FLDOE Update FASP Annual Conference 2008 David Wheeler, Ph.D. School Psychology Consultant Bureau of Exceptional Education & Student Services/ Student.

FLDOE UpdateFLDOE UpdateFASP Annual Conference 2008FASP Annual Conference 2008

David Wheeler, Ph.D.David Wheeler, Ph.D.

School Psychology ConsultantSchool Psychology Consultant

Bureau of Exceptional Education & Student Bureau of Exceptional Education & Student Services/Services/

Student Support Services Project Student Support Services Project

http://sss.usf.edu/http://sss.usf.edu/

AgendaAgenda

• Legislation

• Next Generation Strategic Plan

• Accountability

• Response to Intervention

• ESE Rule Development • IDEA• General Education Intervention Procedures• SLD & Intellectual Disabilities

• Student Services & RtI

2008 Legislative Updatehttp://www.fldoe.org/GR/http://www.fldoe.org/GR/

2008 Legislation

• HB 669 – Anti-Bullying• Requires Requires districts to adopt a policy prohibiting

bullying or harassment of students/employees that includes:• Definition & consequences • Procedures for reporting and investigating • Procedure for referring victims and perpetrators for counseling• Bullying awareness & prevention education

• FLDOE Model Bullying Policy http://www.fldoe.org/family• District policy submitted to FLDOE for approval - Safe School

funding contingent on compliance with model policy criteria

• HB 1203 – Interstate Compact for Military Children• Remove barriers to educational access of children of military

families• Facilitates enrollment & sharing of information between

states

2008 Legislation

• HB 1313 – ESE Terminology• Revises terminology to identify students with certain

disabilities• Student with disabilities, intellectual disabilities,

autism spectrum disorder• Separates “speech and “language” impairment• Clarifies that SLD includes dyslexia, dyscalculia, &

developmental aphasia

• SB 856 – Disability History and Awareness Week• 1st Week of October designated as “Disability

Awareness Week” by each school board• Districts may provide disability awareness instruction• http://www.fldoe.org/ese/

2008 Legislation -SB 1908

• Next Generation Sunshine State Standards

• School Grading• 50% of school grade based on FCAT-related factors;

50% on other factors (e.g., grad rate, grad rate of at-risk students, postsecondary readiness, AP performance, performance on end of course assessments).

• “A” schools must demonstrate adequate progress for at-risk students

• Assessment• Statewide end-of-course assessments• Removes NRT requirement from statewide

assessment program

2008 Legislation -SB 1908

• FCAT Preparation• Prohibits schools from suspending instruction to prep

for statewide assessment

• Electronic Personal Education Plan (ePEP)• Annual review ePEP - Counselors will be able to

check plans and view changes made via the Student Activity System

• Effective in the 2009-10 school year for entering ninth grade students

• College Readiness• Requires college readiness assessment of all HS

students with defined FCAT scores & interest in postsecondary education

• Establish minimum score and provide remedial instruction to 12th graders

Next Generation Strategic plan

The Florida Department of Education is The Florida Department of Education is committed to changing the culture of our committed to changing the culture of our

schools from PreK to postsecondary by raising schools from PreK to postsecondary by raising the ceiling and raising the floor to better enable the ceiling and raising the floor to better enable

our students for success in the 21our students for success in the 21stst century. century.

Next generation strategic areas of Next generation strategic areas of focusfocus

• Strengthen foundation skills

• Improve college and career readiness

• Expand opportunities for postsecondary degrees and certificates

• Improve quality of teaching in the education system

• Improve K-12 educational choice options

• Align resources to strategic goals

Next Generation PreK-20Next Generation PreK-20Strategic AlignmentStrategic Alignment

Focus Areas 2008-2009 Strategies

1. Strengthen foundation skills 1a) Next Generation Sunshine State Standards1b) Bright Beginnings1c) VPK Reading Assessments1d) K–12 Florida Assessments for Instruction in Reading1e) VPK–3 Math Assessments1f) Differentiated Accountability

2. Improve college and career readiness

2a) College and Career Readiness Alignment2b) Next Generation High School Accountability 2c) Next Generation Elementary and Middle School Accountability2d) End-of-Course Exams

3. Expand opportunities for post-secondary degrees and certificates

3a) Articulation Accountability3b) Common Prerequisite Revisions3c) Postsecondary Course Competency Revisions3d) Gold Standard Career Pathways3e) State College System Task Force and Pilot

