1. Response to Intervention in a Nutshell August 26, 2009

2. RtI is a multi-tiered process which incorporates the basic steps of the Problem Solving Method to address individual student needs

3. Analyze the problem and identify an intervention or interventions Implement the interventions Assess Effectiveness Of interventions Identify and define the problem The Problem Solving Cycle In general education classrooms

4. Why Response to Intervention (RtI)? State Board Rule 6A-6.0331(1) Florida Administrative Code (FAC) State Board Rule 6A-6.0331(1) Florida Administrative Code (FAC) addresses the requirement for general education interventions for students with academic and behavior concerns. addresses the requirement for general education interventions for students with academic and behavior concerns.

5. 6A-6.0331(1) Florida Administrative Code (FAC) – Requires districts to use the Problem Solving/Response to Intervention process to develop, implement, and evaluate instruction and interventions. Requires districts to use the Problem Solving/Response to Intervention process to develop, implement, and evaluate instruction and interventions. Rule states: “It is the local school district’s 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.” Rule states: “It is the local school district’s 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.”

6. 6A-6.0331(1) (FAC) – Parent involvement is critical to the success of instruction and interventions. Parent involvement is critical to the success of instruction and interventions. Rule states: “Opportunities for parents to be involved in the process to address the student’s areas of concern must be available. In addition, there must be discussion with the parents of the student’s responses to interventions, supporting data and potential adjustments to the interventions and of anticipated future action to address the student’s learning and/or behavior concerns.” Rule states: “Opportunities for parents to be involved in the process to address the student’s areas of concern must be available. In addition, there must be discussion with the parents of the student’s responses to interventions, supporting data and potential adjustments to the interventions and of anticipated future action to address the student’s learning and/or behavior concerns.”

7. 6A-6.0331(1) Florida Administrative Code (FAC) – Rule States: “Interventions shall be implemented as designed and for a reasonable period of time and with a level of intensity that matches the student’s needs.” Rule States: “Interventions shall be implemented as designed and for a reasonable period of time and with a level of intensity that matches the student’s needs.”

8. 6A-6.0331(1) Florida Administrative Code (FAC) – What is a “reasonable period of time” What is a “reasonable period of time” Not appropriate to set or require “standard” time limits. Not appropriate to set or require “standard” time limits. The length of time necessary to respond to interventions may vary as a function of age, skill area, and skill complexity. The length of time necessary to respond to interventions may vary as a function of age, skill area, and skill complexity.

9. Rule 6A-6.03018 – Exceptional Education Eligibility for Students with Specific Learning Disabilities (2) General education intervention procedures and activities. In order to ensure that lack of academic progress is not due to lack of appropriate instruction, a group of qualified personnel must consider: (2) General education intervention procedures and activities. In order to ensure that lack of academic progress is not due to lack of appropriate instruction, a group of qualified personnel must consider:

10. Rule 6A-6.03018 – Exceptional Education Eligibility for Students with Specific Learning Disabilities (a) Data that demonstrate that the student was provided well – delivered scientific, research based instruction and interventions addressing the identified area(s) of concern and delivered by qualified personnel in general education settings; and (a) Data that demonstrate that the student was provided well – delivered scientific, research based instruction and interventions addressing the identified area(s) of concern and delivered by qualified personnel in general education settings; and

11. Rule 6A-6.03018 – Exceptional Education Eligibility for Students with Specific Learning Disabilities Data-based documentation, which was provided to the student’s parent(s) or guardian(s), of repeated measures of achievement at reasonable intervals, graphically reflecting the student’s response to intervention during instruction. Data-based documentation, which was provided to the student’s parent(s) or guardian(s), of repeated measures of achievement at reasonable intervals, graphically reflecting the student’s response to intervention during instruction.

12. Rule 6A-6.03018 –Specific Learning Disabilities: Eligibility Requirements – 3 criteria 1. The student does not achieve adequately (for age or grade level standards) when provided with instruction and learning experiences appropriate his/her grade level

13. Rule 6A-6.03018 –Specific Learning Disabilities: Eligibility Requirements – 3 criteria 2. The student does not make adequate progress based on a response to intervention process or interventoins are effective but require sustained and substantial effort that exceeds what can be offered through general education resources.

14. Rule 6A-6.03018 –Specific Learning Disabilities: Eligibility Requirements – 3 criteria 3. Lack of progress is not primarily the result of one of the other factors: A visual, hearing, or motor disability; A visual, hearing, or motor disability; Intellectual disability; Intellectual disability; Emotional/behavioral disability; Emotional/behavioral disability; Cultural factors; Cultural factors; Irregular pattern of attendance and/or high mobility rate; Irregular pattern of attendance and/or high mobility rate; Classroom behavior; Classroom behavior; Environmental or economic factors; or Environmental or economic factors; or Limited English Proficiency Limited English Proficiency

15. What does PS/RtI look like?

16. Tier 1 – Core Instruction Tier 3 – Intensive Individualized Instruction Tier 2– Supplemental small group Instruction

17. 10 - 15% Tier I Problem- Solving: Data and Skills Needed 80 - 90% Tier I - Assessment Benchmark Assessment Progress Monitoring FCAT Universal Screening District-Wide Assessments Discipline Data (ODR) Tier I - Core Interventions Core Instruction Incorporated in District Reading Plan Whole-class Interventions School-wide Discipline Positive Behavior Supports Differentiation within Core Curriculum

