Slide 1

Fall 2011

Child Find and Eligibility Determination for AEA Special Education Support StaffDay 1Look through the new EER or the Reevaluation Questions GuideHighlight the new informationCapture your questions on sticky notes and place them on the formWhats New?

As you look through the new EER, highlight anything you feel is new information. We are sure that you will have questions as you look through the EER, so capture those questions on the sticky notes and place them on the appropriate page of the EER. Your goal will be to check those questions at the end of each component and pull them off the form when your question is answered. If your question is not answered we will gather them and have a group share for discussion. Please remember, this is not meant to be child or situation specific but process oriented. Save the specifics or what ifs for later! Thanks!2AEA 267 Home Pagewww.aea267.k12.ia.usstaff websiteusername: aeastaffpassword: aea267ia

Child Find & Eligibility Determination PD Materials

Access to Materials3Day 1(discipline groups)Day 2(discipline groups)Day 3(all-staff meeting)Focus on the What and How

Overview Child FindFIE

ComponentsProgressComponentsDiscrepancyNeedExclusionary Factors

Decision-Making

Focus on the Why

Evidence/DataElements of EvaluationLinkagesOutline of Training Days 4This is the outline of the two-day training for discipline groups and the August 26th all-staff meetingParticipants will:understand the types of data needed for the eligibility determination processanalyze the data gathered under the evaluationarrive at conclusions regarding eligibility determination for special education services

ObjectivesDue to data collected about our state and agency performance, improvement of the eligibility determination process and documentation are priorities of our agency. In order to accomplish this, our behavior needs to change. This requires more support than we have previously given this effort hence, this training and follow-up.

On page ____ of your Participant Portfolio, you will find the course description, objectives, and requirements of this training. There will be implementation and follow-up to this training so that coaching can occur on a regular basis. By the end of this year, we hope that all staff meet the objectives and more importantly, we provide better services to our schools and students.5Conduct two FIEs and document the results on the EER template OR conduct two Reevalaution processes and document the results on the IEP, Page R.1st FIE/Reevaluation to be completed by 1/20/20122nd FIE/Reevalaution to be completed by 6/1/2012

Requirements for Support StaffFor these requirements, the first priority is to complete FIEs as opposed to Reevaluations. For staff members who are not involved with initial evaluations, it is expected that you will apply the eligibility standards to all reevaluations and initials, but you submit only two. For those of you who conduct FIEs very infrequently, give priority to submitting at least one EER.

6Meet with Special Education Administrator to present the completed FIEs/Reevaluations and resulting EERs/IEP R Pages for coaching and feedback.

Requirements for Support StaffTake a moment to look over the EER rubric on pages ____ and the Reevaluation Questions Guide on page ___

These are valuable documents to use as support in your evaluation processes.7Overview of Child FindEligibility Determination Process

This will be a global approach to Child Find and how it fits into a unified educational system.8Child FindFull and Individual EvaluationEducational Evaluation ReportContinuum of WorkTurn to a neighbor and define these terms. How do they relate to one another? How do they differ?

Child find is the collection of processes by which AEAs and LEAs locate, identify and evaluate children who might need special education. These processes occur, by definition, in the general education environment and with children in general education. When a public agency suspects a child participating in child find activities might have a disability, it must seek parental consent to conduct an evaluation of the child.

Full and Individual Evaluation is the evaluation of a child for whom a disability is suspected, to determine (1) is the child an eligible individual and (2) to determine their needs. It requires parental notice and consent and needs to be completed in 60 calendar days. Also, in Iowa, we examine progress, discrepancy, and need in our evaluations.

Educational Evaluation Report is the document that is completed at the end of an evaluation. It documents the results of the evaluation and is a part of the individuals record. The results of the FIE are the primary source considered in making a determination of eligibility.9To locate, identify and evaluate individuals with disabilities

To determine the educational needs of individuals with disabilitiesPurposes of Child FindThe purposes of Child Find are two-fold: locating, identifying, and evaluating individuals who may have disabilities AND determining the educational needs of individuals. The second part of the second purpose is to determine if those needs are the result of a disability. In order to accomplish these purposes, we must look at the education system as a whole.10

The Unified Educational System represents the context of Child Find. Child Find is one of the many processes within the educational system that is supported by both general education and special education personnel.

