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RTI Best Practices Institute Special Education Eligibility & RTI Bill Trant New Hanover County Schools September 29, 2010
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RTI Best Practices Institute
Special Education Eligibility & RTI
Bill TrantNew Hanover County SchoolsSeptember 29, 2010
Session Objectives
Familiarize Participants with NHCS background information
Provide an overview of the NHCS RTI entitlement process
Discuss critical issues associated with a non-categorical special education identification
New Hanover County SchoolsWilmington, NC
24,000 students 2,700 students with IEPs 44 Schools 3 Preschools 24 Elementary Schools 8 Middle Schools 4 Comprehensive High Schools 2 Early College High Schools 1 Performance Learning Center High School 2 Alternative Schools (K-12 Day Treatment,
Alternative to Long-term suspension 6-12)
BackgroundDemographics
Ethnicity: White - 63% Black - 24% Hispanic - 6% Multi-racial - 4% Asian - 2% American Indian - 1%Other:Free & Reduced - 44%IEPs - 11%
District/State Proficiency: Reading and Math 3-8
74.3
84.8
60.1
74.5
20
30
40
50
60
70
80
90
100
2007-2008 2008-2009 2009-2010
Math Math (State) Reading Reading (State)
*
Pe
rce
nt
Pro
fic
ien
t
*
District Proficiency in Reading 3-8 Other Target Groups
0102030405060708090
100
2007-2008 2008-2009 2009-2010
All Students Economically Disadvantaged
Limited English Proficient Students with Disabilities
Pe
rce
nt
Pro
fic
ien
t
* *
Percent Increase in Reading ProficiencyOther Targets 2007-2010
0
10
20
30
40
50
60
70
80
90
100
Other Target Groups
Economically Disadvantaged Limited English Proficient Students with Disabilities
Pe
rce
nt
Inc
rea
se
49%55%
69%
District Proficiency in Math 3-8 Other Target Groups
0102030405060708090
100
2007-2008 2008-2009 2009-2010
All Students Economically Disadvantaged
Limited English Proficient Students with Disabilities
Pe
rce
nt
Pro
fic
ien
t
* *
Percent Increase in Math ProficiencyOther Targets 2007-2010
28.6%
15.7%
50.8%
0102030405060708090
100
Other Target Groups
Economically Disadvantaged Limited English Proficient
Students with Disabilities
Pe
rce
nt
Inc
rea
se
Discussion
What do you notice about the NHCS background information?
Which data may reflect on RTI implementation?
How would this school system benefit from an RTI system?
Our RTI Journey
2003 – District Study 2004 – 6 Elementary and 1 Middle School trained 2005 – NC Board of Education Waiver 2005 – 7 Schools begin Implementation 2005-2008 – 18 Elementary Schools trained (6
per year) 2006-2009 - 18 Elementary Schools begin
implementation (6 per year) 2008 – 6 Middle Schools trained 2009 – 6 Middle Schools begin implementation 2009 – High School Study 2010 – 33 Schools implementing K-8
RTI FeaturesOverview
4 Tiers (IEP Services are 4th Tier) Reevaluation and Exit Criteria Local Norming (re-normed in 2009-10) Started as Problem Solving Model (PSM) Currently a blend of PSM & Standard
Protocol Non-Categorical Entitlement (Replacement
Rules for LD, OHI, SED, IDMI) Tier 1 and 2 managed by General
education (Title 1, ESL, Grade level teachers)
Tier 3 managed by both Gen Ed and Spec Ed
RTI FeaturesOverview
Universal Screening and Benchmarks K-2 Reading DIBELS mClass handheld for
Reading (benchmark and Progress Monitoring Tier 1 and 2)
K-2 Math (DIBELS mClass handheld under development)
6th Grade (existing information and paper probes)
ClassScapes (benchmark 3-12)Fidelity
PSM Review Team reviews all Entitlement decisions (current end-of-process Fidelity)
Milestone Fidelity documentation (to be added 2010-11)
RTI FeaturesProgress Monitoring
Local Norming tables Cut Scores aligned with state Assessment Standards Curriculum Based Measures Growth Charts
