MODULE 5

Scaling Up for Next YearMaking It Work!

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RtITrainingModules

MODULE 1Getting

Started with RtI

MODULE 2Data Meetings

& Problem Solving

MODULE 3Interventions & Progress Monitoring

MODULE 4Data-Based

Decision Making

MODULE 5Scaling Up

for Next Year

Training Modules

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Outcomes – Module 5Participants will understand…

Foundations of RtI Federal Law (NCLB, IDEA)State Rules - Rule 6A-6.0331 TAP Activity – Final Word

Format of RtIDistrict Expectations – Manual Activity – Scavenger

HuntProblem Solving Teams

FidelityTier 1, Tier 2, & Tier 3

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Problem Solving Skills???THE BROKEN ESCALATOR

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FOUNDATIONS OFRtI

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Primary CommonalitiesNCLB, IDEA, & FLDOE

1. Accountability

2. Highly Qualified Teachers

3. Effective Instruction

4. Early Interventions

5. Scientific-Based Research Programs

No Child Left Behind

Individuals With Disabilities Education Act (2004)

Florida Department of Education PS/RtI

Student Performance

(achievement, graduation))

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PS/RtI General Education

Interventions

Florida Department of Education Rules7

Must Tier 2 reading interventions occur outside of the 90 minute reading block?

Student Reading Intervention requirements in 6A-6.054 - immediate intensive intervention must be provided for all students who have been identified with a reading deficiency in addition to or as an extension of the 90 minute reading block in a smaller group size setting or one on one.

Rule 6A-6.054, F.A.C. – Highlight

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Rule 6A-6.0331, F.A.C. – HighlightsGeneral Education Intervention Procedures

Why? – Provide a coordinated system of intervention support in general education.

Who? – Students needing additional support to succeed in the general education environment.

How? – Teams applying a problem solving process to develop and implement coordinated general education intervention procedures.

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Exceptional Education Eligibility for Students with Specific Learning Disabilities (Rule 6A-6.03018, F.A.C.)

Exceptional Education for Students with Language Impairments and Qualifications and Responsibilities for the Speech-Language Pathologists Providing Language Services (Rule 6A-6.030121, F.A.C.)

Exceptional Student Education Eligibility for Students with Emotional/Behavioral Disabilities(Rule 6A-6.03016, F.A.C.)

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Your Questions/Concerns – PS/RtI

Is there any way to streamline this process to make it less of a burden?

How often should data be collected and for how long?

How many weeks do I have to implement the intervention?

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Formal Complaints/Parent Calls

“We have to finish RtI before we can evaluate your child.”

“It takes approximately… (fill in the blank) to go through the process for tier 1 and tier 2. We’ll evaluate him when/if we get to tier 3.”

“We can’t refer her yet – we don’t have enough data points to determine eligibility.”

Now that we do RtI, it takes longer to complete an evaluation.”

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Generate Your Top 3

Questions

RtI Consensus

Infrastructure Implementation

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Activity - The Final Word

An activity that combines Reflection, Cooperative Learning,

and Collaborative Discussion

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PurposeTIPS FROM THE TAP

An in-depth Understanding of the Concepts

mentioned in the

Technical Assistance Paper 2011: General Education Intervention

Procedures15

The Final Word

Read the assigned pages of the Florida DOE TAP on General Education Intervention Procedures. Pages 1-9

Select three ideas that are compelling to you.

Be prepared to talk about why you think one of these is important. 16

Select a facilitator and timekeeper.One person volunteers to begin—

reference place in article, take up to two minutes to talk about that idea.

Moving in clockwise fashion, every other group member, in turn, takes up to one minute to respond to what the speaker had to say.

The Final Word

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Finally, the opening speaker has one minute to make final comments.

Repeat the above process for the next person.

The Final Word

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Listen actively.

Be open to what each speaker is saying.

Take notes.

Speak only when it is your turn.

The Final Word

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First Speaker – 2 minutesPerson to left – 1 minutePerson to left – 1 minuteFirst Speaker – 1 minute for the

“Final Word”Repeat process

The Final Word

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General Education Interventions

Florida requires districts to attempt to address students’ academic and behavioral challenges through the use of effective and systematic general education interventions and resources

Prevent unnecessary or inappropriate (i.e., inaccurate) “labeling”

“ESE placement” is a funding source, not a solution Should not conflict with good child find practice Assumes that effective instruction is the result of

systematic progress monitoring and data-based decision making

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Evidence-Based Interventions

Developed through a PS/RtI process that uses student performance data to: Identify area of concern Analyze area of concern Select and implement interventions Monitor intervention effectiveness

Implemented as designed Intensity matched to needOngoing progress monitoring

communicated to parents in understandable format 22

Parent Involvement Opportunity for involvement in PS/RtI

process

Discussion of Student’s responses to intervention Supporting data Intervention modification Future action to address concern

Documentation of parent involvement 23

PS/RtI is…

Begley

Mr.Koch

HarrisSullivan

McMahon

Asner

O’Neill

Every Ed !24

RtI: 4 Priorities

1. Accelerating students at or above

proficiency Gifted Education Establishing benchmarks Enrichment in core instruction

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RtI: 4 Priorities

2. Prevention: Identify students at-risk for

literacy failure BEFORE they actually fail. Kindergarten screening, intervention and

progress monitoring is key. No excuse for not identifying ALL at-risk

students by November of the kindergarten year.

This strategy prevents the GAP. Managing GAPs is more expensive and

less likely to be successful.26

RtI: 4 Priorities

3. Early Intervention Purpose here is the manage the GAP. Students who are more that 2 years

behind have a 10% chance, or less, or catching up.

Benchmark, progress monitoring data, district-wide assessments are used to identify students that have a gap of 2 years or less.

Students bumping up against the 2 year level receive the most intensive services.

This more costly and requires more specialized instruction/personnel 27

RtI: 4 Priorities

4. Intensive Intervention Reserved for those students who have a

GAP of more than 2 years and the rate of growth to close the GAP is unrealistic. Too much growth—too little time remaining.

Problem-solving is used to develop instructional priorities.

This is truly a case of “you cannot do something different the same way.”

This is the most costly, staff intensive and least likely to result in goal attainment

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FORMAT OFRtI

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Use Data Decision Rules to move

students between Tiers of Support

SPECIAL EDUCATION

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Revisit Intervention – Tier 2 1) Additional cycle through the same skill 2) Smaller Group Size 3) Change intervention skill

Implement a Evidenced-Based Intervention –Tier 2N

onse

nse

Wor

d Fl

uenc

y

IPST targets root cause based on diagnostic data. Forms new Hypothesis and designs new intervention for Tier 3 Services.

Individual Problem Solving Team designs Tier 3 intervention. Collects additional diagnostic information.Mid-year cutoff low risk

Good & Cummings, 200731

Individual Problem Solving Team

Teacher DataTeams

School Based Leadership Team

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Exploring the District RtI

Implementation

Manual 37

FIDELITY OFRtI

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Show Me the Data!

Remember… if it is not documented

…Then IT DID NOT HAPPEN!39

Documentation of Data: Tier 1

Universal Screening data – Where was student as compared to peers based on the standard your district uses? DRLA Running Records DRMA FAIR

Teacher Documentation Lesson Plans Attendance Criterion Referenced Tests Student Products Parent Contacts

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Data Documentation: Tier 2

Baseline data; determination of baseline data

Aim Line or Goal Intervention selectedProgress monitoring dataComparison with national norms Interventions/FidelityObservations

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Data Documentation: Tier 3

Updated Universal ScreeningUpdated BenchmarksSlope of Improvement Interventions/ Fidelity

DocumentationObservations

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