4. Improve quality of teaching in the education system

4a) Effective Instruction4b) Performance Pay

5. Improve K-12 educational choice options

5a) School District Virtual Instruction5b) Supplemental Educational Services Provider Grading System 5c) Florida Schools of Excellence Commission Operation Framework

6. Align resources to meet strategic goals

6a) 2009 – 2010 Legislative Budget Request 6b) Alignment of 2008 – 2009 Federal Funds with Goals6c) 2008 – 2009 Prioritization of Internal Operating Funds

Next Generation PreK-20Next Generation PreK-20Benchmarks

Focus Area 1:Strengthen Foundation Skills

Objectives: To increase rigor of standards to improve

student achievement in VPK–12 Utilize assessment to direct instruction and

effect student outcome Develop strategies to assist schools in need of

improvement

Performance Measures

Baseline2007-2008

FY09

FY10

FY11

FY12

FY13

FY14

FY15

1.1 The percentage of students scoring at or above grade level on FCAT Reading and Math, by elementary, middle, and high school

Reading70% Elementary61% Middle42% HighMath70% Elementary60% Middle67% High

1.2 Graduation Rates• Excluding GED• Including GED

70.3% Exclude**72.4% Include**

1.3 Number of Correct II and Intervene schools showing significant progress each year

273 Correct II13 Intervene

1.4 Percentage of K-3 students in special education due to reading deficits

11.7%

Focus Area 2: Improve College and Career Readiness

Objectives: Increase number and percentage of students

scoring “college ready” in math and language arts on approved postsecondary readiness assessment

Increase number and percentage of high school students graduating with industry certification or Ready to Work Credential

Increase student participation and performance in accelerated options of AP, IB, DE, and AICE

Define College and Career Readiness

Performance Measures

Baseline2007-2008

FY09

FY10

FY11

FY12

FY13

FY14

FY15

2.1 The percentage of students scoring Level 4 and 5 on FCAT Reading and Math, in elementary, middle, and high school

Reading36% Elementary27% Middle20% HighMath38% Elementary28% Middle36% High

2.2 Number and percentage of ninth-grade students who took Algebra I prior to ninth grade

29.3%60,036 of 204,800 Total**

2.3 Number and percentage of high school graduates that enrolled in at least one accelerated course (AP, IB, DE, or AICE) during their high school career

44.4%62,947 of 141,894 Total Graduates**

Next Generation PreK-20Next Generation PreK-20Benchmarks

Florida’s Differentiated Florida’s Differentiated Accountability ProgramAccountability Program

http://www.fldoe.org/news/2008/2008_07_29/http://www.fldoe.org/news/2008/2008_07_29/diffaccountimplem.pdfdiffaccountimplem.pdf

Differentiated Accountability Differentiated Accountability

• Merges Florida’s “School Grading” Accountability System with “NCLB”

• Provides a seamless support system and focuses support progressively (tiered system)

• Integrates support as school grades and AYP declines

• Provides support, then Choice

• Support delivered through a regional model

Differentiated Accountability Differentiated Accountability

• School Improvement Planning

• Leadership

• Educator Quality

• Professional Development

• Curriculum Aligned and Paced

• Continuous Improvement Model

• Choice with Transportation

• Supplemental Educational Services

• Monitoring Plans and Processes

• Response to Intervention

School CategoriesSchool Categories

PREVENT I – 270 Schools PREVENT II – 147 Schools

•SINIs 1, 2, and 3; and are•A, B, C, or Ungraded schools; and•Meet at least 80% of AYP criteria.

•SINIs 1, 2, and 3; •That meet less than 80% of AYP criteria; and•All Title I D and F schools; and •All non-Title I D schools.

CORRECT I – 377 Schools CORRECT II – 274 Schools

•SINIs 4 or 5+, schools planning for or implementing Restructuring; and are•A, B, C, or Ungraded schools; and•Meet at least 80% of AYP criteria.

•SINIs 4 or 5+, schools planning for or implementing Restructuring;•That meet less than 80% of AYP criteria; and•All Title I D and F schools; and•All non-Title I Repeating F and F schools.