11In order to determine if an individual has a disability, we must examine his/her responses to interventions. Otherwise, there is essentially only discrepancy data which is not enough to determine the presence of a disability.

Why Examine RtI Data?RtI data, especially when interventions are implemented within the educational system, play a critical role when evaluating both a disability and a need for special education

When evaluating a disability, RtI data help differentiate between an individual with a disability and an individual with a difficulty that is not based on a disability

When evaluating educational needs, RtI data help determine those needs within instruction, curriculum and environment as well as whether or not the needs exceed the capacity and obligation of the general education program12Eligibility Determination Flowchart

See page 14Walk through the chart!13Screening-level decisionProfessional judgment requiredSuspicion of disability is not validation of disability

Suspecting DisabilityGuiding PrinciplesPrinciple 1Lower level of rigorCasting a wide net vs. Being a gate-keeperErr on the side of SuspicionConvergence of available data

Principle 2Multiple Methods & Sources (RIOT/ICEL)Professional Judgment AppliedWhen in doubt evaluate

Principle 3Broad based standards for all students are applied, not eligibility standardsSuspicion of disability (screening) triggers obligation to evaluateEvaluation validates presence of a disability and need for special education and related services

14Health/Physical Condition, Functional LimitationSignificant Status ChangeObvious and Immediate Need for ServicePerformance below standards, unique compared to others, and no other more plausible explanations for the difficultyConditions for Suspecting DisabilityThese are the four conditions under which a disability is suspected.Significant Status Change: sudden onset (i.e., TBI after a car accident)Obvious and Immediate Need for Service: i.e., student who enters your school system without having been previously identified; student with cognitive disabilities and needs for support has been home schooled and now is entering the public school system

15AcademicHealthAdaptive BehaviorBehaviorHearing/VisionPhysicalCommunicationConsent Performance DomainsAt the point of offering a consent for the FIE, all seven Performance Domains must be considered to determine which of the domains will be the focus of the evaluation

The Performance Domains are considered by gathering and analyzing relevant data to decide whether or not each domain is an area of suspected disability, and thus become a domain that is further evaluated through the FIE.

There may be times, once the evaluation has been started, that additional performance domains need to be evaluated. When this happens, do not change the original consent. Rather, inform the parents either verbally or in writing of the need to evaluate an additional performance domain. 16

Purposes of EvaluationDetermine Educational InterventionsDetermineEligibilityThese two purposes are contained in the Iowa Code

The primary purpose of the evaluation is to determine the educational interventions that are needed in order for the individual to access and make progress in the general education curriculum

The secondary purpose of the evaluation is to determine which of the needed interventions, if any, exceed the capacity and obligation of the general education program and resources (eligibility)17Definition of presenting problemAnalysis of existing informationStrengths relevant to presenting problemAdditional information needed to design interventions18Content of EvaluationThis slide and the next two contain information from the Iowa Code.

At a minimum, these areas must be included in the evaluation.18Assessed in all areas related to the suspected disabilitySufficiently comprehensive to identify all special education and related services needs19Comprehensive EvaluationThe evaluation must be comprehensive enough to adequately assess all areas of suspected disability.

All Performance Domains identified on the consent must be evaluated.

Performance Domains not identified on the consent may also be evaluated if data gathered during the evaluation indicate that they may also be areas of suspected disability. There is no formal notice required, but it would be recommended to contact the parents. Do not change the consent form!

It is not required, or necessary to evaluate all Performance Domains if some domains were ruled out at the point of consent as not being an area of suspected disability19Review evaluations and information provided by parentsCurrent classroom, local, or state assessmentsClassroom-based observations and observations by teachers

Additional RequirementsInformation provided by parents must be considered in the evaluation, and relevant data used in making evaluation conclusions.

Current performance data, especially performance in the classroom, must be included in the evaluation.

Classroom performance data gathered through observations must also be included.20Based on educationally relevant information

Gathered through the Review, Interview, Observation and Test/Task(RIOT) methods21Educational Evaluation21Educationally relevant information The EER/IEP Page R asks teams to document only the information that is directly relevant to answering the evaluation questions to determine eligibility and needed services.By doing this, teams can focus the type and amount of information that is documented in the report.

Data that are reported should have a direct link with determining eligibility and being able to clearly identify the needs and design an IEP if the child is eligible.

