RtI "Fits" in Florida

In June of 2008, The Florida Department of Education (FDOE) published a Response to Instruction / Intervention (RtI) Implementation Plan which provided the initial, formal, state-level framework to assist districts with critical components, definitions and applications to support the development of schoolwide implementations. This document marks an important point in our state development, reflecting the collective intent at that time. Since 2004, Florida has engaged in continuous efforts to make sense of how systematic problem-solving and the RtI framework integrate the various elements of Florida’s system of education. As some elements of our system grow and change, it is important that we continue to examine how RtI logic affects Florida’s system as a whole.

The Florida Department of Education’s (FDOE) Response to Instruction/Intervention (RtI) Implementation Plan illustrates the comprehensive way in which RtI will be applied in Florida. The purpose of the plan is to

• Facilitate successful implementation of PS/RtI
• Formalize and coordinate state-wide efforts
• Provide districts with the critical components, definitions and applications of RtI to support the development of district plans

Florida’s students have experienced significant growth in reading as a result of efforts using the key components of RtI through the Reading First Grant, as evidenced by a decrease in special education placement rates of approximately 40 percent (Torgesen, 2007). Florida’s students have also experienced significant improvements in positive behaviors as a result of Positive Behavior Support (PBS) implementations supported by Florida’s PBS Project. Schools that implemented PBS with fidelity had 40 percent fewer office discipline referrals, in-school suspensions and out-of-school suspensions in comparison to schools that did not implement PBS with fidelity (Kincaid, 2007). These successes give educators a common ground to build upon.

The Common Ground
The basic elements of RtI are required by the No Child Left Behind (NCLB) Act and the Individuals with Disabilities Education Act (IDEA); therefore, they are included in the broad-based initiatives for schools striving to meet Adequate Yearly Progress (AYP) such as Reading First, Florida’s Continuous Improvement Model, Florida’s Positive Behavior Supports, Problem solving/ RtI State Pilot Project, and the Early Learning Success Initiative. Significant state initiatives have emerged since the enactment of the NCLB legislation.

The Problem
Although these initiatives share common core elements and goals for all Florida schools, they are each facilitated by different offices within the Department of Education that address specific content areas or stakeholder groups. Each set of efforts is built upon common elements, but with single-purpose resources and in segregated activities. Each separate effort also involves a unique set of terminology, professional development requirements, and data collection and reporting systems, which result in district and school personnel perceiving that an overwhelming number of parallel initiatives are either required or encouraged.

The Solution
It is the recommendation of stakeholders that the Florida Department of Education unify its efforts and resources to maximize efficacy and elevate the common beliefs through mutual understanding of the principal foundation of RtI and integration of that foundation throughout all statewide efforts.