Transcript Slide 1

Problem Solving/Response to Intervention
Regional Training for Charter Schools
Facilitated by The Florida PS/RtI Project
Summer 2010
1
Advance Organizer
• Systems Change/Big Ideas
• Overview of PS/RtI
• PS/RtI - ESE Eligibility
– 6A-6.0331
– 6A-6.03018
2
Planning for Full-scale Implementation
Exploring Reasons for Change
SYSTEMS CHANGE/BIG IDEAS
3
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!
4
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
5
Change Model
Consensus
Infrastructure
Implementation
6
Shifting Gears
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
7
Shifts in thinking…
• PS/RtI is not about General Ed vs. Special Ed; it’s an
“Every Ed” initiative
• Improving the effectiveness of core instruction is basic to
this process
• Assessment (data) should both inform and evaluate the
impact of instruction
• Every student is everybody’s responsibility
8
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)
9
Shifts 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
10
BIG Ideas
What We Used to Think
What We Now Know
Thorough understanding of the
intrapersonal (within person) causes
of educational disabilities is the most
critical factor in determining
appropriate treatment.
Educational disability results from the
complex interaction between curriculum,
instruction, the environment, and learner
characteristics.
Persons within disability categories
have similar educational needs that are
different in educationally important
ways from persons in other disability
categories.
Educational needs vary widely within and
across disability categories
Matching treatments to underlying
characteristics will result in maximally
effective interventions.
Aptitude
(ATIs)
Learners by Treatment
Learnersinteractions
Learners
have not been proven.
Auditory
Visual
Kinesthetic
Auditory Reading
Methods
Visual Reading
Methods
Kinesthetic
Reading
Methods
…more ideas
120
110
100
Reading
Level 90
80
70
60
60
70
80
90
100
Intelligence
110
120
…more ideas
120
110
100
Reading
Level 90
80
70
SLD
60
60
70
80
90
100
Intelligence
110
120
…more ideas
120
110
Three different students
100
Reading
Level 90
80
?
70
SLD
60
MH
60
70
80
90
100
Intelligence
110
120
Group Discussion
• What district and/or school-based
resources exist that may facilitate
change?
• What factors may be barriers to
change?
15
Understanding the Logic of Problem Solving/Response to Intervention
OVERVIEW
16
Response to Instruction/Intervention (RtI):
The Foundation
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
NASDSE, 2005
17
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
18
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
19
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
20
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:
1.What exactly do we expect all
students to learn ?
2.How will we know if and when
they’ve learned it?
3.How will we respond when some
students don’t learn?
4.How will we respond when some
students have already learned?
Questions 1 and 2 help us ensure a
guaranteed and viable core
curriculum
21
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).
1.Where are the students
performing now?
2.Where do we want them to be?
3.How long do we have to get them
there?
4.How much do they have to grow
per year/monthly to get there?
5.What resources will move them at
that rate?
22
TIER III:
Intensive, Individualized
Tier III
For Approx 5% of Students
Core
+
Supplemental
+
Intensive Individual Instruction
…to achieve benchmarks
1.Where is the student
performing now?
2.Where do we want him to be?
3.How long do we have to get
him there?
4.What supports has he
received?
5.What resources will move
him at that rate?
Tier III Effective if there is progress
(i.e., gap closing) towards
benchmark and/or progress
23
monitoring goals.
Three Tiered Model of Student Supports
get these tiers
of support
These students
+
The goal of the tiers is student
in order to meet
benchmarks.
=
success, not labeling.
Tiers of Service Delivery
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
26
A “Self-correcting” Process
Timeline
28
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
29
Problem ID
WPM
Expectation
Student
Weeks
30
Problem ID
Peers
WPM
Expectation
Student
Weeks
31
Problem ID
WPM
Expectation
Peers
Student
Weeks
32
Problem ID
WPM
Expectation
Peers
Student
Weeks
33
Step 1 - What’s the Problem?
Is this an
individual
student
problem or a
larger
systemic
problem?
adapted from:
Heartland AEA 11,
Improving Children’s
Educational Results
Step 2 - Problem Analysis:
Why is it occurring?
Goal: The development of hypotheses
about probable causes for why the
student is not demonstrating the
replacement behavior
Assessments are then conducted
to gather information to determine
which are most / least likely
Hypothesis/Prediction statement pair:
The problem is occurring because ________________.
If ____________ would occur, then the problem would be reduced.
(assessment question…)
35
Step 2 - Problem Analysis:
Why is it occurring?
Assessment: How Do We Confirm Hypothesis?
DOMAINS
R
Review
I
Interview
O
Observe
T
Test
I
Instruction
C
Curriculum
E
Environment
L
Learner
36
Step 3 – Intervention Design
What are we going to do?
