Bidders Conference - University of South Florida · 1 Bidders Conference FloridaRtI.usf.edu Advance...

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Bidders Conference

FloridaRtI.usf.edu

Advance Organizer

• Overview of Problem Solving / Responseto Intervention

• Relationship between this initiative andother federal and state efforts

• Overview of Statewide PS/RtI Traininginitiative

• Mini-grant application procedures

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Brief Project Description

Purposes of PS/RtI Project

Statewide training in PS/RtI

Evaluate the impact of PS/RtI on district,building, and student outcomes(Demonstration Site Minigrants)

Change Model

Consensus

Infrastructure

Implementation

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Problem Solving

A systematic and structured process thatuses the skills of professionals fromdifferent disciplines to develop, implementand evaluate intervention plans that resultin the significant improvement of schoolperformance of students

Problem Solving

• Can be applied to district, building, grade,classroom, and/or student level problems District- over-/under-representation Building- bullying, attendance Grade- reading performance Classroom- discipline, returning homework Student-academic and/or behavior problem

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Traditionalvs.

Response to Intervention

Intervention

Intervention

Consider ESETraditional

Intervention

Intervention

Intervention Consider ESEIf

necessaryResponse

RegularEducation

MonitorProgress

MonitorProgress

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Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Horner & Sugai

Step I. What’s the problem?

Is this anindividualstudentproblem or alargersystemicproblem?

Decision Making Rubricfor use with

School-Wide Screening

adapted from:

Heartland AEA 11,Improving Children’sEducational Results

Develop small group

intervention

Go to problem definition

Go to intervention evaluation


Are over 20% of students

struggling?

Are between 5% and 20% of Are 5% or fewer

studentsstruggling?

studentsstruggling?

and developgroup

intervention

Examine instruction,

curriculum, and environment for

needed adaptations

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P = E - O

A problem is the difference between what isexpected and what is observed.

The problem is occurring because ________________.

If ____________ would occur, the problem would be reduced.

Step 2. Why is it occurring?

Goal: The development of hypotheses about probable causesfor the identified problem.

Assessments are then conducted to gather informationto determine which are most / least likely

Prediction statement:

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Step 3- What are we going todo about it?

• Effective teaching strategies considerboth what to teach and how to teach it.

• Making good decisions will increasestudent progress.

• It is critical that the instruction bematched to the problem.

Howell & Nolet, 2000

Step 4- Is it working?

GoalClassroom

Intervention I

Making instructional decisions based on the review and analysis of student data

Progress monitoring always includes graphing

Progress Monitoring

ClassroomIntervention 2

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Tiers of Problem Solving

I

II

III

Problem Identification

Problem Analysis

Intervention Design

Responseto

Intervention

Why is itoccurring?

Grade Level Intervention

0%

20%

40%

60%

80%

100%

Progress=

Percent MakingProgress



0%

30%

55%

03/04

60%

45%

69%

04/05

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Almost 30 years of research has demonstratedthat the education of children with disabilitiescan be made more effective by

• Having high expectations & ensuring access togeneral education curriculum in the regularclassroom, to the maximum extent possible

• Providing special education services and supportsin the regular classroom whenever appropriate

(and)

IDEA 2004 - Congressional Findings20 U.S.C. § 1400 sec.601(c)(5)

• Providing incentives for whole-school approaches,scientifically based early reading programs,positive behavioral interventions and supports,and early intervening services to reduce the needto label children as disabled in order to address thelearning and behavioral needs of such children

IDEA 2004 - Congressional Findings20 U.S.C. § 1400 sec.601(c)(5)

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(b) To ensure that underachievement in a child suspected of havinga specific learning disability is not due to lack of appropriateinstruction in reading or math, the group must consider, as part ofthe evaluation described in §§ 300.304 through 300.306—

(1) Data that demonstrate that prior to, or as a part of, the referralprocess, the child was provided appropriate instruction in regulareducation settings, delivered by qualified personnel; and

(2) Data-based documentation of repeated assessments ofachievement at reasonable intervals, reflecting formal assessmentof student progress during instruction, which was provided to thechild’s parents.

IDEA 2004 - Final Regulations§ 300.309(b)

Early intervening services(a) General. An LEA may not use more than 15 percentof the amount the LEA receives under Part B of the Actfor any fiscal year, … to develop and implementcoordinated, early intervening services, … for students inkindergarten through grade 12 (with a particularemphasis on students in kindergarten through gradethree) who are not currently identified as needingspecial education or related services, but who needadditional academic and behavioral support tosucceed in a general education environment.

