Transcript Florida Charter School Conference Orlando, Florida November, 2009 Clark Dorman Project Leader Florida Statewide Problem-Solving/RtI Project University of South Florida.

Florida Charter School Conference
Orlando, Florida
November, 2009
Clark Dorman
Project Leader
Florida Statewide Problem-Solving/RtI Project
University of South Florida
• RtI is the practice of (1) providing highquality 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.
ACADEMIC SYSTEMS
BEHAVIOR SYSTEMS
Tier 3: Comprehensive &
Intensive Students who
need individualized
interventions.
Tier 3: Intensive
Interventions Students
who need individualized
intervention.
Tier 2: Strategic
Interventions Students
who need more support in
addition to the core
curriculum.
Tier 2: Targeted Group
Interventions Students
who need more support in
addition to school-wide
positive behavior program.
Tier 1: Core Curriculum
All students, including
students who require
curricular enhancements
for acceleration.
Tier 1: Universal
Interventions All students
in all settings.
• 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
www.spectrumk12.com
• Rule (6A-6.0331)
– Evidence-based interventions
– Interventions in general education environment
– Progress Monitoring Plan (PMP)
• EBD Rule (6A-6.03016)
– Evidence-based interventions
– Student’s response to intervention determines EBD
• SLD Rule (6A-6.03018)
– Evidence-based instruction/intervention
– Level of performance
– Rate of learning
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Florida Statewide RtI Implementation Plan
State-level Infrastructure
District-Level Infrastructure
Building-Level Infrastructure
School Psychologists with Skills to DO RtI
AND Facilitate its Implementation
Florida DOE Statewide
Response to
Instruction/Intervention (RtI)
Implementation Plan
http://www.florida-rti.org/
“It is the responsibility of every educator, organization, and parent to actively
engage in collaborative efforts to meet Florida’s goals. In the unified effort, all
schools in Florida should ensure evidence-based practices, instructionally
relevant assessments, systematic problem-solving to meet all students’ needs,
data-based decision making, effective professional development, supportive
leadership, and meaningful family involvement. These are the foundation
principles of a Response to Instruction/Intervention (RtI) system which provides
us the framework to elevate the efficacy of our statewide improvement efforts.”
Dr. Eric J. Smith
Commissioner of Education
June 2008
• Statewide Leadership in PS/RtI
• Statewide Technical Assistance in PS/RtI
• Emphasizes the Need for Districts to
Develop District-Wide RtI Plan
• Identifies Resources for PS/RtI
Implementation
• Statewide Implementation Plan
– Funding Statewide Implementation Projects
– Partnerships
– Technical Assistance
– Professional Development
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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
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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.
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Office of Academic Achievement Through 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!
• Floridarti.usf.edu
• Florida PS/RtI
Introductory Training
Course
• www.florida-rti.org
Purposes of PS/RtI Project:
– Statewide training in PS/RtI
– Evaluate the impact of PS/RtI on educator,
student, and systemic outcomes in pilot sites
implementing the model
– Collaborate with Implementation Partners
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Florida Statewide Positive Behavior Support Project
RtI-Teaching Learning Connections
FCRR
Office of Early Learning
FLDOE
Florida Problem Solving/
Response to Intervention Project
PS/RtI North Region
PS/RtI Regional Coordinator
2 DA RtI Specialists
PS/RtI Central Region
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DA Region 1
PS/RtI Regional Coordinator
2 DA RtI Specialists
DA Region 2
DA Region 3
DA Region 4
DA Region 5
PS/RtI Pilot Districts
PS/RtI South Region
PS/RtI Regional Coordinator
2 DA RtI Specialists
• 3 year training curriculum
– Problem Solving Process
– 3-Tiered RtI Model
– Systems Change
• Limited technical assistance and support
• Limited data collection
• 3 year training curriculum
– Problem Solving Process
– 3-Tiered RtI Model
– Systems Change
• School, district and Project personnel work
collaboratively to implement PS/RtI model
• Training, technical assistance, and support
provided to schools
• Purpose = program evaluation
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District
Superintendent
District Size
Clay
David L. Owens
Medium
Monroe
Dr. Joseph Burke
Medium/Small
Pasco
Heather Fiorentino
Large
Pinellas
Dr. Julie Janssen
Very Large
Polk
Dr. Gail F. McKinzie
Large
St. Johns
Dr. Joseph G. Joyner
Medium
Walton
Carlene H. Anderson
Small
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3
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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 www.floridarti.usf.edu (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
– www.nasdse.org for plan
• Building Infrastructure and Plan
– www.nasdse.org for plan
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Professional Development
Technical Assistance
Implementation Monitoring and Integrity
Program Evaluation
• Professional development curriculum
should align with the systems change
process of Consensus, Infrastructure and
Implementation
• Progress monitoring of implementation
(outcomes of PD) should align with the
systems change process AND the PD
curriculum
– SAPSI
• General
– Follow-Up to Training Sessions
– Promotes Integrity
• Targeted
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Based on Needs Assessment
Can Be Group Based
Focused, Fewer Topics
Based on Data From Sites
• Critical Components
• Direct Observations
• Primary role and responsibilities
• Collect and manage data (school, grade and
classroom level)
• Participate on school based PS team
• Model effective group process using the 4 steps
of PS
• Partner with the school principal to facilitate the
change initiatives
• Collaborate with the district team to identify
technical assistance as needed
Constituent Items
11b. Students receiving SPED services are capable of
achieving math benchmarks
11a. Students receiving SPED services are capable of
achieving reading benchmarks
10b. Most EBD students achieve math benchmarks
10a. Most EBD students achieve reading benchmarks
9b. Most LD students achieve math benchmarks
9a. Most LD students achieve reading benchmarks
Percentage of Total Responses
All Project Beliefs Survey Item Response Data
Factor One (Student Academic Ability)
100
90
80
70
60
50
40
30
20
10
Strongly Agree
0
Agree
Neutral
Disagree
Strongly Disagree
Pilot
Schools (%)
Comparison
Schools (%)
Improved
65%
48%
Declined
22%
41%
No Change 13%
11%
• www.nasdse.org
– Building and District Implementation Blueprints
– Current research (evidence-based practices) that supports
use of RtI (RtI: Research to Practice)
• www.rtinetwork.org
– Blueprints to support implementation
– Monthly RtI Talks
– Virtual visits to schools implementing RtI
– Webinars
– Progress Monitoring Tools to Assess Level of Implementation
• www.floridarti.usf.edu
– Tools/assessments
• www.florida-rti.org
– Introductory Course
• www.fcrr.org
• Just Read, Florida! http://www.justreadflorida.com/
• Florida Center for Reading Research http://www.fcrr.org/
• Florida’s Positive Behavior Support Project
http://flpbs.fmhi.usf.edu/index.asp
• RtI: Teaching Learning Connections http://rtitlc.ucf.edu/
• Office of Early Learning, Florida Department of Education
http://www.fldoe.org/earlylearning/
• Bureau of School Improvement, Florida Department of Education
http://www.flbsi.org/
• Bureau of Exceptional Education and Student Services, Florida
Department of Education http://www.fldoe.org/ese/
• Florida Response to Intervention, Florida Department of
Education http://www.florida-rti.org/