FloridaRtIf

1. School Based Leadership Team Big Ideas in PS/RtI A collaborative project between the Florida Department of Education and the University of South Florida FloridaRtI.usf.edu

2. Advance Organizer Day One- Change Model Big ideas Four Problem Solving Steps Three tiered model Law Problem Solving Teams

3. Systems change Systemic change is a cyclical process in which the impact of change on all parts of the whole and their relationships to one another are taken into consideration. In the contexts of schools, it is not so much a detailed prescription for improving education as a philosophy advocating reflecting, rethinking, and restructuring. (Educational Systemic Change Tools, 2007)

4. What do we know about systems change? • Communicate a clear and common vision • Planned and pursued in a systematic manner over time • One size does NOT fit all • Professional development is critical • Outcome evaluation is NON-NEGOTIABLE!

5. Beliefs Survey Your project ID is: • Last 4 digits of SS# • Last 2 digits of year of birth

6. Why have past initiatives failed? • Failure to achieve CONSENSUS • School culture is ignored • Purpose unclear • Lack of ongoing communication • Unrealistic expectations of initial success • Failure to measure and analyze progress • Participants not involved in planning

7. Change Model Consensus Infrastructure Implementation

8. Stages of Implementing Problem-Solving/RtI • Consensus • Belief is shared • Vision is agreed upon • Implementation requirements understood • Infrastructure Development • Regulations • Training/Technical Assistance • Model (e.g., Standard Protocol) • Tier I and II intervention systems • E.g., K-3 Academic Support Plan • Data Systems and Management • Technology support • Decision-making criteria established • Schedules • Implementation

9. The Process of Systems Change • Until, and unless, Consensus (understanding the need and trusting in the support) is reached no support will exist to establish the Infrastructure. Until, and unless, the Infrastructure is in place Implementation will not take place. • A fatal error is to attempt Implementation without Consensus and Infrastructure • Leadership must come both from all levels

10. Consensus • Making the shift to a new paradigm, like RtI, does not simply involve accepting a new set of skills. It also involves giving up certain beliefs in favor of others. Ken Howell

11. Consensus Building: Beliefs • Student performance is influenced most by the quality of the interventions we deliver and how well we deliver them- not preconceived notions about child characteristics • Decisions are best made with data • Our expectations for student performance should be dependent on a student’s response to intervention, not on the basis of a “score” that “predicts” what they are “capable” of doing.

12. Consensus Building: Beliefs • PSM/RtI is a General Education Initiative-Not Special Education • Improving the effectiveness of core instruction is basic to this process • NO Child Left Behind Really Means “NO” • Assessment (data) should both inform and evaluate the impact of instruction • Policies must be consistent with beliefs • Beliefs must be supported by research • How do you spell AYP?

13. Consensus Building: Beliefs • Every student is everybody’s responsibility • Common belief about where building wants to educate its students • Common commitment to building-based academic and behavior programs • Common commitment to problem-solving process

14. Consensus Building: Knowledge • An understanding of: • The relationship between RtI and student achievement • Need to increase the range of empirically validated instructional practices in the general education classroom • Uses of the problem-solving method • Technology and other supports available and necessary to implement RtI • Administrative and leadership support necessary to maximize the implementation of RtI • Need to provide practical models and examples with sufficient student outcome data • Need for demonstration and guided practice opportunities

15. Consensus Building • Educators will embrace new ideas when two conditions exist: • They understand the NEED for the idea • They perceive that they either have the SKILLS to implement the idea OR they have the SUPPORT to develop the skills

16. Infrastructure Development • Develop a clear understanding of the beliefs, attitudes and skills of educators in the building regarding PSM/RtI • Identify professional development needs • Assess and establish tiered system of instructional delivery • Data systems and management • School Policies

