RRFC Portal - Bookmark - Idaho - RtI Learning Community

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Idaho's Results Based Model (RBM) initiative has evolved into a new format.
The RtI Electronic Learning Community is a gathering point for parents and professionals to share information concerning Response to Intervention. The site supports a variety of documents and other resources, including discussion forums.

RBM is proactive and preventative. It attempts to catch student concerns early. Schools that have implemented this approach with fidelity have reduced referrals to special education significantly and have demonstrated marked improvement in reading gains for grades K-3. Currently a stakeholder group is developing a plan and time table for statewide implementation of this RTI model. This Powerpoint presentation presents an overview of the model.

Non-categorical Eligibility Criteria - This form is for documenting evidence of resistance to reasonable general education intervention efforts: (Interventions attempted and data showing results) This is handout #1 to accompany the presentation above.

Eligibility Report - Non-categorical Disability Identification - This is a series of questions to address in determining a student's "resistance to interventions", and subsequent eligibility for services under "non-categorical". This is handout #2 to accompany the presentation above.

RESULTS - Idaho Outcome Data
Effect on Placements: Between the fall of 02-03 and the fall of 04-05 the overall enrollment of public school students has increased by 3% from 248,660 to 256,004.

During the same time the enrollment statewide in special education has fallen by 1% from 29,064 to 28,808. In the districts that have at least one RBM site there has been a 3% decrease in special education placements.

Effect on Reading Skills: Idaho has been using the Idaho Reading Indicator (IRI) to screen the reading skills of K-3 students statewide for the past six years. During the 2002-2003 school year, Gary Nunn, Ph.D. Chair of the School Psychology program at Idaho State University, conducted a study to measure the impact that intervention plans had on students' progress in reading at RBM sites compared to non-RBM sites using the IRI results. He found that students on intervention plans demonstrated significantly better progress in developing reading skills than students not on intervention plans.

Program Evaluation of Results-Based Model for 2002-2003 by Gerald D. Nunn, Ph.D. This 289 page document reports the central findings driven by data collected over the 2002-2003 academic year relative to the impact of Idaho's RBM within pilot schools.

To learn more about the Results-Based Model go to the RBM Learning Community web site.

Links Directory / Topical Link Collections / Responsiveness to Intervention / State Activities, Policy and Guidance

Friday, 14 April 2006 / Monday, 06 April 2009

Daphne Worsham

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