INTERVENE – 13 Schools

State performance planState performance plan

http://www.fldoe.org/ese/http://www.fldoe.org/ese/

State Performance PlanState Performance Plan

• IDEA requires each state to develop a State Performance Plan – must address 20 Indicators defined by OSEP

• States/Districts placed in one of following categories• Meets requirements• Needs assistance• Needs intervention• Needs substantial intervention

• Annual report on State & LEA performance relative to targets (APR)

State Performance plan State Performance plan IndicatorsIndicators

• Graduation Rate

• Dropout Rate

• Assessment Participation & Performance

• Suspension/Expulsion

• LRE

• Pre & Post-school Outcomes

• Parent Involvement

• Disproportionate Representation

• 60-Day Timeline

Indicator 3: Assessment Data Indicator 3: Assessment Data

TARGET MET TARGET NOT MET TARGET NOT MET

96.5%

29.9%32.4%

96.1%

31.6%35.3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Participation Reading Proficiency Math Proficiency

2006-07 2007-08

Source: K20 Education Data Warehouse, June 2008

Source: K20 Education Data Warehouse, June 2008

LEA Determination Elements LEA Determination Elements (2006-07 data)(2006-07 data)

• Indicators 9 and 10: Disproportionate representation in special education & in specific disability categories

• Indicator 11: 60-day timeline for evaluation

• Indicator 12: Transition from Part C to Part B

• Indicator 12: Improvement at least as great as the state level improvement

• Indicator 15: Correction of noncompliance findings

• Indicator 20: Submission of valid and reliable data

2008 LEA Determinations2008 LEA Determinations

• State• FL one of 25 states in “Needs

Assistance” for 2nd year

• LEA Determinations• 41 districts met requirements• 32 districts need assistance• 17 districts need assistance for 2nd

consecutive year• 1 district needs intervention

Early intervening services (EIS)Early intervening services (EIS)

• District required to set aside 15% for EIS if:• Students of any race 3.5x more likely to be identified

as disabled (SWD, IntD, E/BD, SLD, ASD, OHI, SI, LI) • Students with disabilities of any race 3.5x more

likely to be placed in separate class or environment (SWD, IntD, E/BD, SLD, ASD, OHI, SI, LI)

• Students with disabilities of any race 3.5x more likely to be suspended/expelled (SWD)

• States required to track which students received EIS & whether ultimately found eligible for ESE

Florida Department of Education2008

2828

Accessing Florida’s Plan, Resources &ToolsAccessing Florida’s Plan, Resources &Tools

PURPOSE• Facilitate successful implementation of PS/RtI

• Formalize and coordinate state-wide efforts

• Align with existing initiatives

• Provide infrastructure and resources to support implementation including funding considerations

• Identify state and district responsibilities

• Provide districts with the critical components, definitions and applications of RtI to support the development of district plans

State Infrastructure• State Management Team - provide leadership and

facilitate policy-level changes to support implementation

• State Transformation Team (STT) - analyze progress toward statewide efforts and support District Based Leadership Teams (DBLT) to build the RtI

• District Based Leadership Team - provide leadership, advisement, and training at the district level and assist schools in their implementation efforts

• School Based Leadership Team - develop a school implementation plan; responsible for school-wide implementation & training

• Advisory Group - provide on-going stakeholder input

State Responsibilities• Establish and facilitate teams to obtain on-going

stakeholder input and build capacity to sustain implementation

• Align terminology and requirements across related initiatives (reading, math, behavior, school improvement, student progression)

• Revise Statutes, Rules and Policies to support implementation

• Evaluate and report the effects of RtI

State Responsibilities• Provide web-based self-assessment and planning

tools for districts

• Provide On-line training courses

• Develop and disseminate technical assistance regarding English Language Learners, special education eligibility, secondary implementation, assessment accommodations, and preservice training/teacher qualifications

• Collaborate with Parent Information and Resource Center (PIRC) and Parent Training Information Center (PTI) to disseminate resources for families

District Responsibilities• Develop an RtI implementation plan organized

around building consensus, infrastructure, and implementation. Plans should also address:• How current fiscal and human resources will be used

to implement RtI and identify additional resources needed

• How stakeholders will be educated• How stakeholders will be involved

• RtI Implementation plan should be based on self-assessment results, and in conjunction with the student progression plan and K-12 Comprehensive Reading Plan.

Tools to Support implementation

• District/School Self-assessment Tool (Appendix B of the Statewide RtI Implementation Plan)

• Critical Components for District Planning (Appendix C of the Statewide RtI Implementation Plan)

• On-line Introductory Training Course(s):• Florida RtI Introductory Training Course:

http://floridarti.usf.edu/intro_course • Earn 5 in-service credits, free!

