Teacher Education Division Conference Charlotte, NC George M. Batsche Professor and Co-Director Institute for School Reform Florida Statewide Problem-Solving/RtI Project University of South Florida

– /tools/assessments – Introductory Course – Get Started

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. (Batsche, et al., 2005) Problem-solving is the process that is used to develop effective instruction/interventions.

Evaluate Response to Intervention (RtI) Evaluate Response to Intervention (RtI) Problem Analysis Validating Problem Ident Variables that Contribute to Problem Develop Plan Problem Analysis Validating Problem Ident Variables that Contribute to Problem Develop Plan Define the Problem Defining Problem/Directly Measuring Behavior Define the Problem Defining Problem/Directly Measuring Behavior Implement Plan Implement As Intended Progress Monitor Modify as Necessary Implement Plan Implement As Intended Progress Monitor Modify as Necessary

ACADEMIC SYSTEMS Tier 3: Comprehensive & Intensive Students who need individualized interventions. Tier 2: Strategic Interventions Students who need more support in addition to the core curriculum. Tier 1: Core Curriculum All students, including students who require curricular enhancements for acceleration. BEHAVIOR SYSTEMS Tier 3: Intensive Interventions Students who need individualized intervention. Tier 2: Targeted Group Interventions Students who need more support in addition to school-wide positive behavior program. Tier 1: Universal Interventions All students in all settings.

ACADEMIC SYSTEMS Tier 3: Comprehensive & Intensive Students who need individualized interventions. Tier 2: Strategic Interventions Students who need more support in addition to the core curriculum. Tier 1: Core Curriculum All students, including students who require curricular enhancements for acceleration. BEHAVIOR SYSTEMS Tier 3: Intensive Interventions Students who need individualized intervention. Tier 2: Targeted Group Interventions Students who need more support in addition to school-wide positive behavior program. Tier 1: Universal Interventions All students in all settings.

Academic Engaged Time (AET) is the best predictor of student achievement – 330 minutes in a day, 1650 in a week and 56,700 in a year – This is the “currency” of instruction/intervention – Its what we have to spend on students – How we use it determines student outcomes. MOST students who are behind will respond positively to additional CORE instruction. – Schools have more staff qualified to deliver core instruction than specialized instruction. – Issue is how to schedule in such a way as to provide more exposure to core.

Managing the GAP between student current level of performance and expectation (benchmark, standards, goal) is what RtI is all about. The two critical pieces of information we need about students are: – How BIG is the GAP? AND – How much time do we have to close it? The answers to these 2 questions defines our instructional mission.

Rate is growth per week (month) necessary to close the GAP Rate becomes the statistic we need to define evidence-based intervention (EBI) EBI is any intervention that results in the desired RATE

1. Accelerating students at or above proficiency – Gifted Education – Establishing benchmarks

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.

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

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

Addl. Diagnostic Assessment Instruction Results Monitoring Individual Diagnostic Individualized Intensive weekly All Students at a grade level ODRs Monthly Bx Screening Bench- Mark Assessment Annual Testing Behavior Academics None Continue With Core Instruction Grades Classroom Assessments Yearly Assessments Standard Protocol Small Group Differen- tiated By Skill 2 times/month Step 1 Step 2Step 3Step 4 Supplemental 1-5% 5-10% 80-90% Core Intensive

71% of districts are in some stage of implementing RTI – up from 60% in 2008 and 44% in 2007 RTI is being increasingly implemented across all grade levels with a significant increase in high school implementation compared to 2008 Of districts with enough data, 83% indicated RTI has reduced the number of referrals to special education Districts reported the three primary obstacles to implementing RTI as: Insufficient teacher training Lack of intervention resources Lack of data, knowledge, skills for tracking/charting

State Management Group State Transformation Team Regional RtI Coordinators DA Regional RtI Specialists District Based Leadership Teams School Based Leadership Teams School-Based Coaches Advisory Committee

Bureau of Curriculum and Instruction Office of Early Learning Bureau of Educator Recruitment, Development and Retention Just Read, Florida! Bureau of Exceptional Education and Student Services Accountability Research and Measurement Office of Communications and Public Affairs Educator Quality Curriculum, Instruction, and Student Services, Office of the Chancellor Student Achievement, Office of the Chancellor

Scale up quickly with fidelity per the comprehensive plan with considerations to leadership, resources, funding, etc., as related to Differentiated Accountability Plan, school change and current educational context and fiscal realities in Florida. Overall Goal of the State Transformation Team

Office of Achievement Language Acquisition Problem-Solving/Response to Intervention Project Office of Early Learning Florida Center for Interactive Media Florida Center for Reading Research Bureau of Exceptional Education and Student Services Bureau of School Improvement Florida Center for Research-Science, Technology, Engineering, and Math Florida’s Positive Behavior Support Project Bureau of Family and Community Outreach RtI Teaching Learning Connections Bureau of Curriculum and Instruction Just Read, Florida!

 DA Region 1  DA Region 2  DA Region 3  DA Region 4  DA Region 5  PS/RtI Pilot Districts PS/RtI North Region PS/RtI Regional Coordinator 2 DA RtI Specialists PS/RtI Central Region PS/RtI Regional Coordinator 2 DA RtI Specialists PS/RtI South Region PS/RtI Regional Coordinator 2 DA RtI Specialists Florida Problem Solving/ Response to Intervention Project

Added 5 RtI Specialists to DA Regional Teams Completed Years 1 and 2 of Statewide Training Completed Years 1 and 2 of Pilot School Training 6337 Individuals Enrolled in the On-Line RtI Introductory Course 2831 Individuals Completed the On-Line RtI Introductory Course 24 Regional Meetings to Support District RtI Plan Development – 66 of 67 Districts Attended – 31 Districts Submitted Plans for Voluntary Review in June – Visit (District Plan Examples) 5, 3-Day Regional Training of Trainers Meetings – 61 Districts Sent Teams to be Trained 3 Regional Meetings for Principal Leadership Training on RtI Direct Technical Assistance to Districts

State Infrastructure and Plan District Infrastructure and Plan – for plan Building Infrastructure and Plan – for plan Professional Development Technical Assistance Implementation Monitoring and Integrity Program Evaluation

Consensus Infrastructure Implementation

Goal 4 Indicator

Component 1 = Present 2 = Partially Present 3 = Absent Problem Identification One ore more replacement behaviors were identified Data describing current and expected levels of performance collected A gap analysis was conducted to determine the appropriate tier of intervention Problem Analysis Hypotheses were developed across multiple domains Hypotheses were developed to determine if the student was not performing the replacement behavior because of a performance and/or skill deficit Data were used to determine viable or active hypotheses for why the replacement behavior was not occurring 1 2 3

Pilot Schools (%) Comparison Schools (%) Improved65%48% Declined22%41% No Change13%11%