18. Tier 1 - Core Student receives differentiated instruction within the core curriculum. Student receives differentiated instruction within the core curriculum. Progress monitoring as frequently as all other students. Progress monitoring as frequently as all other students. Class-wide diagnostics, for example in district reading plan Class-wide diagnostics, for example in district reading plan School Wide / Classroom behavior plan School Wide / Classroom behavior plan Grade Level progress monitoring teams identify students to monitor Grade Level progress monitoring teams identify students to monitor

19. 80 - 90% 10 - 15% 1 - 5% Tier II Problem- Solving Data and Skills Needed Tier II - Targeted Interventions Targeted Group Interventions Increased Intensity Narrow Focus Linked to Tier I 80 - 90% 10-15% Tier II - Assessment Classroom Intervention Data Group Diagnostic Universal Screening Progress Monitoring Behavioral Observations Tier I - Core InterventionsTier I Assessment

20. Tier 2 - Targeted Targeted – more focused interventions based on diagnostic evaluations and/or FBA Targeted – more focused interventions based on diagnostic evaluations and/or FBA Smaller group instruction Smaller group instruction More time - in addition to core instruction More time - in addition to core instruction Just using a different program unless it is in addition to core is not Tier 2 Just using a different program unless it is in addition to core is not Tier 2 Increased frequency of progress monitoring Increased frequency of progress monitoring Usually in regular classroom or regular education resource teacher’s room Usually in regular classroom or regular education resource teacher’s room Could be done through a “walk and …” model Could be done through a “walk and …” model

21. 80 - 90% 10 - 15% 1 - 5% Tier III Problem-Solving Data and Skills Needed Tier II - Targeted Interventions 80 - 90% 10-15% Tier II - Assessment Tier I - Core InterventionsTier I Assessment Tier III – Assessment Progress Monitoring Individualized Focused diagnostic assessments More frequent Tier III – Targeted Interventions Smaller groups / one-on-one Increased Intensity Narrower Focus Linked to Tier II

22. Tier 3 - Intensive Even smaller group instruction or one-on-one instruction Even smaller group instruction or one-on-one instruction More focused based on additional diagnostic evaluations More focused based on additional diagnostic evaluations Even more time in addition to Tier 2 and Core Even more time in addition to Tier 2 and Core Even more frequent progress monitoring Even more frequent progress monitoring It MAY be ESE but it will not always be ESE It MAY be ESE but it will not always be ESE

23. Who, What, When and Where of the RtI Process – Tier 1 Who - School based team Who - School based team grade level teams grade level teams or other school based data team or other school based data team What - looks at class-wide progress monitoring data What - looks at class-wide progress monitoring data to identify students who may need additional support to identify students who may need additional support to consider ideas for differentiation of instruction in core to consider ideas for differentiation of instruction in core

24. Who, What, When and Where of the RtI Process – Tier 1 (cont.) When When Monthly team meetings Monthly team meetings Weekly team meetings Weekly team meetings Where Where At school in “data wall” room At school in “data wall” room

25. Who, What, When and Where of the RtI Process – Tier 2 Who – School based team Who – School based team grade level teams grade level teams parent parent may include reading or math coach or behavior specialist may include reading or math coach or behavior specialist What – looks at individual student progress monitoring data What – looks at individual student progress monitoring data to identify areas of learning in which the student needs additional support to identify areas of learning in which the student needs additional support to consider strategies and/or additional curricular materials to specifically address the identified areas of need to consider strategies and/or additional curricular materials to specifically address the identified areas of need

26. Who, What, When and Where of the RtI Process – Tier 2 When When More often if necessary More often if necessary Monthly or weekly team meetings Monthly or weekly team meetings Where Where General education environment General education environment

27. Who, What, When and Where of the RtI Process – Tier 3 Who – School based team Who – School based team grade level teams grade level teams Parent Parent may include reading or math coach or behavior specialist may include reading or math coach or behavior specialist May include school Psychologist, ESE program specialist, other members of the multidisciplinary team May include school Psychologist, ESE program specialist, other members of the multidisciplinary team What – looks at individual student progress monitoring data What – looks at individual student progress monitoring data to identify areas of learning in which the student needs additional support to identify areas of learning in which the student needs additional support to consider strategies and/or additional curricular materials to specifically address the identified areas of need to consider strategies and/or additional curricular materials to specifically address the identified areas of need To consider ways to increase instructional time in the areas of need. To consider ways to increase instructional time in the areas of need.

28. Who, What, When and Where of the RtI Process – Tier 3 When When At least weekly team meetings At least weekly team meetings Where Where General education environment General education environment May be provided in ESE environment May be provided in ESE environment

29. Response to Intervention Support Sites Florida DOE site: www.florida-rti.org Florida DOE site: www.florida-rti.orgwww.florida-rti.org Introductory On-Line Training http://floridarti.usf.edu (Problem Solving and Response to Intervention Project) Introductory On-Line Training http://floridarti.usf.edu (Problem Solving and Response to Intervention Project) http://floridarti.usf.edu http://floridarti.usf.edu RtI and Teaching Learning Connection: http://rtitlc.ucf.edu RtI and Teaching Learning Connection: http://rtitlc.ucf.eduhttp://rtitlc.ucf.eduhttp://rtitlc.ucf.edu Positive Behavior Support http://flpbs.fmhi.usf.edu Positive Behavior Support http://flpbs.fmhi.usf.edu http://flpbs.fmhi.usf.edu http://flpbs.fmhi.usf.edu