Using RTI for LD Eligibility: We Are All Members of the Assessment Team Oregon RTI Project

transcript

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

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

strong instruction

Team reviews screening data and places Daisy in group intervention

Parents Notified

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 __________________

strong instruction

Daisydoesn’t

improveDaisy

improves

Second Group Intervention

Parents Notified

Exit intervention?

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?

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.

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

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.

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?

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)

Dec.S cores

Feb.S cores

Jan.S cores

MarchS cores

AprilS cores

MayS cores

J uneS cores

AimlineAmy

Isaiah

Cohort Data

Dec.S cores

Feb.S cores

Jan.S cores

MarchS cores

AprilS cores

MayS cores

J uneS cores

Aimline

Isaiah

Cohort Data

Additional Diagnostic Data?

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?

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

Intervention Plan SampleHeartland Area Education Agency (Iowa)

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

strong instruction

Screening data showsDaisy isn’t doing well Second Group

Intervention

EBIS Team designs individualized intervention

Exit intervention?

Daisydoesn’t

improveDaisy

improves

Parents Notified

Talk Time• Do you currently have a system for

intensifying and individualizing interventions when students continue to struggle?

Evaluate Effectiveness

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

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.

strong instruction

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

Parents Notified

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

strong instruction

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

Special Education referral is initiated

Parents Notified

Using RTI for LD Eligibility: We Are All Members of the Assessment Team Oregon RTI Project

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