• 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
37
Step 3 – Intervention Design
What are we going to do?
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
38
Step 4: Evaluating the
effectiveness of the intervention
Decision Rules: What is a “Sufficient” Response to
Intervention?
 Positive Response
 Gap is closing
 Can extrapolate point at which target student will
“come in range” of peers – even if this long range
 Questionable Response
 Rate at which gap is widening slows considerably,
but gap is still widening
 Gap stops widening but closure does not occur
 Poor Response
 Gap continues to widen with no change in rate
39
Positive Response to Instruction /Intervention
Expected Performance
Performance
Observed Performance
Fall
Winter
Spring
Positive Response to Instruction /Intervention
Performance
Expected Trajectory
Observed Trajectory
Time
41
Questionable Response to Instruction /Intervention
Expected Performance
Performance
Observed Performance
Fall
Winter
Spring
Questionable Response to Instruction /Intervention
Performance
Expected Trajectory
Observed Trajectory
Time
43
Poor Response to Instruction /Intervention
Expected Performance
Performance
Observed Performance
Fall
Winter
Spring
Poor Response to Instruction /Intervention
Performance
Expected Trajectory
Observed Trajectory
Time
45
Responses & Intervention
Decisions
• Positive
• Continue intervention with current goal
• Continue intervention with goal increased
• Fade intervention to determine if student(s)
have acquired functional independence.
46
Responses & Intervention
Decisions
• Questionable
– Was intervention implemented as intended?
• If no - employ strategies to increase
implementation integrity
• If yes - increase intensity of current
intervention for a short period of time and
assess impact.
– If rate improves, continue.
– If rate does not improve, return to problem
solving.
47
Responses & Intervention
Decisions
• Poor
– Was intervention implemented as intended?
• If no - employ strategies in increase implementation
integrity
• If yes – Is intervention aligned with the verified hypothesis?
(Intervention Design)
– Are there other hypotheses to consider? (Problem
Analysis)
– Was the problem identified correctly? (Problem
Identification)
48
Traditional vs. Response to Intervention
Intervention
J
L
Intervention
Traditional
Problem
Solving
J
L
Monitor
Progress
Problem
Solving
Response to Intervention
J
L
J
L
Consider ESE
Monitor
Progress
Problem
Solving
J
General
Education
Consider
ESE if
necessary
Problem
Solving
49
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
50
Group Discussion
• From a district and school-based
perspective 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?
51
Problem Solving / Response to Intervention
ESE ELIGIBILITY
52
Big Ideas for Entitlement
Decisions
• Entitlement decision is a continuation of
the problem solving process not the
goal of it
• Entitlement decisions are considered
when additional resources are needed
to sustain or improve the intervention(s)
being provided in order to assure FAPE
Tilly, RTI Innovations 2009
53
Big Ideas for Entitlement
Decisions
• Entitlement decisions require evaluating the
effects of current and past
instruction/intervention to determine whether
an appropriate instructional plan has been
identified and whether the student remains
significantly discrepant from peers or
educational expectations
Tilly, RTI Innovations 2009
54
Big Ideas for Entitlement
Decisions
• Entitlement process focuses on knowing
how to make a student more successful
rather than on only validating that the
student is sufficiently unsuccessful to
warrant additional resources…What
enables learning?
• We are looking for the learning enabled
here.
Tilly, RTI Innovations 2009
55
So How Might We Identify
Disabilities?
• Team Judgments Based on:
– Evidence of positive, questionable, or poor
response to high intensity, high resource
demand instruction and intervention
– Evidence of severe discrepancy from peer’s
performance levels in the area(s) of concern
– A data-based description of resources
necessary to improve and maintain the
individual’s rate of learning at an acceptable
level
– Convergent evidence logically and empirically
supporting the team’s decisions
Tilly, RTI Innovations 2009
56
Entitlement Decision
A. Rate of
Progress
Tells us
what
accelerates
learning.
B. Performance
Discrepancy
Tells us how
unique the
student is
compared to
peers.
C. Educational
Need
Tells us
what and
how to
teach.
Entitlement
Decision
Tells us whether
or not interventions
require special
education.
Tilly, RTI Innovations 2009
57
Conditions for Eligibility - SLD
• Rate of Progress – the instructional
strategies that have sufficiently improved
the student’s learning are of such
intensity as to require special education
resources to be implemented or the
previous instructional strategies have
failed to sufficiently improve a student’s
rate of learning and additional resources
are needed to enhance student learning.