Progress Monitoring Schedule Tier 1 (Benchmarks 3 times per year) Tier 2 (2-8 weeks) Tier 3 (5 times every 2 weeks) Tier 4 (weekly)
Charting Required at Tier 3 and 4 Complete list of Norming Tables and Growth Charts at
Wiki
http://spedeligibilityandrti.wikispaces.com/Links+to+Norming+Tables+and+Charts
RTI FeaturesDocumentation
Documentation for each Tier Tier 1 Tier 2 Tier 3
Complete list of all documentation and instructions at Wiki
http://spedeligibilityandrti.wikispaces.com/Links+to+Documentation
Entitlement Criteria @ Tier 3
Does the student need high intensity, long-term intervention? (Specially Designed Instruction)
Academic Criteria Behavior Criteria Academic and Behavior Criteria Three elements to each criteria:
Performance Growth Instruction Resembles Special Education
Exclusionary Criteria
Entitlement Criteria @ Tier 3 Detail
ACADEMIC CRITERIA: Must meet all three of the following criteria despite intervention at grade level using research-based instruction and a minimum of three changes in hypotheses and strategies per PSM skill area at Tier 3: A. Performance well below peers on two or more of the following skill areas. Examples include two or more academic areas as measured against the criteria below: 1) At or below the “Well Below Proficiency” standard established through county-wide norms on progress monitoring for a grade level PSM skill area. OR 2) Performance two times or more discrepant from classroom or grade level norm. Compare student’s score at the end of Level III with mean of classroom or grade level norm. OR 3) The projected number of weeks it will take the student to reach the Proficiency standard is 18 weeks or more. Consideration of fewer weeks to the Proficiency standard can be made during the last nine weeks of the school year. Trendline analysis may be helpful in supporting this criteria as well.
Entitlement Criteria @ Tier 3Detail
ACADEMIC CRITERIA: Must meet all three of the following criteria despite intervention at grade level using research-based instruction and a minimum of three changes in hypotheses and strategies per PSM skill area at Tier 3:
B. Rate of growth below peers:
The team must compare the student’s rate of growth in each probe area for the time span appropriate for the length of intervention (Fall to Winter, Winter to Fall, or Fall to Spring), Proficiency Standard, and Well Below Proficiency. The rate of growth for the student should approximate growth at the Well Below Proficiency standard for this criterion to be met. One exception is when the rate of growth on the normed data at the Well Below Proficiency standard is the same or higher than for students at the Mean and students at the Well Below Proficiency
Entitlement Criteria@ Tier 3 Detail
ACADEMIC CRITERIA: Must meet all three of the following criteria despite intervention at grade level using research-based instruction and a minimum of three changes in hypotheses and strategies per PSM skill area at Tier 3: C. Intensity and nature of instruction in the last part of Tier 3 must resemble specially designed instruction. Records must include documentation of the appropriateness, fidelity, and integrity of interventions provided.
Decision-making rule: At Tier 3, change intervention to an increasing intensity when three or more consecutive data points fall below the aimline.
Academic CriteriaChart
3rd Grade Spelling y = 0.0998x + 3
0
2
4
6
8
10
Base
line
9/21
/200
99/
24/2
009
9/29
/200
910
/9/2
009
10/1
5/20
0910
/16/
2009
10/2
2/20
0910
/26/
2009
10/2
7/20
0911
/3/2
009
11/5
/200
911
/12/
2009
11/1
3/20
0911
/16/
2009
11/1
7/20
0911
/23/
2009
11/3
0/20
0912
/3/2
009
12/8
/200
912
/10/
2009
12/1
1/20
091/
4/20
101/
5/20
101/
7/20
101/
12/2
010
1/14
/201
01/
19/2
010
2/4/
2010
2/8/
2010
2/9/
2010
Date
# co
rrec
t
Spelling
13th %ile Fall/Winter
aimline
student trendline
Academic CriteriaChart
