Indiana

To request assistance in your state

E-mail: RTIcenter@air.org

Does the state have a RTI website? Yes.

www.doe.in.gov/rti

Does the state have a RTI guidance document? Yes.

http://www.doe.in.gov/rti/docs/RtI_Guidance_Document.pdf

What does the state allow for SLD determination? RTI and Other

Indiana Article 7; 511 IAC 7-41-12

http://www.doe.in.gov/exceptional/speced/laws.html

Does the state have an RTI Related SPDG? No.

No RTI related SIG Grants

http://www.signetwork.org/grantees.html

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

Indicators 4: Suspension and Expulsion
Indicator 5: School-aged Least Restrictive Environment
Indicator 9: Disproportionality - special education by race
Indicator 10: Disproportionality – specific disability categories by race

http://www.doe.in.gov/exceptional/speced/docs/Indiana_Part_B_SPP.pdf

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Response to Intervention: Evidence-Based Curriculum: This presentation describes the strategies that one Indiana school district used to implement an evidence-based curriculum within the framework of a three-tiered, standard treatment protocol (hybrid) Response to Intervention model. Featured topics include the use of tiered academic and behavioral interventions, curriculum development and mapping procedures, and staff support and monitoring structures. This resource would be particularly useful for administrators and teachers looking for tools to support curriculum implementation. It was developed by the Huntington County Community School Corporation (HCCSC) and released by the Indiana Department of Education in 2008 on its RTI website.
RTI – A Work in Progress: This presentation describes the strategies used by one Indiana high school for implementing a Response to Intervention approach whereby educators (1) provide evidence-based instruction to all students, (2) assess progress towards academic success, (3) identify students in need of interventions and monitor their response, (4) adjust interventions, and (5) use data at the earliest opportunity to identify the academic needs of students. The presentation was given by Vickie Long and Barb Ross of Connersville High School and released by the Indiana Department of Education in 2008 on its RTI website.
Progress Monitoring and Intervention System Needs Assessment (pdf): This 2007 tool offers a self-assessment rubric that districts and schools can use to evaluate their level of implementation of seven key components of a Response to Intervention (RTI), which are: (1) Leadership, (2) Core Curriculum and Instruction, (3) Positive Learning Environments, (4) Collaborative Problem Solving, (5) Assessment, (6) Intervention, and (7) Data Analysis. The overall objective of this instrument is to support district and school leaders in the ongoing evaluation of the implementation and effectiveness of curricula, instructional practices, and assessment techniques as they relate to meeting the needs of all students. This resource was released in February 2007 by the Indiana Department of Education and can be found on the state’s RTI website.
Indiana’s Response to Intervention Academy: Data-Based Decision Making (Beginning): This 2008 presentation is designed to provide a basic understanding of the role that systematic data collection, analysis, and reporting procedures play within a three-tiered Response to Intervention (RTI) approach to academic and behavioral supports. It gives an overview of the problem-solving process used within this approach – namely, problem definition, problem analysis, plan development, plan implementation, and evaluating progress– and describes how this process can be applied to educational settings. This presentation was given by Brett E. Bollinger on October 21, 2008 and released by the Indiana Department of Education on its RTI website.
Implementation of Response to Intervention: Universal Screening, Progress Monitoring & Data-Based Decision Making: This 2008 presentation describes one Indiana school district’s implementation of a multi-tiered, Response to Intervention (RTI) approach to service delivery in the area of language, from the perspective of speech-language pathologists (SLPs). It outlines the district’s universal screening, intervention, and progress monitoring procedures and describes the change process used to initiate implementation. Tips for getting started with RTI and key factors for consideration are also featured. This presentation was given by Lori Carmichael-Howell and Jennifer Dezarn-Lynch of MSD Wayne Township during Indiana’s October 15, 2008 conference titled Indiana’s Perspective on Response to Intervention. Other presentations from this conference can be found on the Indiana Department of Education’s RTI website.
Response to Intervention: Universal Screening & Progress Monitoring: This presentation provides a brief overview of the defining features of a multi-tiered, Response to Intervention (RTI) approach to academic and behavioral support. It identifies the tools and structures that one Indiana school district used to implement universal screening and progress monitoring procedures as part of such an approach. This resource was developed by the Huntington County Community School Corporation (HCCSC) and released by the Indiana Department of Education in 2008 on its RTI website.
Lanesville’s Approach to Response to Intervention: A Pilot Program Using DIBELS: This 2008 presentation describes how one Indiana elementary school implemented interventions and progress monitoring procedures for kindergarten and first grade students as part of a Response to Intervention (RTI) pilot program. It focuses in particular on the school’s use of DIBELS as a benchmark assessment and identifies strategies for data collection and management. This resource was presented by Jennifer Moore, Marsha Himmelhaver, Bethany Miller, Lisa Hammond, and Robin Wolfe of Lanesville Elementary on October 16, 2008 and released by the Indiana Department of Education on its RTI website.
Assessment & Progress Monitoring: This 2008 presentation provides information on assessment tools and procedures that one Indiana elementary school used to perform universal screening and progress monitoring within a data-driven, problem-solving approach to identifying and addressing student needs. It explains the purpose and perceived benefits of using universal screening and progress monitoring from the perspectives of both teachers and the school principal. This resource was presented by a team of educators from Mintonye Elementary in Fall 2008 and released by the Indiana Department of Education on its RTI website.
Guidance Document – Indiana’s Vision of Response to Intervention: Using Response to Intervention (RTI) for Indiana’s Students (pdf): This resource is Indiana’s Response to Intervention (RTI) guidance document, developed by the Indiana Department of Education (IDOE). It is designed to facilitate and assist schools across the state as they implement RTI. The guidance document provides a conceptual framework and valuable information on developing, designing, and implementing best practices to increase student achievement. The document is housed with other RTI resources on the Indiana Department of Education’s RTI website.
Response to Instruction (RtI) Guidance Document, 2010 (pdf): This 2010 Indiana document is designed to facilitate and assist Indiana educators in implementing RtI.

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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.