Shifts in the Law . . . Alignment of ESEA and IDEA

1. Problem-solving & Response to Instruction/InterventionMay, 2010Florida-RtI.orgheather.diamond@fldoe.org

2. Shifts in the Law . . . Alignment of ESEA and IDEA • Improved student outcomes • Effective instruction • Early intervention and prevention • Use of evidence-based interventions • Use of data (data-driven accountability & data-based decision making)

3. Shifts inPractice . . . • Focus on intervention not placement • Use assessment to identify effective interventions • Base intervention intensity on student need rather than label or diagnosis • Make decisions based on student outcomes • Apply Problem Solving/RtI fluidly • Every Ed

4. 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

5. What do I need to shift? • To stay in the game and improve results, shift thinking: • 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 Comfortable Safety to Sensible Solutions • from “Testing” to Instructionally Relevant Assessment • from Categories to Whole Child as a General Education Student, regardless of educational needs

6. Response to Instruction/Intervention (RtI):The Foundation RtI is the practice of providing high-quality instruction/intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions to guide instruction

7. Avoiding Myths… • RtI IS: • A process designed to maximize student achievement • A method to deliver effective interventions earlier and efficiently • Focused on outcomes • About student progress • RtI IS NOT: • A way to delay services to students • A way to avoid special education placement • A hoop to jump through to ensure special education placement 7

8. TIER I: Core, Universal GOAL: 100% of students achieve at high levels Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students. Tier I:Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction. Tier I: Begins with clear goals: What exactly do we expect all students to learn ? How will we know if and when they’ve learned it? How you we respond when some students don’t learn? How will we respond when some students have already learned? Questions 1 and 2 help us ensure a guaranteed and viable core curriculum

9. TIER II: Supplemental, Targeted Tier II For approx. 20% of students Core + Supplemental …to achieve benchmarks Tier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards). Where are the students performing now? Where do we want them to be? How long do we have to get them there? How much do they have to grow per year/monthly to get there? What resources will move them at that rate?

10. Tier III For Approx 5% of Students Core + Supplemental + Intensive Individual Instruction …to achieve benchmarks Where is the students performing now? Where do we want him to be? How long do we have to get him there? What supports has he received? What resources will move him at that rate? Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals. TIER III: Intensive, Individualized

11. RtI & the Problem-Solving Process ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports. The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.Tier 2: Targeted, Supplemental Interventions & Supports. More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum. Tier 1: Core, Universal Instruction & Supports. General academic and behavior instruction and support provided to all students in all settings. Revised 12/7/09

12. The Problem-solving Process Evaluate Intervention Effectiveness Monitor Progress Analyze the Problem Identify the Problem Implement Intervention Select/Design Intervention J L Timeline

13. Responsibilities of RtI/Problem-solving Team Gather and review student performance data and related information Identify & analyze the problem(s) Develop interventions and supports for implementation fidelity Implement interventions Monitor student progress and intervention implementation Adjust interventions based on data

14. Who should be involved in problem-solving & response to instruction/intervention (PS/RtI)? …ANYONE who can meaningfully contribute to the process of addressing the problem. For individual student level problems, the team engaging in systematic problem-solving belongs to the individual student, so that the students’ needs dictate who is involved.

15. The Core RtI Projects… Systems Change Experts Problem-solving/Response to Intervention Regional Coordinators, Trainers, and Coaches via PS/RtI State Pilot Project Positive Behavior Support Project RtI’s Teaching/Learning Connections Project The rest of us… Problem-solving facilitators Assessment Specialists Data Specialists Intervention Specialists (Behavior and Academics) Intervention Support Specialists (Behavior and Academics) State/District Policy Specialists Expertise that Makes RtI Possible

16. Importance of Building Parent and Community Engagement in RtI There is great power in harmony and mutual understanding. Developed April, 2010 by FDOE State Transformation Team for RtI

17. How would parents in your community answer this question: What is RtI? Developed April, 2010 by FDOE State Transformation Team for RtI

18. The Main Idea: RtI stands for Response to Instruction/Interventions and refers to a set of ideas focused on how to help all children be successful in school. Developed April, 2010 by FDOE State Transformation Team for RtI

