Illinois – A.S.P.I.R.E.
Alliance for School-Based Problem Solving & Intervention
Resources in Education School Based
ASPIRE Grant Description
Building Teams
Illinois – A.S.P.I.R.E. Grant
Chicago – District 299
Alliance for School-based Problem-solving & Intervention Resources in Education
An Illinois State Board of Education Initiative
Core Belief
3 tiers of Instructional support
Professional Development
Resources
Data
Contact
Illinois ASPIRE (Alliance for School-based Problem-solving and Intervention
Resources in Education) is a coordinated, regionalized system of personnel
development designed to increase the capacity of school districts to provide early
intervening services, aligned with the general education curriculum, to at-risk
students and students with disabilities. This system consists of four regional
Illinois ASPIRE Centers established by the Illinois State Board of Education, and
each is responsible for activities to support the following project objectives:
1. Deliver standardized research-based professional development in ProblemSolving, including Response to Intervention (RTI); scientifically-based
reading instruction; and standards-aligned instruction and assessment
through:
a) A coaching model to targeted demonstration districts in each region,
b) Large scale trainings throughout each region, and
c) Ongoing technical assistance to schools.
2. Increase the participation of parents in decision making.
3. Incorporate the professional development content into Institution of Higher
Education (IHE) general and special education pre-service and graduate
curricula.
4. Evaluate the effectiveness of project activities.
Illinois ASPIRE is operated under a State Personnel Development Grant from the
U.S. Department of Education, Office of Special Education & Rehabilitation
Services. All funding ($1.85 million annually) is from federal sources.
BUILDING TEAM
TEAM POSITION
NAME
PRINCIPAL
MR. DAN REDMOND
ASSISTANT PRINCIPAL
MRS. CATHY RIOS
CASE MANAGER/COUNSELOR
MRS. LARMON
INTERVENTIONIST
MRS. O’NEILL
MRS. MCMAHON
REFERRING TEACHER
PRE K -8TH GRADE TEACHER
BILINGUAL LEAD TEACHER
MR. ROSALES
PSYCHOLOGIST
MRS. MORALES
SPEECH PATHOLOGIST
MS. RYAN
SOCIAL WORKER
MS. GARSON
OCCUPATIONAL THERAPIST
MS. HILL
NURSE
MRS. MURPHY
ASPIRE Grant Description
Building Teams
Illinois – A.S.P.I.R.E. Grant
Chicago – District 299
Alliance for School-based Problem-solving & Intervention Resources in Education
Core Belief
3 tiers of Instructional support
Professional Development
Resources
MISSION STATEMENT:
WHERE EVERY CHILD IS GIVEN THE
OPPORTUNITY, TOOLS, GUIDANCE, AND
ENCOURAGEMENT TO EXCEL IN ACADEMICS AND
IN LIFE.
Data
Contact
VISION STATEMENT:
WE AT DURKIN PARK ELEMENTARY BELIEVE OUR
STUDENTS WILL PROCESS INFORMATION AND
MAKE DECISIONS USING READING, WRITING,
LISTENING AND SPEAKING TO SUCCEED IN A
GLOBAL SOCIETY.
ASPIRE Grant Description
Building Teams
Core Belief
3 tiers of Instructional support
Professional Development
Resources
Data
Contact
Illinois – A.S.P.I.R.E. Grant
Chicago – District 299
Alliance for School-based Problem-solving & Intervention Resources in Education
The VISION: To Provide Effective Interventions to Meet the Needs of ALL Students through Early and Scientifically
Based Interventions through Careful Systems Planning
ASPIRE Grant Description
Building Teams
Illinois – A.S.P.I.R.E. Grant
Chicago – District 299
Alliance for School-based Problem-solving & Intervention Resources in Education
State Modules
Core Belief
3 tiers of Instructional support
Professional Development
Resources
Collaborating for Success: leadership and
Teaming in a Response-to-Intervention
(RTI) and Problem Solving (PS) System
Universal Screening
Data
Contact
Team Structure
Overview of the Problem-Solving Model
Scientifically based Progress Monitoring
in Reading
ASPIRE Grant Description
Building Teams
Core Belief
3 tiers of Instructional support
Professional Development
Resources
Data
Contact
Illinois – A.S.P.I.R.E. Grant
Chicago – District 299
Alliance for School-based Problem-solving & Intervention Resources in Education
Resource
1. Special Education Eligibility in an RtI Framework
a. Resources
b. References
2. Supplementary Material Provided by Illinois – A.S.P.I.R.E. Grant
a. Books & Video
a. Academic
b. Behavioral
b. Laminated Reference Guides
FRAMEWORK FOR READING INTERVENTIONS
Tier III
Highly at-risk students
Intensive Intervention
Wilson Fundations
Headsprout Comprehension
Harcout Strategic Intervention
Florida Center of Reading Research Intervention Games
Tier II
At-Risk Students
Supplemental
Interventions
Tier I
Core Curriculum
Lexia
Headsprout
Six Minute Solutions
Zoo Phonics
I’ve Dibel’d Now What
Starfall.com
Harcourt Storytown
SRA
Accelerated Reader
Everyday Math
Tier II
Students identified
through data. The
team matches
students to appropriate
interventions.
