1. Putting it All Together: Moving students through your effective educational system and meeting their needs efficiently. CBOCES Professional Development Series 2011/12 Session #4 April 27, 2012 Loveland, CO 1 Corey D. Pierce, Ph.D.

2. Today’s Agenda 9:00 – 9:15Welcome 9:10 – 9:30Team Refresh – Reflect and Finish Strong 9:30 – 11:30IEP Development and Writing Goals Using Information from Your Assessment System: Using RtI data to develop and write quality IEP goals 11:30 – 12:30 Lunch – on your own (Please return by 12:30!) 12:30 – 2:00The Colorado LD Eligibility Process: Letting data analysis drive the eligibility process and build your body evidence. 2:00 – 3:15Sharing your success stories: Real Success! 3:15 – 3:45Leadership: Accepting the Challenge 3:45 – 4:00End-of-sessions surveys: Your ticket out the door 2

3. Team Refresh What have we covered so far? Where has this journey taken you? –Your team? –Your school? How we plan to bring it together… 3

4. Questions that Drive Effective Educational Systems What do we do when a student is not learning? What do we do when a student has been “placed” in special education but the student’s rate of progress has not changed significantly? 4

5. Level IV IEP Consideration Implement Plan Evaluate Define the Problem Develop a Plan Amount of Resources Needed to Address Needs The Problem Solving Approach INTENSITY OF NEEDS Level III Consultation With Extended Problem Solving Team Consultation Level I Between Teachers-Parents Level II Consultation with Other Resources 5 Frequency of Collection of Assessment Data

6. Identifying Specific Learning Disabilities in the State of Colorado Jennifer McCammon August 2009

7. IEP Forms and Definition Colorado Department of Education, 2008

8. Exclusionary Criteria

9. Team Agreement All team members, including parents, must sign off that they agree that the student has a Specific Learning Disability

10. 8 Areas of SLD Colorado Department of Education has identified 8 areas of SLD –Oral Expression & Listening Comprehension –Written Expression –Basic Reading Skill –Reading Fluency Skills –Reading Comprehension –Mathematical Calculation & Problem ‐ Solving (Colorado Department of Education, 2008)

11. Oral Expression Oral expression pertains to the use of words and includes the ability to formulate and produce words and sentences with appropriate vocabulary, grammar and application of conversational rules. Areas of Concern: –Learning vocabulary –Creating semantically and grammatically correct sentences –Using appropriate tense and case –Explaining word associations –Retelling stories –Making inferences and prediction (Colorado Department of Education, 2008)

12. Listening Comprehension Listening comprehension refers to the understanding of the implications and explicit meanings of words and sentences of spoken language Areas of Concern: –following directions –understanding oral narratives and text –answering questions about the content of the information given –critical thinking to arrive at logical answers –word associations, antonyms/synonyms, categorizing, and classifying –note ‐ taking or dictation (Colorado Department of Education, 2008)

13. Written Expression A disability in written expression is an identified problem related to the writing process. Like reading comprehension, written expression develops through a progression of several interconnected skills and processes. –Areas of Concern: Handwriting or possible Dysgraphia Spelling Composition (issues such as punctuation, word retrieval, subject-verb agreement, word omissions) (Colorado Department of Education, 2008)

14. Basic Reading Skills Basic Reading Skill difficulty includes problems with phonemic awareness and/or phonics. –Areas of Concern: Knowing letter names and sounds Segmenting and blending words Sounding out words Recognizing word patterns (Colorado Department of Education, 2008)

15. Reading Fluency Reading fluency refers to the ability to read words accurately, quickly and effortlessly. Additionally, fluency skills include the ability to read with appropriate expression and intonation or prosody. –Areas of Concern: Reading words and text accurately and quickly Laborious reading of text (Colorado Department of Education, 2008)

16. Reading Comprehension A disability in the area of reading comprehension affects a student’s ability to understand and make meaning of text. Areas of Concern: Weak oral language and oral comprehension can co-exist Difficulties with working memory Understanding story structure Making inferences and predictions Monitoring understanding (Colorado Department of Education, 2008)

