100% of funding ($1,975,000/year)
is from federal sources.

About the Network

The overarching goal of the I-RtI Network is to scale up a coaching-of-coaches model to improve the progress and performance of all students, including those with disabilities, by providing standardized professional development consisting of training, technical assistance, and coaching to district and school teams and parents throughout the state. The services provided through the Network are focused on improving student performance in grades K-12 through the implementation of a multi-tiered system of instruction, intervention, and assessment, including RtI, with an emphasis on:

  • Administrative leadership;
  • Scientific, research-based reading and math curricula, instruction, and interventions in grades
  • Data-based decision making;
  • Universal screening and progress monitoring; and
  • Parent and family engagement and partnerships.

The I-RtI Network trains and supports a cadre of coaches across the state who work with district and school teams in implementation of a multi-tiered system of supports (MTSS), commonly known as RtI. The Network staff consists of a Statewide Project Administrator, Area Wide Instructional Leaders (AWILs), and Lead Coaches. Additionally, regionally and/or district based External Coaches are trained and supported by the Network and assigned to work with participating district sites.

The I-RtI Network Project Administrator, AWILs, and Lead Coaches are responsible for working directly with External Coaches and district sites to:

  • Provide training;
  • Provide technical assistance and coaching, including recruitment and training of LEA coaches;
  • Facilitate parent engagement and partnerships in each site;
  • Coordinate small group networking meetings of staff across sites for reflection, collaboration, and resource sharing; and
  • Conduct district-, school-, and student-level data collection.

Through an application process, district and school teams participate in the I-RtI Network for a period of three to five years. During this time, these teams receive high quality professional development via a scope and sequence that focuses on implementing and sustaining RtI/MTSS.  Currently, there are 83 participating districts, of which approximately 43 percent are low-performing with regard to making adequate yearly progress (AYP) and 70 percent have high percentages (40 percent or more) of students from low income backgrounds.

All I-RtI Network staff and External Coaches are responsible at varying levels for coordinating their work with Illinois' Statewide System of Support (SSoS) for low-performing schools and other ISBE initiatives such as the Illinois Positive Behavior Interventions and Supports (PBIS) Network, Project CHOICES, and the Parent and Educator Partnership.