RtI and SLD February 24, 2010

1. RtI and SLDFebruary 24, 2010 heather.diamond@fldoe.org

2. Shifts in the Law . . . Alignment of ESEA and IDEA • Improved student outcomes • Effective instruction (highly qualified teachers) • 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 Participant Items: 12, 46, and approximately 37 other items

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 Participant Items: 12, 46, and approximately 37 other items

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 • Participant Items: 12, 46, and approximately 37 other items 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. 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

17. Problem ID Expectation Student WPM Weeks 17 17

18. Problem ID Peers Expectation Student WPM Weeks 18 18

19. Problem ID Expectation WPM Peers Student Weeks 19 19

20. Problem ID Peers Expectation WPM Student Weeks 20 20

21. 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.

22. 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 22

23. 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 Participant Items: 1, 21, 26, 29, 30, 33, 59

24. 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?

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

26. 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 commitment for positively affecting change within this Infrastructure?

27. 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.

28. iTunes U Resources:RtI Series • Florida Department of Education is on iTunes U! This service will offer one additional way to access the valuable educational content available from Florida's school districts, state agencies, and non-profit organizations. Florida on iTunes U brings together teaching, professional development, and cultural resources for educators and students. A series titled Understanding RtI is featured. Subscribe to this series in order to automatically receive updates when new resources (tracks) are added. You may download iTunes U and access these Florida-specific resources at http://floridaitunesu.org/.

29. Coming soon… • Formalized state level advisory committee representing all stakeholders through various organizations and universities to provided on-going input and receive frequent updates • Series of model standards based math and science lessons incorporating tier 1 level problem-solving/RtI concepts (c-palms, iTunesU, RtI Web site, Office of Math and Science Web site) • Parent workshop kits to increase awareness and build consensus among families and community

30. What effect does this have on Special Education?

31. 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

32. 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 + +

33. 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

34. Stay Informed & Continue to Access PS/RtI Resources • BEESS Weekly Newsletter • Florida’s RtI Website: http://www.florida-rti.org/ • News and Events • Resources (ex., RtI Parent Brochure) • State Plan • On-line Professional Development • Partnerships • 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/

35. 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

36. You may want to ask… To what degree has your schools effectively addressed awareness and consensus-building for these concepts? How do you know? What infrastructure components are in place to support the implementation of school wide problem-solving within RtI? How can you personally contribute to building supports and implementation at the “system” level in alignment with district plans?

37. PRIORITY: Yours and Ours…How do we know if this has become an every education effort? • Principal led • Regular data analysis • Data Days • Team focuses on improving impact of core instruction • Support for Professional Learning Communities • Guide to Professional Learning Teams (pdf) • Learning Collaborative Toolkit (pdf) • Prevention and early intervention • Screening and early intervention with kindergarten • Student Services, general education, and special education expertise contributes to process throughout

38. Traditionalvs.Response to Intervention J J L Intervention L Consider ESE J Monitor Progress J Monitor Progress L Regular Education Intervention L Intervention Consider ESE If necessary Intervention Traditional- Get Label Intervention J Response to Intervention- Get Help 38

39. Skills Incentives Resources Action Plan Vision Incentives Resources Action Plan Vision Skills Resources Action Plan Vision Skills Incentives Action Plan Vision Skills Incentives Resources Managing Complex Change Vision Skills Incentives Resources Action Plan Change Confusion Anxiety Gradual Change Frustration False Starts Knoster, T. & George, H. (2002) NASP Communique, 6

40. Necessary Stages of theSystems Change Process • Consensus Building (~40 items) • Belief is shared • Vision is agreed upon • Implementation requirements understood • Infrastructure Overhaul (~30 items) • Regulations • Training/Technical Assistance • Data Management • Technology support • Decision-making criteria established • Implementation with Integrity (~6 items)

41. Thanks for your thoughtful reflections!