RIOT is still the required method for gathering the data that will be reported in the EER.

The process of gathering educationally relevant performance dataResponse to Intervention (RTI)Review dataInterview dataObservation dataDistrict-wide Assessment dataAssessment

22We want to be clear in our understanding of the difference between Assessment and Evaluation

These terms are often used interchangeably but there are distinct differences between the two.

Assessment involves the activities and the sources you use to gather educationally relevant performance data.

The example sources on the slide are not all inclusiveThe process of analyzing assessment data to make judgments about performance and needsEvaluation

23Evaluation involves considering all of your assessment data and analyzing those data to make judgments and determinations about the individuals performance and needs. This is a thought process that involves team discussion and decision making.

For the most part, the EER asks teams to document and summarize the Evaluation decision making and supporting data. It should not be a lengthy listing of every piece of assessment data that was looked at. It should be a concise summary of the relevant information and analysis of that information.It should be a So What report.Relevant to the identified problemMultidimensionalIntended to identify interventions that might solve the problemDirect and repeatableIndividually-focusedFunctional Assessment isIn Iowa, we also evaluate using functional assessment. These are features of functional assessment.24Determine what information is known and unknownUse unknown information to develop assessment questionsCollect additional data based on the developed questionsFunctional Assessment Steps

Functional Assessment is a questions-based process.Questions are developed by determining what information is known and unknown.Unknown information that is educationally relevant and alterable can be used to develop assessment questions.Additional data are only collected once specific, functional assessment questions are developed.

Once assessment questions are developed, RIOT procedures are used to collect data about ICEL

With a partner, read the document titled Functional AssessmentAfter each section of text, say something related to the informationCommentConnectionClarification

Share a C Something!On page 18 you will find a document entitled Functional Assessment. Find a partner at your table and follow the directions on this slide. When you are finished, please stand at your table. When everyone is finished, we will share some of your comments, connections, and clarifications with the large group. 26Tells us whether or not interventions require special education resources=ProgressDiscrepancyNeeds+=Eligibility Decision+Tells us what and how to teachTells us if the individual is different from standards of comparison and unique compared to peersTells us how the individual responds to interventionDisabilityEligibility DecisionItems in the rectangle = Disability

In Iowa, we evaluate eligibility through examining progress, discrepancy and need. IDEA requires that we look at (1) disability and (2) needs. In Iowa, Progress and Discrepancy together inform a disability decision.Child Find is a serious civil rights issue. Dr. Marty Ikeda, 2010A Message From the Bureau Chief

Reflect on Martys comment. Here are some things to think about...

Over-identificationMisappropriation of resources Lifelong limits on expectationsLower incomeLower education opportunities28

Progress EvaluationProgress Title Slideevidence of changes in the individuals rate of progress which can be attributed to the effects of intervention, andevidence of the individuals rate of progress compared to the expected rate of progress.Educational Progress IsWe will be looking at two key parts of evaluating student progress. One key part is looking at what happened to student progress as a result of interventions and the other is comparing the individuals rate to a standard of comparison. 30Individuals with intensive educational needs must have a strong instructional match

Instructional match is ensured with regular progress monitoring in relation to individual goalsWhy Collect and Analyze Progress Data?

We know we are working with kids who have the most intensive needs.our charge is to ensure we have an instructional match. The only way to do this is to regularly monitor their progress in relation to the goals we have set for the student.

31Data analysis of supplemental and/or intensified intervention has occurredIntervention was implemented with integrity Data were used to guide the decision-making regarding changesAssumptionsIn order to make instructional changes the analysis of the interventions occurs first. Otherwise, it is difficult to know if there was a good instructional match. If the intervention(s) were not conducted as planned or conducted without integrity, then the data are not accurate and representative of student potential. If the data were used to guide instructional changes, then there is a good indication it can be used to make an analysis of the interventions and changes.

32Using multiple assessment methods and data sources, including progress data collected on a frequent and regular basis, summarize the individuals response to the supplemental or intensified instruction that was provided (including the individuals rate of skill acquisition compared to expected rate of acquisition).