58
Conditions for Eligibility - SLD
• Performance Discrepancy - given equal or
enhanced opportunities, the student’s current
level of performance is significantly lower than
typical peers or identified standards
• Educational Need - instructional needs have
been identified that are beyond what can be
provided in general education. This is evident
when curriculum, instruction or environmental
conditions need to be very different for the
student as compared to the needs of other
students in the general education environment.
Tilly, RTI Innovations 2009
59
By 4/15/06 Joe will read 75 words correct per minute on 2nd
grade level material.
120
Peer Median
Baseline
110
(104)
100
80
Peer Median
70
(59)
60
Fluency
on 2nd
Grade
50
40
30
20
10
4/4/05
3/21/05
3/7/05
2/21/05
2/7/05
1/24/05
1/10/05
12/27/04
12/13/04
11/29/04
11/15/04
11/1/04
10/18/04
10/4/04
9/20/04
0
9/6/04
Words Correct Per Minute
90
Date
60
By 4/15/06 Casey will read 62 words correct per minute on 2nd
grade level material.
Peer Median
120
110
(104)
Baseline
100
90
70
Peer Median
(59)
Baseline
60
Interventi
on
50
40
30
20
10
4/11/05
3/28/05
3/14/05
2/28/05
2/14/05
1/31/05
1/17/05
1/3/05
12/20/04
12/6/04
11/22/04
11/8/04
10/25/04
10/11/04
9/27/04
9/13/04
8/30/04
0
8/16/04
Words Correct Per Minute
80
Date
61
PS/RtI – Specific Florida Rules
The goal of this next section is not to
provide specific, point-by-point technical
assistance in the implementation of
FLDOE ESE Eligibility rules, but is to
make connections between your skills
and the requirements of these rules.
62
TWO RULES
6A-6.0331 - General Education Intervention
Procedures, Identification, Evaluation,
Reevaluation and the Initial Provision of
Exceptional Education Services
- Applies to ALL exceptionalities
6A-6.03018 - Exceptional Education
Eligibility for Students with Specific
Learning Disabilities
63
How is the General Education
Intervention Rule Organized?
6A-6.0331
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
General Education Intervention Procedures
PK Procedures
Initial Evaluation
Parental Consent for Initial Evaluation
Evaluation Procedures
Determination of Eligibility
Reevaluation Requirements
Additional Requirements - Initial and Reeval
Parental Consent for Services
64
General Education Intervention Procedures
6A-6.0331 (1)
•
School district responsibility to develop and
implement coordinated general education intervention
procedures for students who need additional
academic and behavioral support to succeed in the
general education environment
•
District may carry out activities that include the
provision of educational and behavioral evaluations,
services, and supports as part of the general
education intervention procedures
What resources and skills do you currently have and how can
you coordinate them to perform the requirements above?
65
General Education Intervention Procedures
6A-6.0331 (1)
•
•
•
•
•
Discussion with parent of student’s RtI, supporting data,
potential adjustments, anticipated future actions
Observations
Review of existing data
Evidence based interventions …. developed through a
process that uses student performance data to identify and
analyze the area of concern, select and implement
interventions, and monitor the effectiveness of the
interventions.
Interventions implemented as designed, for a reasonable
period of time, with level of intensity matched to student
need.
What resources and skills do you currently have and how can
you coordinate them to perform the requirements above?
66
Initial Evaluation
6A-6.0331 (3)
•
•
Full and individual initial evaluation
Must make determination that:
–
–
•
Gen Ed intervention procedures have been
implemented as required and indicate that ESE
eligibility should be considered, or
Nature or severity of concern makes Gen Ed
procedures inappropriate in addressing immediate
needs
(60 day rule - FLDOE guidance forthcoming)
What resources and skills do you currently have and how can
you coordinate them to perform the requirements above?
67
Evaluation Procedures
6A-6.0331 (5)
•
•
•
Variety of assessment tools and strategies
Including information related to enabling the
student to progress in general curriculum
Not use single measure or assessment as sole
eligibility criterion
What resources and skills do you currently have and how can
you coordinate them to perform the requirements above?
68
Evaluation Procedures
6A-6.0331 (5)
•
•
Assessment tools and strategies provide
relevant information directly related to
determining the student’s educational needs
Sufficiently comprehensive to identify all of a
student’s ESE needs
What resources and skills do you currently have and how can
you coordinate them to perform the requirements above?
69
Determination of Eligibility (all ESE)
6A-6.0331 (6)
•
Utilize data from a variety of sources, such as
aptitude and achievement tests, the student’s
response to interventions/instruction
implemented, parent input, student input as
appropriate, teacher recommendations, and
information about the student’s physical condition,
social or cultural background, and adaptive
behavior
What resources and skills do you currently have and how can
you coordinate them to perform the requirements above?
