Determining Eligibility Within Tennessee’s RTI² Framework TASP 2013 Fall ConferenceTASP 2013 Fall Conference Theresa Nicholls, Ed.S., NCSPTheresa Nicholls, Ed.S., NCSP Evaluation Services CoordinatorEvaluation Services Coordinator Nathan Travis, Ed.S., NCSPNathan Travis, Ed.S., NCSP Director of Data ServicesDirector of Data Services

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July 1, 2014: SLD Definition 3

“Dual Discrepancy”  Performance Discrepancy (Underachievement) = Condition 1 Level of performance Student’s performance is significantly discrepant from norm group  Progress Discrepancy (Response to Intervention) = Condition 2 Rate of progress Student’s progress is significantly discrepant from expected progress 4

Condition 1: Underachievement 5

Condition 1: Underachievement Sources of Data to Document Underachievement SourceCriteria to Consider* Performance on Universal Screening (i.e. Benchmark assessment) Median score ≤ 10 th national percentile Or Median score which is 2.0 x deficient compared to norm group Terminal performance on progress monitoring measures Last three data points ≤ 10 th national percentile Performance on State or district wide assessments Basic or Below Basic performance on state mandated test in area of concern Norm-referenced test of academic achievement Composite scores ≥ 1.25 standard deviations below the mean in area of suspected disability 6 *This information does not represent fixed rules to be used in determining eligibility; rather it provides guidance to assist teams in drawing conclusions regarding a student’s level of learning.

Ratio of Deficiency: Level (i.e. The Gap) Is Gap Significant? _____________ /_____________ =_____________ □ Yes □ No Current benchmark Expectation Current performanceCurrent Gap 7 How discrepant is the student’s performance?

Let’s Practice Student ScoreCurrent Benchmark Expectation 2 nd Grade Math Computation = 4 CD2 nd Grade Math Computation = 15 CD 8 Step One: Gap Analysis Worksheet

Is Gap Significant? ____ 15 _______ /_____ 4 ________ =____ 3.75 ______ √Yes □ No Current benchmark Expectation Current performanceCurrent Gap 9 Conclusion: The student is 3.75 times deficient compared to other students in a normative sample.

Normative Assessment  In order to substantiate inadequate achievement, an individual, standardized, and norm-referenced measure of academic achievement must be administered after initial consent is obtained in the area of suspected disability (i.e., Basic Reading Skills, Reading Fluency, Reading Comprehension, Written Expression, Mathematics Calculation, and Mathematics Problem Solving). Must correspond to the deficit area identified through tiered interventions  Intensive intervention must occur within the tiers before inadequate classroom achievement can be assessed.  Research suggests that scores below the 10 th national percentile (or standard scores ≥ 1.25 standard deviations below the mean) are considered significant. 10

Systematic Observations  A pattern of strengths and weaknesses in performance shall be documented by two systematic observations in the area of suspected disability.  One may be conducted by a special education teacher and one must be conducted by the School Psychologist or certifying specialist: a. Systematic observation of routine classroom instruction, and b. Systematic observation during intensive, scientific research-based or evidence-based intervention. 11

Condition 2: Response to Intervention 12

Decision Rules  The Tennessee SLD criteria identifies two decision rules to inform the IEP team analysis of progress monitoring data from intensive, scientific research-based or evidence-based intervention. A student’s rate of progress during intensive intervention is insufficient if either of the following apply:  The rate of progress is less than that of his/her same-age peers, or  The rate of progress is greater than his/her same-age peers but will not result in reaching the average range of achievement in a reasonable period of time. 13

Gap Analysis  Analyze the “Dual Discrepancy” Step One: How far discrepant is the student’s performance? (Condition One) Step Two: How does the student’s progress compare to the progress needed to “close the gap”? (Condition Two) 14 _________ / ____________ = _____________ Is this reasonable*? Difference Weeks left in the year Rate of Improvement Needed □ Yes □ No OR ___________ / _____________ = _____________ Difference Student’s Current ROI Number of weeks to meet goal ____________ - _____________ = ____________ End of year benchmark Current performance Difference