17. Behavioral Systems Academic Systems Tier 3: Intensive Interventions Individual Counseling FBA/BIP Teach, Reinforce, and Prevent (TRP) Assessment-based Intense, durable procedures Tier 3: Comprehensive and Intensive Interventions Individual Students or Small Group (2-3) Reading: Scholastic Program, Reading,Mastery, ALL, Soar to Success, LeapTrack, Fundations 1-5% 1-5% Tier 2: Targeted Group Interventions Some students (at-risk) Small Group Counseling Parent Training (Behavior & Academic) Bullying Prevention Program FBA/BIP Classroom Management Techniques, Professional Development Small Group Parent Training ,Data 5-10% Tier 2: Strategic Interventions Students that don’t respond to the core curriculum Reading: Soar to Success, Leap Frog, CRISS strategies, CCC Lab Math: Extended Day Writing: Small Group, CRISS strategies, and “Just Write Narrative” by K. Robinson 5-10% Tier 1: Universal Interventions All settings, all students Committee, Preventive, proactive strategies School Wide Rules/ Expectations Positive Reinforcement System (Tickets & 200 Club) School Wide Consequence System School Wide Social Skills Program, Data (Discipline, Surveys, etc.) Professional Development (behavior) Classroom Management Techniques,Parent Training 80-90% Tier 1: Core Curriculum All students Reading: Houghton Mifflin Math: Harcourt Writing: Six Traits Of Writing Learning Focus Strategies 80-90% Three Tiered Model of School Supports: Example of an Infrastructure Resource Inventory Students

18. Group Discussion • What factors are present in your building that would make change happen? • What factors are present in your building that are barriers to change? • We have discussed some essential beliefs. How consistent are these with the current beliefs in your building?

19. Big Ideas

20. Educational disability results from the complex interaction between curriculum, instruction, the environment, and learner characteristics. Educational needs vary widely within and across disability categories Auditory Learners Visual Learners Kinesthetic Learners Aptitude by Treatment interactions (ATIs) have not been proven. Auditory Reading Methods Visual Reading Methods Kinesthetic Reading Methods Ideas What We Now Know What We Used to Think Thorough understanding of the intrapersonal (within person) causes of educational disabilities is the most critical factor in determining appropriate treatment. Persons within disability categories have similar educational needs that are different in educationally important ways from persons in other disability categories. Matching treatments to underlying characteristics will result in maximally effective interventions.

21. A 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. 120 110 100 Reading Level 90 80 70 60 60 70 80 90 100 110 120 Intelligence …more ideas

23. 120 110 100 Reading Level 90 80 70 60 60 70 80 90 100 110 120 Intelligence …more ideas SLD

24. 120 110 SLD Three different students 100 Reading Level 90 ? 80 70 60 60 70 80 90 100 110 120 Intelligence …more ideas MH

25. Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Initial Focus - Tier One Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Horner & Sugai

26. Tiers of Service Delivery Problem Identification I II Response to Intervention III Problem Analysis Intervention Design

27. We Need A New Logic • Begin with the idea that the purpose of the system is student achievement • Acknowledge that student needs exist on a continuum rather than in typological groupings • Organize resources to make educational resources available in direct proportion to student need David Tilly 2004

28. Guiding Principles • Effective instruction in general education is foundation for all decision-making • Data guide decisions regarding core, supplemental and intensive interventions • Therefore, good data must be available • Infrastructure for core, supplemental and intensive instruction must be: • Evidence-based • Integrated

29. J J Intervention L Intervention L Consider ESE Traditional J Monitor Progress J Monitor Progress Intervention L Regular Education Intervention L J Intervention Consider ESE If necessary Response to Intervention Traditionalvs.Response to Intervention

30. Perceptions of Practices Survey Your project ID is: • Last 4 digits of SS# • Last 2 digits of year of birth

32. Step 1 - What’s the Problem? In order to identify a problem, you’ve got to start with three pieces of data- • Benchmark level of performance • Student level of performance • Peer level of performance

