Post on 24-Feb-2016
description
Using RTI for LD Eligibility:We Are All Members of the
Assessment Team
Oregon RTI ProjectSustaining Districts Trainings 2010-2011
Objectives• Understand the process of evaluating
students using a Response to Intervention (RTI) framework1. Screening2. Core Instruction with fidelity3. Interventions with fidelity4. Progress Monitoring5. Teaming/Data-Based Decision Making: Tier 2
or 3 Group Interventions6. Teaming/Data-Based Decision Making:
Individual Problem Solving7. Special Ed Referral and Evaluation Report
1. Screening
2. Core Instruction with Fidelity
3. Interventions with Fidelity
4. Progress Monitoring
5. Teaming/Data-Based Decision Making: Group Interventions
6. Teaming/Data-Based Decision Making: Individual Problem Solving
7. Special Ed Referral and Evaluation Report
1. Universal Screening• Research-based screener used with
ALL students 3 times per year• Fidelity checks used to ensure
validity of data–Who conducts fidelity checks?– How often?– How is that data used?• Refresher trainings for staff?• Retest some students?
1. Universal Screening• Screening data used to evaluate core
effectiveness– Do you have schoolwide meetings to
systematically improve core instruction?– 80% proficient is the goal– Less than 80% proficient should not
prevent you from determining a child’s academic deficits are due to lack of instruction.• Are you providing instruction in the Big 5?• What do observations of core instruction tell
you?
1. Universal Screening• Screening data used to identify at-
risk students– Do you have decision rules?• Which students receive interventions?• How many receive interventions?
2. Core Instruction…• 90 minute core block (reading) • Research-based core program • Explicit, effective instructional
practices trained and used– Instruction is more important than
curriculum– How do you provide training on effective
instruction, active engagement, and behavior management?
2. …with Fidelity• Process for ensuring fidelity of core
program implementation• Process for ensuring effective
instructional practices in classrooms–What is “fidelity”?
Fidelity to…
•The BIG 5 of Reading•The scope and sequence•State standards
Worksheets Fidelity
Why is fidelity important?
• Comprehensive program that incorporates all components of reading• Students have the opportunity to make
connections• Students read text that supports
vocabulary, phonics, and comprehension lessons
• The whole school has a common language, common goal, and common tools
2. …with Fidelity• Process for ensuring fidelity of core
program implementation• Process for ensuring effective
instructional practices in classrooms–Who ensures fidelity?–What standards/criteria do you set for
fidelity?
Talk Time• Has your district defined “fidelity to
the core” and does your staff have a clear understanding of what that is?
Daisy participates in the general curriculum with
strong instruction
Screening data showsDaisy isn’t doing well
How RTI Works from a Student’s Perspective
3. Interventions• Interventions are research-based• Implemented interventions are
chosen from district protocol• Interventions occur outside of 90
minute core instruction• Interventionists have appropriate
training• Process for ensuring fidelity of
intervention implementation
Daisy participates in the general curriculum with
strong instruction
Screening data showsDaisy isn’t doing well
Team reviews screening data and places Daisy in group intervention
Parents Notified
How RTI Works from a Student’s Perspective
4. Progress Monitoring• Research-based progress monitoring
measures used• Frequency of monitoring is appropriate
(i.e. at least 2x monthly for students receiving intensive support and 1x monthly for students receiving strategic support)
• Progress monitoring data is graphed• Staff member(s) identified who is/are
responsible for organizing and storing the progress monitoring data
5. Teaming/Data-Based Decision Making: Group
Interventions• System for matching interventions to
student need based on multiple data sources– CBM’s: DIBELS, AIMSWEB, easyCBM– In-program assessments: weekly tests, unit
tests, checkouts, mastery tests– Informal diagnostics: phonics screener, DRA,
QRI, CORE assessments, Curriculum-Based Evaluation
– Systematic teacher observational data