ASPIRE Grant Description
Building Teams
Core Belief
Illinois – A.S.P.I.R.E. Grant
Chicago – District 299
Alliance for School-based Problem-solving & Intervention Resources in Education
Special Education Eligibility in an RtI Framework – Resources
• A Frequently Asked Questions (FAQ) document was developed as a companion to this guidance document. This supplemental tool provides greater details and examples
connected to the information found herein. The FAQ also answers specific questions raised by stakeholder groups and individuals during the review of the initial draft of the
guidance document.
3 tiers of Instructional support
• The ISBE RtI website (http://www.isbe.net/RtI_plan/default.htm) will continue to serve as a resource. Here districts can access various documents, such as the Illinois State
Response to Intervention Plan and the Illinois RtI District Plan template. The ISBE site also has links to various sources for professional development and technical assistance,
such as PowerPoints, webinars, and other websites.
Professional Development
• The Illinois ASPIRE website (http://www.illinoisaspire.org) was developed under a five year federally-funded State Personnel Development grant project and continues to
provide extensive information from Illinois on training modules, visitation sites, and links to other valuable resources.
Resources
Data
Contact
• The National Center on RtI (http://www.rti4success.org) is funded by the U.S. Department of Education’s Office of Special Education Programs and provides information on the
latest research, professional development opportunities through online learning events, and practical resources for implementation of RtI. Based on a standard evaluation
process of scientific rigor, the website publishes a tool chart to assist educators and families in becoming informed consumers who can select reading screening and progress
monitoring tools to be used within the RtI context.
• The National Association of State Directors of Special Education (http://www.nasdse.org), in collaboration with numerous very knowledgeable experts in the field of RtI, has
published many valuable documents and resources that guide districts through the RtI process. They continue to provide updates on research, training modules, and
collaboration with the Council of Administrators of Special Education, American Association of School Administrators, and other organizations to provide timely, relevant
information regarding RtI practices across the county.
• The RtI Action Network (http://www.rtinetwork.org) is a program of the National Center for Learning Disabilities and has the goal of providing tools and resources for the
effective implementation of RtI. The website provides research and references behind RtI practices, ongoing professional development through webinars, and opportunities to
connect to others regarding implementation issues through discussion strands.
• The Illinois Association of Administrators of Special Education (http://www.iaase.org/wp) is a state professional organization for special education administrators that provides
several workshops and conferences throughout the year. The website offers links and updated information on workshops across the state that support RtI.
• The Illinois School Psychologists Association (http://ilispa.org) is another current and knowledge-based resource on practices, data collection, networking, and research
available to assist districts in their RtI planning and implementation. This organization’s listerv also offers ongoing supports and ideas on a frequent basis.
• The Illinois Principals Association (http://www.ilprincipals.org) is a leadership organization that provides ongoing supports and professional development for school leaders
across Illinois. They continue to provide webinars and workshops on RtI and updated resources and links to other valuable sites for their membership.
• Batsche, G., Elliott, J., Graden, J., Grimes, J., Kovaleski, J., Prasse, D., Reschly, D., Schrag, J., & Tilly III, W.D. (2006). Response to Intervention Policy Considerations and
Implementation. Alexandria, VA: National Association o
ASPIRE Grant Description
Building Teams
Illinois – A.S.P.I.R.E. Grant
Chicago – District 299
Alliance for School-based Problem-solving & Intervention Resources in Education
Special Education Eligibility in an RtI Framework – References
Core Belief
3 tiers of Instructional support
• Batsche, G., Elliott, J., Graden, J., Grimes, J., Kovaleski, J., Prasse, D., Reschly, D., Schrag, J., & Tilly III, W.D.
(2006). Response to Intervention Policy Considerations and Implementation. Alexandria, VA: National
Association of State Directors of Special Education.
• Colorado Department of Education. (2008). Guidelines for identifying students with specific learning disabilities.
Denver, CO.
Professional Development
Resources
• Fernley, S., LaRue, S.D. & Norlin, J. (2009). What do i do when... The answer book on RTI. Horsham, PA: LRP
Publications.
• Illinois State Board of Education. (2009). The Illinois state response to intervention (RtI) plan. Springfield, IL.
Data
• Illinois State Board of Education. (2007). 23 Illinois administrative code 226. Springfield, IL.
Contact
• National Research Council. (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford,
& B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and
Social Sciences and Education. Washington, DC: National Academy Press.
