening and progress monitoring at these linguistically-diverse schools. This resource was presented at the Illinois ASPIRE North Conference held May 14-15, 2007 at Northern Illinois University. It would be of use to (1) school-level administrators and teachers because it identifies lessons learned during school-level implementation of RTI or (2) district-level administrators because it gives information on district activities to support the use of RTI.
I-Aspire Year One: Using a Data System in a Diverse Community: This 2007 presentation features a case study of a high-minority, low-income district’s first year implementing a 3-tier RTI model as part of Illinois’s Alliance for School-based Problem-solving & Intervention Resources in Education (ASPIRE) initiative. In particular, the presentation highlights organizational changes to support implementation, implementation logistics, challenges and successes, and planned next steps for the district’s second year of implementation. The presentation provides examples of an instructional planning form, an office discipline referral, and progress monitoring graphs. This resource was presented at the Illinois ASPIRE North Conference held May 14-15, 2007 at Northern Illinois University. It would be of use to district- and school-level administrators looking for information on how to implement RTI to improve literacy instruction and address behavioral issues.
Overview of the Problem-Solving Model: Implementing Science- and Practice-based Solutions to Long-Standing Problems: This 2008 presentation provides an overview of responsiveness to intervention (RTI), focusing on three foundational concepts of the RTI approach: (1) problem-solving methodology, (2) tiered instruction and intervention, and (3) integrated data systems. This resource also provides background information on the state policy context for RTI, the relationship between RTI and learning disability identification, and the advantages of using a needs-based, problem-solving model over a traditional approach to service delivery. The presentation concludes with information on how to put RTI in place through consensus-building, infrastructure development, and implementation. It was presented by Kathryn Cox and Amy Dahlstrom Klainer at the Illinois No Child Left Behind Annual Statewide Conference held February 6-8, 2008 in Chicago.
Scientifically-Based Interventions and Instruction v. Accommodations v. Modifications: This factsheet defines what constitutes an intervention, a modification, and an accommodation and provides examples of each. It was created by IL-ASPIRE Central, a regional center of Illinois’s Alliance for School-based Problem-solving & Intervention Resources in Education (ASPIRE) initiative. This resource would be particularly useful for teachers and administrators looking for information that distinguishes interventions from other measures used with struggling students.
Illinois Alliance for School-based Problem-solving and Intervention Resources in Education (ASPIRE): This website features information and resources related to Illinois’s Alliance for School-based Problem-solving and Intervention Resources in Education (ASPIRE) initiative, which established a regionalized system of technical assistance and professional development to support schools and districts in implementing a problem-solving, Response-to-Intervention approach to instruction. The website provides information on ASPIRE’s four regional service centers and contains links to documents, online training modules, and other resources concerning RTI implementation and protocol. The Illinois ASPIRE initiative was established by the Illinois State Board of Education and is funded by a five-year (2005-2010) State Personnel Development Grant under Part D of the Individuals with Disabilities Education Act (IDEA) of 2004.
Illinois Response to Intervention (RtI) Website: This 2008 website features resources released by the Illinois State Board of Education to assist districts in developing plans to implement Illinois’s Response to Intervention (RTI) model by the 2010-2011 school year. These resources provide information on the guiding principles behind the state model and explain the needs assessment and action planning procedures that Illinois school districts should use for RTI implementation.

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© Copyright 2010
The resources within the State Databases were taken directly from the states. Any policies, models, or programs described within those resources have not been evaluated by and are not endorsed by either the National Center on Response to Intervention or the U.S. Department of Education, Office of Special Education Programs, which funds the Center. The resources were meant only to provide examples of work being done in the field.