1. RTI Best Practices Institute Special Education Eligibility & RTI Bill Trant New Hanover County Schools September 29, 2010

2. 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

3. New Hanover County Schools Wilmington, 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)

4. Background Demographics Ethnicity: White - 63% Black - 24% Hispanic - 6% Multi-racial - 4% Asian - 2% American Indian - 1% Other: Free & Reduced - 44% IEPs - 11%

5. District/State Proficiency: Reading and Math 3-8 * Percent Proficient *

6. District Proficiency in Reading 3-8 Other Target Groups Percent Proficient * *

7. Percent Increase in Reading Proficiency Other Targets 2007-2010 Percent Increase 49% 55% 69%

8. District Proficiency in Math 3-8 Other Target Groups Percent Proficient * *

9. Percent Increase in Math Proficiency Other Targets 2007-2010 Percent Increase

10. 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?

11. 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

12. RTI Features Overview 4 Tiers (IEP Services are 4 th 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

13. RTI Features Overview 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) 6 th 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)

14. RTI Features Progress Monitoring Local Norming tables Cut Scores aligned with state Assessment Standards Cut Scores 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

15. RTI Features Documentation 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

16. 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

17. 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.

18. 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: 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

19. 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.

20. Academic Criteria Chart

24. Entitlement Criteria @ Tier 3 Detail 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.

25. Entitlement Criteria @ Tier 3 Detail 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.

26. Entitlement Criteria @ Tier 3 Detail 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.

27. Behavior Criteria Chart Increase non-aggressive behavior

28. Behavior Criteria Chart Increase non-aggressive behavior

29. Entitlement Criteria @ Tier 3 Detail 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 Productive6 months *Stage 3: Speech Emergence1.5 years ============================================== *Stage 4: Intermediate Proficiency 1.5 years *Stage 5: Advance Proficiency5-7 years LEP Exclusion

30. 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

31. 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

32. Exit Criteria as Reevaluation 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.

33. Exit Criteria as Reevaluation Visit Wiki for more information on Reevaluation and Exit Criteria procedures http://spedeligibilityandrti.wikispaces.com/5.+Links+to+Reevaluation+ %26+Exit+Criteria http://spedeligibilityandrti.wikispaces.com/5.+Links+to+Reevaluation+ %26+Exit+Criteria

34. Exit Criteria

35. RTI Entitlement Report School Psychologist prepares an Entitlement Report for Initial, Reevaluation and Exit processes Entitlement Report

36. 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 ProtocolStandard Protocol

37. 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?

38. Progress Monitoring Schools and System

39. Entitlement History

40. Entitlement History 2005-2010 Students assessed 451 Reading73% Math13% Written Expression 3% Behavior 4% Exit 7%

41. Progress Monitoring School Implementation Works off the Core (80%),Targeted (15%) and Intense (5%) tiers of the intervention triangle 2008-09 2009-10

42. 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?

43. 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.