Catherine Christo [email protected] 916 278-6649 … · Catherine Christo California State University, Sacramento ... relevant to the identification of a specific learning disability,

Catherine Christo California State University, Sacramento

[email protected] 916 278-6649

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CASP 2006 Catherine ChristoCalifornia State University, Sacramento

IDEA 2004 and SLD

Presentation to California Association of School Psychologists

Catherine ChristoCalifornia State University, Sacramento916 278-6649 [email protected]


Learning Goals understanding and familiarity with key elements of SLD determination within IDEA 2004knowledge of essential elements of RtIawareness of methods for monitoring progress and setting criteria for services knowledge of useful assessment instrumentsknowledge of considerations in linking assessment to intervention


Outline

Overview of IDEA 2004FoundationsRegulations

Overview of RtI modelEssential Elements of RtI in Eligibility Comprehensive Evaluations


Foundations of IDEA, 2004:Guiding Principles of NCLB

Focus on what worksScientifically researched methodsNational Institute on Education Sciences

AccountabilityRelated to standardsMandated achievement for students at all levelsProgress monitoring

Early interventionReading First

Focus on outcomes High expectations, related to general education curriculum, for all students


Research Findings

Problems with current systemNew methods of assessmentOver-representationDisjointed system of categorical funding


IDEA 2004Signed into law December, 2004Became law July 1, 2005 (except for highly qualified provision)Proposed regulations published June, 2005Public input solicited throughout summer at meetings and through written correspondenceFederal regulations likely to be released early in 2006



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Section 300.8 (c)(10)Specific Learning Disability means a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematics including conditions such as perceptual disabilities, minimal brain dysfunction, dyslexia and developmental aphasia.


Procedures for SLD (300.307)(a) General. A State must adopt, consistent with §300.309, criteria for determining whether a child has a specific learning disability as defined in §300.8. In addition, the criteria adopted by the State--

(1) May prohibit the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability as defined in §300.8;(2) May not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability as defined in §300.8;(3) Must permit the use of a process that determines if the child responds to scientific, research-based intervention as part of the evaluation procedures described in §300.304; and4) May permit the use of other alternative research-based procedures for determining whether a child has a specific learning disability as defined in §300.8.

(b) Consistency with State criteria. A public agency must use the State criteria adopted pursuant to paragraph (a) of this section in determining whether a child has a specific learning disability.


Criteria (300.309 (a) (1))The child does not achieve commensurate with the child’s age in one or more of the following areas, when provided with learning experiences appropriate for the child's age:

(i) Oral expression.(ii) Listening comprehension.(iii) Written expression.(iv) Basic reading skill.(v) Reading fluency skills.(vi) Reading comprehension.(vii) Mathematics calculation.(viii) Mathematics problem solving


Criteria (300.309 (a) (2))2)(i) The child fails to achieve a rate of learning to make sufficient progress to meet State-approved results in one or more of the areas identified in paragraph (a)(1) of this section whenassessed with a response to scientific, research-based intervention process; or(ii) The child exhibits a pattern of strengths and weaknessesin performance, achievement, or both, or a pattern of strengths and weaknesses in performance, achievement, or both, relative to intellectual development, that is determined by the team to be relevant to the identification of a specific learning disability, using appropriate assessments consistent with §§300.304 and 300.305; and


Criteria (300.309 (a)(3))

The group determines that its findings under paragraph (a)(1) and (2) of this section are not primarily the result of--

(i) A visual, hearing, or motor disability;(ii) Mental retardation;(iii) Emotional disturbance;(iv) Cultural factors; or(v) Environmental or economic disadvantage.


Criteria (300.309 (b))For a child suspected of having a specific learning disability, the group must consider, as part of the evaluation described in §§300.304 through 300.306, data that demonstrates that--

(1) Prior to, or as a part of the referral process, the child was provided appropriate high-quality, research-based instruction in regular education settings, consistent with section 1111(b)(8)(D) and (E) of the ESEA, including that the instruction was delivered by qualified personnel; and (2) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, was provided to the child's parents.



