June 20, 2012Response to Intervention

Specific Learning Disability Identification

CUI 4450 Education and Psychology of Exceptional

Children

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Response to Good InstructionInstruction (RtI) for ALL

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“Meeting the Needs of ALL Students”

http://www.cde.state.co.us/media/rti/rtivideo/rti.htm

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6 Components

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6 Components

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Leadership• State

• Training• Guidelines

• District • Professional development • Resources• Development of leadership roles

• Building • Time• Fidelity• Support problem-solving process• Develop action plan

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6 Components

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Instruction

UniversalInstructional strategies that are proven effective by researchInstruction that is systematic and explicit Differentiated instruction

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RTI in DPS Tier 1 Core Curriculum

TIER ONE

Make sure the core

curriculum is being done with fidelity

and effectively

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InstructionTargetedInvolves homogeneous small group or individual instructionExplicit and systematic instruction targeting specific skill/contentResearch-based instruction responding to such student factors as age, giftedness, cultural environment, level of English language acquisition, mobility, etc.Supplemental to Tier I instruction --increasing time and intensity

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RTI in DPS Tier 2 Level of Intervention TIER TWO

Address the students who

are struggling with the core---

emphasis is on increasing

intensity, duration, and frequency of instruction.12

Instruction

IntensiveExplicit, intense instruction designed to unique learner needsDelivered to individuals or very small groups Narrowed instructional focus and increased time

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RTI in DPS Tier 3 Level of intervention TIER THREE

A small handful of

students who are getting a

last ditch effort to

increase the intensity,

duration and frequency

before referral to

special education

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Tier 4: Specially Designed Instruction

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Curriculum: Guiding Questions

Is curriculum research/evidenced-based and sufficient?

Is the curriculum aligned to the standards?

How will the effectiveness of the Universal/Core curriculum be monitored and adapted over time?

For which children/students is the Universal/Core curriculum sufficient and not sufficient, and why?

What specific supplemental and intensive curricula are needed?

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Why is there a particular focus on literacy instruction/intervention?

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Basic tenets of effective reading instruction within an RtI approach…

All 5 components of reading are critical to student success

Alignment of instruction/intervention to specific needs of students is key (e.g., most students identified as having a Specific Learning Disability have significant difficulty in the first two components of reading)

Levels and intensity of instruction/intervention will vary according to student need

Basic tenets of effective reading instruction within an RtI approach…

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Provision of early interventions in reading…

If RtI is applied successfully in kindergarten through second grade, almost all students will arrive in third grade able to read third grade text accurately and fluently, with variable levels of understanding.

Dr. Joseph Torgeson, Florida Center for Reading Research

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And even with older students…

If the goal is to measure success in “closing the gap” with normal readers, current effective and intensive interventions with older children produce the following effects:

Phonemic Decoding –very large effectsReading Accuracy–moderately large effectsReading Comprehension –moderately large effectsReading Fluency –small effects

-Dr. Joseph Torgeson, Florida Center for Reading Research

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6 Components

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Positive School Culture and Climate A caring school community

•Instruction in appropriate behavior

and social problem-solving skills

Positive Behavior Support (PBS)

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Effective academic instruction

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PBIS Video http://www.pbis.org/swpbs_videos/pbs_video-pubs.aspx

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6 Components

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Problem Solving Process

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RTI Data Teams and Team Planning

Student Intervention

Team

IEP Team

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Problem Solving Tool

Available on CDE/RtI website under “tools/resources” http://www.cde.state.co.us/rti/ToolsResourcesRtI.htm

Academic exampleBehavior example

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Roles on Problem Solving TeamFacilitatorFacilitate and focus meetingsMaintain a collaborative atmosphereResolve conflicts

RecorderComplete RtI PlanRecord meeting minutes

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Roles of the Problem Solving Team

Case Manager/Designated Consultant/CoachSupport referring teacherCollect needed data prior to meetingCommunicate on weekly basis with referring teacher, interventionist or progress monitorProvide interventions and/or monitor progress when appropriate

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Roles of the Problem Solving TeamInterventionistProvide interventions with fidelityCommunicate with classroom teacher and designated consultant (weekly) about intervention effectiveness

Progress MonitorMonitor the intervention’s progress according to RtI planCommunicate with interventionist, designated consultant and/or teacherGraph progress

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6 Components

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Assessment Purposes

Identify academic and behavioral needs of individual studentsMonitor student’s progress Inform instruction (design and modify instruction to meet student needs)Evaluate the effectiveness of instruction at different levels of system (e.g., individual, classroom, school

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Diagnostic/Prescriptive Assessments

Typically individually-administered, standardized assessments focused on specific area(s) of difficulty

With effective screening, progress monitoring tools and informal classroom assessments, there should be less need for this type of assessment to determine appropriate instruction/intervention needed.

Parents should be informed of any individual assessments administered --recommend obtaining written permission (required for behavioral assessment).

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What is progress monitoring?

Progress monitoring is a researched-based practice that regularly (weekly, biweekly, or monthly) measures students’ academic or behavioral progress in order to evaluate the effectiveness of teaching practices and to make informed instructional decisions.