• More to come…

Foundations of Scaling Up

• RtI Is…

•Driven by Professional Development

• Informed by Data

•Supported by Coaching

• Guided by State Plans

• Organized through District Plans

• Delivered through School Plans

District Plans

state Resources state Resources • Florida’s Response to Intervention

http://www.florida-rti.org/

• Problem Solving/Response to Intervention http://www.floridarti.usf.edu/

• Florida Positive Behavior Support Project http://flpbs.fmhi.usf.edu/

• Response to Intervention Teaching Learning Connections http://www.rtitlc.ucf.edu/

• Florida Center for Reading Research http://fcrr.org/

National Resources National Resources • National Association of State Directors of Special

Education http://www.nasdse.org

• RtI Action Network www.rtinetwork.org

• National Center on Response to Intervention http://www.rti4success.org/

• National Association of School Psychologists http://nasponline.org/

• National Research Center on Learning Disabilities http://nrcld.org/

National Perspective -National Perspective -RtI Adoption SurveyRtI Adoption Survey

Spectrum K12/CASESpectrum K12/CASEhttp://www.k12spectrum.com

Key Findings

• 60% of districts in some stage of implementation; 62% of districts expect full implementation by 2010.

• RtI implementation is a joint general education/special education effort in majority of districts

• 47% of districts have a defined RtI process; a three-tier process is the most common

• 71% of districts report using RtI for ALL students

• RtI implementation most common in elementary school (67%) and most often used for reading

• 75% of districts report no change and 22% report increase in staff with RtI

• RtI has not been the focus of legal proceedings

When do you anticipate full When do you anticipate full implementation? implementation?

Who is leading RtI Who is leading RtI implementation?implementation?

In which grades has RtI been In which grades has RtI been implemented?implemented?

In which areas have you In which areas have you implemented RtI?implemented RtI?

What impact has RtI had on What impact has RtI had on staffing?staffing?

To what extent has RtI reduced To what extent has RtI reduced referrals to special education?referrals to special education?

Has RtI been focus of legal Has RtI been focus of legal proceedings?proceedings?

Have SEA regulations been Have SEA regulations been revised to accommodate RtI?revised to accommodate RtI?

Where are you receiving Where are you receiving information about RtI?information about RtI?

Florida Assessments for Florida Assessments for instruction in readinginstruction in reading

K-12K-12Florida Center for Reading ResearchFlorida Center for Reading Research

http://fcrr.org/http://fcrr.org/

Florida Assessments for instruction Florida Assessments for instruction in readingin reading

• Broad Screen/Progress Monitoring Tool• 3-5 minute set of tasks designed to indicate the

probability of success on the SESAT (K) or SAT-10 (1,2)• Computer-based adaptive reading comprehension

assessment designed to indicate the probability of success on the FCAT

• Broad Diagnostic Inventory (K-2) • Set of Tasks designed to indicate other key areas of

instructional need related to reading success

• Informal Diagnostic Toolkit (3-12)

• Targeted Diagnostic Inventory (K-12)

• Ongoing Progress Monitoring (K-12)

Florida Assessments for instruction Florida Assessments for instruction in reading (K-2)in reading (K-2)

• Broad Screen/Progress Monitoring• Letter Naming & Sounds, Phonemic Awareness,

Word Reading (K)• Word Reading (Grades 1 & 2)

• Broad Diagnostic Inventory• Listening Comprehension• Reading Comprehension• Vocabulary• Spelling

Florida Assessments for instruction Florida Assessments for instruction in reading (K-2)in reading (K-2)

• Targeted Diagnostic Inventory• Print Awareness (optional)• Letter Name Knowledge• Letter Sound Knowledge• Phonemic Awareness• Letter Sound Connections• Word Building• Multisyllabic Words

Florida Assessments for instruction Florida Assessments for instruction in reading (3-12)in reading (3-12)

• Broad Screen/Progress Monitoring• Reading Comprehension Screen

• Informal Diagnostic Toolkit• Instructional Level RC • Phonics and Word Analysis• Sight Word Inventory• Passage specific Teacher Q&A Template

• Targeted Diagnostic Inventory• Computer-based Mazes• Computer-based Word Spelling

Florida Assessments for instruction Florida Assessments for instruction in reading in reading