Let’s Practice Student’s current performance: 4 Correct Digits Student’s current rate of improvement (ROI):.18 End of year benchmark expectation: 20 Correct Digits Number of weeks left in the school year: 25 Weeks 15 Step Two: Gap Analysis

Gap Analysis 16 ___ 16 ____ / _____ 25 _____ = _____. 64 ______ Is this reasonable*? Difference Weeks left in the year Rate of Improvement Needed □ Yes □ No OR ___ 16 ______ / _____. 18 ______ = ____ 89 _______ Difference Student’s Current ROI Number of weeks to meet goal ____ 20 ______ - _____ 4 _______ = _____ 16 _____ End of year benchmark Current performance Difference

Ratio of Deficiency: Rate  Norm group ROI/ Student ROI = ratio of deficiency Step One: Determine Typical Rate of Improvement Step Two: Determine Student’s Rate of Improvement 17 (_____________-_____________)/ ______36______ _ = ___________ Spring benchmark expectation Fall benchmark expectation Number of weeks Typical ROI (slope) (_____________-_____________)/_____________= ___________ Score on last probe administered Score on first probe administered Number of weeks Student ROI (slope)

Let’s Practice Student’s score on first probe administered: 2 CD Student’s score on last probe administered: 4 CD Fall benchmark expectation: 7 CD Spring benchmark expectation: 20 CD Number of weeks 11 Weeks 18

Ratio of Deficiency: Rate Step One: Determine Typical Rate of Improvement Step Two: Determine Student’s Rate of Improvement  Ratio of Deficiency:.36/.18 = 2 Conclusion: The student’s progress is 2 times deficient compared to the typical rate of improvement 19 (_____ 20 ______ - _____ 7 _______) / ______ 36 _____ = ____.36_____ Spring benchmark expectation Fall benchmark expectation Number of weeks Typical ROI (slope) (_____4_______ - _____ 2 _______) / ____ 11 _______ = ____.18 _____ Score on last probe administered Score on first probe administered Number of weeks Student ROI (slope)

Statistical Methods for Calculating Rate of Improvement  Last Minus First Slope Formula ROI Worksheet Does not consider outliers  Tukey Method Considers outliers but does not take into account all data in a series Calculate by hand  Linear Regression Considered the most precise way to calculate Rate of Improvement. Software programs Excel Spreadsheet RTI data graphing tool TNSPDG.com or TnCore.org 20

Additional Considerations  Variability in student’s scores: Most variability should be explained by the trend line. In particular, approximately 80% of the plotted data points should fall within 15% of the trend line. If this is not the case, the team may need to consider other environmental and/or motivational factors.  Standard Error of Measurement: School teams should consider confidence intervals and standard error or measurement when making high stakes decisions, including eligibility determinations. This is a developing area of research 21

Condition 3: Exclusionary Factors 22

Condition Three: Exclusionary Factors Exclusionary Factor:Source of Evidence: Visual, Motor, or Hearing Disability Sensory screenings, medical records, observation Intellectual Disability Classroom performance, academic skills, language development, adaptive functioning (if necessary), IQ (if necessary) Emotional Disturbance Classroom observation, student records, family history, medical information, emotional/behavioral screenings (if necessary) Cultural Factors Level of performance and rate of progress compared to students from same ethnicity with similar backgrounds Environmental or Economic Factors Level of performance and rate of progress compared to students from similar economic backgrounds, situational factors that are student specific Limited English Proficiency Measures of language acquisition and proficiency (i.e., BICs and CALPs), level of performance and rate of progress compared to other ELL students with similar exposure to language and instruction Excessive Absenteeism Attendance records, number of schools attended within a 3 year period, tardies, absent for 23% of instruction and/or intervention 23

Resources Follow RTI² on

Contact Information Theresa Nicholls, Evaluation Services Nathan Travis, Director of Data 25