19. What can parents expect from the school implementing RtI? Let them know! Developed April, 2010 by FDOE State Transformation Team for RtI

20. Is this what parents really get? • Information and involvement in planning and providing interventions to help their child • Levels of support for their child that increase or decrease over time depending on their child’s needs • Progress monitoring information about how their child is responding to the interventions being provided Developed April, 2010 by FDOE State Transformation Team for RtI

21. Based on communications with school-based personnel, do your parents really understand the purpose of tiers of instruction/interventions? Or do they think of tiers as categories or procedural requirements used to label (or delay help for) their child? Developed April, 2010 by FDOE State Transformation Team for RtI

22. Purpose of Tier Framework • To provide high quality instruction and interventions that fit the needs of all students. • To ensure that the conditions for learning are optimal for every student. • To incorporate intervention (“help”) as a natural, ongoing part of education that doesn’t wait until the student is struggling.  Developed April, 2010 by FDOE State Transformation Team for RtI

23. How does school-based personnel describe tiers to parents? Developed April, 2010 by FDOE State Transformation Team for RtI

24. This is how we should understand and describe the tiers to parents: • High quality instruction and behavior supports through general education (tier 1) • Targeted, supplemental intervention in addition to and aligned with general education, as needed (tier 2) • Intensive, individualized interventions in addition to and aligned with general education, as needed (tier 3) Developed April, 2010 by FDOE State Transformation Team for RtI

25. Do your parents know what questions should guide communications with the school? Tell them! Developed April, 2010 by FDOE State Transformation Team for RtI

26. Are they encouraged to ask these critical questions? • Is my child successful? How do I know? If not, why and what can we do differently? • If needed, how is additional help going to be provided? By whom? How often? For how long? • What can I do to help with the interventions for my child? • How will I know if interventions are working? Developed April, 2010 by FDOE State Transformation Team for RtI

27. If parents believe their child is struggling, what is their course of action? Does the current course of action make sense within your RtI implementation? Developed April, 2010 by FDOE State Transformation Team for RtI

28. The course of action should be based on RtI logic and promote proactive parent involvement: • Talk with their child’s teacher • Ask for regular progress reports in the areas of difficulty • Celebrate when progress is made; ask questions when there is little or no progress • Make a list of specific questions to ask about their child’s progress. Developed April, 2010 by FDOE State Transformation Team for RtI

29. Are your parents confused about RtI and ESE? Do they think that RtI is a label, category or program related to special education? If so, this may indicate that the teachers also have this misunderstanding. Developed April, 2010 by FDOE State Transformation Team for RtI

30. Clarify for All: Does RtI have anything to do with ESE? • All students, whether they have an IEP or not, benefit and are involved in a schoolwide RtI implementation. • Students who respond to and require intensive, individualized interventions to maintain progress may or may not receive those interventions and supports through ESE. • ESE is a resource, not a place, intervention, or tier; RtI is a school-wide framework, not a resource. Developed April, 2010 by FDOE State Transformation Team for RtI

31. Clarify for All: Does RtI have anything to do with ESE? (cont.) • The problem-solving and RtI process continues for all students from enrollment to graduation whether they are served through ESE resources or not. • Information gained through on-going problem-solving about what a child needs and whether a disability exists contributes to a comprehensive evaluation of the available evidence to determine whether a child will receive services through ESE resources. Developed April, 2010 by FDOE State Transformation Team for RtI

32. How can parents learn more about the problem-solving process and measuring their child’s response to instruction and intervention? • Visit http://www.florida-rti.org/Partnership/involvement.htm • Access Parent Brochure: http://www.florida-rti.org/RtI-Parent-Brochure.pdf • Contact the school principal. Developed April, 2010 by FDOE State Transformation Team for RtI

33. 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

34. Problem ID Expectation Student WPM Weeks 34 34

35. Problem ID Peers Expectation Student WPM Weeks 35 35

36. Problem ID Expectation WPM Peers Student Weeks 36 36

37. Problem ID Peers Expectation WPM Student Weeks 37 37

38. 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.

