Decision Rules: Models, Ideas & Resources Presented by April Kelley

Introductions

Round The Room Survey What I know about decision rules… What I want to know about decision rules…

Round the Room Survey  When I say, “Go”. Move around the room, sharing your responses from “What I want to know about decision rules…” and listen to the responses of others.  Meet as many as possible.  When I call “TIME” return to your seat and write as many of the responses as you can remember.

Round the Room Survey At your table, pool and extend your lists. Designate one recorder and one reporter.

Essential Questions  What are decision rules?  How do we write them?  How do we use them?  How do we effectively run data meetings?  How do we use decision rules?  What agenda should we follow?  How will we document interventions?

What are decision rules? Read, Summarize, Share Activity

Decision Rules… Provide instructional guidance. How

Decision Rules Include…  Assessments used  How data are validated  Program Placement  Criteria for making instructional decisions at each tier (identify students that need interventions)

Who uses the rules?  Grade-level teams  Specialists (Title I, Special Education, Reading Coach, Counselor, etc…)  PLC’s  SATs

Questions to Consider…  Are we reasonably confident that the student needs instructional support? (making sure it’s not an issue with: bad day, ill, shy, etc…)  What additional information from other assessments do we have?  What other knowledge do we have about the child?  Are we clear about the level of support needed?  Does the child need different levels of support?  Are there students that may not need additional intervention support but we want to monitor their progress more frequently? (bubble kids)

Decision Rules for Moving Between Tiers  Number of data points needed to determine effectiveness of intervention  Intervention Implementation Data  Intervention occurred at least __% of the time  Cannot proceed until student has completed __ intervention sessions  Integrity was checked _ (with what frequency) and was done with at least _% adherence

Effective Tier II and III Decision Rules Consider…  Rate/Slope of progress  Level of performance  4/5 point rule  Trend Analysis

Model for Figuring Slope/Rate of Progress for grade level performance target

Will all students be able to achieve grade level performance targets?

Ambitious Growth Rates

Model for Figuring Individual Slope/Rate of Progress for individual performance targets

DUAL DISCREPANCY LEVEL & RATE OF PROGRESS Making adequate progress if...  Scores are at or above the established benchmark criteria for either performance OR rate of growth

DUAL DISCREPANCY LEVEL & RATE OF PROGRESS Not making adequate progress if...  Scores fall below the criteria for both performance level AND rate of growth

Performance Level To calculate a student's performance, compute the average of the last 3 probes.  If a student's average score is equal to or greater than the benchmark, the student is responding adequately to instruction.  If a student's average score is less than the specified benchmark, more intensive instruction may be warranted.

Is this student making adequate progress?

Calculating Slope/Rate of Growth # of words/wk a student is gaining Step 1: Collect the following: Score on first probe (p1) Score on last probe (p2) First administration time period. What week was it? (w1) Last administration time period. What week was it? (w2)

Calculating Slope/Rate of Growth # of words/wk a student is gaining Example p1=1 p2=14 w1=1 w2=8

Calculating Slope/Rate of Growth # of words/wk a student is gaining Step 2: Apply the formula Slope = p2-p1/w2-w1

Calculating Slope/Rate of Growth # of words/wk a student is gaining Example p1=1 p2=14 w1=1 w2=8 Example Slope = p2-p1/w2-w1 14-1/8-1 13/7 1.8 (gained 1.8 words/week)

Try One – 3 rd grader Example P1=15 P2=55 W1=5 W2=14 Example Slope = p2-p1/w2-w / /9 4.4 (gained 4.4 words/week)

4/5 Point Data Rules Short-range estimate of a child’s progress If… 4/5 successive data- points are found to lie above the aimline, consider:  Raising the goal  How to program for maintenance  Fading intervention (only if at benchmark)

4/5 Point Data Rules Short-range estimate of a child’s progress If… 4/5 successive data- points are found below the aimline at any time, decide how to change:  Pace of instruction  Materials being used or how they’re being used  # of opportunities to respond or have instruction  Reinforcements in place