17. Mathematical Calculation Mathematical calculation includes the knowledge and retrieval of facts and the application of procedural knowledge in calculation. Areas of Concern: Numbers and operations Number sense Math facts (Colorado Department of Education, 2008)

18. Mathematical Problem Solving Mathematical problem solving involves using mathematical computation skills, language, reasoning, reading, and visual ‐ spatial skills in solving problems; essentially it is applying mathematical knowledge at the conceptual level. Areas of Concern: –Problem solving/word problems –Mathematical reasoning and proof –Making connections (Colorado Department of Education, 2008)

19. Academic Skill Deficits Create a body of evidence demonstrating a skill deficit in one or more of the eight areas using multiple data sources including: –Curriculum Based Measurement (CBM) results that include at least 6 data points at or below the 12th percentile, based on national norms –Criterion Reference Measures at 50% or below grade level expectancy –Other assessments at/below 12 th percentile (Colorado Department of Education, 2008)

20. At least one measure has to include a comparison of the student to state or national norms/benchmarks Academic skill deficit is determined after intensive interventions have been in place for a reasonable period of time (Colorado Department of Education, 2008) Academic Skill Deficits

21. Insufficient Progress Use a gap analysis to determine insufficient progress: 1. Identify expected achievement and rate of progress in order to close the Gap with peers 2. Apply Gap Analysis over time to determine progress toward goal 3. Insufficient progress: Gap with age/grade benchmarks is not closing, even with targeted or intensive intervention (Colorado Department of Education, 2008)

22. Gap Analysis Gap between student’s performance and grade level peers is determined by dividing the grade level benchmark by the current performance Gap is analyzed throughout the intervention to determine if the student is making sufficient progress in closing the gap Example: Grade level benchmark= 100 words per minute = 2.0 Current Performance= 50 words per minute A gap of 2.0 or greater is considered significant and indicates the need for further intervention (Colorado Department of Education, 2008)

23. Gap Analysis Determine progress necessary to close the gap –Subtract current performance from the next benchmark (the benchmark that was used to determine the gap will increase over time. For example, the end of the year benchmark is higher then the mid-year benchmark) Example: 125 words per minute (benchmark)-50 words per minute (current performance)=75 words per minute is needed to close the gap

24. Gap Analysis The necessary gain is then divided by the time allotted for intervention Example: 75 words per minute (necessary gain)/ 15 weeks=5 words/week Team determines whether the gain is feasible for student and may decide to increase the time allotted for intervention (Colorado Department of Education, 2008)

25. Sufficient Progress Spring Benchmark of 90 minus Current Level of 20 = 70 (gain needed to close the Gap) Intervention resulted in the 4.6 WPM growth per week necessary to close the Gap with peers. (Colorado Department of Education, 2008)

26. Insufficient Progress Spring Benchmark of 90 minus Current Level of 20 = 70 (gain needed to close the Gap) Intervention did not close the Gap – student needs more time, intensity or a different intervention. If insufficient progress continues over time and interventions, the student may be eligible for an IEP. CO Department of Education, 2008)

27. Insufficient Progress Determined and documented over time using several research based intervention over a sufficient amount of time Attempting one intervention is not enough to determine insufficient progress After insufficient progress is determined, the team is able to begin the eligibility process (Colorado Department of Education, 2008)

28. Body of Evidence Review Body of evidence must include: 1.An observation of the student in his or her learning environment in the area of concern 2.Educationally relevant medical findings, if any are available 3.Specific instructional strategies used in interventions 4.Progress monitoring over time including data supporting insufficient progress using a gap analysis (Colorado Department of Education, 2008)

29. Body of Evidence Review 5. Academic skill deficit as represented by at least one assessment that uses state/national norms 6. Documentation that the performance is not due to lack of instruction or exclusionary factors (Colorado Department of Education, 2008)

30. 30 How to Graph Scores Graphing student scores is vital. Graphs provide teachers with a straightforward way to: –Review a student’s progress. –Monitor the appropriateness of student goals. –Judge the adequacy of student progress. –Compare and contrast successful and unsuccessful instructional aspects of a student’s program.