From the New EER:Progress Over TimeThis prompt on the new EER includes multiple steps under it and is more than just making progress comparisons. It is about analyzing the data and making decisions.(Refer to the form)

33When we talk about making a decision about educational progress in the FIE, we are focusing on the progress the individual made prior to and after supplemental and intensive interventions were in place.RtI ProgressThis data collected over time, under interventions designed to address the students learning deficits, is vital to determining the progress component of the eligibility decision.34

ProgressIowa Core Concepts and Skills, Early Learning Standards and Benchmarks, or District Standards and BenchmarksRPlease get out your EER blank form/blueprint and/or the Reevaluation Question Guide. Note: Each time we talk about the new EER there will be a blueprint slide to indicate the section of the EER we are addressing. You will also notice the R on the page. For those of you working with the reevaluation process, you will use the Reevalaution Question Guide to help you determine where the information will need to be documented.

(Note for facilitators: this R information would be addressed in Question #1)

35Identify, in each area of concern;broad based standardsessential concepts and skillsthat all peers are expected to achieve.Standards For ComparisonsWhen evaluating progress for evaluation purposes, there are several steps that teams need to do before determining expected performance within the supplemental/intensified instruction. They need to first identify the relevant, broad based standards; and essential concepts and skills (in the area of concern) that all peers are expected to achieve. They also need to identify and describe the elements of the supplemental/intensified opportunities that were put in place for the individual. With those pieces of information, the team then has a context for looking at progress data and judging the significance of any difference in rate of progress compared to expected rate.

The standards and expectations are those used by the school district. For younger students, these could be the developmental standards established for early childhood as well as the Iowa Early Learning Standards. For speech or other support services, these would be the standards established by the discipline but related to the educational standards. Additionally, remember to reference Iowa Core essential concepts and skills and their alignment with the LEA standards and benchmarks.

36

ProgressIndividuals Response to Intervention RTake a look at the blank form to locate this section. This will be question #1 of the Reevaluation questions.37There are several items within the Response to Intervention section of the evaluation that utilize multiple data methods and data sources including progress data collected on a frequent and regular basis.Using multiple assessment methods and data sourcesThis is the overall prompt for this entire section of the EER/evaluation.38supplemental or intensified instruction, curriculum, & environmental changes provided to address the areas of concernhow the above were determined to be matched to the individuals needshow the above were implementedSummarize the Individuals ResponseOn the new EER form: Describe specifically the strategies or interventions that were implemented. It would be helpful to include in the description: who conducted the intervention, the length of the intervention, the focus of the intervention, how the data was documented, and how it matches the individuals area of concernHere is where you describe what has been done but you are not analyzing the data yet. This is just painting a picture of what was done.

ACTIVITY: With your elbow partner, take a couple of minutes and look at the EER example and find the description pieces on the form. When you find it give me a thumbs up so I know you have found it. 39

ProgressStandard for Comparison and Expected Level of Performance prior toSupplemental or Intensified InstructionRAgain, question #1 for Reevals.40Comparison to same age peer groupComparison to historical progressComparison to younger peer groupComparison to goal expectationComparison to mastery levelAnalysis Methods Used to Make Progress ComparisonsMost SalientLeast SalientThese are in order of preference from the most salient to the least salient (the most relevant or significant to the least relevant or significant). The most salient comparison is then to same age peer performance. If those data are not available, then the next level (comparison to historical progress) would be used.

The preference is to compare to same age peer group whenever possible. Same age peer group comparison means using actual, current performance data from the local peer group. In some cases, you may not have the actual, current performance data the next step removed would be normative data from same age peers (may not be local, but at least same age). The next step removed would then be benchmark references.

If option one is not available, you may have to go with the other comparisons listed.

However, there are times when comparing a student to her historical progress is important because that will tell us if the instruction is making a difference. For example, if a student has a low incidence disability, a peer group comparison may not be appropriate.

If a student is being instructed at a skill level below grade level, it may be appropriate to compare their progress to that of students who are younger than they are.

Many times we have a goal that we compare progress to. That goal is typically based on one of the other standards discussed here. If you have set the goal appropriately, the comparison is more accurate.

At times, when data are not available for making more preferred comparisons, it is also appropriate to compare a student to a mastery level. Ensure that the instruction provided would be expected to help the student meet the mastery level prior to comparing their progress to that level! The main limitation of this comparison method is that you cannot make a rate to rate comparison.