5. Teaming/Data-Based Decision Making: Group
Interventions• Grade level teams meet to review progress
data regularly (e.g. every 4-8 weeks)• Decision Rules created AND followed
around:– When to change interventions– What qualifies as an “intervention change”
• Intervention plan or tracking form used to document interventions and intervention changes for all student in interventions
EBIS STUDENT INTERVENTION PROFILE – READING
Student Name: ____________________ Date: ______________ ID Number: _____________ Initial Data Information: Initial Grade Level: __________ Attach DIBELS Individual Student Profile and Progress Monitoring Report or IPAS Report. Most Recent OAKS RIT Scores & %iles: (grade taken ___): R/L ____ M ___ Wr. ___ Sci. ____ ELL Language Level: __________ Math CBM Screening Score: __________ Attendance Issues: _____________YTD Absences ____ YTD Tardies ____ Behavioral Issues: ______________________________________________ (If behavioral concerns, attach SWIS Individual Student Report or data on behavior plan) Number and times of Health Room Visits in past month: ___________________ Intervention #1 Start Date: ____________ Current Grade Level: _______ Targeted Skill: Phonological awareness __ Phonics __ Fluency __ Compr. __ Vocabulary __ Curriculum (From Reading Protocol): __________________________________________ Group Size: 1-3: ____ 4-7: ____ 8 or more: ____ Frequency: DAILY Duration: 10 min (K only): ____ 15 min.: ____ 30 min.: ____ 45 min.: ____Other: __________ End Date: ______________ Attach Progress Monitoring Data Number of intervention sessions attended during intervention period #1_____ Total sessions possible ____ Notes:
Intervention #2 Start Date: ____________ Current Grade Level: _______ Targeted Skill: Phonological awareness __ Phonics __ Fluency __ Compr. __ Vocabulary __ Curriculum (From Reading Protocol): __________________________________________ Group Size: 1-3: ____ 4-7: ____ 8 or more: ____ Frequency: DAILY Duration: 10 min (K only): ____ 15 min.: ____ 30 min.: ____ 45 min.: ____ other: _________ End Date: ______________ Attach Progress Monitoring Data Number of intervention sessions attended during intervention period #2_____ Total sessions possible ____ Notes:
Intervention #3 Start Date: ____________ Current Grade Level: _______ Targeted Skill: Phonological awareness __ Phonics __ Fluency __ Compr. __ Vocabulary __ Curriculum (From Reading Protocol): _________________________________________ Group Size: 1-3: ____ 4-7: ____ 8 or more: ____ Frequency: DAILY Duration: 10 min (K only): ____ 15 min.: ____ 30 min.: ____ 45 min.: ____ other: _________ End Date: ______________ Attach Progress Monitoring Data Number of intervention sessions attended during intervention period #3_____ Total sessions possible ____ Notes:
Teacher/School K __________________ 1 __________________ 2 __________________ 3__________________ 4 __________________ 5 __________________
Daisy participates in the general curriculum with
strong instruction
Screening data showsDaisy isn’t doing well
Daisydoesn’t
improveDaisy
improves
Team reviews screening data and places Daisy in group intervention
Second Group Intervention
Parents Notified
Exit intervention?
How RTI Works from a Student’s Perspective
Talk Time• Do you have clear decision rules and
does staff understand how and when to use them?
6. Teaming/Data-Based Decision Making: Individual
Problem Solving• Individual problem-solving team
meeting occurs after group interventions are unsuccessful (Number of unsuccessful group interventions prior to initiating problem-solving is based on district policies & procedures)–Meetings occur as needed– How many group interventions before
initiating problem solving?
6. Teaming/Data-Based Decision Making: Individual
Problem Solving• Notice provided to parents regarding
district’s RTI procedures and parent’s right to request an evaluation
• Oregon Department of Education Guidance:– Note: If using a response to intervention model, the
parents must have been notified of the following prior to initiation: ODE and district policies regarding the amount and nature of student performance data to be collected and the general education services to be provided; strategies for increasing the child’s rate of learning; and the parent’s right to request an evaluation.