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Criteria (300.309 (c))

(c) If the child has not made adequate progress after an appropriate period of time, during which the conditions in paragraphs (b)(1) and (2) of this section have been implemented, a referral for an evaluation to determine if the child needs special education and related services must be made.


Written Report (300.311)(1) Whether the child has a specific learning disability;(2) The basis for making the determination, including an assurance that the determination has been made in accordance with §300.306(c)(1);(3) The relevant behavior, if any, noted during the observation of the child and the relationship of that behavior to the child's academic functioning;(4) The educationally relevant medical findings, if any;


Written Report (5) Whether the child does not achieve commensurate with the child’s age;(6) Whether there are strengths and weaknesses in performance or achievement or both, or there are strengths and weaknesses in performance or achievement, or both, relative to intellectual development in one or more of the areas described in §300.309(a) that require special education and related services; and(7) The instructional strategies used and the student-centered data collected if a response to scientific, research-based intervention process, as described in §300.309 was implemented. CASP 2006 Catherine Christo

California State University, Sacramento

Conduct of Evaluation (300.304) (b)

(1) use a variety of assessment tools and strategies to gather relevant functional, developmental and academic information…(2)not use any single procedure as the sole criterion…(3) use technically sound instruments that may assess the relative contributions of cognitive and behavioral factors in addition to physical or developmental…


300.304(c)(1)Assessments and other evaluation materials used to assess a

child under this part--(i) Are selected and administered so as not to be discriminatory on a racial or cultural basis;(ii) Are provided and administered in the child's native language or other mode of communication and in the form most likely to yieldaccurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to so provide or administer;(iii) Are used for the purposes for which the assessments or measures are valid and reliable;(iv) Are administered by trained and knowledgeable personnel; and(v) Are administered in accordance with any instructions provided by the producer of the assessments.


300.304 (c) continued(2) Assessments and other evaluation materials include those tailored to assess specific areas of educational need and not merely those that are designed to provide a single general intelligencequotient.(3) Assessments are selected and administered…reflect child’s aptitude or achievement(4) The child is assessed in all areas related to the suspecteddisability…., (5) Assessments of children with disabilities who transfer ….(6) In evaluating each child with a disability under §§300.304 through 300.306, the evaluation is sufficiently comprehensive to identify all of the child's special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified.(7) Assessment tools and strategies that provide relevant information that directly assists persons in determining the educational needs of the child are provided.



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Primary Elements in Eligibility

Child does not achieve commensurate with age in one of eight identified areasChild failed to make sufficient progress in meeting state approved results when using a response to scientific research based intervention process or exhibits a pattern of strengths and weaknesses that is relevant to SLDDetermination of educational need


Further Critical ElementsRequires group to consider evidence that child was provided appropriate instruction prior to or as part of referral processAssessment of progress Written report must also address:

Strengths and weaknesses in performance or achievementInstructional strategies used and response to student data All areas in which child may need support


LD Roundtable RecommendationsCriteria

(1) The child does not achieve commensurate with his or her age and ability levels..(2) If a response to scientific research based intervention model has been implemented the child fails to achieve a rate of learning to make sufficient progress to meet SEA approved outcomes(3) The child exhibits a pattern of strengths and weaknesses in performance and/or cognitive abilities that is determined by the team to be relevant to the identification of specific learning disabilityExclusionary clause the same


What is the same in IDEA 2004?

Definition Low achievementExclusionary issues


What Is New?Problem solving approachFocus on assessment over time Inclusion of reading fluency in academic areasEmphasis on response to interventionEmphasis on research based instruction/interventionEmphasis on systematic progress monitoringDetailed description of instruction/intervention and response included in report CASP 2006 Catherine Christo


What Is New and May Change?