• Ongoing Progress Monitoring for K-2• Letter Name Knowledge• Letter Sound Knowledge• Phonemic Awareness• Word Building• Oral Reading Fluency (1 & 2)

• Ongoing Progress Monitoring for 3-12• Oral Reading Fluency• Mazes

Assessment Schedule – Florida Assessment Schedule – Florida Assessments for Instruction in Assessments for Instruction in

Reading Reading

ESE rule developmentESE rule development

http://www.fldoe.org/ese/http://www.fldoe.org/ese/

https://www.flrules.org/Default.asphttps://www.flrules.org/Default.asp

Idea 2004Idea 2004http://idea.ed.gov/explore/homehttp://idea.ed.gov/explore/home

Idea 2004Idea 2004Purpose - 20 USCS §1400

• Ensure that children with disabilities have services designed to meet their unique needs and prepare them for further education, employment, and independent living

• Ensure that educators and parents have the tools to improve educational results for children with disabilities

• Assess and ensure the effectiveness of efforts to educate children with disabilities

Idea 2004Idea 2004Congressional Findings - Congressional Findings - 20 USCS §1400

• Coordinating special education with other efforts so that special education becomes a service & not a place

• Providing special education and related services in the regular classroom

• Addressing mislabeling, disproportionality, high dropout rates

• Providing effective interventions to reduce the need to label children as disabled to get help

Idea evaluation procedures

• Purpose of Initial Evaluation - §300.301(c)• determine if student is student with disability• determine the educational needs of the student

• General evaluation procedures - §300.304

• Additional evaluation procedures - §300.305

• Determination of eligibility - §300.306

• SLD - §300.307 through §300.311

General education intervention General education intervention procedures & evaluationprocedures & evaluation

Rule 6A-6.0331Rule 6A-6.0331

General education intervention General education intervention proceduresprocedures6A-6.0331(1)

• District responsibility to implement coordinated general education intervention procedures for students who need additional academic and behavioral support to succeed in the general education environment

• District may carry out activities that include the provision of educational and behavioral evaluations, services, and supports as part of general education intervention procedures

• Group of qualified professionals and parent may determine that general education interventions are not appropriate for some students

General education intervention General education intervention proceduresprocedures6A-6.0331(1)

(a) Parent involvement in RtI process – discussion of student response to interventions, supporting data, & future actions to address areas of concern

(b) Observations in educational environment to document areas of concern

(c) Review of existing data – including attendance

(d) Screenings – permits screening or assessments for intervention

(e) Evidence-based interventions in general education

General education intervention General education intervention proceduresprocedures6A-6.0331(1)(e)

• Evidence-based interventions requirements:• Interventions developed through a problem-

solving/RtI process• Implemented as designed for a reasonable

period of time• Implemented with level of intensity that

matches student need• Collection of pre-intervention and ongoing

progress monitoring data• Communication of progress monitoring data to

parents in understandable format

Initial evaluationInitial evaluation6A-6.0331(3)

• District must conduct a full and individual evaluation before initial provision of ESE

• Documentation that general education interventions were implemented prior to district request for eval – except …

• If parent requests evaluation, district must complete interventions concurrently with evaluation

• Evaluations conducted by qualified examiners• Tests of intellectual functioning

• Establishes evaluation timeline • 60 school days after receipt of parental consent

Evaluation proceduresEvaluation procedures6A-6.0331(5)

• In conducting an evaluation district must:• Use variety of assessment tools and strategies• Not use any single measure or assessment as sole

criteria• Use technically sound instruments

• District must ensure:• Nondiscriminatory selection & administration• Administered in native language• Used for purposes for which measures are valid &

reliable• Administered by qualified personnel

Evaluation proceduresEvaluation procedures6A-6.0331(5)

• Use assessment tools and strategies that provide information relevant to determining educational need

• Assess student in all areas of suspected disability

• Evaluation sufficiently comprehensive to identify all of a student’s ESE needs

Determination of eligibilityDetermination of eligibility6A-6.0331(6)

• Made by group of qualified professionals & parent

• Draw on data/information from variety of sources • Aptitude & achievement tests• Student response to instruction/intervention• Parent and teacher recommendations• Info about social/cultural background and adaptive

• NOT eligible if determinant factor is:• Lack of appropriate instruction in reading• Lack of instruction in math• Limited English proficiency

additional evaluation requirementsadditional evaluation requirements6A-6.0331(8)

• Review existing evaluation data including• Evaluations & information provided by parents• Classroom, district, and state assessments• Observations by teachers & related service providers