6. Teaming/Data-Based Decision Making: Individual
Problem Solving• Staff with pertinent information
about target student attend the problem-solving meeting– Literacy Specialist– Classroom Teacher– School Psych and/or Counselor– Parents– Others as needed (ELL Teacher,
Principal, Special Education Teacher, Speech Pathologist)
Problem Solving Meetings are Solution Focused
• Focus is on:1. Data2. Educationally Relevant/Alterable
Factors
What changes can WE make that will provide the best chance of success for
the child?
Focus on what you can change
Focus on what you can change
Variables Related to Student Achievement
•Desire to learn•Strategies for learning•Knowledge•Skills•Prior content knowledge•Self-efficacy/helplessness
•Race •Genetic potential•Gender•Birth Order•Disposition•Health•Physical difference•IQ•Disability category •Personal history
•Quality of instruction• Pedagogical knowledge• Content knowledge
•Quality of curriculum•Quality of learning environment•Quality of evaluation •Quality and quantity of time/content
•Family income and resources•Family housing•Parent years of schooling•Mobility•Members of family•Family values•Socioeconomic status•Family history
Alterable
Unalterable(hard to change)
Within the student External to the student
Is it alterable? Is it educationally
relevant?1. Kristin’s DIBELS scores indicate she was in
the “low risk” range last year.2. Sarah’s file indicates that her parents are
divorced and her father lives in Missouri.3. The special education director told you that
Erin’s brother receives special education services.
4. Javon missed 24 days of school last year.5. Pam’s teacher indicated that her
noncompliant behavior began just after winter break.
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The Problem Solving Process
1. Define the Problem: • What is the problem and
why is it happening?2. Design Intervention:
• What are we going to do about the problem?
3. Implement and Monitor: • Are we doing what we
intended to do?4. Evaluate Effectiveness:
• Did our plan work?
Defining the Problem• Need to further define the problem to
know how to develop an individualized intervention
• Gather as much information as needed to define the problem prior to the Problem Solving Meeting
• Use existing data first, then determine if you need more
“You hit home runs not by chance but by preparation”
- Roger Maris
Preparing for the Problem Solving Meeting
Do you have enough information? What do you still need to know to
identify the problem?
6. Teaming/Data-Based Decision Making: Individual
Problem Solving• The following information is brought
to the problem-solving meeting:– Documentation of prior interventions with
progress monitoring data– A file review – A developmental history – English Language Learner information is
collected (if appropriate)– Data comparing student to intervention cohort– Other relevant diagnostic data (if appropriate)
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Dec.S cores
Feb.S cores
Jan.S cores
MarchS cores
AprilS cores
MayS cores
J uneS cores
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AimlineAmy
Chase
Mary
Isaiah
Cohort Data
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Dec.S cores
Feb.S cores
Jan.S cores
MarchS cores
AprilS cores
MayS cores
J uneS cores
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Aimline
Amy
Mary
Isaiah
Cohort Data
Chase
What do you know? What do you still need to know?
• Is there an attendance issue?• Are there health/vision issues?• Are there language issues?• Are there acculturation issues?
VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
What do you know? What do you still need to know?
6. Teaming/Data-Based Decision Making: Individual
Problem Solving• Documented problem definition, problem
hypothesis, and intervention plan are developed at the individual problem-solving meeting
Problem Definition
1. Objective – observable and measurable2. Clear – passes “the stranger test”3. Complete – includes examples (and non-
examples when necessary) and baseline data
Example• Harry (2nd grader) is
currently reading a median of 44 words correct per minute (wcpm) with 89% accuracy when given 2nd grade level text. He also answers an average of 3/10 comp questions correct on weekly in-class tests. 2nd grade students in his school are reading an average of 85 wcpm on 2nd grade text and answering 9/10 comp questions correct.
Non-Example• Harry struggles with
being a fluent reader and is not meeting the 2nd grade reading benchmark. He makes a lot of mistakes and is currently reading at a 1st grade level. He also has difficulties answering comprehension questions at grade level.
Problem Definition
Problem Hypothesis“Why is the student not performing at
the expected level?” (Problem Hypothesis)
“What is the student’s instructional need?”