4/5 Point Data Rules Short-range estimate of a child’s progress If… 4/5 data points are found to be clustered both above and below the aimline:  Determine how to motivate the child to perform more consistently  Gather enough data to determine a trend (7-8 data points)

Tukey Trend Line Parallel to aimline = not on track to converge. Need make a change in your intervention in order to close gap. aimline trendline

Tukey Trend Line Steeper than aimline = student is progressing well. Look for ways to maintain or fade intervention when appropriate. aimline trendline

Tukey Trend Line Flatter than aimline = change is needed. Analyze performance and implementation data to determine the change that is needed. aimline trendline

What should we do with this student?

The old SAT process is like a door to sped and we need to change that practice.

Special Education Decision Rules  Resources: Go to “Special Education” Go to “Technical Assistance” Look at documents such as: o Verification Guidelines: Revised SLD Section (PDF 2011) Verification Guidelines: Revised SLD Section (PDF 2011) o Verification Guidelines: Questions and Answers (PDF 2008) Verification Guidelines: Questions and Answers (PDF 2008) o Verification Guidelines Disability Specific Videos Verification Guidelines Disability Specific Videos o Verification Guidelines Disability Specific Power Point Trainings Verification Guidelines Disability Specific Power Point Trainings

What I know after visiting with NDE (Rose Dymacek) …  13 Special Education Verifications See NDE’s verification guidelines  Discrepancy Model (20 pt gap) is only used for SLD  Use of the RTI data is only for SLD  For SLD verification, you may not have to use the discrepancy model (gap) to qualify kids IF you have enough data to support their qualification.

What I know after visiting with NDE (Rose Dymacek) …  As of November 2011, the state and feds have not set any cut scores for achievement tests to qualify students so it’s unclear how they qualify other than unresponsiveness to interventions and data, data, data.  There needs to be evidence that child is not performing according to peers

What I know after visiting with NDE (Rose Dymacek) …  There are no time guidelines for how long we must intervene before they can become a special education student. (No magic #)  In some cases, it might be a ½ semester or full semester.  Documentation MUST occur along the way  Parents can still request an evaluation and school districts must honor that.

Reporting Requirements  If you plan to use RTI to verify students for special education, then you must submit a plan to NDE.  Implementation Plan Template can be found at Go to “Special Education” Go to “Response to Intervention” Go to “RTI Intervention Plan”

Submitting your RTI Plan to NDE  Currently 3 have submitted their plans but are making some revisions.  Use RTI implementation plan for NDE and attach additional documents.  NDE will not officially approved or not approved plans. Instead, they’ll just provide feedback to districts and ask if they’ve considered things if needed.

Decision Rules Reporting Requirements

Sample Decision Rules

Which format do you like?

esu6rtiresources.wikispaces.com/

Team Time  Options:  Decision Rules  Study NDE’s resources  Plan Staff Training

Effective Tier II and III Decision Rules Decisions...  Increase goal  Maintain support  Decrease support  Increase support

5 Step Individual Student Problem Solving Agenda

Adjustment Options

Intervention Tips  Use data to group students  Intervention matches skill deficits  Students with most needs in smallest group (3-5 students)  30 minute intervention sessions 3-5 times/week

Questions to Consider…  Who will be delivering the intervention?  When will interventions be delivered?  What interventions will be delivered?  How often will interventions be delivered?  Who will be progress monitoring? (what tool & skill)  How will you communicate with parents and involve them?

Dorchester Data Meetings  What did you learn? What can you take back to your school after watching this?  What questions do you still have?

Data Tracking Options  Paper/Pencil  Spreadsheets  Google Docs

Round the Room Survey ?’s

Team Time  Options:  Create your data meeting (student problem solving) plans including an agenda and documentation process.  Continue working on previous tasks

What did you accomplish?

Thank You! Evaluation at: