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2012-2013 Student Progression Guide

Integrating RtI Processes and Practices with the District Student Progression Plan

Our objective is to provide districts with recommendations on how to integrate Response to Intervention language and processes into the district's Student Progression Plan.

The Student Progression Plan should include language that integrates RtI processes with student progression policies and instructional decisions related to remediation and retention. The Student Progression Plan includes many elements and requirements that are consistent with RtI as evidenced by the use of terms such as "progress monitoring", "academic progress", "levels of performance", "intervention and instruction", "intensive instruction", "scientifically research-based program". Whenever the Student Progression Plan mentions these kinds of terms, it provides a natural place to integrate the District Student Progression and District RtI Implementation plans.

Introductions to each section of the Student Progression Plan should include broad statements with subsections identifying specific procedures that align the plan with problem solving/response to intervention.



Florida Statute - Technical Assistance, Student Progression Plan and Recommendations

Florida Statute - Technical Assistance, Student Progression Plan Recommendations of how to Integrate RtI into the Student Progression Plan
S. 1002.20(11), F.S.
Reading Assessment K-3
Statutory language that describes RtI Processes:
- regularly assess the reading ability of each K-3 student and the parent of any student that exhibits a reading deficiency must be notified of the student's deficiency with a description and explanation in terms understandable to the parent.

Utilize and/or modify the language related to the PMP and the use of progress monitoring assessments including the use of data to guide the intensive reading instruction that will be provided until the deficiency is remedied.

S. 1002.69, F.S.
Kindergarten Readiness Screening
Statutory language that describes RtI Processes:
- kindergarten screening.

Reading instruction/interventions are provided based upon the screening results and diagnostic assessment.

S. 1003.4156(1)(b), F.S.
Middle Grades Promotion
Intensive Reading Requirement
Statutory language that describes RtI Processes:
- guidance on appropriate strategies for diagnosing and meeting the varying instructional needs of students reading below grade level.

Identify the types and frequency of progress monitoring assessments used for reading; address how screening, diagnostic assessment, and progress monitoring assessment data are used in making decisions about core, targeted, and intensive (universal, strategic, and intensive) instructional needs in reading.

S. 1003.4156(1)(c), F.S.
Mathematics Remediation
Statutory language that describes RtI Processes:
- remediation.

Identify the types and frequency of progress monitoring assessments used for math; address how screening, diagnostic assessment, and progress monitoring assessment data are used in making decisions about core, targeted, and intensive (universal, strategies, and intensive) instructional needs in math.

S. 1003.428(2)(b)1, F.S.
General Requirements for High School Graduation Revised
Intensive Reading Requirement
Statutory language that describes RtI Processes:
- guidance on appropriate strategies for diagnosing and meeting the varying instructional needs of students reading below grade level.

Identify the types and frequency of progress monitoring assessments; address how screening, diagnostic assessment, and progress monitoring assessment data are used to assist in making decision about core, targeted, and intensive (universal, strategic, and intensive) instructional needs in reading.

S. 1003.428(2)(b)2, F.S.
Mathematics Remediation
Statutory language that describes RtI Processes:
- remediation.

Identify the types and frequency of progress monitoring assessments; address how screening, diagnostic assessment, and progress monitoring assessment data are used in making decision about core, targeted, and intensive (universal, strategic, and intensive) instructional needs in math.

S. 1008.25(1)-(2)(a), F.S.
Public School Student Progression; Remedial Instruction; Reporting Requirements
Statutory language that describes RtI Processes:
- (1) each student and his or her parent be informed of that student's academic progress.
- (2) comprehensive program for student progression.
- (2)(a) standards for evaluating each student's performance.

Specific example of RtI language that might be inserted:
The district's comprehensive program for student progression uses assessment data (universal screening and ongoing progress monitoring) to evaluate the effectiveness of instruction, identify students needing more intensive instruction support, and monitor the student's response to implemented instruction/interventions.

These standards should include universal screening and ongoing progress monitoring.

S. 1008.25(2)(b), F.S.
Specific District Levels of Performance for Student Progression
Statutory language that describes RtI Processes:
- Specific levels of performance in reading, writing, science, and mathematics for each grade level

Specific example of RtI language that might be inserted:
Student progression decisions consider the effectiveness of core instruction and the student's response to evidence-based instruction/interventions implemented with fidelity.

S. 1008.25(3)(a)-(b), F.S.
Resource Allocation
Statutory language that describes RtI Processes:
- District school boards shall allocate remedial and supplemental instruction resources to students.

Specific example of RtI language that might be inserted:
Students not meeting grade level expectations receive increasingly intense instruction/intervention services implemented to support student academic proficiency. Students are matched to the instruction/intervention tier based on screening, progress monitoring, and diagnostic assessments.

Address the levels of support available to students in RtI Implementation Plan and decision-making rules for aligning/allocating resources. Assess effectiveness of universal and strategic instruction.

S. 1008.25(4)(a), F.S.
Assessment and Remediation
Statutory language that describes RtI Processes:
- each student who does not meet specific levels of performance as determined by the district school board in reading, writing, science, and mathematics for each grade level, or who scores below Level 3 in reading or math, must be provided with additional diagnostic assessments to determine the nature of the student's difficulty, the areas of academic need, and strategies for appropriate instruction/intervention and instruction.

