RTI Guidance Document
ISBE is pleased to announce that "Illinois Special Education
Eligibility and Entitlement Procedures and Criteria within a
Response to Intervention (RtI) Framework: A Guidance Document" is
now available in final form at
http://www.isbe.net/spec-ed/Default.htm (see "What's New"). The
guidance document is designed to provide Illinois districts and
schools with a framework for using RtI to determine a student's
eligibility for and entitlement to special education services.
Beginning in the 2010-2011 school year, districts must use a
process that determines how a child responds to scientific,
research-based interventions as part of the evaluation procedures
to determine special education eligibility under the category of
specific learning disability (SLD), in accordance with 23 Illinois
Administrative Code 226.130
(http://www.isbe.net/rules/archive/pdfs/226ark.pdf). While this
requirement is specific to SLD, districts also have the option of
using such a process as part of the evaluation procedures for other
disability categories. The guidance document also aligns directly
with the Illinois State RtI Plan
(http://www.isbe.net/pdf/rti_state_plan.pdf) and sets the stage for
Illinois schools to approach special education eligibility and
entitlement decisions from a broader context of quality
instruction, intervention, and assessment to address the learning
and behavioral needs of all students.
Services Provided
To support implementation of the process outlined in the
guidance document, a series of training events will be conducted in
the next several months. Further details, including dates and
locations, will be forthcoming. ISBE will also be developing one or
more "professional practice" supplements to expand on basic
information contained in the guidance document. For example, a
supplement providing greater detail related to addressing the needs
of English Language Learners (ELL) within an RtI framework will be
developed in the near future through a collaborative effort of ISBE
and ELL practitioners. Questions about the guidance document may be
directed to Special Education Services at 217-782-5589.