Achievement lower than expectation for age only.De-emphasis of processing disorder or pattern of strengths and weaknesses indicative of LD



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Outline

Overview of IDEA 2004FoundationsRegulations

Overview of RtI modelAssumptions and critical elementsThree tiered model

Essential Elements of RtI in Eligibility Comprehensive Evaluations


Underlying Assumptions of RTI

Rests in problem solving approachFocus on skills not underlying etiology

Early interventionResearch based instruction in the regular classroom is best for all childrenAssessments should provide information relevant to instructionAbility/achievement discrepancy models are flawed


RtI ModelsKey features

Provision of research based instruction/intervention at increasing levels of intensityAssessment by response to interventionMonitor and evaluate at all stages

Dual Discrepancy Performing below peersNot making sufficient progress

Does not preclude immediate referral for special education when appropriatePart of assessment process when suspect LD


Critical Elements in Assessing Response to Intervention

Determine whether child has been given scientific, research based interventionDetermine where child is in relation to his peersDetermine if child has “responded” or made adequate progressProvide progressively more intense interventions


Tier I Interventions

Within classroomMay target groups of students Measurable goals for all Instituted early for identified and at-risk students Individualized and flexible groupingBase on ongoing assessmentWill be extensions of curriculum


Criteria to Determine Need for Tier I Intervention

Poor performance on screening testsBottom portion of students Response to instructionIdentify those not at risk



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Tier II: Supplemental Instruction

May go beyond classroom instructionProvided in small group or one to oneSystematic, integrated program Provided by trained personsFrequent, intenseMeasuring progress related to curriculum


Criteria To Determine Need for Tier II Intervention

Advancing toward benchmarksDistrict developed benchmarks

Within curriculum Prepared benchmarks (e.g. DIBELS)

Set at-risk or not at risk criteriaMonitoring progress

Those not making adequate progress are referred on


Tier III Interventions

IntensiveTargeted with comprehensive assessment Generally given later than first and second tierSpecial education or “special-education”likeMay require different instructional program


TIER II TIER III

75-85% of studentsProactivePreventive

10-15% of students

Early Intervention

5-10% Intensive

Interventions

•Universal Screening

•Classroom based•Use general curriculum strategies •Target at-risk groups•Flexible grouping•Monitor progress

•Target students not responding to classroom intervention•More intense intervention• Monitor progress

•Most intensive interventions•Assessment based•May need accommodations • Evaluate for special education

TIER I


Multiple Criteria Needed for More Intensive Services

Performing below level of peersWho are peers?National norms vs. local normsRegulations state “for age”

Not making adequate progressTo meet SEA standardsLevel is not specified

Not responding to intervention


Problem Solving/Solution Focused Approach

Assessment becomes an ongoing process not a point in time event Focus on difference between what student is doing and expectations of environmentDirect, behavioral methods of assessmentSeek information to help find solution Assessments focus on gathering information that will inform instruction



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Steps of Problem Solving Model

Problem identificationProblem analysisInterventionProgress monitoringData based decision


Where Has This Approach Been Implemented?

Heartland Area (Iowa)MinneapolisPennsylvaniaGenerally, number of children in special education has remained the same or declinedRole of school psychologist has changedPossible evidence of reduction in over-representation of minority students


Outline

Overview of IDEA 2004Overview of RtI modelEssential elements of RtI

High quality, research based instructionProgress monitoring Instructionally relevant assessment

Eligibility decisions


Phases of RtI Process

Phase 1: Implementation of a research based curriculum in the classroom.Phase 2: Establish benchmarks or expectations of progress for all students.Phase 3: Monitor progress of all students on a regular basis.Phase 4: Identify students at risk.Phase 5: Implement in class interventions for these students.


Phases of RtI Process Phase 6: Monitor progress of identified students in response to these interventionsPhase 7: Referral of identified students to School Level TeamPhase 8: Provide more intensive services delivered by trained personnel.Phase 9: Evaluate response to more intensive intervention Phase 10: Refer students not responding adequately to interventions on for further evaluation and consideration for special education eligibility.


P3, P4 Gather data to identify students below benchmark

P6. Monitor Progress

Instructional Range

Is student making adequate progress?

P7 Refer to SLT

Is student making adequate progress?

P5. Implement intervention for identified students

P8. Implement more intensive intervention

Instructional Range

Tier III

P2. Establish benchmarks

Yes No

P9. Monitor Progress

P10. Refer for Evaluation

Provide Special Education?