(Designing an Intervention)
Hypothesis Development• Data-Based Hypothesis: – Harry’s reading fluency and
comprehension problems occur because he does not have strategies for decoding consonant digraphs (ch, sh, etc), silent-e words, and r-controlled vowels (ar, ir, er, or). His fluency and comprehension will improve if he receives additional intensive instruction in these decoding strategies.
Intervention Design
Develop an Intervention Plan
• What skill is needed?• What curriculum will be used?• What instructional strategies will be
used?• How long will the student receive the
intervention?• Who will provide the intervention?
How do you document your:
Problem definition?Problem hypothesis? Intervention plan?
Problem Solving Worksheet Sample
Tigard-Tualatin School District
Implement and Monitor
Fidelity of Implementation
• Fidelity to curriculum– All lesson parts taught following outlined procedures– Curriculum decision rules followed (lesson checkouts,
mastery tests, etc)• Fidelity to research-based instructional
procedures– High pacing (high rate of student opportunities to
respond)– Corrective feedback– Behavior management system evident– Students are accurate before moving on to new
material
Daisy participates in the general curriculum with
strong instruction
Screening data showsDaisy isn’t doing well Second Group
Intervention
EBIS Team designs individualized intervention
Exit intervention?
Daisydoesn’t
improveDaisy
improves
Team reviews screening data and places Daisy in group intervention
Parents Notified
How RTI Works from a Student’s Perspective
Talk Time• Do you currently have a system for
intensifying and individualizing interventions when students continue to struggle?
Evaluate Effectiveness
6. Teaming/Data-Based Decision Making: Individual
Problem Solving• Individualized intervention plans are
reviewed and further steps determined based on district policies & procedures.–When does the team come back
together to review the intervention’s effectiveness?• Progress monitoring data• Fidelity Data• Cohort Data
6. Teaming/Data-Based Decision Making: Individual
Problem Solving• Individualized intervention plans are
reviewed and further steps determined based on district policies & procedures.– If student continues to have low skills
and slow progress after at least ___ weeks of individualized intervention (see district decision rules), the student is automatically referred for Special Education Evaluation.
Daisy participates in the general curriculum with
strong instruction
Screening data showsDaisy isn’t doing well Second Group
Intervention
EBIS Team designs individualized intervention
Exit intervention?
Daisydoesn’t
improveDaisy
improves
Daisydoesn’t
improve
Daisyimproves Improvement is
good and otherfactors are
suspected as cause
Special Education referral is initiated
Team reviews screening data and places Daisy in group intervention
Parents Notified
How RTI Works from a Student’s Perspective
Intervention is intense and LD is suspected
SPED Referrals and Evaluations
• All staff need to understand: – There is a standardized legal process to
followSpecific questions must be answered to determine a student is eligible for special education:
1. The student has low achievement2. The student has made limited progress
despite receiving interventions3. The student has an instructional need
SPED Referrals and Evaluations
• All staff need to understand:
Determining whether or not a student has a disability is one of the most high stakes decision a school can make for
a child
• Data indicating the student has significantly low skills as compared to research-based norms and benchmarks.
– Student’s level of performance is significantly below expected level of performance (on multiple measures)• CBM’s, OAKS percentile ranks, Other standardized test
scores (WJ, WIAT, GRADE, etc) percentile ranks
…as compared to expected level
1. Low Achievement
• Data indicating the student has not made significant progress to close their achievement gap…– Is growth adequate?
…as compared to expected level
• National growth rates• Cohort growth rates
2. Limited Progress
• Data indicating the student has an instructional need for special education services (included description of needed instructional supports)– How does the weight of the intervention
compare to the rate of progress?
3. Instructional Need
Daisy participates in the general curriculum with
strong instruction
Screening data showsDaisy isn’t doing well Second Group
Intervention
EBIS Team designs individualized intervention
Exit intervention?
Daisydoesn’t
improveDaisy
improves
Daisydoesn’t
improve
Daisyimproves
Intervention is intense and LD is suspected
Improvement is good and other
factors are suspected as
cause
Special Education referral is initiated
Team reviews screening data and places Daisy in group intervention
Parents Notified
How RTI Works from a Student’s Perspective