3rd Grade Identify Blendsy = 0.1005x + 4
02
468
1012
Base
line
9/21
/200
99/
24/2
009
9/29
/200
910
/9/2
009
10/1
5/20
0910
/16/
2009
10/2
2/20
0910
/26/
2009
10/2
7/20
0911
/3/2
009
11/5
/200
911
/12/
2009
11/1
3/20
0911
/16/
2009
11/1
7/20
0911
/23/
2009
11/3
0/20
0912
/3/2
009
12/8
/200
912
/10/
2009
12/1
1/20
091/
4/20
101/
5/20
101/
7/20
101/
12/2
010
1/14
/201
01/
19/2
010
2/4/
2010
2/8/
2010
2/9/
2010
Date
# co
rrec
t
Identify Blends
13th %ile Fall/Winter
aimline
student trendline
Academic CriteriaChart
Mixed Math 5th Gradey = 0.0463x + 4.8651
02468
10121416
Base
line
Base
line
Base
line
9/15
/200
99/
18/2
009
9/21
/200
99/
23/2
009
9/25
/200
99/
28/2
009
9/30
/200
910
/5/2
009
10/7
/200
910
/9/2
009
10/1
2/20
0910
/14/
2009
10/1
9/20
0910
/21/
2009
10/2
3/20
0911
/3/2
009
11/4
/200
911
/6/2
009
11/9
/200
911
/13/
2009
11/1
8/20
0911
/20/
2009
11/2
3/20
0911
/30/
2009
12/2
/200
9
Date
corr
ect d
igits
per
min
ute
Mixed Math
13th%ile Fall
aimline
student trendline
Academic CriteriaChart
Words in Passagesy = 0.1673x + 29
020
406080
100120
Base
line
9/21
/200
99/
23/2
009
9/25
/200
99/
28/2
009
9/30
/200
910
/7/2
009
10/1
3/20
0910
/14/
2009
10/1
6/20
0910
/19/
2009
10/2
1/20
0910
/23/
2009
10/2
7/20
0911
/28/
2009
11/2
/200
911
/3/2
009
11/5
/200
911
/10/
2009
11/1
3/20
0911
/16/
2009
11/1
8/20
0911
/20/
2009
11/3
0/20
0912
/2/2
009
12/4
/09
12/8
/200
912
/11/
2009
12/1
4/20
0912
/16/
2009
1/5/
2010
1/7/
2010
1/8/
2010
date
corr
ect w
ords
per
min
ute
Words in Passages
13th %ile Fall/Winter
13th %ile aimline
student trendline
Entitlement Criteria @ Tier 3Detail
BEHAVIOR CRITERIA: Must meet all of the criteria below despite intervention at grade level using research-based approaches and a minimum of three changes in hypotheses and strategies per skill area at Tier3. Criteria can be met using progress monitoring in one academic area and one behavior area or in two behavior areas.
A. Performance well below peers as evidenced by performance below goal(s) set below.
1) Replacement behavior goal set at 100% for behavior that is or may be harmful to self and/or others. Examples include, but are not limited to: a. assault b. is not harmful to self or others but causes significant disruption of
the learning environment as defined by acting in any manner so as to interfere with any teacher’s ability to conduct a class or other school activity.
2) Replacement behavior goal set at 75% for behavior that: a. Involves noncompliance without overt aggressive behaviors b. Involves lack of work completion c. Involves time off task.
Entitlement Criteria @ Tier 3Detail
BEHAVIOR CRITERIA: Must meet all of the criteria below despite intervention at grade level using research-based approaches and a minimum of three changes in hypotheses and strategies per skill area at Tier3. Criteria can be met using progress monitoring in one academic area (above) and one behavior area (below) or in two behavior areas.
B. Rate of Growth Below Peers: 1) The trend line of the data must be compared to the aimline based on percentages above. If the trend line is not projected to intersect with the aimline in 18 weeks or more, the rate of growth criteria has been met.
Entitlement Criteria @ Tier 3Detail
BEHAVIOR CRITERIA: Must meet all of the criteria below despite intervention at grade level using research-based approaches and a minimum of three changes in hypotheses and strategies per skill area at Tier3. Criteria can be met using progress monitoring in one academic area (above) and one behavior area (below) or in two behavior areas.
C. Intensity and nature of instruction in the last part of Tier 3 must resemble specially designed instruction. Records must include documentation of the appropriateness, fidelity and integrity of interventions (including motivational) provided.
