Slide 1

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

1Shifts in the Law . . . Alignment of ESEA and IDEAImproved student outcomesEffective instructionEarly intervention and preventionUse of evidence-based interventionsUse of data (data-driven accountability & data-based decision making)

22July 20072Shifts in Practice . . . 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

33July 20073Shared responsibility for student performance requires restructuring how staff share work duties

Intervention intensity based on need rather than label

Assess to identify effective interventions - not to diagnose/categorize

Data-based decision making and problem-solving process guide all levels of intervention

RtI - if something isnt working, we do something different

An Essential Shift in ThinkingThe central question is not: What about the students is causing the performance discrepancy? butWhat 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 Howell4What do I need to shift?To stay in the game and improve results, shift thinking:from Procedural Concerns to Instructional Focusfrom Reliance on Formulas and Checklists to Systematic Problem-solvingfrom Territorial Silos to Blended Expertisefrom Label-seeking to Instructional Solution-seekingfrom Comfortable Safety to Sensible Solutionsfrom Testing to Instructionally Relevant Assessmentfrom Categories to Whole Child as a General Education Student, regardless of educational needs

5How do you know if you need to shift?If you find yourself primarily concerned with paperwork and/or cut scores, you may need to shift from procedural thinking to instructional focus.If you find yourself primarily concerned with monitoring and compliance, you may need to shift from forms and checklists to systematic problem-solving.If you find yourself primarily concerned with time and money distribution, you may need to shift from territorial silos to blended expertise.If you find yourself primarily concerned with timelines and delays, you may need to shift from label-seeking to instructional solution-seeking.If you find yourself primarily concerned with monitoring risks and difficulty with routines/consistency, you may need to shift from comfortable solutions to sensible solutions.If you find yourself primarily concerned with pathology, you may need to shift from testing to instructionally relevant assessment.If you find yourself primarily concerned with the survival of special education and numbers of referrals decreasing, you may need to shift from categorical thinking to whole child as a general education student, regardless of variations in educational needs.

56Response to Instruction/Intervention (RtI):The FoundationRtI 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

6667Avoiding Myths7RtI IS:A process designed to maximize student achievementA method to deliver effective interventions earlier and efficientlyFocused on outcomesAbout student progressRtI IS NOT:A way to delay services to studentsA way to avoid special education placementA hoop to jump through to ensure special education placement

778GOAL: 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 theyve learned it?How you we respond when some students dont learn?How will we respond when some students have already learned? Questions 1 and 2 help us ensure a guaranteed and viable core curriculumTIER I: Core, Universal8ADAPTED FROM PASCODistrict facilitates discussions among schools on curriculum standards preschool through12th grade.Systematic process for monitoring, evaluating, reviewing curriculum.

89Tier II For approx. 20% of studentsCore + Supplemental

to achieve benchmarksTier 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?TIER II: Supplemental, Targeted9ADAPTED FROM PASCODistrict facilitates discussions among schools on curriculum standards preschool through12th grade.Systematic process for monitoring, evaluating, reviewing curriculum.

910Tier III For Approx 5% of StudentsCore+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, Individualized10ADAPTED FROM PASCODistrict facilitates discussions among schools on curriculum standards preschool through12th grade.Systematic process for monitoring, evaluating, reviewing curriculum.

1011RtI & the Problem-Solving ProcessACADEMIC 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 12/7/09111112The Problem-solving Process

Identifythe Problem

MonitorProgressAnalyzethe ProblemImplementInterventionEvaluateInterventionEffectivenessTimeline

LJSelect/DesignIntervention1212Once a problem is clearly defined and analyzed by the problem solving team, the next step is to design and implement an intervention.