Yes

P1.Core Curriculum

Tier II

Tier I

Perform Comprehensive Evaluation

No



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Essential Elements: High Quality research based instruction

In classroomIn supplemental Tier II interventionsIn intensive Tier III interventions


Implementation of Research Based Curriculum in the Classroom

First step in eligibility is to determine if child has received high quality instructionDoes the curriculum have a scientific, empirical base?Are teachers trained in implementing the curriculum?Is it a curriculum that has a proven track record with students similar to our population?Are most students responding to the curriculum?


High Quality Instruction

Based on scientific research Produces adequate learning rate for most students

In RtI to determine learning rate for all students in response to general curriculum before identifying individual students as not responding80% of students make adequate progress


Understanding of Effective Instructional Practice

CA standardsClassroom management Elements of effective instruction


National Reading Panel Identified Five Component Skills

Three are critical to the development of automatic word identification

Phonemic AwarenessPhonicsFluency

Two are critical to reading comprehensionVocabularyComprehension strategies

There is interaction/additive effects among these five skills


Core Reading Curriculum–Adopted by CDE

SRA/Open Court Reading--Grades K-6

Reading: A Legacy of Literacy--Grades K-6



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Evaluation of Effectiveness of General Curriculum

Is the problem a system issue or student issue? Percent of students who are having success in the curriculumMeasures to determine effectiveness of general education curriculum

StandardsNational norms using CBM


Tier I Interventions in Classroom

Provide interventions that are part of or directly linked to the general education curriculum.Early reading curriculums have built in support activitiesStill need to be research basedConsider individual student and environmental variables


Tier II Supplemental Interventions

Use evidence based interventions Supplemental program is linked to regular education curriculum and state standardsSupplemental program has research base and support for efficacy. Systematic, explicitNational Reading Panel componentsServices should occur 4-5 days per weekMinimum of 30 minutes


Scientific, Research Based Interventions

Research studies are empirical, scientificStressed in NCLBRequirement under IDEAPart of eligibility criteria


Designing and Implementing Effective Interventions

Evidence based practiceEvaluate likely effectiveness of intervention for given child Know strategies for increasing likelihood of effectiveness Identify key intervention and student characteristicsIdentify specific academic needs


Evidence Based Practice

Start with Evidence Based InterventionsHave scientific, research base

What are important variables to consider as to whether or not the intervention would be effective ?

Intervention variablesTeacher variablesStudent variables Ecological variables

What variables need to be present for the intervention to be effective?Is there evidence that the intervention is working?



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Effectiveness of Instructional Approaches

Special education placement and modality matched instruction demonstrate little to no effect sizeCurriculum based assessment, graphing, formative evaluation and CBA with reinforcement demonstrate good effect size Swanson Meta-analysis

Direct instruction and strategy instruction are most effectiveControl of task difficulty, small interactive groups, directed response/questioning CASP 2006 Catherine Christo


Early Intervention Makes a DifferenceCan significantly reduce number of children performing below criterion (Foorman, 2003)

Tier 1 interventions can result in reducing at risk readers from 25% of population to 6%Tier 2 interventions can further reduce to 3 to 4%

Increase scores on standardized testsResults are long lasting for most childrenLargest gains are made in first part of intervention Brain functioning more normalized


Tier III Intensive Interventions

Most intensiveMay need accommodations such as extended time, oral testingMay be stand alone intervention programFor reading address all components identified by National Reading PanelProblems in reading rate remain for most children who require this level of intervention


Reading Intervention Programs Adopted Grades 4 - 8

Language! A Literacy Intervention CurriculumHigh PointRead 180SRA/Reach ProgramFast Track Reading ProgramOthers at www.cde.ca.gov/pd/ca/rl/readfirst04.asp


Essential Element:Progress Monitoring

Of all studentsTo identify at-risk studentsTo determine response to intervention


Progress Monitoring

Measure rate of growth on key academic skillsMeasure response to instructionUsed to evaluate effectiveness of instruction Has research based Data is collected at individual level but can be used to evaluate programs or group progress



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Monitor progress of all students on a regular basis.

Can be measures currently in use that are part of curriculum or district benchmarksUse this data to evaluate general education program.