Behavior CriteriaChart
75757575
100
75
100
5050
100
75
25
50
75
100
7575
0
75
100100
0
100
25
00
100
25
0
100
75
50
33
75
50
66
75
0
75
50
75
25
75
100
-20
0
20
40
60
80
100
120
Dates
Baseline
Aim Line
RealisticAim
12th %tile
QuarterOne
QuarterTw o
QuarterThree
QuarterFour
Linear(QuarterOne)Linear(QuarterTw o)Linear(QuarterThree)Linear(QuarterFour)
Increase non-aggressive behavior
Behavior CriteriaChart
75757575
100
75
100
5050
100
75
25
50
75
100
7575
0
75
100100
0
100
25
00
100
25
0
100
75
50
33
75
50
66
75
0
75
50
75
25
75
100
75
100100100100
75
100100
0
100100
33
-20
0
20
40
60
80
100
120
Dates
Baseline
Aim Line
Realistic Aim
12th %tile
Quarter One
Quarter Two
Quarter Three
Quarter Four
Linear(Quarter One)
Linear(Quarter Two)
Linear(QuarterThree)Linear(Quarter Four)
Increase non-aggressive behavior
Entitlement Criteria @ Tier 3Detail
Exclusionary Criteria:The student performance information is NOT the result of:• Not receiving appropriate reading instruction (e.g. instruction received,
attendance)• Not receiving appropriate math instruction (e.g. instruction received,
attendance)• Cultural factors (e.g. student’s cultural context)
• Environmental factors (e.g. abuse, neglect, loss, family dynamic or health issues) • Economic factors ( e.g. culture of poverty)
• Limited English Proficiency - Stages of Second Language Acquisition when exposed to that
language in school: *Stage 1: Pre-productive/Silent 6 months *Stage 2: Early Productive 6 months *Stage 3: Speech Emergence 1.5 years=========================================
===== *Stage 4: Intermediate Proficiency 1.5 years *Stage 5: Advance Proficiency 5-7 years
LE
P
Exc
lusi
on
Reevaluation Criteria
Purposes: The purpose of the reevaluation is to re-
determine need for specially designed instruction, The student has an been identified as
Speech/Language Impaired and is being consider for a non-categorical disability,
The student was initially identified as Developmentally Delayed and is likely to be considered for a non-categorical disability or
The purpose of the reevaluation is for other purposes for which additional assessment is needed
Reevaluation Criteria
Process: Essentially the same process as Initial evaluation, in
reverse High Intensity Services
Changes in intervention criteria may be omitted Low Intensity Services
Target goal must be Proficient in highest skill level at grade level
Intervention changes occur when performance is above Aimline.
Intervention changes move toward instruction at Tier 2 or Tier 1.
Continue entitlement and level of service based on response, when performance remains below Aimline
Exit Criteria asReevaluation
Students identified by the RTI process must include Exit Criteria Goals for each skill area of entitlement. Goals may have a duration of 1 to 3 years. The target of the goal is the Proficient cut score on grade level probes.
If the student has been previously Entitled using PSM/RTI and has met the previously determined Exit Criteria Goal(s) in the IEP, services are be backed down gradually to insure that continuation of the student’s level of educational performance. The backing down of services should be documented on IEP service schedule.
If the student continues to meet exit criteria after services have been backed down so that the supports no longer resemble specially designed instruction, an exit report must be written that includes all relevant data. The parents must be invited to an exit IEP meeting.
In such instances the data may warrant that the student will be served in the future in either a Tier 2 intervention plan or an Individual Accommodation (504) Plan or a Tier 1 plan.
Exit Criteria asReevaluation
Visit Wiki for more information on Reevaluation and Exit Criteria procedures
http://spedeligibilityandrti.wikispaces.com/5.+Links+to+Reevaluation+%26+Exit+Criteria
Exit Criteria
RTI Entitlement Report
School Psychologist prepares an Entitlement Report for Initial, Reevaluation and Exit processes
Entitlement Report
Standard Protocol-A Work in Progress
Our middle schools are delivering a Standard Protocol approach
Each school articulates its protocol for core, targeted and intensive
One school’s Standard Protocol
Discussion
What aspects of the NHCS RTI process appear to be strong?
Where do you see gaps or weaknesses in this system?
What would you suggest to improve upon this system?
Progress MonitoringSchools and System
Entitlement History
0
20
40
60
80
100
120
140
160
'0506 '0607 '0708 '0809 '0910
Intial Reevaluation Total
Entitlement History2005-2010
Students assessed 451 Reading 73% Math 13% Written Expression 3% Behavior 4% Exit 7%
Progress Monitoring School Implementation
Works off the Core (80%),Targeted (15%) and Intense (5%) tiers of the intervention triangle
2008-09 2009-10
Discussion
What do these data suggest about the RTI implementation in NHCS?
Where do you see gaps or weaknesses in this data?
What would you suggest to improve upon progress monitoring the RTI system?
What’s Next?
Did I leave anything out you wanted to know about?
What was not clear from this presentation?
Don’t forget to visit the Wiki for this session for more information and reference.
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