If the intervention is successful after the first attempt teams can make decisions about whether or not to continue, how to fade the intervention, etc. If student data is not yielding the progress the team defined as acceptable, then team members may need to back up and revisit the problem analysis stage. Responsibilities of RtI/Problem-solving Team

Gather and review student performance data and related informationIdentify & analyze the problem(s)Develop interventions and supports for implementation fidelityImplement interventionsMonitor student progress and intervention implementationAdjust interventions based on data

13July 200713Name of team should reflect the intent i.e. CHILD STUDY TEAM implies child IS the problem14Who 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.Expertise that Makes RtI PossibleThe Core RtI Projects

Systems Change Experts

Problem-solving/Response to Intervention Regional Coordinators, Trainers, and Coaches viaPS/RtI State Pilot ProjectPositive Behavior Support ProjectRtIs Teaching/Learning Connections Project

The rest of us

Problem-solving facilitatorsAssessment SpecialistsData SpecialistsIntervention Specialists (Behavior and Academics)Intervention Support Specialists (Behavior and Academics)State/District Policy Specialists1515Examples of how the rest of us make RtI possible:-A Strategic Improvement Model (SIM) trainer becomes the Intervention Support Specialist for a specific learning strategy that is part of the intervention plan developed during the problem-solving process for a particular group of students.-Digging through the Data training is used to assist a district in developing expertise in Data Analysis resulting in increased accessibility for schools needing data specialists on their problem-solving teams.Developed April, 2010 by FDOE State Transformation Team for RtIImportance of Building Parent and Community Engagement in RtIThere is great power in harmony and mutual understanding.Developed April, 2010 by FDOE State Transformation Team for RtIHow would parents in your community answer this question:

What is RtI?Developed April, 2010 by FDOE State Transformation Team for RtIThe 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 RtIWhat can parents expect from the school implementing RtI?Let them know!Developed April, 2010 by FDOE State Transformation Team for RtIIs this what parents really get?Information and involvement in planning and providing interventions to help their childLevels of support for their child that increase or decrease over time depending on their childs needsProgress monitoring information about how their child is responding to the interventions being provided

Developed April, 2010 by FDOE State Transformation Team for RtIBased 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 RtIPurpose of Tier FrameworkTo 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 doesnt wait until the student is struggling.

Developed April, 2010 by FDOE State Transformation Team for RtIHow does school-based personnel describe tiers to parents?Developed April, 2010 by FDOE State Transformation Team for RtIThis 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 RtIDo your parents know what questions should guide communications with the school?Tell them!Developed April, 2010 by FDOE State Transformation Team for RtIAre 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 RtIIf parents believe their child is struggling, what is their course of action?Does the current course of action make sense within your RtI implementation?DB - Is the process clear to everyone who interfaces with it?HD Probably notthats the purpose of these two slidesto introduce the idea that a sensible and proactive and positive course of action can be suggested to parent stakeholders.Developed April, 2010 by FDOE State Transformation Team for RtIThe course of action should be based on RtI logic and promote proactive parent involvement:Talk with their childs teacherAsk for regular progress reports in the areas of difficultyCelebrate when progress is made; ask questions when there is little or no progressMake a list of specific questions to ask about their childs progress.

DB - When we are talking about progress increasing, are we talking about discreet skills or rate of progress or are they the same thing?HD both change madeDeveloped April, 2010 by FDOE State Transformation Team for RtIAre 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 RtIClarify 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 RtIClarify 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 RtIHow can parents learn more about the problem-solving process and measuring their childs response to instruction and intervention?Visit http://www.florida-rti.org/Partnership/involvement.htmAccess Parent Brochure: http://www.florida-rti.org/RtI-Parent-Brochure.pdf Contact the school principal.

Step 1 - Whats the Problem?In order to identify a problem, youve got to start with three pieces of data-

Benchmark level of performanceStudent level of performancePeer level of performance333334

Problem IDExpectationWeeksStudent34WPM3434This and the two slides following. Revised the y-axis to reflect 0% to 100% and labeled the behavior being measured as compliance and the x-axis as weeks35

Problem IDExpectationWeeksStudentPeers35WPM3535This and the two slides following. Revised the y-axis to reflect 0% to 100% and labeled the behavior being measured as compliance and the x-axis as weeks36

