TOT Y3D4 Review of Critical Concepts Eligiblity

1. TOT Y3D4 Review of Critical Concepts Eligiblity A collaborative project between the Florida Department of Education and the University of South Florida

2. Advance Organizer • Y3D3 Content Review • Critical Concepts • PS/RtI - ESE Eligibility • 6A-6.0331 • 6A-6.03018 • 6A-6.030121 • Surveys - Beliefs, Skills

3. Integrity, Tier 3 Progress Monitoring and RtI YEAR 3, DAY 3 REVIEW

4. Importance of integrity: • Rapid and widespread deployment of RtI has made urgent the need to attend to integrity • Integrity data are essential to making valid conclusions about outcomes • Issues related to integrity are central to the success of RtI (Sanetti and Kratochwill, 2009)

5. Another definition of Integrity: “Treatment integrity is the extent to which essential intervention components are delivered in a comprehensive and consistent manner, by an interventionist trained to deliver the intervention.” (Sanetti & Kratochwill, 2009)

6. Dimensions of integrity: Content—what steps were delivered Quantity—how much was delivered Quality—how the steps were delivered Process—how the intervention was delivered (Sanetti & Kratochwill, 2009)

7. More Less Measurement Frequency Measurement Precision Evidence Base Measurement Focus Group Size Depth of Problem Analysis Instructional Time Less More

8. Purpose of Progress Monitoring • Generally, to evaluate student RtI • Encourages accountability and fidelity of intervention • Informs accuracy of Team’s Problem-Solving • Intervention at Tier 3 is provided • to either improve performance at Tier 2 or • to develop skills supported by Tier 2, or • identify what conditions increase student performance. • Other?

9. Questionable Good Poor Response to Intervention Expected Trajectory Performance Observed Trajectory Time

10. Instructional Change Line Goal Aim Line Skill equal increments Trend Line Time - equal increments Graph Components Intervention (Group or Individual) Baseline

11. Goal Progress Monitoring for John B. – Reading Comprehension 100% Added graphic organizer intervention Added morphology intervention 95% 90% 85% % Questions Correct 80% 75% 70% 65% 60% 55% Trend Line 50% Aim Line 45% Dec 16 Dec 23 Sep 9 Sep 16 Sep 23 Sep 30 Oct 7 Oct 14 Oct 21 Oct 28 Nov 4 Nov 11 Nov 18 Dec 2 Dec 9 Dec 16 No school No school

12. A REVIEW of the CRITICAL CONCEPTS Big Ideas in PS/RtI

13. Examining the Non-Negotiables: Your team has the opportunity to mentor a newly formed school-based Problem Solving team. How would you respond to the following questions?

14. What are the core principles of RtI? • What “shifts in thinking” have occurred at your school related to student performance? • What is the relationship between Problem Solving and RtI? • What are the responsibilities of the PS/RtI team? • How do you ensure that this has become an “every ed” effort?

15. Critical Concepts to Emphasize PS/RtI = ALL STUDENTS PS/RtI = ALL STUDENTS PS/RtI = ALL STUDENTS PS/RtI = ALL STUDENTS There is no “RtI Process” that is initiated for struggling students. Every student in every tier is impacted in a PS/RtI system.

16. “Problem-solving/RtI does not ‘start’ and ‘end’ like the traditional ‘pre-referral’ process. It is an ongoing, cyclical way of work that applies to all students enrolled in school and continues for students who are receiving special education and related services.” Florida DOE Technical Assistance Paper for SLD Eligibility

17. J J L Intervention L Consider ESE J Monitor Progress J Problem Solving Problem Solving Problem Solving Problem Solving Monitor Progress L Regular Education L Consider ESE if necessary Traditionalvs.Response to Intervention Intervention Traditional J Response to Intervention

18. get these tiers of support in order to meet benchmarks. These students + = Critical Concepts to Emphasize The goal of the tiers is student success, not labeling.