Determine an acceptable level of adequate progress for all studentsSome programs use 80%

Use this data to identify students at risk.Determine cutoffs or methods for identification


Options for Universal Progress Monitoring

District/curriculum measures DIBELS (University of Oregon) Interventioncentral.orgAIMSweb (Edformation)Sopris West

Publish DIBELS measures


DIBELS Progression


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Intervention Central offers free tools and resources to help school staff and parents to promote positive classroom

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AIMSweb Progress Monitoring and Improvement System

AIMSweb® is a formative assessment system that ‘informs’ the teaching and learning process by providing continuous student performance data and reporting improvement to parents, teachers, and administrators to enable evidence-based evaluation and data-driven instruction.

AIMSweb utilizes Curriculum-Based Measurement (CBM); an approved and standardized assessment practice based on over 25 years of scientific research. The system provides CBM testing materials for:

Reading-CBM Oral Reading Fluency

Early Numeracy-CBM Test of Early Numeracy

Maze-CBM Reading Comprehension

Mathematics-CBM Math Computation | Math Facts

Early Literacy Measures Phonics and Phonological Awareness

Spelling-CBM Spelling

MIDE Spanish Early Literacy Measures

Written Expression-CBM Writing

www.aimsweb.com


Establish benchmarks or expectations of progress for all students.

Use the CA standardsUse established national norms for at risk and not at risk students

Read Naturally DIBELSAIMSWEBResearch based

Develop norms based on the local populationDevelop norms based upon the local population performance related to important future outcomes.



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DIBELS


Read Naturally

oralreadingfluency.pdf


Monitor Progress to Identify Students At Risk.

Use data based decision making to evaluate student progressApproaches to identification

Identify lowest performing students Measure student performance in relation to others Use benchmarks established in Phase 3


Options for Identifying Students at RiskPercentile cutoff in comparison to local norms

Lowest 15 to 20 percentPre-established indicators of risk or not risk status

National normsLocally developed norms linking performance on screening measures to future outcomes


Teacher Rank Order/Percentile Rank


Pocket CBM:Quartile Distribution



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CBM/CST Reading


Monitor Progress of Students in Response to Interventions

Within classroom in response to Tier I interventionsIn response to supplemental Tier II interventions


Within Classroom in Response to Tier I Interventions

Monitor progress on a weekly/biweekly basisDetermine rules for changing instructional groups At designated point (6-10 weeks) make decisions regarding all identified students

Continue with intervention supportDiscontinue support Refer for more intensive intervention

Dual discrepancyFrom peersLack of response CASP 2006 Catherine Christo


Requirements for Progress Monitoring Measures

Technically soundUse of continuous metricCapable of demonstrating ongoing growthEfficient, inexpensive to administer


Possible Methods for Monitoring Progress

Mastery MeasurementEmbedded skills tests Basic Skills tests

General Outcome MeasuresRepeated sampling of same task Common to behavioral approachesCurriculum Based Measurement


Mastery Measurement

Sequential set of skills identifiedMastery of each sub-skill is assessedAre tied to the curriculum so identify critical missing skillsLack technical validityDo not use common unit of measurementNot useful in monitoring growth



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General Outcome Measures: Curriculum Based Measurement (CBM)

Fluency based measuresTechnically sound instrumentsUse common measurementCan be used to measure progress and plot growth curvesEasy to administer, quick and inexpensivePotential measures for

ReadingMathSpellingWritten language


Uses for Mastery Measurement or CBM

Mastery is fine grained evaluation that can inform specificity of intervention

Identify specific skills that are lackingCBM is useful for

Monitoring growth Projecting trendsComparing to local peers


Monitoring Response to Intervention

To determine if student is making adequate progress toward the goalEstablish baselinePlotting growth

By handUsing Excel

Using commercial software


CBM PM - Hand

Jim Wright www.interventioncentral.org


Monitoring Progress:Three Dot Rule


CBM Excel Program

..\..\..\..\Desktop\cbmExcelChart Sample data.xls



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Aimsweb


Guidelines for Monitoring Progress in Classroom Tier I

May use expectations in core curriculum Pre-established checkpoints“How much progress is enough?