33. Step 1 - What’s the Problem? Is this an individual student problem or a larger systemic problem? Are between Are over 20% of Are 5% or fewer 5% and 20% of students struggling? students struggling? students struggling? Go to individual student problem solving Examine instruction, curriculum, and Develop small environment for group needed intervention adaptations and develop group intervention adapted from: Heartland AEA 11, Improving Children’s Educational Results Go to intervention evaluation

35. B A S E L I N E Benchmark 75 % 35 % = Peer Group = Aim Line

36. Step 2- Why is it occurring? Goal: The development of hypotheses about probable causes for the identified problem. Assessments are then conducted to gather information to determine which are most / least likely Prediction statement: The problem is occurring because ________________.If ____________ would occur, the problem would be reduced.

37. Assessment:How Do We Confirm Hypothesis? • Review • Interview • Observe • Test

38. Step 3- What are we going to do about it? • Effective teaching strategies consider both what to teach and how to teach it. • Making good decisions will increase student progress. • It is critical that the instruction be matched to the problem. Howell & Nolet, 2000

39. Goal Step 4- Is it working? Progress Monitoring Making instructional decisions based on the review and analysis of student data Progress monitoring always includes graphing Classroom Intervention I Classroom Intervention 2

40. Response to Intervention • Monitors Continuous Progress • Sensitive to Small Changes in Behavior • Repeatable • Informs Interventions

41. What is RtI? RTI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions to guide instruction. National Association of State Directors of Special Education, 2005

42. RtI--Model 1) Multi-tiered 2) Problem solving approach 3) Providing instruction/intervention 4) Increasing levels of intensity 5) Based on data-based decisions 6) Progress monitoring

43. RTI IS: • A process designed to maximize student achievement • Focused on outcomes • About student progress RTI IS NOT: • A way to avoid special education placement • A hoop to jump through to ensure Sp. Ed. placement

44. What’s it look like?What does it do? Characteristics of a Building with RtI a. Frequent data collection on students in critical areas b. Early identification of students at risk c. Early intervention (kindergarten) d. Interventions evaluated and modified (if necessary) frequently e. Tiered levels of service delivery f. All decisions made with or verified by data Outcomes of RtI a. Improved rate of academic and behavior performance b. Significantly reduced disproportionality c. Reductions in special education referrals and placements d. other outcomes

45. Group Discussion • Discuss how you are using student-centered data to make decisions about programs and interventions. • What changes do you think should be made in order to improve or increase the impact of interventions on student performance?

46. Why RtI--Why Now?Do We NEED It? • School-based Accountability • School Grades • AYP • Accountability is now Building-Based • Equitable outcomes for all students • Impact of NCLB • Disaggregated Data • Impact of IDEIA • FL Regulations--LD and EBD • National and State Emphasis on Reading

47. Statutory and Regulatory Impact on Students • NCLB • Great impact on students with disabilities • Disaggregated data to include SWDs • Science brought to educational decision-making • In God we trust, all others must bring DATA • IDEIA 2004 • Great impact on students in general education • Effective instruction the foundation of decision-making • Reference point: state-approved, grade-level standards

48. NCLB • Accountability • Adequate Yearly Progress • (Data based decision making) • Proven Educational Methods • No Child Left Behind puts special emphasis on determining what educational programs and practices have been proven effective through rigorous scientific research • Emphasis on Teacher Quality • (Effective General Education Curriculum and Instruction)

49. IDEA 2004 - Congressional Findings20 U.S.C. § 1400 sec.601(c)(5) Almost 30 years of research has demonstrated that the education of children with disabilities can be made more effective by • Having high expectations & ensuring access to general education curriculum in the regular classroom, to the maximum extent possible • Providing special education services and supports in the regular classroom whenever appropriate (and)

50. IDEA 2004 - Congressional Findings20 U.S.C. § 1400 sec.601(c)(5) • Providing incentives for whole-school approaches, scientifically based early reading programs, positive behavioral interventions and supports, and early intervening services to reduce the need to label children as disabled in order to address the learning and behavioral needs of such children