StudentExpectationPeersProblem IDWeeks36WPM3636See previous slide37

PeersExpectationProblem IDWeeksStudent37WPM3737See previous slideThe problem is occurring because ________________.If ____________ would occur, the problem would be reduced.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:Step 2- Why is it occurring?383839Match intervention type and intensity to student(s), setting, problemInterventions must focus on teaching replacement behavior or skillSelect evidence-based interventions that match context of school/classroom cultureProvide support for implementationTraining/Coaching, as neededEvaluation of implementation integrityStep 3 Intervention Design: What are we going to do?39What are we going to do about it?Make sure interventions are cumulative, not separateWhat is the plan for addressing behavior concerns pro-actively? i.e. Look at data early in the year and assess trends frequently thereafter??Supporting & Measuring IntegrityInterventionist is part of planning for supports to ensure integrityThe goal of measuring integrity is EFFECTIVENESSWas to do it vary based on type of intervention:Direct observationBehavior rating scalesSelf-reportPermanent products

40Step 4: Evaluating the effectiveness of the interventionIs 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?41July 200741Research-based vs. evidence-based

Is there research- or evidence-based data on the effectiveness of intervention with difference groups of students?

What are realistic expectations for the improvement based on deficit in performance and the intensity of the intervention?

Intervention fidelity 42Shifts in helping paradigm

Eligibility focusDiagnose and place ESE when possibleGetting label = help

Outcome focus Response to InterventionMatching interventions to student need = help 4242July 200742 How do we define help?

Get help without getting a labelTraditionalvs.Response to InterventionInterventionJLJLInterventionConsider ESETraditional JLJLJResponse to InterventionConsider ESE ifnecessaryGeneralEducationMonitorProgressMonitorProgressProblem SolvingProblem SolvingProblem SolvingProblem SolvingBefore click 1: This slide contains a pair of graphics that characterize two different systems within which Ive worked a traditional system and an RtI system. Lets look at some of the foundational differences.

Click 1: Under a traditional system we would intervene and get one of two potential outcomes

Click 2: Smiley face or

Click 3: Frowny face. And if we got a frowny face we would

Click 4: Intervene again (because we have to have two interventions) with two potential outcomes

Click 5: Smiley face or

Click 6: Frowny face.

Click 7: And after wed stacked up enough frowny faces we would consider special education. We had created a system that viewed special education the only mechanism for access to student assistance, so folks would relentlessly pursue that. The central question at the table was, Are we or are we not going to test this child? The mindset was that a label = help. The problem was that the adults in the system viewed smiley face as a barrier to obtaining help and at times would get quite upset if there was a smiley face. In fact, Ive heard people at the table say things like, The only reason hes doing well is because Im helping him! and the logic almost seemed sound at the time. So this system was built and sustained on the discovery of student failure rather than student success. The more failure that was discovered, the more the adults in the system were reinforced. At the point of eligibility, we would hand the student over to the special education teacher and say something that was, in essence, We had lots of meetings with lots of people and tried lots of things, but none of them worked so. do the best you can. - and for us, that was where it ended.

Click 8: In a response to intervention system we intervene with interventions that are designed/developed through a structured problem solving process again with two possible outcomes.

Click 9: Smiley face or

Click 10: Frowny face.

Click 11: If we get a smiley face, we monitor progress, at a frequency appropriate to the level of resource, to assure that we sustain the smile.

Click 12: If we get a frowny face, well intervene again, still through the structured, self-correcting, problem solving process with, once again, two potential outcomes

Click 13: Smiley face or

Click 14: Frowny face.

Click 15: If we get a smiley face well monitor progress and

Click 16: if we get a frowny face, well continue to intervene, until.

Click 17: we get a smiley face. We dont stop until we get a smiley face and there is no payoff for frowny face.

Click 18: At this point we can then answer the question, Can we sustain this smile with the resources available in general education (If so, great), or is the amount of resource needed to sustain this smile so intense that well need the services of special education to provide it? Also at this point, we have the answers to the two most fundamental instructional questions, What to teach? and How to teach it? Weve always had a two pronged set of criteria for special education eligibility a student must 1) display the characteristics of a disability, and 2) must need special education. Traditionally, weve spent a lot of time and developed sophisticated ways to determine whether a child is a child with a disability, but weve not paid as much attention to the discovery of need. If a child was referred, weve sort of accepted that as evidence of need. So, in the traditional system, we first demonstrate characteristics of the disability and then assume need.