IDEA 2004 - Final Regulations§ 300.226

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NCLB• Accountability

Adequate Yearly Progress• (Data based decision making)

• Proven Educational Methods No Child Left Behind puts special emphasis on

determining what educational programs and practiceshave been proven effective through rigorous scientificresearch

Emphasis on Teacher Quality

• (Effective General Education Curriculum and Instruction)

Florida Rules

Rule 6A-6.0331 It is the local school board’s responsibility to address

through appropriate interventions and, to the extentpossible, resolve a student’s learning or behavioralareas of concern in the general educationenvironment….

The initial conference with the parents must includediscussion of the student’s learning or behavioralareas of concerns, the general educationinterventions planned and the anticipated effects ofthe interventions.

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Florida Rules

Rule 6A-6.0331 (cont.) Other conferences must include discussion of the

student’s responses to interventions…

For students with academic learning problems, thegeneral education interventions must include an AIP(PMP)

Pre-and post-intervention measures of the academicand/or behavioral areas of concern must be conductedto assist in identifying appropriate interventionsand measuring their effects.

New Florida EBD Rule

6A-6.03016. Exceptional Student Education for Studentswith Emotional or Behavioral Disabilities.

• Definition. A student with an emotional/behavioraldisability (E/BD) has persistent (is not sufficientlyresponsive to implemented evidenced basedinterventions) and consistent emotional or behavioralresponses that adversely effect performance in theeducational environment that cannot be attributed to age,culture, gender or ethnicity.

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New Florida EBD Rule

(5) Characteristics not indicative of a student withan emotional/behavioral disability:

• (a) normal temporary (less than 6 months) reactions tolife event(s) or crisis, or

• (b) emotional/behavioral difficulties that improvesignificantly from the presence of evidenced-basedimplemented interventions or

• (c) social maladjustment unless also found to have anemotional/behavioral disability.

(effective July 1, 2007)

hmmm….

How does all this fit together?

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PS/RtI Integrates Efforts

PS / RtI

Statewide PS/RtI Training

• 4 sites X 3 Regions• Begin Fall 2007• 3-1-1 annual curriculum

Three year sequence Initial training focused on Tier One

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Statewide PS/RtI Training

• General components Problem Solving Process Data-Based Decision Making Tiered System of Intervention Delivery Progress Monitoring Criteria for Intervention Effectiveness

Mini-GrantDemonstration Sites

I. Services Provided to Demonstration Sites byStatewide Project Staff

Funding for up to two Coaches Training, T/A for Coaches & Building Administrators Training, T/A for School-based Teams T/A in use of Technology and Data

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II. Expectations of Demonstration Districts and Pilot Sites -Appendix B Collaboration between General Ed, Special Ed, and other

projects

People with expertise - district and school level teams

Funds/Resources - evidenced based instruction and intervention,

Professional Development - support and attend

Policies and Procedures

Technology/Data Systems

Making changes when the data indicate


III. Funding Up to $100,000 per year - three year maximum

• To support employment of district-based coaches and trainingactivities

Three year commitment - reapply annually

Years two and three contingent upon fulfillment ofexpectations during previous year

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Role of Coaches

• Mentor for School-Based Teams

• Technical Assistance in PS/RtI

• Data Collection

• Data Analysis

• Dissemination of Student Outcome Data

Coach Skills & Attributes• Must be

excellent teachers (foremost) strong communicators

• Should be: flexible in terms of developing schedules highly skilled at building trusting relationships ambitious about the change process respectful of teachers and the demands of the classroom skilled at working with data have effective problem-solving skills

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Coach Skills & Attributes

"Effective coaches embody...a 'compelling combinationof personal humility and professional will.' They areaffirmative, humble, and deeply respectful ofclassroom teachers, but they are unwilling to restunless they achieve significant improvements inteaching and learning in their schools.”