19. ESE ELIGIBILITY Problem Solving / Response to Instruction-Intervention

20. Shifts in “helping” paradigm Eligibility focus Diagnose and staff Help = Getting label Outcome focus Response to Intervention Help = Matching interventions to student need

21. An Essential Shift in Thinking The central question is not: “What about the students is causing the performance discrepancy?”,but “What about the interaction of the curriculum, instruction, learners and learning environment should be altered so that the students will learn?” This shift alters everything else. Ken Howell

22. What needs to shift? To stay in the game and improve results, thinking must be shifted… • from Procedural Concerns to Instructional Focus • from Reliance on Formulas and Checklists to Systematic Problem-solving • from Territorial Silos to Blended Expertise • from Label-seeking to Instructional Solution-seeking • from “Testing” to Instructionally Relevant Assessment • from Categories to Whole Child as a General Education Student, regardless of educational needs

23. Big Ideas for Entitlement Decisions • Entitlement decision is a continuation of the problem solving process not the goal of it • Entitlement decisions are considered when additional resources are needed to sustain or improve the intervention(s) being provided in order to assure FAPE Tilly, RTI Innovations 2009

24. Big Ideas for Entitlement Decisions • Entitlement decisions require evaluating the effects of current and past instruction/intervention to determine whether an appropriate instructional plan has been identified and whether the student remains significantly discrepant from peers or educational expectations Tilly, RTI Innovations 2009

25. Big Ideas for Entitlement Decisions • Entitlement process focuses on knowing how to make a student more successful rather than on only validating that the student is sufficiently unsuccessful to warrant additional resources…What enables learning? • We are looking for the learning enabled here. Tilly, RTI Innovations 2009

26. How Might Disabilities be Identified? Through Team Judgments that are Based on: Evidence of a student’s positive, questionable, or poor response to high intensity, high resource demand instruction and intervention Evidence of severe discrepancy from peer’s performance levels in the area(s) of concern A data-based description of resources necessary to improve and maintain the individual’s rate of learning at an acceptable level Convergent evidence logically and empirically supporting the team’s decisions Tilly, RTI Innovations 2009

27. Entitlement Decision Rate of Progress Performance Discrepancy Educational Need Entitlement Decision = + + Tells us how unique the student is compared to peers. Tells us whether or not interventions require special education. Tells us what accelerates learning. Tells us what and how to teach. = Tilly, RTI Innovations 2009

28. Conditions for Eligibility – SLD & LI Rate of Progress – • The instructional strategies that have sufficiently improved the student’slearning are of such intensity as to require special education resources to be implemented or • The previous instructional strategies have failed to sufficiently improve a student’srate of learning and additional resources are needed to enhance student learning.

29. Conditions for Eligibility – SLD & LI Performance Discrepancy • Given equal or enhanced opportunities, the student’s current level of performance is significantly lower than typical peers or identified standards Educational Need • Instructional needs have been identified that are beyond what can be provided in general education. This is evident when curriculum, instruction or environmental conditionsneed to be very different for the student as compared to the needs of other students in the general education environment. Tilly, RTI Innovations 2009

31. Q &A Q: Did interventions sufficiently improve learning? Q: Do we know if Joe is eligible for Special Education? A: No. A: Not yet. We also need to look at the performance discrepancy and his educational need. Tilly, RTI Innovations 2009

33. Q &A Q: Did interventions sufficiently improve learning? A: Yes Q: Do we know if Casey is eligible for Special Education? A: …? Tilly, RTI Innovations 2009

34. A: ?… A: No. We need to determine if the instructional strategies are of such intensitythat they cannot be implemented without special education resources. We need to take educational need into consideration. We need to look at performance discrepancy as well as rate of progress to help us make decisions about resources (educational need). Tilly, RTI Innovations 2009

35. Rate of Progress, Performance Discrepancy, Educational Need RTI is the practice of (1) providing high-quality instruction/interventionmatched to student needs and (2) using learning rateover time and level of performance to (3) make important educational decisions to guide instruction. National Association of State Directors of Special Education, 2005

36. PS/RtI – Specific Florida Rules The goal of this next section is not to provide specific, point-by-point technical assistance in the implementation of FLDOE ESE Eligibility rules, but is to make connections between your skills and the requirements of these rules. As a team, what skills do you currently have and how can you utilize them to perform the requirements above?