In a PS/RtI system thats flipped. First we discover what the need is, and then, if necessary explore the existence of a disability. So, its need first, then disability. In the words of Dave Tilly, The change seems subtle It aint!

When the target at the student assistance team table is the discovery of what to teach and how to teach it in order to maximize student outcomes, the activities that occur at that table and the questions asked are much different. In the words of Ken Howell, 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.

Whether exceptional education is considered, or not, the student comes to the classroom with a huge body of information gathered all along the way, focused on student success. The entire process targets understanding what instructional, curricular, and environmental variables we can alter to maximize student success. The target is always student success.

44State-level Infrastructure Development for RtIState Management GroupState Transformation TeamAdvisory Committee Regional RtI CoordinatorsDA Regional RtI SpecialistsDistrict Based Leadership TeamsSchool Based Leadership TeamsSchool-Based Coaches

What is your level of awareness of and/or commitment to positively affect change within this Infrastructure?

4444DOE Update: State Transformation TeamFour Topical Subcommittees:PK-12 Curriculum/Instruction/AssessmentHigher Education (Pre-service)Parent and Community EngagementPolicy 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.

45Other Existing ResourcesFloridas RtI Website: http://www.florida-rti.org/News and EventsResources (ex., RtI Parent Brochure)State PlanOn-line Professional DevelopmentPartnershipsParent 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/

4647Florida SLD Criteria for Eligibility(until July 1, 2010)Underachievement in:Oral expressionListening comprehensionWritten expressionBasic reading skillsReading fluency skillsReading comprehensionMathematics CalculationMathematics problem-solvingRtI & Pattern of Strengths/Weaknesses:RtI & pattern of strengths and weaknesses relevant to identifying SLDConditions 1 and 2 not primarily the result of:Visual, hearing or motor disabilityIntellectual disabilityEmotional/Behavioral disabilityCultural factorsIrregular attendanceEnvironmental or economic disadvantageClassroom behaviorLimited English proficiencyCondition 1Condition 2Condition 3++RtI:Resource intensive or insufficient response to scientific, research-based interventionor474748Florida SLD Criteria for Eligibility(after July 1, 2010)Underachievement in:Oral expressionListening comprehensionWritten expressionBasic reading skillsReading fluency skillsReading comprehensionMathematics CalculationMathematics problem-solvingRTI:Resource intensive or insufficient response to scientific, research-based interventionConditions 1 and 2 not primarily the result of:Visual, hearing or motor disabilityIntellectual disabilityEmotional/Behavioral disabilityCultural factorsIrregular attendanceEnvironmental or economic disadvantageClassroom behaviorLimited English proficiencyCondition 1Condition 2Condition 3++484849SLD-Related Communications & Guidance: This is not sudden.IDEA 2004RtI TAP February 2006IDEA Federal Regs August 2006SLD Interim Memo March 23, 2007 (Revised March 25, 2008)General Education Intervention Requirements for Home Education and Private School Students Memo June 27, 2008General Education Interventions December 23, 2008 Response to Intervention for Gifted Learners January 19, 2009 RtI for Gifted Clarification February 4, 2009Compilation of Stakeholder Concerns & FLDOE Responses April 22, 2009SLD TAP November 2009Regional Workshops November 2009494950Collection of Current Technical Assistance Related to SLDNEW SLD Web link on the BEESS Web site featuring related rules, technical assistance, documents, and Web sites:

http://www.fldoe.org/ese/sldr.asp

Coming soonSeries 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 communityGuide for Decision Making within RtI Framework with Tools for specific types of decisions

5152You may want to askTo what degree has your Program effectively addressed awareness and consensus-building for these concepts? How do you know?What infrastructure components are in place to support the implementation of problem-solving within RtI? How can you personally contribute to building supports and implementation at the system level in alignment with implementation plans?Necessary Stages of theSystems Change ProcessConsensus BuildingBelief is sharedVision is agreed uponImplementation requirements understoodInfrastructure OverhaulRegulationsTraining/Technical AssistanceData ManagementTechnology supportDecision-making criteria establishedImplementation with Integrity

