Florida’s RtI and Special Education Eligibility Toolkit ... · documentation of meetings to include the Curriculum Specialist (K12 Contact),ESE Director and ELL contact. • GTIPS
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In the spring of 2016, BEESS received a systemic complaint from Disability Rights Florida. The specific issues were:1. Did districts fail to meet their child find obligations under the IDEA
by using Response to Intervention(RtI) to improperly delay evaluations?
2. Did the districts deny students FAPE by failing to include parents as members of the RtI and Multi-Tiered System of Support(MTSS) process, failing to inform parents of their right to request anevaluation at any time, failing to conduct parentally requested evaluations?
Changes in practices and supports• Just Read, Florida! now requires districts to conduct meetings to
align the K12 Reading Plan with the SP&P. Districts must provide documentation of meetings to include the Curriculum Specialist (K12 Contact),ESE Director and ELL contact.
• GTIPS informational flier has been disseminated to districts and project members to guide them back to the Guiding Tools for Instructional Problem Solving- revised document (GTIPS-R), for guidance and technical assistance on RtI and Problem Solving within the MTSS framework:
http://www.florida-rti.org/gtips/index.html• Parent Guide to MTSS and MTSS Brochure have been updated and
made available to districts:http://www.fldoe.org/core/fileparse.php/7690/urlt/Parent-Guide-MTSS.PDFhttp://florida-rti.org/_docs/ParentInformationIntensiveInterventions.pdf
Florida’s RtI and Special Education Eligibility Toolkit
An online tool built from the collaboration of Florida Department of Education, the Florida PS/RtI Project, and professionals from various districts to increase the quality and consistency of eligibility decisions.
RtI and Special Education Eligibility Workgroup
• Vision
• Workgroup Composition
• SLD Application/Essential MTSS components
• Way of work/Development of draft content
• Current status of platform
RtI and SPED Module: SLD Application
• Introduction
• Section 1: Gen Ed Rule
• Section 2: Performance Discrepancy
• Section 3: Rate of Improvement/RtI
• Section 4: Exclusionary Factors
• Section 5: Need for Special Education/SDI
• Section 6: Decision Tree
Florida Eligibility Criteria – SLDCriterion 1
(Tier 1)
Failure to meet age or
grade-level standards:
Oral expression
Listening comprehension
Written expression
Basic reading skills
Reading fluency skills
Reading comprehension
Mathematics Calculation
Mathematics problem-solving
Criterion 2(Tiers 2 & 3)
Response to
Intervention (RtI):Insufficient or
resource intensive)
response to
scientific, research-
based intervention
Criterion 3(All Tiers)
+ +
Rule out…
Visual, hearing or motor disability
Intellectual disability
Emotional/Behavioral disability
Cultural factors
Irregular attendance
Environmental or economic disadvantage
Classroom behavior
Limited English proficiency
+
Criterion 4(Tier 1)
Rule out lack of
instruction by
documenting…
Appropriate instruction
by qualified personnel
Repeated assessments of
student performance
Inclusionary Exclusionary
DETERMINING ELIGIBILITY FOR SPECIFICLEARNING DISABILITIES:
USING RESPONSE TO INSTRUCTION AND
INTERVENTION WITHIN A COMPREHENSIVE
EVALUATION PROCESS IN A MULTI-TIERED
SYSTEM OF INSTRUCTIONAL SUPPORTS
November 6, 2018
RtI-E Professional Learning Series
Making SLD Eligibility Decisions within MTSS
• Unit 1: Role of Tier 1 in Eligibility decisions
– Discrepancy, Rule outs, Appropriate Instruction
• Unit 2: Role of Tier 2 (and Tier 1)
• Unit 3: Role of Tier 3 (as well as Tier 1 and 2)
• Unit 4: All tiers
Community of Practice and Between F2F Session activities
Comprehensive Evaluation Procedures SLD
Tier 1* Tier 2** Tier 3
Provided with appropriate learning experiences and Instruction in reading and math
General Education Intervention Procedures (6A-6.0331)
Response to intense individualized interventions. Repeated measures of assessment
Significant discrepancy between chronological age or grade level standards in 1 or more of 8 areas
Problem-solving process to develop, implement and evaluate a continuum of evidenced-based instruction and intervention practices
Observation to determine the relationship between student behavior and academic performance. Rule out classroom behavior factors
Data-based documentation of well delivered instruction and interventions
Response to intervention for intensified instruction. Repeated measures of assessment
Individual diagnostic procedures in area(s) of academic concern
Observation in routine classroom instruction completed prior to the referral. Document appropriate instruction and learning experiences
Rule out intellectual disability, emotional behavioral disability, vision/hearing/motor disability
Repeated measures of achievement at reasonable intervals
Rule out cultural factors
Rule out attendance and mobility factors
Rule out environmental or economic factors
Relationship between English proficiency and academic performance
A student with a SLD differs from peers in
BOTHintensity and severity.
All instruction should be standards-aligned.
Student Growth is the BEST Measure of Effective Instruction
(NOT Grade-Level Discrepancy).
Academic Engaged Time (AET) is the BEST predictor of student growth.
SWD’s are
General Education students first!
2 4 51 35 BIG Ideas
Big Idea Relationship to Eligibility Criteria
1. Students with disabilities are general education students first
1. Students must receive appropriate instruction in reading and math in the general education setting
2. AET predicts growth better than any other variable
2. Response to Instruction/Intervention during intensification of instruction (TIME, FOCUS, TYPE)
3. Rate of growth is the best measure of the effectiveness of instruction
3. Level of response to instruction is a required criterion
4. All instruction should be standards aligned
4. Student must demonstrate a significant discrepancy between current performance and grade-level standards
5. Difference between intensity and severity
5. Severity determined by level of response to instruction/intervention, required for eligibility
Table Top Discussion
• What components does your school/district lack or need to strengthen in order to make SLD eligibility decisions with fidelity?
• What are your school/district strengths related to this process?
RtI and SPED—SLD Module
• Preview
• Questions
• Discussion
Your Input
What are your perceived needs that we might be able to incorporate into the on-line modules?
What’s next?
RtI and SPED SLD on-line module:“Live” after first of year
RtI-E Professional Learning Series:Unit 1: January 30 — Fort Walton BeachUnit 2:• January 31 — Jacksonville• February 5 — Tampa• February 8 — Plantation• March 26 — Fort Walton Beach