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2. Training Modules 2

3. Participants will understand… Foundations of RtI Federal Law (NCLB, IDEA) State Rules - Rule 6A-6.0331 TAP Activity – Final Word Format of RtI District Expectations – Manual Activity – Scavenger Hunt Problem Solving Teams Fidelity Tier 1, Tier 2, & Tier 3 3

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5. FOUNDATIONS OF RtI 5

6. 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 (achievement, graduation)) Student Performance (achievement, graduation (achievement, graduation)) 6

7. Florida Department of Education Rules 7

8. 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. 8

9.  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. 9

11.  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? 11

12.  “ 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.” 12

13. Generate Your Top 3 Questions RtI Consensus Infrastructure Implementation 13

14. Activity - The Final Word An activity that combines Reflection, Cooperative Learning, and Collaborative Discussion 14

15. TIPS FROM THE TAP An in-depth Understanding of the Concepts mentioned in the Technical Assistance Paper 2011: General Education Intervention Procedures 15

16.  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

17.  Select a facilitator and timekeeper. up to  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. 17

18.  Finally, the opening speaker has one minute to make final comments.  Repeat the above process for the next person. 18

19.  Listen actively.  Be open to what each speaker is saying.  Take notes.  Speak only when it is your turn. 19

20.  First Speaker – 2 minutes  Person to left – 1 minute  First Speaker – 1 minute for the “Final Word”  Repeat process 20

21.  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 21

22.  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 need  Ongoing progress monitoring communicated to parents in understandable format 22

23.  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

24. PS/RtI is… Begley Mr. Koch Harris Sullivan McMahon Asner O’Neill Every Ed ! 24

25. 1.Accelerating students at or above proficiency  Gifted Education  Establishing benchmarks  Enrichment in core instruction 25

26. 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

27. 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

28. 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 28

29. FORMAT OF RtI 29

30. Use Data Decision Rules to move students between Tiers of Support 30

31. 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 2 Nonsense Word Fluency 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, 2007 31

32. Individual Problem Solving Team Teacher Data Teams School Based Leadership Team 32

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37. Exploring the District RtI Implementation Manual 37

38. FIDELITY OF RtI 38

39. Show Me the Data ! Remember… if it is not documented …Then IT DID NOT HAPPEN! 39

40. 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 40

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48.  Baseline data; determination of baseline data  Aim Line or Goal  Intervention selected  Progress monitoring data  Comparison with national norms  Interventions/Fidelity  Observations 48

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50.  Updated Universal Screening  Updated Benchmarks  Slope of Improvement  Interventions/ Fidelity Documentation  Observations 50

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