31. 31 How to Graph Scores Teachers can use computer graphing programs. Teachers can create their own graphs. –A template can be created for student graphs. –The same template can be used for every student in the classroom. –Vertical axis shows the range of student scores. –Horizontal axis shows the number of weeks.

32. 32 How to Graph Scores

33. 33 0 5 10 15 20 25 1234567891011121314 Weeks of Instruction Digits Correct in 3 Minutes How to Graph Scores Student scores are plotted on the graph, and a line is drawn between the scores.

34. 34 How to Graph Scores How to create graphs in Microsoft Excel

35. 35 How to Graph Scores How to create graphs in Microsoft Excel

36. 36 How to Set Ambitious Goals Once baseline data has been collected (best practice is to administer three probes and use the median score), the teacher decides on an end-of-year performance goal for each student. Three options for making performance goals: –End-of-year benchmarking –Intra-individual framework –National norms

37. 37 How to Set Ambitious Goals End-of-year benchmarking: –For typically developing students, a table of benchmarks can be used to find the CBM end-of-year performance goal.

38. 38 How to Set Ambitious Goals Reading GradeBenchmark Kindergarten40 letter sounds per minute (CBM LSF) First60 words correct per minute (CBM WIF) 50 words correct per minute (CBM PRF) Second75 words correct per minute (CBM PRF) Third100 words correct per minute (CBM PRF) Fourth20 correct replacements per 2.5 minutes (CBM Maze) Fifth25 correct replacements per 2.5 minutes (CBM Maze) Sixth30 correct replacements per 2.5 minutes (CBM Maze)

39. 39 GradeProbeMaximum score Benchmark FirstComputation3020 digits FirstData not yet available SecondComputation4520 digits SecondConcepts and Applications3220 blanks ThirdComputation4530 digits ThirdConcepts and Applications4730 blanks FourthComputation7040 digits FourthConcepts and Applications4230 blanks FifthComputation8030 digits FifthConcepts and Applications3215 blanks SixthComputation10535 digits SixthConcepts and Applications3515 blanks How to Set Ambitious Goals Math

40. 40 How to Set Ambitious Goals Intra-individual framework: –Weekly rate of improvement is calculated using at least eight data points. –Baseline rate is multiplied by 1.5. –Product is multiplied by the number of weeks until the end of the school year. –Product is added to the student’s baseline rate to produce end-of-year performance goal.

41. 41 How to Set Ambitious Goals First eight scores: 3, 2, 5, 6, 5, 5, 7, 4. Difference between medians: 5 – 3 = 2. Divide by (# data points – 1): 2 ÷ (8-1) = 0.29. Multiply by typical growth rate: 0.29 × 1.5 = 0.435. Multiply by weeks left: 0.435 × 14 = 6.09. Product is added to the first median: 3 + 6.09 = 9.09. The end-of-year performance goal is 9.

42. 42 How to Set Ambitious Goals Reading National norms: –For typically developing students, a table of median rates of weekly increase can be used to find the end-of-year performance goal. Grade PRF Maze 12.000.40 21.50.40 31.00.40 40.900.40 50.500.40 60.300.40

43. 43 How to Set Ambitious Goals Math Grade Computation : Digits Concepts and Applications : Blanks 10.35N/A 20.300.40 30.300.60 40.70 5 60.400.70 National norms: –For typically developing students, a table of median rates of weekly increase can be used to find the end-of-year performance goal.

44. 44 How to Set Ambitious Goals National norms: –Median is 14. –Fourth-grade Computation norm: 0.70. –Multiply by weeks left: 16 × 0.70 = 11.2. –Add to median: 11.2 + 14 = 25.2. –The end-of-year performance goal is 25. Grade Computation : Digits Concepts and Applications : Blanks 10.35N/A 20.300.40 30.300.60 40.70 5 60.400.70

45. 45 How to Set Ambitious Goals National norms: –Once the end-of-year performance goal has been created, the goal is marked on the student graph with an X. –A goal line is drawn between the median of the student’s scores and the X.