41Peer group rate of progressTimePerformance Indicator1. Comparison to Same Age Peer Group1. Baseline for peer groupX2. Ending for peer groupXProgress below this rate = eligibility indicator3. Baseline for target studentX4. Ending for target studentXAt a minimum, we need to know four pieces of information to make the data analysis. These four pieces allow us to obtain rate of progress and the slope of the trendline that is established.Baseline performance for same age peer groupEnding performance for same age peer groupBaseline performance of the target studentEnding performance for the target individual

If these data are graphed for analysis purposes, then we can compare slope to slope. If the two slopes are parallel, then it tells us the rate of progress of the target student is the same as the comparison. In terms of using this information for eligibility decision making, this would tell us the target student will not be able to catch up. They may still be very discrepant in terms of point in time data, but the RATE is equal.

If the slopes are starting to converge, that indicates that the target student is making accelerated growth compared to the comparison. The prediction is that if the target student continues, they will be able to catch up to peers.

Another question to address is, what resources and how many resources were necessary in order for the student to make whatever rate of progress they made. This information is used in the Needs decision to determine what resources are necessary for the student to be successful.

42What Do These Rate Comparisons Tell Us?TimePerformance IndicatorPeer group rate of progressXXXXTarget student rate of progress1. Comparison to Same Age Peer GroupComparing the targeted students rate of progress to the peers rate of progress tells us the slope of the trendline for the target student is much flatter than that of the peer group. This would indicate a strong discrepancy between the slopes of the trendlines. This could also tell us that either the student is in need of more intensive instruction (if these data were based on supplemental instruction) or that the student progress is pointing toward eligibility.43TimePerformance IndicatorPeer group rate of progressXXXXTarget student rate of progress1. Comparison to Same Age Peer GroupWhat Do These Rate Comparisons Tell Us?With progress decisions, we make decisions regarding trend, not the level of student performance. So, in this case for instance, the student has not yet caught up to peers. However, their trend exceeds the trend expected therefore, the targeted instruction is working!

Comparing the targeted students rate of progress to the peers rate of progress tells us the slope of the trendline for the target student is steeper than that of the peer group. This could indicate that the discrepancy between the slopes of the trendlines is beginning to close. This could also tell us that the intervention is effective. The team could also ask other questions such as:

What level of resources are needed in order for this student to continue to make progress?Under what conditions in the intervention did the student make the most progress?

Remember, this is the most salient or relevant option for comparing student progress over time. This provides the most confidence in making a progress decision.

44Example of Comparison to Same Age Peers School Age

We would expect to see: Baseline: At the beginning of the 9 week intervention period, the individual correctly read 15 words in one minute.Peer Comparison: First grade peers in the winter of the year read a median (50th percentile) of 30 correct words per minute. Ending Data (individual): At the end of the intervention period, the child correctly read 22 words per minute. Ending Data (peers): First grade peers read 45 correct words per minute after 9 weeks of intervention. Rate of growth (and comparison): The student improved a total of 7 words in 9 weeks, indicating a rate of growth of .77 words per week. This compares to 1.7 words per week for first grade peers. This rate of growth is less than half the rate of growth of first grade peers and is not sufficient for the individual to narrow the gap in performance compared to peers at their current growth rate.

Activity: Write the Summary Statement on the EER form.45Example of Comparison to Same Age Peers Early Childhood

We would expect to see: Baseline: At the beginning of the 9 week intervention period, the individual identified 15 pictures in one minute.Peer Comparison: Classroom peers in the Fall identified 30 pictures per minute Ending Data (individual): At the end of the intervention period, the individual identified 22 pictures in one minute.Ending Data (peers): Classroom peers identified 45 pictures per minute (representing a growth of 15 words per 12 weeks or 1.25 words per week).Rate of growth (and comparison): The individual improved a total of 7 words in 9 weeks, indicating a rate of growth of .77 words per week. This compares to 1.25 words per week for classroom peers. This rate of growth is about 60 % the rate of growth of classroom peers and is not sufficient for the individual to catch up to peers at their current growth rate.

46Historical performancefor the individual prior to intervention(projected)TimePerformance IndicatorIndividuals current progress2. Comparison to Individuals Historical ProgressIn order to make this comparison, you need to have performance data in the same area of skill of the focus of intervention, you need to have performance data prior (bold face line) to the intervention. To establish the prior information, you have to establish the slope before intervention, then you compare that to the slope of progress under the new intervention.