70
Determination of Eligibility (all ESE)
6A-6.0331 (6)
•
May not be determined eligible if
determinant factor is:
– Lack of appropriate instruction in reading
– Lack of appropriate instruction in math
– Limited English proficiency
What resources and skills do you currently have and how can you
coordinate them to perform the requirements above?
71
How is the SLD Rule organized?
(1) Definition
(2) General Education Intervention
Procedures and Activities
(3) Evaluation
(4) Criteria for Eligibility
(5) Documentation of Criteria of Eligibility
(6) Implementation
72
Definition
6A-6.03018 (1)
• Manifests in difficulties affecting ability to
listen, speak, read, write, and/or do
mathematics
• Associated conditions may include but are
not limited to…dyslexia, dyscalculia,
dysgraphia…
• Not primarily the result of …environmental,
cultural, or economic factors
73
General Education Intervention Activities
6A-6.03018 (2)
•
To ensure that lack of progress is not due to lack of
appropriate instruction…
–
–
•
Data that demonstrate that the student was provided welldelivered scientific, research-based instruction delivered by
qualified personnel in general education settings
Data-based documentation, provided to parent, of repeated
measures of achievement at reasonable intervals, graphically
reflecting student’s RtI during instruction
(Requirements in 6A-6.0331 may be used to satisfy
above)
What resources and skills do you currently have and how can
you coordinate them to perform the requirements above?
74
Evaluation
6A-6.03018 (3)
• Request parental consent to evaluate if
– Student has not made adequate progress
when provided appropriate instruction and
intense, individualized intervention; or
– Effective interventions require sustained
and substantial effort; and
– Whenever referral is made
• (Adhere to timelines in general rule unless
mutual agreement to extend)
What resources and skills do you currently have and how can
you coordinate them to perform the requirements above?
75
Criteria for Eligibility (after 7/1/10)
6A-6.03018 (4)
Level of Performance
•Does not achieve adequately in one or more of the major
areas
• Oral expression; Listening comprehension; Written expression; Basic
reading skills; Reading fluency skills; Reading comprehension; Mathematics
calculation; or Mathematics problem solving
Rate of Progress
•Does not make adequate progress based on RtI process,
consistent with comprehensive evaluation procedures OR RtI
process and pattern of strengths and weaknesses (both
include comprehensive evaluation per administrative rules)
What resources and skills do you currently have and how can
you coordinate them to perform the requirements above?
76
Criteria for Eligibility
6A-6.03018 (4)
•Findings not primarily result of other factors
•Visual, hearing, or motor disability; Intellectual disability;
Emotional/behavioral disability; Cultural factors; Irregular pattern
of attendance and/or high mobility rate; Classroom behavior;
Environmental or economic factors; or Limited English
proficiency
•Team must include: General education teacher, person
qualified to conduct and interpret individual diagnostic
examinations, District Designee
•At least one observation in typical learning environment
What resources and skills do you currently have and how can
you coordinate them to perform the requirements above?
77
Documentation of determination of
eligibility
6A-6.03018 (5)
• Written summary of group’s analysis
– Basis for determination, noted behavior during
observation, medical findings
– RtI data confirming: performance discrepancy, rate
of progress, educational need
– Effects of other factors
– Interventions, support provided, duration, frequency,
student data
– Parent involvement
– Signatures of agreement
78
Implementation
6A-6.03018 (6)
• SP&P identifies applicable process school-byschool
– http://www.fldoe.org/ese/ppd.asp
• Effective July 1, 2010, districts can no longer
require pattern of strengths and weaknesses
79
Collection of Current
Technical Assistance
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
80
Stay Informed & Access
PS/RtI Resources
• BEESS Weekly Newsletter
• BEESS 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/
81
Contact Information
Regional Coordinators
• Beth Hardcastle - North - [email protected]
• Brian Gaunt – Central – [email protected]
• Kelly Justice - South - [email protected]
Project Leader
• Clark Dorman - [email protected]
Co-Directors
• George Batsche - [email protected]
• Mike Curtis - [email protected]
Project Evaluator
• Jose Castillo - [email protected]
Staff Assistant
• Stevi Schermond - [email protected]
82
District Presenters
By training location:
Chipley – David Johnson, Santa Rosa Co. Coordinator
of Continuous Improvement
[email protected]
Duval – Joni Shook, Duval District Level Counselor
[email protected]
Hillsborough – Jim Maxwell, Polk County School
Psychologist, [email protected]
Broward/Palm Bch. & Dade – Mollye Kiss, Martin Co.
RtI Coordinator
[email protected]
83