46. 46 How to Set Ambitious Goals Drawing a goal-line: –A goal-line is the desired path of measured behavior to reach the performance goal over time. X The X is the end-of-the-year performance goal. A line is drawn from the median of the first three scores to the performance goal.

47. 47 How to Set Ambitious Goals After drawing the goal-line, teachers continually monitor student graphs. After seven or eight CBM scores, teachers draw a trend-line to represent actual student progress. –A trend-line is a line drawn in the data path to indicate the direction (trend) of the observed behavior. –The goal-line and trend-line are compared. The trend-line is drawn using the Tukey method.

48. 48 How to Set Ambitious Goals Tukey Method –Graphed scores are divided into three fairly equal groups. –Two vertical lines are drawn between the groups. In the first and third groups: –Find the median data point. –Mark with an X on the median instructional week. –Draw a line between the first group X and third group X. –This line is the trend-line.

49. 49 X 0 5 10 15 20 25 1234567891011121314 Weeks of Instruction Digits Correct in 5 Minutes X X How to Set Ambitious Goals

50. 50 0 5 10 15 20 25 1234567891011121314 Weeks of Instruction Digits Correct in 5 Minutes Practice graph How to Set Ambitious Goals

51. 51 Practice graph 0 5 10 15 20 25 1234567891011121314 Weeks of Instruction Digits Correct in 5 Minutes X X X How to Set Ambitious Goals

52. 52 How to Set Ambitious Goals CBM computer management programs are available. Programs create graphs and aid teachers with performance goals and instructional decisions. Various types are available for varying fees. Programs are listed in CBM manuals.

53. 53 How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals After trend-lines have been drawn, teachers use graphs to evaluate student progress and formulate instructional decisions. Standard decision rules help with this process.

54. 54 How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals If at least 3 weeks of instruction have occurred and at least six data points have been collected, examine the four most recent consecutive points: –If all four most recent scores fall above the goal- line, then the end-of-year performance goal may need to be increased. –If all four most recent scores fall below the goal- line, then the student's instructional program may need to be revised. –If the four most recent scores fall both above and below the goal-line, then continue collecting data (until the four-point rule can be used or a trend- line can be drawn).

55. 55 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 7 Minutes Goal-line Most recent 4 points How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals

56. 56 How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 7 Minutes Goal-line Most recent 4 points X

57. 57 How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals If the trend-line is steeper than the goal line, then the end-of-year performance goal needs to be increased. If the trend-line is flatter than the goal line, then the student’s instructional program needs to be revised. If the trend-line and goal-line are fairly equal, then no changes need to be made.

58. 58 How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 7 Minutes Goal-line X X Trend-line

59. 59 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 7 Minutes Goal-line Trend-line X X How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals

60. 60 How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 7 Minutes Goal-line Trend-line X X X

61. 61 Other Ways to Use the Curriculum- Based Measurement Database How to Incorporate Decision Making Frameworks to Enhance General Educator Planning How to Use Progress Monitoring to Identify Nonresponders Within a Response-to- Intervention Framework to Identify Disability

62. 62 How to Incorporate Decision-Making Frameworks to Enhance General Educator Planning CBM reports prepared by computer can provide the teacher with information about the class: –Student CBM raw scores –Graphs of the low-, middle-, and high- performing students –CBM score averages –List of students who may need additional intervention

63. 63 How to Incorporate Decision-Making Frameworks to Enhance General Educator Planning

64. 64 How to Incorporate Decision-Making Frameworks to Enhance General Educator Planning

65. 65 How to Incorporate Decision-Making Frameworks to Enhance General Educator Planning

66. 66 How to Use Progress Monitoring to Identify Non- Responders Within a Response-to-Intervention Framework to Identify Disability Traditional assessment for identifying students with learning disabilities relies on intelligence and achievement tests. Alternative framework is conceptualized as nonresponsiveness to otherwise effective instruction. Dual-discrepancy : –Student performs below level of classmates. –Student’s learning rate is below that of his or her classmates.