If a student has gone through a series of interventions, and phase changes were made, then data from the phases of the different phases, then the trends of each phase could be used. You could then develop a trendline to predict the students future progress.

This data could come from performance data under the Core instruction or even Supplemental instruction. If these data do not exist, then obviously this method could not be used.47Example of Comparison to Historical Progress School Age

Baseline: At the beginning of the 9 week intervention period, the individual could remain engaged in a large group learning opportunity for a median of 5 minutes, without becoming agitated and needing to leave the room. Historical information (for comparison): When the school year started (9 weeks before the baseline data were gathered), the individual was able to remain engaged in a large group learning opportunity for a median of 2 minutes without becoming agitated and needing to leave the room. At the end of these 9 weeks the individual remained engaged a median of 5 minutes, representing 3 minutes growth over 9 weeks.Ending Data (target): At the end of the intervention period, the individual was able to remain engaged in a large group learning opportunity for a median of 25 minutes without becoming agitated and needing to leave the room.Rate of growth (and comparison): The individual gained a total of 20 minutes of engaged time in 9 weeks, indicating a rate of growth of just over 2 minutes per week. This compares to .3 minutes per week prior to the start of the intervention period. The individual has demonstrated accelerated growth during the period of intervention; however, the time and staff resources required for the intervention (2 15-minute sessions per day, 5 days per week, in individual review and practice sessions with a trained teaching assistant; teaching assistant in the classroom) is more than could be maintained in a typical third grade classroom.

48Example of Comparison to Historical Progress Early Childhood

Baseline: At the beginning of the 9-week intervention period, the individual could point to 5 nouns (objects named by parent or teacher) during a 15 minute structured play activity.Historical information (for comparison): When the individual entered preschool 9 weeks prior to the start of the intervention, she could point to (and name) 2 nouns.Ending Data (target): At the end of the intervention period, the individual was able to point to 25 nouns during the structured play activities.Rate of growth (and comparison): The individual gained a total of 20 nouns in 9 weeks, indicating a rate of growth of just over 2 words per week. This compares to .3 words per week prior to the start of the intervention period. The child has demonstrated accelerated growth during the period of intervention; however, the time required for the intervention (2-15 minute sessions per day, 3 days per week, in individual drill and practice sessions with a trained teaching assistant) is more than could be maintained in a typical early childhood classroom.

49Younger peer group rate of progressTimePerformance IndicatorIndividuals progress 3. Comparison to Younger Peer GroupIf you dont have data to make peer to peer comparison or historical data, then this method could be used. You will need data to represent the younger peer group comparison in the same area of concern and the same skill that is being focused on.

This method would probably be the most applicable to Early Childhood and Speech and Language cases. In these cases, same age peer group is already to mastery. Developmental norms may be used as the standard of comparison and this information would be available for younger peer groups. The comparison slope (rate data) would come from data on the younger peer group most often from normative data. There are growth data which are sometimes available from standardized assessments (i.e., CBM data, ITED/ITBS growth data).

The more comparisons that are available, the more confident you can be in the data and the data-based decisions which need to be made.

50Example Graph of Comparison to Younger Peer Group- School Age

Baseline: At the beginning of the 9-week intervention period, the individual (a 6th grader) recognized 25 different Dolch words, according to teacher data.Ending Data (target): At the end of the intervention period, the individual read 40 different words from the Dolch list.Rate of Growth for 1st graders (younger children): According to reports of the first grade teachers, first graders gain between 7 and 8 new Dolch words each week during the second semester of the year. Rate of growth (and comparison): The individual improved a total of 15 words in 9 weeks, indicating a rate of growth of just over 1.5 words per week. The students rate of growth is only about 1/5 (or 20%) of the rate of growth of children who are almost 5 grade levels below the student. This rate of growth would not be sufficient to allow the child to progress to a typical end of year first grade level at this time.

51Example Graph of Comparison to Younger Peer Group- Early Childhood

Baseline: At the beginning of the 9 week intervention period, the individual (age 4) used 25 different words, according to collective reports of daycare staff and parents.Ending Data (target): At the end of the intervention period, the individual used 40 different words, according to collective reports of daycare staff and parents.Rate of Growth for 2 year olds (younger children): According to developmental norms, between the ages of 2 and 3, childrens spoken vocabulary increases from 100 to 500 words (a rate of about 15 words every two weeks). Rate of growth (and comparison): The individual improved a total of 15 words in 9 weeks, indicating a rate of growth of just over 1.5 words per week. The childs rate of growth is only about 1/5 the rate of growth of children who are almost 2 years younger than the child. This rate of growth would not be sufficient to allow the child to progress to a typical two year old level at this time.