53Managing Complex ChangeVisionSkillsIncentivesResourcesAction PlanConfusionAnxietyFalseStartsFrustrationGradualChangeChangeSkillsIncentivesResourcesAction PlanVisionIncentivesResourcesAction PlanVisionSkillsResourcesAction PlanVisionSkillsIncentivesAction PlanVisionSkillsIncentivesResourcesKnoster, T. & George, H. (2002) NASP Communique, 6545455How does RtI impact eligibility and services for students entering kindergarten who are currently identified as developmentally delayed?

56Initial considerationsGiven that students experience prior to K vary greatly, the receiving school should considerEvidence of access to appropriate instruction.Students needs and level of performance as determined through appropriate instruction and intervention. This information should contribute to the problem-solving and planning process before, during, and after the student enters K, regardless of when their birthday occurs.How does RtI impact eligibility and services for students entering kindergarten who were previously identified as developmentally delayed? The impact depends upon the students specific educational experiences prior to entering kindergarten. Students cannot be determined eligible for an SLD if the determinant factor is lack of appropriate instruction. This is difficult to establish for students who have not had access to instruction in a structured educational setting. Most students entering kindergarten who were previously identified as developmentally delayed have received structured educational services through the school districts ESE program. Those services may have been provided in inclusive prekindergarten settings with typically developing peers or may have been provided in an ESE prekindergarten classroom. If so, some amount of progress-monitoring, observational data, and other relevant information will be available from those sources. Students entering kindergarten must be given access to instruction in grade level standards in the least restrictive environment. This is most often the general education setting with the support necessary for the student to progress toward grade level benchmarks. Problem-solving teams should consider any data available from previous educational settings when developing and implementing instructional strategies that generate the appropriate learning gains for the student. For example, if a student responds positively to general education resources, continue to provide the effective instruction/interventions and monitor the students progress. If the student is not making adequate progress, the supports should be reviewed and intensified. For students identified as developmentally delayed (DD), by no later than the students sixth birthday the district must have evaluated the student to determine whether the student meets the initial eligibility criteria under another ESE program. If initial eligibility criteria are not met, the student is considered to be an ineligible student and must be dismissed from ESE services. It is important to note, however, that all students must be provided effective instruction to meet their needs, whether they are eligible for ESE services or not. It may be that a student previously identified as DD is dismissed from ESE services at age six, but is subsequently determined eligible as a student with an SLD if it is found through the problem-solving/RtI process that the level of support the student needs and is provided represents special education services.57ProgrammaticallyIf a student responds positively to general education resources that include the supports informed by the problem-solving process, continue to provide the effective instruction/interventions and monitor the students progress. If the student is not making adequate progress, the supports should be reviewed and intensified

always in pursuit of effective intervention. 58LegallyNo later than the students sixth birthday, the district must have evaluated the available evidence to determine whether the student meets the initial eligibility criteria under another ESE program. If initial eligibility criteria are not met, the student is considered to be ineligible and must be dismissed from ESE services. Supports through the schools problem-solving process and general education resources should be continued.59Other remindersFor some students, ample information to inform an eligibility decision will be available early in the kindergarten year.For students turning six later in the kindergarten year, there should be ample time to obtain appropriate progress monitoring information to make an informed eligibility decision. 60PotentiallyIf a childs Pre-K experience met its purpose in addressing the students developmental delay, then the child should be able to maintain success through general education resources beginning in K.

If a child previously identified as DD is dismissed from ESE services at age six, the school should continue to monitor progress through the problem-solving/RtI process and may subsequently refer the child for a comprehensive evaluation when determined appropriate.61UltimatelyAll students must be provided effective instruction to meet their needs, whether they are eligible for ESE resources or not.School teams should continue the problem-solving process and communicate with parents that their child will continue to receive help, regardless of what resources are needed to meet the childs needs.Thanks for Considering the Context for Change!62