37. THREE RULES 6A-6.0331 - General Education Intervention Procedures, Identification, Evaluation, Reevaluation and the Initial Provision of Exceptional Education Services - Applies to ALL exceptionalities 6A-6.03018 - Exceptional Education Eligibility for Students with Specific Learning Disabilities 6A-6.030121 - Exceptional Education Eligibility for Students with Language Impairments

38. How is the General Education Intervention Rule Organized?6A-6.0331 General Education Intervention Procedures PK Procedures Initial Evaluation Parental Consent for Initial Evaluation Evaluation Procedures Determination of Eligibility Reevaluation Requirements Additional Requirements - Initial and Reeval Parental Consent for Services

39. General Education Intervention Procedures6A-6.0331 (1) School district responsibility to develop and implement coordinated general education intervention procedures for students who need additional academic and behavioral support to succeed in the general education environment District may carry out activities that include the provision of educational and behavioral evaluations, services, and supports as part of the general education intervention procedures As a team, what skills do you currently have and how can you utilize them to perform the requirements above?

40. General Education Intervention Procedures6A-6.0331 (1) Discussion with parent of student’s RtI, supporting data, potential adjustments, anticipated future actions Observations Review of existing data Sensory screenings (hearing and vision) Evidence based interventions …. developed through a process that uses student performance data to identify and analyze the area of concern, select and implement interventions, and monitor the effectiveness of the interventions. Interventions implemented as designed, for a reasonable period of time, with level of intensity matched to student need. As a team, what skills do you currently have and how can you utilize them to perform the requirements above?

41. Initial Evaluation6A-6.0331 (3) Full and individual initial evaluation Must make determination that: Gen Ed intervention procedures have been implemented as required and indicate that ESE eligibility should be considered, or Nature or severity of concern makes Gen Ed procedures inappropriate in addressing immediate needs As a team, what skills do you currently have and how can you utilize them to perform the requirements above?

42. Evaluation Procedures6A-6.0331 (5) Variety of assessment tools and strategies Including information related to enabling the student to progress in general curriculum Not use single measure or assessment as sole eligibility criterion As a team, what skills do you currently have and how can you utilize them to perform the requirements above?

43. Evaluation Procedures6A-6.0331 (5) Assessment tools and strategies provide relevant information directly related to determining the student’s educational needs Sufficiently comprehensive to identify all of a student’s ESE needs As a team, what skills do you currently have and how can you utilize them to perform the requirements above?

44. Determination of Eligibility (all ESE)6A-6.0331 (6) Utilize data from a variety of sources, such as aptitude and achievement tests, the student’s response to interventions/instruction implemented, parent input, student input as appropriate, teacher recommendations, and information about the student’s physical condition, social or cultural background, and adaptive behavior As a team, what skills do you currently have and how can you utilize them to perform the requirements above?

45. Determination of Eligibility (all ESE)6A-6.0331 (6) May not be determined eligible if determinant factor is: Lack of appropriate instruction in reading Lack of appropriate instruction in math Limited English proficiency As a team, what skills do you currently have and how can you utilize them to perform the requirements above?

46. How is the SLD Rule organized? • Definition • General Education Intervention Procedures and Activities • Evaluation • Criteria for Eligibility • Documentation of Criteria of Eligibility • Implementation

47. Definition6A-6.03018 (1) Manifests in difficulties affecting ability to listen, speak, read, write, and/or do mathematics Associated conditions may include but are not limited to…dyslexia, dyscalculia, dysgraphia… Not primarily the result of …environmental, cultural, or economic factors

48. General Education Intervention Activities6A-6.03018 (2) As a team, what skills do you currently have and how can you utilize them to perform the requirements above? • To ensure that lack of progress is not due to lack of appropriate instruction… • Data that demonstrate that the student was provided well-delivered scientific, research-based instruction delivered by qualified personnel in general education settings • Data-based documentation, provided to parent, of repeated measures of achievement at reasonable intervals, graphically reflecting student’s RtI during instruction • (Requirements in 6A-6.0331 may be used to satisfy above)

49. Evaluation6A-6.03018 (3) As a team, what skills do you currently have and how can you utilize them to perform the requirements above? • Request parental consent to evaluate if • Student has not made adequate progress when provided appropriate instruction and intense, individualized intervention; or • Effective interventions require sustained and substantial effort; and • Whenever referral is made • (Adhere to timelines in general rule unless mutual agreement to extend)

50. Criteria for Eligibility 6A-6.03018 (4) Level of Performance • Does not achieve adequately in one or more of the major areas • Oral expression; Listening comprehension; Written expression; Basic reading skills; Reading fluency skills; Reading comprehension; Mathematics calculation; or Mathematics problem solving • Does not make adequate progress based on RtI process, consistent with comprehensive evaluation procedures Rate of Progress As a team, what skills do you currently have and how can you utilize them to perform the requirements above?