• Identify what additional data are needed to determine• Whether student is student with a disability• Educational needs of the student• Present levels of academic achievement & related

developmental needs of student• Whether student needs special education & related

services

SLD ruleSLD ruleESE Eligibility for Students with Specific ESE Eligibility for Students with Specific

Learning Disabilities -Learning Disabilities -

Proposed Rule 6A-6.03018Proposed Rule 6A-6.03018

Federal regsFederal regs34 CFR §300.30734 CFR §300.307

• State must adopt criteria for determining SLD consistent with §300.309• Must not require ability-achievement

discrepancy• Must permit use of process based on response

to intervention• May permit use of other alternative research-

based procedures

• Public agency must use state criteria

IDEA Federal regulationsIDEA Federal regulations

• Screening for instruction is not an evaluation §300.302

• RtI is a process for determining SLD eligibility - §300.309(a)(2)(i)

• RtI OR not AND Pattern of strengths and weaknesses

• IDEA does not require process testing - §300.309 (See 46651 of Federal Register)

• Comprehensive evaluation does not require administration of multiple tests - §300.304

• Group determines if additional data needed - §300.305

SLD rule developmentSLD rule development

• Held two publicly advertised stakeholder workgroup meetings in April-May 2007• Collaborated with SLP stakeholder workgroup• Considered impact and alignment in areas of E/BD,

Pre-K, Developmental Delay, and Gifted

• Regional Rule Development Workshops conducted in February 2008

• BEESS Leadership approved draft

• Public Hearing in Tallahassee on October 6th

• Presentation to State Board on October 21, 2008

Organization ofOrganization ofProposed SLD RuleProposed SLD Rule

1. Definition

2. General Education Intervention Procedures and Activities

3. Evaluation

4. Criteria for Eligibility

5. Documentation of Criteria of Eligibility

6. Implementation

Definition (1)Definition (1)

• Disorder in basic learning processes involved in understanding or using language that manifests in difficulties affecting ability to listen, speak, read, write, spell or do mathematics

• Associated conditions may include dyslexia, dyscalculia, dysgraphia, or developmental aphasia

• Not include learning problems primarily the result of sensory, intellectual, or emotional/behavioral disabilities, limited English proficiency, or environmental, cultural, or economic factors

General education intervention General education intervention procedures (2)procedures (2)

• Must follow General education interventions in 6A-6.0331

• To ensure that lack of progress is not due to lack of appropriate instruction…• Data that demonstrate that the student was provided

appropriate instruction delivered by qualified personnel in general education settings

• Data-based documentation, provided to parent, of repeated measures of achievement at reasonable intervals, graphically reflecting student’s RtI during instruction

• General education interventions (6A-6.0331) may satisfy these requirements

Evaluation (3)

• Request consent to conduct evaluation:• If student has not had adequate response to

intervention; or,• If effective interventions require sustained and

substantial effort; and• Whenever referral is made to conduct an evaluation

• Adhere to procedures in 6A-6.03331(4) & to evaluation timeline unless agreement to extend

• Include procedures in district Policies & Procedures

Criteria for eligibility (4)Criteria for eligibility (4)

• Does not achieve adequately for age or grade-level standards in one of eight areas based on review of multiple resources which may include norm-referenced measures• Oral expression• Listening comprehension• Written expression• Basic reading skills• Reading fluency skills• Reading comprehension• Mathematics calculation• Mathematics problem solving

Criteria for eligibility (4)Criteria for eligibility (4)

• Does not make adequate progress when using• Process based on Response to Intervention OR • Process based on Response to Intervention and

exhibits Pattern of strengths and weaknesses relevant to identification of SLD

• Findings not primarily the result of:• Visual, hearing, or motor disability• Intellectual disability• Emotional/behavioral disability• Cultural factors• Irregular pattern of attendance/high mobility rate• Classroom behavior• Environmental or economic factors• Limited English proficiency

Criteria for eligibility (4)Criteria for eligibility (4)

• Eligibility determined by group of qualified professionals and parent. Group must include: • General education teacher, • Person qualified to conduct and interpret individual

diagnostic examinations (including but limited to school psychologist, speech-language pathologist, reading specialist),

• ESE administrator or designee

• Observation requirement – document relationship between classroom behavior and academic performance• Observation of routine classroom instruction

completed prior to referral• Observation by member of group in student’s typical

learning environment after consent

Documentation of eligibility (5) – Documentation of eligibility (5) – Written Summary of Group’s AnalysisWritten Summary of Group’s Analysis