67. 67 How to Use Progress Monitoring to Identify Non- Responders Within a Response-to-Intervention Framework to Identify Disability All students do not achieve the same degree of mathematics competence. Just because mathematics growth is low, the student doesn’t automatically receive special education services. If the learning rate is similar to that of the other students, then the student is profiting from the regular education environment.

68. 68 How to Use Progress Monitoring to Identify Non- Responders Within a Response-to-Intervention Framework to Identify Disability If a low-performing student is not demonstrating growth where other students are thriving, then special intervention should be considered. Alternative instructional methods must be tested to address the mismatch between the student’s learning requirements and the requirements in a conventional instructional program.

69. 69 Case Study: Alexis 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 2 Minutes Alexis’s goal-line Alexis’s trend-line X X

70. 70 Case Study 1: Alexis

71. 71 Case Study: Sascha

72. 72 Case Study: Sascha

73. 73 Case Study: Mrs. Wilson

74. 74 Case Study: Mrs. Wilson

75. 75 Case Study: Mrs. Wilson

76. 76 Case Study: Joshua X Joshua’s goal-line Joshua’s trend-lines instructional changes

77. 77 Case Study: Joshua High-performing readers Middle-performing readers Low-performing readers

78. Ways to Get Teachers to Collect Data Start simple Connect the dots for them Provide examples Reinforce efforts 78

79. 79 Discussion Do you have a system like this in place? Pieces of it? How would/have you incorporate graphing and interpreting CBM scores into your system?

80. Need for Differentiation I was a classroom teacher before become a school psych and every student needed some amount of individual attention. The question in my mind is how much differentiation is possible in the classroom setting, versus when students need more time to make gains. 80

81. 81 Plan for Implementing Interventions Effectively Describe the procedures to follow in a step-by-step plan Identify the following: –Who is responsible for implementing the intervention –When the intervention will be implemented –How often the intervention will be implemented –Who is responsible for monitoring the student’s progress as well as whether the intervention is being implemented as designed Identify a date for evaluation of success Monitor –Student progress –Intervention implementation integrity Provide support, feedback, and motivation to interventionist

82. Critical Elements Intervention = Instruction –Meeting, discussing, having a student wall, having a room…not interventions! –DIBELS, AIMSWEB, CBM, MAZE…not interventions! –DETENTIONS, SUSPENSIONS, CANDY REWARDS, OTHER POSITIVE REWARDS…not interventions! You can have the best intervention in the world…if you are not measuring to see if it works, you are not doing RtI. 82

83. Why YOU Must Become Leaders 1. Increasingly, teachers are being held more accountable for the achievement of their students 2. To ensure school initiatives are maintained and carried out when principals and superintendents leave 3. Promote more job satisfaction

84. Educators Who Are Effective Leaders Are: Educators who communicate with educator colleagues and are focused on improving student achievement, teacher quality and school culture.

85. You as an Active Leader Be bold in vision and careful in planning. Dare to try something new, but be meticulous enough in your proposal to give your ideas a good chance of succeeding. (from Shackleton’s Way; Morrell and Capparell, 2001) In times of change, learners will inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists. - Eric Hoffer

86. What Can You Do to Be a Leader in Implementation of Effective Educational Systems at Your School? Discuss with your principal about potential areas you would like to lead –Assessment team –Problem-solving team –Data System Development team –Effective systems implementation team Recruit other teachers you believe would be interested in some related leadership roles Support others and the process

87. Pause and Reflect: Activity With a person or persons near you ~ List two changes you can expect to see or have seen in your building/district as Effective Educational Systems are implemented. Write a goal for yourself and a goal for your team and share it. Accountability…

88. Thank you! If you are walking down the right path, and you’re willing to keep walking, eventually you will make progress. -Barack Obama Corey D. Pierce, Ph. D. University of Northern Colorado School of Special Education Corey.pierce@unco.edu 970-351-1655