Expected amount of growthDual discrepancy to determine if intervention should continue or be changed


Monitor Progress in Response to Supplemental Tier II Intervention

SBT determines how long to wait in order to make decision about level of intervention

May use recommended length of intervention programMay use standard wait time

6-12 weeksUse intervention guidelines for program How much progress is enough?

Expected amount of growthExpected trajectory


Progress Monitoring Continued

Make decision based on each specific student’s response to intervention

Student is within instructional range of classroom and can return to classroomThe student continues to need support but is profiting sufficiently from this level of intervention to remain in intervention

o The student is not making adequate progress and remains below peers so he or she should be referred for further evaluation and intervention


Determining Need for Further Intervention

Advancing toward benchmarksDistrict developed benchmarks

Within curriculum Prepared benchmarksSet at-risk or not at risk criteria

Single Subject Experimental Design


Evaluating Response to Varying Interventions

Malcolm's Scores

05

10152025303540

1 3 5 7 9 11 13 15 17 19 21

CWPMAim Line



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MONITORING PROGRESS: WHY?

GORT Rate Baseline 3 months 6 months Standard Score 3 3 4 Percentile <1st <1st <1st


MONITORING PROGRESS: Growth in Correct Words per Minute

0102030405060708090

Basline 3 months 6 months

4th5th6th7th


Essential Element:Instructionally Relevant Assessment

Referral to SBT for Supplemental InterventionReferral for comprehensive evaluation


For Students Referred to Site Based Team at Tier I

Students who did not show adequate progress in response to classroom level (Tier 1) interventions are referred to the broader group for more intensive services Determine need for more data.Determine appropriate services for each student based on educational need.


ReferralsSite Based Team

Solution focused approachAcademically relevant data

CurriculumRisk factors

Consider alternative hypothesisInstructionOther issuesELL

Need for more intensive servicesCASP 2006 Catherine Christo


Referral InformationBehavioral definition of problem

Where is studentWhere are others

Previous intervention and documented response

What was intervention? Research basedFidelity of implementation

How often?For how longHow did other students respond?



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Collaboration Team Forms

Collaboration Team Forms.docAre generic for a variety of problems


Supplemental Tier II Services

Can use standard protocol approach Can use assessment driven intervention


Academic Problem Solving

Purpose to determine what intervention strategy may be most effective

Different from diagnosis and eligibilityAssessment strategy changes accordingly

Requires ecological perspectiveInvolves examination of learning environment Requires skills analysis


Assessment Tools

Functional Assessment of Academic Behavior: Sopris West

System of evaluations includes school/home environmental factors

Academic Skills Problems (Shapiro); GuilfordStructured Teacher InterviewStructured Student InterviewBOSS or other observation


Assessment Tools

Academic Competence Evaluation Scale (Psych Corp)Academic Intervention Monitoring System (Psych Corp)Social Emotional Scales

BASC (AGS)Screening or rule out other issues


Academic AssessmentsUse assessments that provide instructionally relevant information Example: reading

Look at all relevant areas Comprehensive Test of Phonological ProcessingTest of Word Reading EfficiencyGray Oral Reading TestGray Silent Reading TestTest of Silent Word Reading Batteries such as Kaufman Test of Educational Achievement, Woodcock Johnson IIIOral language tests



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Referral of Students Not Responding to Tier II Interventions

Progress monitoring dataClear description of interventions implemented and response


Tier II Reports

Intervention Worksheet Tier II.doc


Outline Overview of IDEA 2004

FoundationsRegulations

Overview of RtI modelEssential Elements of RtI in Eligibility Comprehensive Evaluations

Criteria and overview Data includedEducational needPsychological perspective


Evaluation: IDEA 2004

(c) If the child has not made adequate progress after an appropriate period of time, during which the conditions in paragraphs (b)(1) and (2) of this section have been implemented, a referral for an evaluation to determine if the child needs special education and related services must be made.