Specific example of RtI language that might be inserted:
The areas of academic need and intervention strategies are identified through a problem-solving/response to instruction/intervention process. Multiple tiers of increasingly intense instruction/intervention services are implemented to support student academic proficiency. Students needing remediation or intensive instructional support will be matched to strategic and intensive instruction/interventions based on screening, progress monitoring, and diagnostic assessments.

Identify the progress monitoring tools used at each level; describe tiers of instruction/interventions; identify criteria for determining tier of instruction/intervention support the student will receive.

S. 1008.25(4)(b), F.S.
Progress Monitoring Plan (PMP)
Statutory language that describes RtI Processes:
- The school in which the student is enrolled must develop, in consultation with the student's parent, and must implement a progress monitoring plan.
- If the student has been identified as having a deficiency in reading, the K-12 comprehensive reading plan required by s. 1011.62(9) shall include instructional and support services to be provided to meet the desired levels of performance.

Specific example of RtI language that might be inserted:
Students not meeting grade level expectations receive increasingly intense instruction/intervention services to support student academic proficiency. Students will receive a progress monitoring plan (PMP) that identifies instruction/intervention support through a problem-solving/response to instruction/intervention process. Multiple tiers of increasingly intense instruction/intervention services are implemented to support student academic proficiency.

Identify the types and frequency of progress monitoring assessments; address how screening and progress monitoring assessment data are used to make decisions about core, targeted, and intensive (universal, strategic, and intensive) instructional needs.

S. 1008.25(5)(a), F.S.
Intensive Reading Instruction
Statutory language that describes RtI Processes:
- Any student who exhibits a substantial deficiency in reading, based upon locally determined or statewide assessments conducted in kindergarten or grade 1, grade 2, or grade 3, or through teacher observations, must be given intensive reading instruction immediately following the identification of the reading deficiency. - student's reading proficiency must be reassessed by locally determined assessments
- student must continue to be provided with intensive reading instruction until the reading deficiency is remedied
.

Integrate intensive reading with RtI Tiers. Address policies/procedures for referring struggling students to Problem-solving/Instruction/intervention Team.

S. 1008.25(5)(b), F.S.
Retention Policies & Mandatory Retention
Statutory language that describes RtI Processes:
- if the student's reading deficiency, as identified in paragraph (a), is not remedied by the end of grade 3, as demonstrated by scoring at Level 2 or higher on the statewide assessment test in reading for grade 3, the student must be retained.

Specific example of RtI language that might be inserted:
Students who are retained, and students needing remediation or intensive instructional support, will be matched to strategic and intensive instruction/interventions based on screening, progress monitoring, and diagnostic assessments.

Identify district policies for addressing academic needs of retained students. For example, retained students are referred to the Problem Solving/Intervention Assistance Team to determine level and nature of intervention support needed.

S. 1008.25(6)(b), F.S.
Good Cause Exemptions from Mandatory Retention
Statutory language that describes RtI Processes:
- Students who demonstrate, through a student portfolio, that the student is reading on grade level as evidenced by demonstration of mastery of the Sunshine State Standards in reading.
- Intensive reading instruction for students so promoted must include an altered instructional day that includes specialized diagnostic information and specific reading strategies for each student. The district school board shall assist schools and teachers to implement reading strategies that research has shown to be successful in improving reading among low-performing readers.

Include RtI progress monitoring (i.e., level of performance and rate of progress) in student portfolio. Address RtI procedures that relate to diagnostic assessment and intensive reading instruction.

S. 1008.25(7)(a)-(b), F.S.
Successful Progression for Retained Readers
Statutory language that describes RtI Processes:
- intensive instruction/interventions in reading to ameliorate the student's specific reading deficiency, as identified by a valid and reliable diagnostic assessment
- intensive instruction/intervention must include effective instructional strategies
- conduct a review of student progress monitoring plans
- intensive instructional services and supports to remediate the identified areas of reading deficiency, including a minimum of 90 minutes of daily, uninterrupted, scientifically research-based reading instruction and other strategies
- small group instruction
- more frequent progress monitoring
- description of proposed instruction/interventions and supports that will be provided to the child to remediate the identified areas of reading deficiency.

Address how RtI is used to identify intervention strategies, assess effectiveness of instruction intervention, and monitor student response to intervention.

Districts might add problem solving/response to intervention as one of the prescribed strategies. Address more frequent progress monitoring with RtI (e.g., district progress monitoring tools that will be used).

S.1008.25(7)(b)4, F.S.
Midyear Promotion

S. 1008.25(7)(b)8, F.S.
Intensive Acceleration Class for Retained Third Graders

Statutory language that describes RtI Processes:
- Tools that school districts may use in reevaluating any student retained may include subsequent assessments, alternative assessments, and portfolio reviews, in accordance with rules of the State Board of Education.
- Have a reduced teacher-student ratio
- Use a reading program that is scientifically research-based and has proven results in accelerating student reading achievement within the same school year.
- Provide intensive language and vocabulary instruction using a scientifically research-based program
- Include weekly progress monitoring measures to ensure progress is being made
- Report to the State Board of Education, as requested, on the specific intensive reading instruction/interventions and supports implemented at the school district level

Identify reading instruction and supports available to struggling learners. Consider the student's response to evidence-based instruction/interventions that are implemented with fidelity when making student progression decisions.

S. 1008.25(7)(b)6, F.S.
Provide Parent of Students to be Retained with Instructional Options
Include RtI Tiers of intervention as one of the instructional options.