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Response to Response to InterventionInterventionResponse to Response to InterventionIntervention
RTI – SLD EligibilityRTI – SLD Eligibility
What is RTI?• Early intervention – General
Education• Frequent progress measurement • Increasingly intensive research-
based instructional interventions
What is Tiered Intervention?
• Tier 1 – Core Curriculum• Tier 2 – Supplementary
Interventions• Tier 3 – Intensive Interventions• (Tier 4 – Special Education)
What if a student does not respond to intervention?
• A special Education Referral may be made
Areas of concern may include:Basic reading skillsReading comprehensionReading fluencyMath calculationMath problem solving Written expressionOral expression Listening comprehension
Parent Notification Must document that parents were notified of
the following:– The amount and nature of data to be collected and
general education services (intervention) provided.– Strategies to be used to increase the students
learning.– Their right to request an evaluation– Parents were provided data-based documentation of
repeated assessments at reasonable intervals during the intervention period
Information regarding TIER 1 Interventions
Documentation of core instruction provided for each area of concern– Evidence based curriculum– Effective for most students– Taught by qualified personnel
Documentation of differentiation of the core curriculum instruction and it’s effectiveness
Information regarding TIER 1 Interventions
Documentation of core instruction provided – for each area of concern
How do I documentEvidence based curriculum? Name of curriculum used Provided in the general education classroom Duration, Frequency and Intensity (minutes per
session)
Information regarding TIER 1 Interventions
Documentation of core instruction provided for each area of concern
How do I document the curriculum isEffective for most students?Data documenting approximately 80% of
students meet grade level benchmarks ISAT IRI Grade level CBM Other(Name of assessment, Area Assessed, Date, Benchmark, Percentage of
grade level peers meeting benchmark, Target student performance level.)
Information regarding TIER 1 Interventions
Documentation of core instruction provided for each area of concern
How do I documentdifferentiation of the core
curriculum instruction and it’s effectiveness?
Narrative- Describe what was tried
- How was effectiveness determined?
Information regarding TIER 2 Interventions Documentation of Tier 2 interventions for each
area of concern Baseline data in each area of concern. Description of intervention provided Duration, intensity, frequency of intervention
(Approximately 6-8 weeks) Data is collected every two weeks during
intervention period and compared to growth of other students.
Dates and Changes made to intervention Description of effectiveness of the intervention
Information regarding TIER 2 Interventions
Graphing the Data• Progress monitoring graph for each
academic area of concern• Aimline• Trendline• Decision Points• Student’s rate of Improvement• Grade level/Class peers
Information regarding TIER 3 Interventions
Description of intensive intervention provided for each area of concern
Duration, intensity, frequency of intervention (Approximately 6-8 weeks)
Data collected every week during intensive intervention period and compared to growth of other students.
Dates and Changes made to intervention Description of effectiveness of the intervention
Information regarding TIER 3 Interventions
Graphing the Data• Progress monitoring graph for each
academic area of concern• Aimline• Trendline• Decision Points• Student’s rate of Improvement• Grade level/Class peers
0
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rds
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Continue Intervention and Monitor Progress
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Class=24
Egbert=11
Class Growth
Egbert goal line
ChangeIntervention
Change Goal
0
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Weeks
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Implement Second Intervention Revision and Monitor Results
0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20
Class Growth
ChangeIntervention
Culturally Diverse and English Language
Learners Progress documenting the students growth
and compared against their subgroup progress.
Percentage of Disaggregated Group Level Peers meeting performance benchmark.
Referral to Special Education
• If adequate progress is not made in general education interventions:– A special education referral may be made.– Consent for Assessment– Procedural Safeguards – 60 Day timeline begins
RTI cannot delay a parents’ request for an evaluation.
Therefore,• If a parent or outside agency is
requesting an evaluation you still have to collect the required referral elements– In rare instances, this may happen after
consent is signed or during the 60 day assessment period
– Best practice is to provide appropriate interventions and progress monitoring with fidelity prior to referral to MDT
Exclusionary Factors• Exclusionary factors should be considered throughout the
evaluation process. If any exclusionary factor is found to be a primary factor in the student’s learning difficulty, the student may not be found eligible under the category of Specific Learning Disability
– cultural or linguistic differences – insufficient instruction – attendance problems (for initial evaluation only)– lack of motivation– fatigue– emotional disturbance– cognitive impairments – performance anxiety– psychiatric disorders – sensory impairments – medical conditions, etc…
Special Education Evaluation
• Resource teacher assesses the student in the specific area(s) of concern. (Standardized testing/academic achievement)
• The school psychologist assesses related processing skills. (Demonstrate the impact of the psychological process on the academic achievement deficit area.)
Evaluation ProcessThe MDT also considers the
preponderance of evidence (standardized testing, RTI data, statewide assessments, grades, CBM’s, observations, ESL data, etc.) to support the student’s pattern of strengths and weaknesses.
Adverse Effect The team then determines the adverse
effect that the student’s Specific Learning Disability has on his or her:
Educational performance in the general education curriculum
Ability to meet grade level achievement standards
Gen.Ed. Teacher provides input regarding how the child is impacted in classroom activities.
Specially Designed Instruction
The team then describes the Specially Designed Instruction necessary for the student to be able to access and progress in the general education curriculum and grade level achievement standards.
Eligibility is Determined
• Using State SLD Eligibility Criteria, the team will determine whether or not the student meets criteria for the SLD eligibility category.
• If determined eligible an IEP will be created and parents can choose to place their child in special education or choose to deny services.