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Intensive Monitoring

Strategic Monitoring

Universal Screening and Benchmarking

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CBM Example: Oral Reading Fluency (ORF)

Current Level of Performance:40 WCPM

Benchmark92 WCPM

Peer Performance 88 WCPM

GAP Analysis: 92/40= 2.3X difference SIGNIFICANT GAP

Is the instruction effective?37

Additional Progress Monitoring Examples: SecondaryCurrent level of performanceAttendance-70%Homework completed-20%Class work completed-60%Accuracy-65%Peer PerformanceAttendance-95%Homework completed-86%Classwork completed 90%Accuracy-82%

Is the instruction effective?

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Data-Based Determination of Expectations: Rate of Improvement

Data: Current Level of PerformanceData: Benchmark LevelDate: # of Weeks to Benchmark

Calculate:Difference between current and benchmark levelDivide by # Weeks

Result: Rate per week of growth requiredREALISTIC? Compare to Peer Group Rate39

Data-Based Determination of Expectations: Academic

Benchmark Level: 90 WCPM (words correct per minute)Current Level: 40 WCPMDifference:50 WCPMTime to Benchmark: 20 WeeksRate of Growth Required: 50/20= 2.5 WCPMPeer Group Rate = 2.0 wcpm growth

REALISTIC? Not unless you increase Academic Engagement Time (AEG)

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6 Components

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Family and Community Engagement

Information regarding RtI/Problem-Solving disseminated to all

Parents included as equal partners in problem-solving process; students included, as appropriate

Support parents in collecting and sharing their child’s data

Parents & community service providers involved in implementation of interventions

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Specific Learning Disability

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Definition

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Definition

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Definition

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Criteria:  The child meets the following criteria The child does not achieve adequately for the child's age or to meet State-approved grade-level standards in one or more of the areas identified below, when provided with experiences and instruction for their age or State-approved grade-level standards,

and

The child does not make sufficient progress to meet age or state-approved grade-level standards in one or more of the area(s) identified when using a process based on the child's response to scientific, research-based intervention.

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Criteria and Building a Body of Evidence

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Federal Regulations: 300.307

According to Federal regulations, a State must adopt … criteria for determining whether a child has a specific learning disability

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8 Areas of SLDOral ExpressionListening Comprehension Basic ReadingReading Fluency Reading ComprehensionWritten ExpressionMath CalculationMath Applied Problems

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Academic Deficit

Building a Body of Evidence

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Use of Multiple Data Sources

Curriculum Based Measurement (CBM) results that include at least 6 data points at or below the 12th percentile, based on state/national norm [e.g., maze (reading comprehension), correct digits (math), oral reading fluency]

Criterion Reference Measures at 50% or below grade level expectancy [e.g., Student consistently scores 40% or less in math problem-solving where the grade level expectation is 80% or better as indicated in the curriculum and/or text materials.]

Other assessments at/below 12thpercentile [such as individually administered norm-referenced tests: Test of Written Language-4; WIAT-III, KeyMath3, CTOPP

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Use of Multiple Data SourcesAt least one measure needs to reflect

a comparison to state or national benchmarks or norms to maintain consistency across the state as to what is to be considered a “significant deficit.”

Important Reminder: The academic skill deficit must still be evident AFTER the provision of targeted/intensive intervention.

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Let’s take a preview of multiple sources

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Comprehensive Body

Example: Deficit in Basic Reading Skills

After 16 weeks* of targeted/intensive interventions…6 most recent CBM scores for Oral Reading Fluency are at/below the 10thpercentile.Comprehensive Test of Phonological Processing places student in the 8thpercentile.Writing samples indicate poor phonemic awareness/phonetic skills.

*16 weeks is just an example; problem-solving team determination of intervention intensity and decision-making timelines depends on several factors, such as the age/grade of the student, the specific skill being addressed and the significance of the achievement gap.

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Outcome Based MeasuresTCAP: Appropriate Uses

Appropriate to use TCAP results to improve instruction for all students or particular groups of students.

Appropriate to use TCAP results as an initial screener, especially for older students. (e.g., to determine which 9thgraders to further assess in basic literacy skills)

Appropriate to reference TCAP results in a review of existing data and as one piece of evidence in the body of evidence for an individual student.

TCAP: Inappropriate Uses

Inappropriate to use TCAP results as the one required measure against state/national norms

An annual outcome measure does not demonstrate performance in a timely manner after the provision of intervention.

An individually-administered measure is recommended.

Inappropriate to use CSAP results as

evidence of “insufficient progress”

TCAP does not provide a frequent enough measure to demonstrate “insufficient progress” in response to scientific, research-based intervention.

An individually-administered measure is recommended

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Insufficient Progress

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Demonstrating Insufficient Progress in Response to Scientific, Research-Based Intervention

Has appropriate, research-based intervention been implemented with fidelity for a sufficient length of time? What is the rate of improvement at the grade level and instructional level? Is the student’s rate of improvement the same as peers receiving the same or similar intervention? Has there been a gap analysis of student progress? Is the gap with peers closing? How many weeks will it take the student to reach the average range at their grade level? By a determined point in time, what is the goal for progress? Will the student achieve this at their current rate of improvement?