RtI in Eligibility Decisions

Focus of RtI is not on eligibility but on providing servicesFocus of RtI on early intervention and using data to improve instructionResponse to interventions determines who is in need of more intensive services and by implication may have learning disability


Comprehensive Evaluation

Consider special education Perform comprehensive evaluation to determine educational need and special education eligibility.Use measures that will provide information useful in instructional planningUse measures that are psychometrically soundEvaluate from an ecological and whole child perspective that considers all variables affecting a student’s performance.Continue to work within a problem solving mind set with the focus on evaluation that will lead to problem solution.



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Data Included in Eligibility Decisions

Performing below peersLevel of academic performance and description of problem

Access to instructionCore instructional programInterventions

Lack of adequate response to high quality, research based interventions

Implemented with integritySuccessful for most students CASP 2006 Catherine Christo


Data Included in Eligibility Decisions

Rule out exclusionary factorsPresence of processing disorder or pattern of strengths and weaknessesEvidence of instructional need beyond regular educationBasis for determination of eligibility


A Place for Psychological Perspective

Person who looks at whole childConsider emotional factorsConsider environmental factorsConsider reciprocal nature of instruction and learning


Cognitive Processing Assessment?

Difficulties with ATI approachGlobal levelsDissociations in developmentAll assessments need to be instructionally relevant and psychometrically sound


A Place for Cognitive Assessment?

In helping to design interventions?Will academic assessment completely cover this?Will an intervention be different for a child with 80 IQ versus child with 120 IQ? Will an intervention be different for a child with delayed processing speed?Will an intervention be different for a child with severe memory deficits?


Report of Comprehensive Evaluation

Reason for referral and statement of problemWho made referralBehavioral statement of concerns

Relevant background informationSchool historyFamilyHealthDevelopmentalOther relevant dataProvided the opportunity to learn



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Academic performanceStandardized measuresCurriculum based measuresCum file Work samplesTeacher reports

Rule out exclusionary factorsLanguageOther disabilityEconomic, environmental advantageLack of instruction CASP 2006 Catherine Christo



Response to InterventionsIdentify interventions and discussDescribe history in interventionsDiscuss students response Discuss response of other students to this intervention

Further data regarding instructional need beyond regular education

Specific marker variables Observational dataHistory Cognitive assessment



Further data relevant to planning interventions

Environmental factorsMotivational factorsPattern of strengths and weaknesses

RecommendationsInclude specific information regarding interventionsInclude information from “psychological”perspectiveInclude monitoring and follow up information CASP 2006 Catherine Christo


Phase 1: Research Based Curriculum in Regular Education

Shady Glen Elementary uses Open Court for its second grade reading curriculumMalachai has been in Shady Glen Elementary since first grade.


Cathi’s Critical Question Regarding Assessment

Will the information I gain from this assessment inform instruction? Encompasses many different data sources


Phase 2: Set BenchmarksPhase 3: Monitor Progress of all Students

Shady Glen has set benchmarks for second graders based on the DIBELS recommendationsAt the beginning of second grade students reading less than 26 correct words per minute are considered at risk. Fall CBM-Reading is conducted at Shady Glen



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Phase 4 : Identify Students Performing Below Benchmarks

The second grade teachers meet in a grade level meeting to review their studentsMalachai is reading 18 correct words per minute so is identified as at risk for reading problems (benchmark for risk is 26) Running records are consistent with oral reading fluency


Phase 5: Implement In Class Interventions Phase 6: Monitor Progress

Malachai is grouped with three other students in Ms. Roberts classroom to receive “workshop” activities Two times per week Ms. Roberts checks oral reading fluency for these students and plots their growth.Ms. Roberts adjusts in class interventions in response to the Malachai’s progress.


Phase 7: Referral of Identified Students to Site Based Team

At the end of 10 weeks progress of the identified at risk students is evaluatedMalachai has not made significant progress in response to the in class interventions

CWPM is at 22 (increase of 4) Expected growth of 1.5 words per week not met

Other students have progressed with this intervention (evidence of an effective intervention)Malachai is referred to SBT CASP 2006 Catherine Christo


Response to Tier I Interventions

ORF Malachai

5

15

25

35

45

55

1 2 3 4 5 6 7 8 9 10 11 12

Sessions

CMW

PM


Phase 7: SBT Team Reviews Data

Teacher provides data showing that Malachaihas some knowledge of most phonics rules but sometimes forgets decoding strategies he has previously learnedHe is very slow in decoding isolated words and in reading connected text. Supplemental assessment includes:

CTOPPPAT


Phase 8: Determine Appropriate Services

Shady Glen uses a standard reading intervention, Funnix, for students who have reading problems similar to Malachai’s.The Title 1 teacher, Ms. Rose, meets with Malachai and 2 other student for 30 minutes per day to implement Funnix.Progress is monitored through the Funnixprogram and twice weekly with a CBM reading probe.