• (Instructional Coaching/The School Administrator, April 2006)

Mini-Grant Application

1. District and Pilot Schools Commitment2. District, Pilot, and Comparison Schools

Demographic Data3. Statement of Need and Objectives4. District and Pilot Schools Experience with

Initiatives and Programs5. District Personnel Resources and

Technology

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1. District and Pilot Schools CommitmentLetters of Commitment from:a) District Superintendentb) Assistant Superintendent for Curriculum and Instructionc) Director of Elementary Educationd) Director of Exceptional Student Educatione) Director(s) of district/school-wide Reading First and Positive

Behavior Support Programs (if applicable)f) Principal of each of the proposed pilot schoolsg) Principal of each comparison school to provide data

requested by Project Staff

Content from Appendix B

Mini-Grant ApplicationEvaluation

1. District and Pilot Schools Commitment

Evaluation Scoring - 50 points*

Letters demonstrating Administrative Commitment Programmatic Commitment Fiscal Commitment

*District - 20*Mean across pilot schools - 30

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2. District, Pilot, & Comparison School Data

a) District Demographic Data - Appendix C

b) Proposed Pilot School Demographic Data - Appendix D

c) Comparison School Demographic Data - Appendix E


Appendix C - District Demographic Data

Number 4, bullet 4Analysis of disproportionality in the identification

of students eligible for special education, ifavailable

Supply any analysis of differential rates of referraland/or eligibility for different subgroups

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Appendix D - Pilot School Demographic Data

Number 4, bullet 4 - Analysis of disproportionality in the identificationof students eligible for special education, if available

-same as district

Number 6 - Educational environment/least restrictive environmentdata for students with disabilities

Number/percent of SWD in regular ed settings, pullout programs, selfcontained, special school

Number 7 - Title I status of school

Is your school designated non-Title I, Title I delivering service toonly Title I eligible students, schoolwide Title I?


Appendix E - Comparison School Demographic Data

Number 5, bullet 4 - Analysis of disproportionality in the identificationof students eligible for special education, if available

-same as district and pilot school

Number 7 - Educational environment/least restrictive environmentdata for students with disabilities

-same as pilot school

Number 8 - Title I status of school-same as pilot school

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2. District, Pilot, & Comparison School Data


• Detailed and Current Demographic Data for District Pilot Schools Comparisons Schools

*District - 10*Mean across pilot schools - 15*Mean across comparison pilot schools - 5


3. Statement of Need and Expected OutcomesFor each pilot school:

a. Describe the school’s needs to be addressed throughPS/RtI efforts

b. Indicate how implementing PS/RtI would impactacademic and/or behavioral outcomes for students

c. Specifically, identify measurable student and schooloutcomes, related to identified needs

d. Identify outcomes for specific target populations

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3. Statement of Need and Expected Outcomes


• Each Pilot School’s need addressed through PS/RtIInitiative

• Specifies projected student and school outcomes Measurable Linked to identified need Increased capacity of general ed to support student

performance

*Mean across pilot schools - 35


4. District and Pilot Schools’ Experience withInitiatives and Programs

For District and each pilot school:

Describe current and/or previous level of involvement &extent of implementation of any academic and/orbehavioral initiatives and programsany reading initiatives in the past five yearsany CBM - e.g., DIBELS, CBM-Math, etc.data collection tools - e.g., PMRN, SWIS, AIMSweb©

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4. District and Pilot Schools’ Experience withInitiatives and Programs (cont.)

For District and each pilot school:

FLDOE projects/initiativesCIMReading FirstJust Read FloridaVoluntary PKPositive Behavior SupportsPS/RtI


4. District and Pilot Schools’ Experience withInitiatives and Programs


• Detail of district and school involvement in academicand/or behavioral initiatives


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Mini-Grant Application5. Personnel Resources and Technology

Identify personnel assigned to this initiative:• at the district level and pilot school level• % FTE each will be assigned• experience/qualifications to support PS/RtI initiative

Identify one coach for every three schools• include brief vita for potential coaches• explicit commitment to identify and hire individual with the

characteristics described

Briefly describe any data management/technology systemsthat will be used to support this initiative


5. District Personnel Resources andTechnology


• Assigned individuals are clearly identified• Technology/Data Management resources described


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6. Inclusion of D or F schools


Project goal is to obtain a diverse sample of schoolsacross the six districts and 36 schools.


Total Points will be an important consideration indistrict selection.-also important to have a diversity of students,schools, and districts

Additional factors will be considered:• Size of districts (small, medium, large)• Geographic location• Student population demographics• Inclusion of D/F schools

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Application PacketApril 1, 2007

Questions & Answers

• Answers to important and frequently askedquestions will be posted on the FloridaRtIwebsite at:

FloridaRtI.usf.edu/biddersconference

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RegionalCoordinators /Trainers

• Beth Hardcastle - [email protected]

• Denise Bishop - [email protected]

• Kelly Justice - [email protected]

Contact

Contact

Clark [email protected]

FloridaRti.usf.edu

Bidders Conference - University of South Florida · 1 Bidders Conference FloridaRtI.usf.edu Advance...

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