1. Using RTI for LD Eligibility: We Are All Members of the Assessment Team Oregon RTI Project Sustaining Districts Trainings 2010-2011

2. Objectives Understand the process of evaluating students using a Response to Intervention (RTI) framework 1.Screening 2.Core Instruction with fidelity 3.Interventions with fidelity 4.Progress Monitoring 5.Teaming/Data-Based Decision Making: Tier 2 or 3 Group Interventions 6.Teaming/Data-Based Decision Making: Individual Problem Solving 7.Special Ed Referral and Evaluation Report

3. 1. Screening 2. Core Instruction with Fidelity 3. Interventions with Fidelity 4. Progress Monitoring 5. Teaming/Data-Based Decision Making: Group Interventions 6. Teaming/Data-Based Decision Making: Individual Problem Solving 7. Special Ed Referral and Evaluation Report

4. 1. Universal Screening Research-based screener used with ALL students 3 times per year Fidelity checks used to ensure validity of data – Who conducts fidelity checks? – How often? – How is that data used? Refresher trainings for staff? Retest some students?

5. 1. Universal Screening Screening data used to evaluate core effectiveness – Do you have schoolwide meetings to systematically improve core instruction? – 80% proficient is the goal – Less than 80% proficient should not prevent you from determining a child’s academic deficits are due to lack of instruction. Are you providing instruction in the Big 5? What do observations of core instruction tell you?

6. 1. Universal Screening Screening data used to identify at-risk students – Do you have decision rules? Which students receive interventions? How many receive interventions?

7. 2. Core Instruction… 90 minute core block (reading) Research-based core program Explicit, effective instructional practices trained and used – Instruction is more important than curriculum – How do you provide training on effective instruction, active engagement, and behavior management?

8. 2. …with Fidelity Process for ensuring fidelity of core program implementation Process for ensuring effective instructional practices in classrooms – What is “fidelity”?

9. Fidelity to… The BIG 5 of Reading The scope and sequence State standards

10. Worksheets Fidelity

11. Why is fidelity important? Comprehensive program that incorporates all components of reading Students have the opportunity to make connections Students read text that supports vocabulary, phonics, and comprehension lessons The whole school has a common language, common goal, and common tools

12. 2. …with Fidelity Process for ensuring fidelity of core program implementation Process for ensuring effective instructional practices in classrooms – Who ensures fidelity? – What standards/criteria do you set for fidelity?

13. Talk Time Has your district defined “fidelity to the core” and does your staff have a clear understanding of what that is?

14. Daisy participates in the general curriculum with strong instruction Screening data shows Daisy isn’t doing well How RTI Works from a Student’s Perspective

15. 3. Interventions Interventions are research-based Implemented interventions are chosen from district protocol Interventions occur outside of 90 minute core instruction Interventionists have appropriate training Process for ensuring fidelity of intervention implementation

16. Daisy participates in the general curriculum with strong instruction Screening data shows Daisy isn’t doing well Team reviews screening data and places Daisy in group intervention Parents Notified How RTI Works from a Student’s Perspective

17. Resources for Evaluating Interventions Florida Center for Reading Research – http://www.fcrr.org/fcrrreports/LReports.aspx http://www.fcrr.org/fcrrreports/LReports.aspx What Works Clearinghouse – http://ies.ed.gov/ncee/wwc/reports/ http://ies.ed.gov/ncee/wwc/reports/

18. 4. Progress Monitoring Research-based progress monitoring measures used Frequency of monitoring is appropriate (i.e. at least 2x monthly for students receiving intensive support and 1x monthly for students receiving strategic support) Progress monitoring data is graphed Staff member(s) identified who is/are responsible for organizing and storing the progress monitoring data

19. 5. Teaming/Data-Based Decision Making: Group Interventions System for matching interventions to student need based on multiple data sources – CBM’s: DIBELS, AIMSWEB, easyCBM – In-program assessments: weekly tests, unit tests, checkouts, mastery tests – Informal diagnostics: phonics screener, DRA, QRI, CORE assessments, Curriculum-Based Evaluation – Systematic teacher observational data

20. 5. Teaming/Data-Based Decision Making: Group Interventions Grade level teams meet to review progress data regularly (e.g. every 4-8 weeks) Decision Rules created AND followed around: – When to change interventions – What qualifies as an “intervention change” Intervention plan or tracking form used to document interventions and intervention changes for all student in interventions

22. Daisy participates in the general curriculum with strong instruction Screening data shows Daisy isn’t doing well Daisy doesn’t improve Daisy improves Team reviews screening data and places Daisy in group intervention Second Group Intervention Parents Notified Exit intervention? How RTI Works from a Student’s Perspective

23. Talk Time Do you have clear decision rules and does staff understand how and when to use them?

24. 6. Teaming/Data-Based Decision Making: Individual Problem Solving Individual problem-solving team meeting occurs after group interventions are unsuccessful (Number of unsuccessful group interventions prior to initiating problem-solving is based on district policies & procedures) – Meetings occur as needed – How many group interventions before initiating problem solving?