39. Step 3 – Intervention Design: What are we going to do? • Match intervention type and intensity to student(s), setting, problem • Interventions must focus on teaching replacement behavior or skill • Select evidence-based interventions that match context of school/classroom culture • Provide support for implementation • Training/Coaching, as needed • Evaluation of implementation integrity 39

40. Supporting & Measuring Integrity • Interventionist is part of planning for supports to ensure integrity • The goal of measuring integrity is EFFECTIVENESS • Was to do it vary based on type of intervention: • Direct observation • Behavior rating scales • Self-report • Permanent products

41. Step 4: Evaluating the effectiveness of the intervention Is the intervention evidence-based? How effective is this intervention with students from similar backgrounds? How “intense” is the intervention? - the dosage (time & focus of intervention) Was the intervention implemented as planned?

42. Shifts in helping paradigm Eligibility focus Diagnose and place ESE when possible Getting label = help Outcome focus Response to Intervention Matching interventions to student need = help

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

44. State-level Infrastructure Development for RtI • State Management Group • State Transformation Team • Advisory Committee • Regional RtI Coordinators • DA Regional RtI Specialists • District Based Leadership Teams • School Based Leadership Teams • School-Based Coaches • What is your level of awareness of and/or commitment to positively affect change within this Infrastructure?

45. DOE Update: State Transformation Team • Four Topical Subcommittees: • PK-12 Curriculum/Instruction/Assessment • Higher Education (Pre-service) • Parent and Community Engagement • Policy and Communication • Refining goals and action planning specific to each topic has been initiated. • The problem-solving process (state-level) is the way of work.

46. Other Existing Resources • Florida’s RtI Website: http://www.florida-rti.org/ • News and Events • Resources (ex., RtI Parent Brochure) • State Plan • On-line Professional Development • Partnerships • Parent Brochure • Three Statewide Projects: • PS/RtI Pilot Project: http://floridarti.usf.edu/ • RtI-TLC Project: http://rtitlc.ucf.edu/ • PBS Project: http://flpbs.fmhi.usf.edu/

47. Florida SLD Criteria for Eligibility(until July 1, 2010) Condition 1 Condition 2 Condition 3 RtI: Resource intensive or insufficient response to scientific, research-based intervention Conditions 1 and 2 not primarily the result of: Visual, hearing or motor disability Intellectual disability Emotional/Behavioral disability Cultural factors Irregular attendance Environmental or economic disadvantage Classroom behavior Limited English proficiency Underachievement in: Oral expression Listening comprehension Written expression Basic reading skills Reading fluency skills Reading comprehension Mathematics Calculation Mathematics problem-solving + + or RtI & Pattern of Strengths/Weaknesses: RtI & pattern of strengths and weaknesses relevant to identifying SLD

48. Florida SLD Criteria for Eligibility(after July 1, 2010) Condition 1 Condition 2 Condition 3 Conditions 1 and 2 not primarily the result of: Visual, hearing or motor disability Intellectual disability Emotional/Behavioral disability Cultural factors Irregular attendance Environmental or economic disadvantage Classroom behavior Limited English proficiency Underachievement in: Oral expression Listening comprehension Written expression Basic reading skills Reading fluency skills Reading comprehension Mathematics Calculation Mathematics problem-solving RTI: Resource intensive or insufficient response to scientific, research-based intervention + +

49. SLD-Related Communications & Guidance: This is not “sudden.” IDEA 2004 RtI TAP – February 2006 IDEA Federal Regs – August 2006 SLD Interim Memo – March 23, 2007 (Revised March 25, 2008) General Education Intervention Requirements for Home Education and Private School Students Memo – June 27, 2008 General Education Interventions – December 23, 2008 Response to Intervention for Gifted Learners – January 19, 2009 RtI for Gifted Clarification – February 4, 2009 Compilation of Stakeholder Concerns & FLDOE Responses – April 22, 2009 SLD TAP – November 2009 Regional Workshops – November 2009

50. Collection of Current Technical Assistance Related to SLD NEW SLD Web link on the BEESS Web site featuring related rules, technical assistance, documents, and Web sites: http://www.fldoe.org/ese/sldr.asp