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Insufficient ProgressIs there a research-based intervention (or strategies) in place and implemented with fidelity?

What tool was used to monitor progress?

What is the response to intervention?

Is the achievement gap closing?

Will the student be able to meet post-secondary outcomes?

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AimlineData Points

What is a Research-Based Intervention?Does NOT have to be a program in a box

Examples of research-Based Strategies: Marzano’s work, National Reading Panel

Based on individual needs, not the resources that are available in the building

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FidelityImplemented exactly as it was designed

A portion of an intervention can be implemented with fidelity without having to implement the entire intervention.

For example, a student with identified needs in the area of spelling could receive the spelling portions of Wilson and not the rest of the program – however, the spelling portions would need to be implemented as designed (or with fidelity)

Is My Instruction Working?

Progress monitoring with CBM is A scientifically based practiceUsed to assess students’ academic

performance as a means to evaluate the effectiveness of instruction.

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Progress monitoring is designed to:

Increase student achievementIdentify students who are not demonstrating

adequate progressProvide timely and ongoing feedback to help

teachers identify when instructional changes are needed

Design more effective, individualized instruction for students who need it

Document achievement progress Support accurate special education decision

makingImprove communication with parents,

teachers, students65

Insufficient Progress

Steps in determining:

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

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Gap Analysis

Is the gap significant?Is the student making insufficient

progress?

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How does it work? You need to compare the student’s current rate of progress with the expected

rate of progress!

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AimlineData PointsActual growth

Actual growth versus expected growth

Expected growth

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Exclusionary Factors

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Consideration of “Exclusionary” Factors

The learning problems in the area(s) identified are not primarily due to…Visual, Hearing or Motor Disability;Significant Limited Intellectual Capacity (SLIC) (assess Adaptive Behavior first –a child found to be within normal limits would not be special education eligible within this category) Significant Identifiable Emotional Disability

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Consideration of “Exclusionary” Factors

Cultural Factors (Local, disaggregated norms for AYP);

Environmental or Economic Disadvantage (AYP for low SES); or

Limited English Proficiency (AYP data for LEP)

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Cultural and/or Linguistically Diverse

As a team begins to evaluate a student for special education, it is important to gather/review and document information that answers the following questions: Does evidence exist that a student’s achievement and/or behavior differ significantly from that of other students with similar demographic characteristics? [It is important to compare to students with similar cultural background, language, age and/or stage of English language acquisition.]

Has progress in response to instruction/intervention been monitored and compared with the progress of a comparable group of learners? Was instruction/intervention culturally and/or linguistically appropriate?

Is the achievement gap with grade-level peers closing?

If ELL, is there evidence that the student has deficits in both languages and across various settings?

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Guidance related to assessment use and interpretation student who is culturally and/or linguistically diverse (CLD)?

Consider student’s dominant language when selecting assessment materials. Communicate any departures from standard testing procedures and the impact on interpretation.

Use assessments that minimize cultural bias.

Use informal measures to supplement standardized test scores, including dynamic assessment strategies.

Ascertain whether errors are typical of other students with similar backgrounds or level of English proficiency.

Review test results with family members or other persons from student’s background to gain additional insight as to the student’s performance.

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Guidance related to assessment use and interpretation student who is culturally and/or linguistically diverse (CLD)?

The team should include in the evaluation and eligibility meeting documentation references to the impact of cultural diversity and/or English language proficiency on the student’s learning and on the final determination of disability. For example, the rationale for a determination that a student’s learning difficulties are not due his level of English language acquisition, but are due to a Specific Learning Disability might include a statement such as: “The student’s rate of progress in response to intensive intervention is much slower than that of other struggling students who are receiving the same intervention and who are at the same level of language acquisition.”

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Data for Rule OutsDoes the data to rule out the following as the primary cause of the student’s difficulty?

SLIC:SIED:Vision:Hearing:Motor:Cultural Factors:Environmental/Economic Disadvantage:

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Appropriate Instruction

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Findings of disability/eligibility are not due to…

lack of appropriate instruction in reading, including in the essential components of reading instruction lack of appropriate instruction in math; orlimited English proficiency.

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Has the student been provided with appropriate instruction?

Student has been exposed to instruction that is effective for most students Problem-solving process has been applied across tiers (instruction/intervention informed by student data)Interventions have been implemented with fidelity

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Final Determinations

1) The student has a met the criteria Specific Learning Disability

and2) The student cannot receive reasonable

educational benefit from general education alone.

3) The Multidisciplinary (Eligibility) Team agrees that this student is eligible for special education.

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Final Determinations, cont.

The team might consider that in order to receive reasonable educational benefit from general education…the student continues to need substantial interventions and supports in order to progressthe intensity and duration of interventions needed cannot be maintained in general education alone

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Does the student meet the Specific

Learning Disability eligibility criteria as

described in the SLD Checklist?

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HomeworkComplete today’s exit Slip-due 6/21.

Complete reading response (scenario #3)-due 6/21

Place resources from class in your notebook.

Read Chapter 3, Exceptional Lives: Special Education in Today’s Schools

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