25. 6. Teaming/Data-Based Decision Making: Individual Problem Solving Notice provided to parents regarding district’s RTI procedures and parent’s right to request an evaluation Oregon Department of Education Guidance: – Note: If using a response to intervention model, the parents must have been notified of the following prior to initiation: ODE and district policies regarding the amount and nature of student performance data to be collected and the general education services to be provided; strategies for increasing the child’s rate of learning; and the parent’s right to request an evaluation.

26. 6. Teaming/Data-Based Decision Making: Individual Problem Solving Staff with pertinent information about target student attend the problem-solving meeting – Literacy Specialist – Classroom Teacher – School Psych and/or Counselor – Parents – Others as needed (ELL Teacher, Principal, Special Education Teacher, Speech Pathologist)

27. Problem Solving Meetings are Solution Focused Focus is on: 1.Data 2.Educationally Relevant/Alterable Factors What changes can WE make that will provide the best chance of success for the child?

28. Focus on what you can change

30. Variables Related to Student Achievement Desire to learn Strategies for learning Knowledge Skills Prior content knowledge Self-efficacy/helplessness Race Genetic potential Gender Birth Order Disposition Health Physical difference IQ Disability category Personal history Quality of instruction Pedagogical knowledge Content knowledge Quality of curriculum Quality of learning environment Quality of evaluation Quality and quantity of time/content Family income and resources Family housing Parent years of schooling Mobility Members of family Family values Socioeconomic status Family history Alterable Unalterable (hard to change) Within the studentExternal to the student

31. Is it alterable? Is it educationally relevant? 1.Kristin’s DIBELS scores indicate she was in the “low risk” range last year. 2.Sarah’s file indicates that her parents are divorced and her father lives in Missouri. 3.The special education director told you that Erin’s brother receives special education services. 4.Javon missed 24 days of school last year. 5.Pam’s teacher indicated that her noncompliant behavior began just after winter break. 31

32. 32 The Problem Solving Process 1.Define the Problem: What is the problem and why is it happening? 2.Design Intervention: What are we going to do about the problem? 3.Implement and Monitor: Are we doing what we intended to do? 4.Evaluate Effectiveness: Did our plan work?

33. Defining the Problem Need to further define the problem to know how to develop an individualized intervention Gather as much information as needed to define the problem prior to the Problem Solving Meeting Use existing data first, then determine if you need more

34. “You hit home runs not by chance but by preparation” - Roger Maris Preparing for the Problem Solving Meeting Do you have enough information? What do you still need to know to identify the problem?

35. 6. Teaming/Data-Based Decision Making: Individual Problem Solving The following information is brought to the problem-solving meeting: – Documentation of prior interventions with progress monitoring data – A file review – A developmental history – English Language Learner information is collected (if appropriate) – Data comparing student to intervention cohort – Other relevant diagnostic data (if appropriate)

36. 36 Aimline Amy Chase Mary Isaiah Cohort Data

37. 37 Aimline Amy Mary Isaiah Cohort Data Chase

38. Additional Diagnostic Data?

39. What do you know? What do you still need to know? Is there an attendance issue? Are there health/vision issues? Are there language issues? Are there acculturation issues?

40. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy What do you know? What do you still need to know?