• Pennsylvania Department of Education. (2008). Guidelines for identifying students with specific learning
disabilities. Harrisburg, PA.
• U.S. Department of Education. (2006) Federal register: 34 CFR parts 300 and 301, Assistance to states for the
education of children with disabilities and preschool grants for children with disabilities; Final rule. Vol. 71, No.
156.
Illinois – A.S.P.I.R.E. Grant
ASPIRE Grant Description
Building Teams
Chicago – District 299
Alliance for School-based Problem-solving & Intervention Resources in Education
Supplementary Material
Books & Video
Core Belief
Academic
3 tiers of Instructional support
Adams, G., Brown, S.; The six-Minute Solution: A reading Fluency Program (Primary Level), 2007. Sopris West.
Adams, G., Brown, S.; The six-Minute Solution: A reading Fluency Program (Intermediate Level), 2007. Sopris West.
Professional Development
Resources
Dodge, Judith; Differentiation in Action, 2005. Scholastic .
Fielding, L., Kerr, N., Rosier, P.; Annual Growth for all Students, Cat-up Growth for those who are behind, 2007. The New
Foundation Press, INC.
Gambrell, L., Morrow, L., and Pressley, M.; Best Practices in Literacy Instruction, 2007. The Guilford Press.
Data
Hutchens, David; Out learning the Wolves: Surviving and Thriving in a Learning Organization, 2007. Pegasus
Communications, INC.
Contact
Shinn, M., Walker, H., and Stoner, G.; Interventions for Academic and Behavior Problems II: Prevention and Remedial
Approaches, 2002. The National Association of Psychologists.
Tomlinson, Carol Ann; The differentiated Classroom: Responding to the Needs of all Learners, 1999. ASCD (Association for
Supervision and Curriculum Development).
Zhao, Yong; catching up or Leading the Way American Education in the Age of Globalization, 2009. ASCD (Association for
Supervision and Curriculum Development).
Behavioral
Books
May, S., Ard, W., Todd, A., Horner, R., Glasgow, A., Sugai, G. & Sprague, J. (2000). School-wide Information System
(SWIS©), University of Oregon, Educational and Community Supports.
Video
Leanne S. Hawken, Hollie Pettersson, Juile mootz, and Carol Anderson; the behavioral Education Program: A check-In,
Check-Out Intervention for Students at Risk, 2005, Guilford Publications
ASPIRE Grant Description
Building Teams
Illinois – A.S.P.I.R.E. Grant
Chicago – District 299
Alliance for School-based Problem-solving & Intervention Resources in Education
Supplementary Material
Laminated Reference Guides
Core Belief
3 tiers of Instructional support
Casbarro, Joseph.; RTI: Response – To – Intervention, 2010. National Professional Resources, INC..
(www.NPRinc.com)
Professional Development
Hanson, Helene; RTI & DI: Response – To – Intervention & Differentiated Instruction, 2009. Dude Publishing
and National Professional Resources, INC. (www.NPRinc.com)
Resources
Data
Contact
DIBELS/IDEL DATA
ASPIRE Grant Description
Building Teams
Core Belief
3 tiers of Instructional support
RED- NUMBER OF STUDENTS IDENTIFIED AS HIGH RISK
YELLOW- NUMBER OF STUDENTS IDENTIFIED AS STRATEGIC
GREEN- NUMBER OF STUDENTS IDENTIFIED AS MEETING BENCHMARK
Beginning of Middle of
End of Year
BOY - EOY
Year
Year
Grade: K
Room
107&109
Professional Development
Resources
Grade: 1
Room 102,
101, 104
13
13
20
28%
28%
44%
5
12
30
10%
26%
64%
46 students
47 students
12
21
32
3
14
50
19%
32%
49%
4%
21%
75%
Data
65 students
67 students
6
10
36
5
5
50
Contact
Grade: 2
Room
103&105
Grade 3
Room 106 &
110
12%
19%
69%
8%
8%
84%
52 students
60 students
15
21
19
10
17
27
27%
38%
35%
55 students
19%
31%
50%
54 students
DIBELS/IDEL DATA
K-3rd Grade
2009-2010
70
60
50
40
High Risk
Strategic
Benchmark
30
20
10
0
BOY
MOY
EOY
BOY-EOY
ASPIRE Grant Description
Building Teams
Core Belief
3 tiers of Instructional support
Illinois – A.S.P.I.R.E. Grant
Chicago – District 299
Alliance for School-based Problem-solving & Intervention Resources in Education
DURKIN PARK ELEMENTARY
8445 S. KOLIN
(773) 535-2322
Professional Development
Resources
PRINCIPAL - MR. DANIEL REDMOND
ASSISTANT PRINCIPAL – MRS. CATHY RIOS-MARIN
Data
Contact
CONTACT PERSON:
INTERVENTIONIST- MRS. O’NEILL
emaloney@cps.edu