• Basis for determination

• Behavior during observation

• Educationally relevant medical findings

• RtI data confirming: • performance discrepancy • rate of progress • educational need

• Effect of exclusionary factors on achievement

• Documentation based on data derived from RtI process• interventions, intervention support, fidelity, duration &

frequency, student data collected• Parent notification of policies, student data collected,

interventions

• Signature of each member of group

Implementation (6)

• SP&P must identify applicable criteria school-by-school

• RtI Process OR

• RtI Process and relevant pattern of strengths and weaknesses

• Effective July 1, 2010, RtI becomes the required process

• For schools using #2, description of relevant pattern of strengths and weaknesses must be documented in written summary

Intellectual Disabilities rule

ESE Eligibility for Students with Intellectual Disabilities -

SBE Rule 6A-6.0311

Intellectual Disability

1. Definition

2. General education interventions and activities

3. Evaluation

4. Criteria for eligibility

5. Documentation of eligibility

Definition

• Significantly below average general intellectual and adaptive functioning with significant delays in academic skills

• Manifested in developmental period (birth-18 years of age)

• Not primarily the result of …environmental, cultural, or economic factors

Evaluation procedures

• In addition to the procedures identified in Rule 6A-6.0331(4), FAC., the evaluation shall include:

• Standardized individual test of intellectual functioning in accordance with 6A-4.0311, FAC., or Chapter 490;

• Standardized assessment of adaptive behavior to include parental input;

• Individually administered standardized test of academic or pre-academic achievement. A standardized developmental scale shall be used when a student’s level of functioning cannot be measured by an academic or pre-academic test; and

• A social-developmental history which has been compiled directly from the parent, guardian, or primary caregiver.

Criteria for eligibilityCriteria for eligibility

• The measured level of intellectual functioning is more than two (2) standard deviations below the mean on an individually measured, standardized test of intellectual functioning;

• The level of adaptive functioning is more than two (2) standard deviations below the mean on the adaptive behavior composite or on two (2) out of three (3) domains on a standardized test of adaptive behavior. The adaptive behavior measure shall include parental input;

Criteria for eligibilityCriteria for eligibility

• The level of academic or pre-academic performance on a standardized test is consistent with the performance expected of a student of comparable intellectual functioning;

• The social/developmental history identifies the developmental, familial, medical/health, and environmental factors impacting student functioning and documents the student’s functional skills outside of the school environment; and

• The student needs special education.

Documentation of of eligibilityDocumentation of of eligibility

• Eligibility determined by group of qualified professionals – Rule 6A-6.0331(5)

• Written summary of group’s analysis of the data:• Basis for making the determination; • Behavior noted during observation & relationship to

student’s academic and intellectual functioning;• Educationally relevant medical findings;• Effects of other factors (e.g., cultural factors,

attendance, , English proficiency, behavior, other disabilities)

• Signatures of agreement or separate statement

Student Services & RTIStudent Services & RTI

Making the shift to a new paradigm does not simply involve accepting a set of new skills but also involves giving up certain beliefs in favor of others.

Guiding Principles for Effective Guiding Principles for Effective EducationEducation

Services that lower barriers to learning are not ancillary to education but rather central to the supportive educational process necessary to prepare all of America’s children for academic success, healthy development, and responsible citizenship.

From Ready to Learn, Empowered to Teach, NASP

Paradigm ChangesParadigm Changes

• Emphasis on quality of instruction and student performance

• Use data to inform instruction - assessments linked to intervention

• Effective interventions result from good problem solving

• Intervention persistence - we continue problem solving until we find what works

• Integrating general and special education

• Application of problem solving to systems level issues

RtI Skill SetRtI Skill Set

• Use of Data• Access• Disaggregate Data• Use Data to Make Decisions• Use Technology to Support Data

• Using and Facilitating the Problem-Solving Process & Problem-Solving Teams

• Intervention Integrity and Documentation

• Intervention Support

RtI Skill SetRtI Skill Set

• Progress Monitoring

• Organize, Display, and Interpret Progress Monitoring Data

• Facilitating Student Involvement in Intervention Development and Progress Monitoring

• Applying Skill Set to Tiers 1, 2 and 3

• Understanding the Use of RtI in Special Education Eligibility