41. 6. Teaming/Data-Based Decision Making: Individual Problem Solving Documented problem definition, problem hypothesis, and intervention plan are developed at the individual problem-solving meeting

42. Problem Definition 1.Objective – observable and measurable 2.Clear – passes “the stranger test” 3.Complete – includes examples (and non- examples when necessary) and baseline data

43. Example Harry (2 nd grader) is currently reading a median of 44 words correct per minute (wcpm) with 89% accuracy when given 2 nd grade level text. He also answers an average of 3/10 comp questions correct on weekly in-class tests. 2 nd grade students in his school are reading an average of 85 wcpm on 2 nd grade text and answering 9/10 comp questions correct. Non-Example Harry struggles with being a fluent reader and is not meeting the 2 nd grade reading benchmark. He makes a lot of mistakes and is currently reading at a 1 st grade level. He also has difficulties answering comprehension questions at grade level. Problem Definition

44. Problem Hypothesis “Why is the student not performing at the expected level?” (Problem Hypothesis) “What is the student’s instructional need?” (Designing an Intervention)

45. Hypothesis Development Data-Based Hypothesis: – Harry’s reading fluency and comprehension problems occur because he does not have strategies for decoding consonant digraphs (ch, sh, etc), silent-e words, and r-controlled vowels (ar, ir, er, or). His fluency and comprehension will improve if he receives additional intensive instruction in these decoding strategies.

46. Intervention Design

47. Develop an Intervention Plan What skill is needed? What curriculum will be used? What instructional strategies will be used? How long will the student receive the intervention? Who will provide the intervention?

48. How do you document your: Problem definition? Problem hypothesis? Intervention plan?

49. Problem Solving Worksheet Sample Tigard-Tualatin School District

50. Intervention Plan Sample Heartland Area Education Agency (Iowa)

51. Implement and Monitor

52. Fidelity of Implementation Fidelity to curriculum – All lesson parts taught following outlined procedures – Curriculum decision rules followed (lesson checkouts, mastery tests, etc) Fidelity to research-based instructional procedures – High pacing (high rate of student opportunities to respond) – Corrective feedback – Behavior management system evident – Students are accurate before moving on to new material

53. Daisy participates in the general curriculum with strong instruction Screening data shows Daisy isn’t doing well Second Group Intervention EBIS Team designs individualized intervention Exit intervention? Daisy doesn’t improve Daisy improves Team reviews screening data and places Daisy in group intervention Parents Notified How RTI Works from a Student’s Perspective

54. Talk Time Do you currently have a system for intensifying and individualizing interventions when students continue to struggle?

55. Evaluate Effectiveness

56. 6. Teaming/Data-Based Decision Making: Individual Problem Solving Individualized intervention plans are reviewed and further steps determined based on district policies & procedures. – When does the team come back together to review the intervention’s effectiveness? Progress monitoring data Fidelity Data Cohort Data

57. 6. Teaming/Data-Based Decision Making: Individual Problem Solving Individualized intervention plans are reviewed and further steps determined based on district policies & procedures. – If student continues to have low skills and slow progress after at least ___ weeks of individualized intervention (see district decision rules), the student is automatically referred for Special Education Evaluation.

58. Daisy participates in the general curriculum with strong instruction Screening data shows Daisy isn’t doing well Second Group Intervention EBIS Team designs individualized intervention Exit intervention? Daisy doesn’t improve Daisy improves Daisy doesn’t improve Daisy improves Improvement is good and other factors are suspected as cause Special Education referral is initiated Team reviews screening data and places Daisy in group intervention Parents Notified How RTI Works from a Student’s Perspective Intervention is intense and LD is suspected

59. SPED Referrals and Evaluations All staff need to understand: – There is a standardized legal process to follow Specific questions must be answered to determine a student is eligible for special education: 1.The student has low achievement 2.The student has made limited progress despite receiving interventions 3.The student has an instructional need

60. SPED Referrals and Evaluations All staff need to understand: Determining whether or not a student has a disability is one of the most high stakes decision a school can make for a child

62. Data indicating the student has significantly low skills as compared to research-based norms and benchmarks. – Student’s level of performance is significantly below expected level of performance (on multiple measures) CBM’s, OAKS percentile ranks, Other standardized test scores (WJ, WIAT, GRADE, etc) percentile ranks …as compared to expected level 1. Low Achievement

63. Data indicating the student has not made significant progress to close their achievement gap… – Is growth adequate? …as compared to expected level National growth rates Cohort growth rates 2. Limited Progress

64. Data indicating the student has an instructional need for special education services (included description of needed instructional supports) – How does the weight of the intervention compare to the rate of progress? 3. Instructional Need

65. Daisy participates in the general curriculum with strong instruction Screening data shows Daisy isn’t doing well Second Group Intervention EBIS Team designs individualized intervention Exit intervention? Daisy doesn’t improve Daisy improves Daisy doesn’t improve Daisy improves Intervention is intense and LD is suspected Improvement is good and other factors are suspected as cause Special Education referral is initiated Team reviews screening data and places Daisy in group intervention Parents Notified How RTI Works from a Student’s Perspective