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Phase 9: Evaluate Response to More Intensive Intervention

Ms. Rose monitors Malachai’s progress within the Funnix program on daily basis using Funnix measures. She provides new material as appropriate. Ms. Rose makes adjustments to the intervention in response to Malachai’sprogress.

At week 5 Ms. Rose increased Malachai’s timeAt 10 weeks the student support team convenes to look at progress of students


Phase 9 continuedTwo primary sources of data are used to evaluate Malachai’s progress

Performance on program embedded assessments and progress on learning objectivesOral reading fluency (CBM) on second grade probes

Malachai has progressed slower than the other students in the group.His progress is below what is expected within program. His oral reading fluency is 32 CWPM which places him within the at-risk range.Ms. Rose has increased intensity of intervention


Malachai

0

10

20

30

40

50

60

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

ORF


Phase 10: Refer for Further Evaluation

Malachai is referred for a comprehensive evaluation to determine

Instructional needCan regular education meet his needs?What other information will be useful in instructional planning?Are modifications/accommodations needed? Look at the whole child from a psychological perspective.

Special education eligibility


Comprehensive Evaluation

What information do we already have regarding Malachai’s learning?What else might be helpful?


Resources: RtI

National Association of State Directors of Special Education has publication on RtIwww.nasdse.orgwww.wested.org/nercc/rti.htmwww.nrcld.org/symposium2003/index.htmlwww.ode.state.or.us/search/results/?id=319



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Steps Toward Developing a Scientific Research Base

Education Sciences Reform Act of 2002Institute of Education Sciences

What Works Clearinghouse (www.whatworks.gov)National Research Council Committee on Research in Education

http://www7.nationalacademies.org/core/Guide research in education

Partnership for Readinghttp://www.nifl.gov/partnershipforreading/Disseminate information on evidence based practicesState and University sites

www.fcrr.orgwww.idea.uoregon.edu CASP 2006 Catherine Christo


Resources: Websites for Instruction/Interventions

What Works Clearinghouse www.whatworks.ed.govInstitute of Child Health and Human Development, 2000. Report of the National Reading Panel: Teaching Children to Read. www.nichd.nih.gov/publications/nrpFlorida Center for Reading Research www.fcrr.orgInstitute for Education Sciences. www.ed.gov/about/offices/list/ies/index.htmlUniversity of Oregon reading tests reviews www.idea.uorgegon.edu www.idea.uoregon.edu


Resources: Websites for Progress Monitoring

CBM and NCLB -http://www.ed.gov/offices/OESE/SASA/aypstr/index.htmlTraining materials/probes www.interventioncentral.orgRead Naturally www.readnaturally.comCBM Website List -http://www.luc.edu/schools/education/c487/lap/velde.htmProgress monitoring www.studentprogress.orgwww.aimsweb.comUniversity of Oregon – Dibels http://dibels.uorgon.edu and www.idea.uoregon.eduFlorida Project -http://sss.usf.edu/cbm/cbm.htmExcellent general site. www.studentprogress.org


Resources: Websites on IDEA 2004

http://www.nasponline.org/advocacy/2004LDRoundtableRecsTransmittal.pdfhttp://www.ideapractices.org/http://www.cde.ca.gov/sp/se/lr/ideareathztn.asphttp://www.cec.sped.org/pp/IDEA_120204.pdfhttp://www.wrightslaw.com/idea/news/05.0613.regs.reformat.htm

Documents

Catherine Christo [email protected] 916 278-6649 … · Catherine Christo California State University, Sacramento ... relevant to the identification of a specific learning disability,