52Aim/Goal LineTimePerformance IndicatorIndividuals progress 4. Comparison to Goal ExpectationIn this analysis method, we need to know whether or not the goal or aim established for the student was appropriate instruction was matched, implementation integrity was in place, it was a SMART (Specific, Measurable, Attainable, Realistic, and Time Bound) goal, etc. If those things were put in place, then you can make a more confident decision about the students rate of progress compared to the goal expectation.

One reason this is lower on the salient level, it is not truly data based, you are comparing progress to an estimate or assumption, rather than actual data.53Example of Comparison to Goal Expectation School Age

Goal: In 9 weeks, given 5 factual comprehension questions (taken from 3rd grade level text reading), the student will correctly answer 5 questions, for 3 consecutive trials.

Baseline: At the beginning of the 9-week intervention period, the individual was unable to independently answer any comprehension questions at the third grade level. Ending Data (target): At the end of the intervention period, the individual was able to correctly answer 4 of 5 factual comprehension questions at the third grade level.Expected Performance (Comparison): The teacher expects that third grade students will be able to answer 100% of the factual comprehension questions presented to the class (5/5 questions). Rate of growth (and comparison): The individual improved a total of 4 questions per probe in his ability to answer literal comprehension questions. Although the expectation was for him to answer all 5 questions (representing growth of about 1 question every other week), he improved in comprehension by 4 total questions, (representing growth of just less than 1 question every two weeks). Although he did not meet his goal, his rate of progress was not significantly discrepant from the expected rate and the intervention used could be continued in a typical general education environment to see if progress continues to be seen.

54Example of Comparison to Goal Expectation Early Childhood

Goal: In 9 weeks, given a visual prompt, during free choice time, the child will remain engaged in a self-selected activity for 5 minutes for 3 consecutive 15-minute observation periods.

Baseline: At the beginning of the 9-week intervention period, the individual moved from place to place without engaging in any activity for more than a few seconds. Median time per center during observations of free choice time was 37 seconds. Ending Data (target): At the end of the intervention period, the individual was able to attend to and remain in a self-selected activity for a median of 4 minutes during a 15 minute observation.Expected Performance (Comparison): The preschool teacher expects that with a visual cue a student will be able to attend and remain engaged in an activity for 5 minutes, since that is what has worked for several other young 3 year old children. Rate of growth (and comparison): The individual improved a total of almost 4 minutes per observation in his ability to engage in free choice activities. Although the expectation was for him to be engaged for 5 minutes (representing growth of .5 minutes per week), he improved in engagement in an activity by 4 minutes per observation (representing growth of about .4 minutes per week). Although he did not meet his goal, his rate of progress was not far discrepant from the expected rate and the intervention used could be continued in a typical early childhood environment to see if progress continues to be seen.

55Mastery levelTimePerformance IndicatorIndividuals progress 5. Comparison to Mastery LevelThis is the least preferred method because you do not have a slope to slope comparison. There is no way to determine if the slope is good or not so good. This situation almost takes Progress off the table. This is a last resort comparison! This is a situation where no data were available, you have a very short window of time while intervention is happening during the evaluation period and this is all you have to work with.56Example of Comparison to Mastery Level- School Age

Baseline: At the beginning of the 9-week intervention period, the individual correctly used the /r/ sound at the beginning of words 25% of the time during conversations.Comparison of mastery at age level: By age 9 over 95% of children are correctly making the /r/ sound at the beginning of words in conversation 100% of the time.Ending Data (target): At the end of the intervention period, the individual correctly used the /r/ sound at the beginning of words 40% of the time.Rate of growth (and comparison): The individual gained 15 percentage points in correct usage of the /r/ sound at the beginning of words over 9 weeks (growing 1.66 percentage points per week). At this rate, it would take the individual nearly 40 weeks to reach a level of mastery typically achieved by over 95% of nine year olds.

57Example of Comparison to Mastery level- Early Childhood

Baseline: At the beginning of the 9-week intervention period, the individual placed final consonants on words 25 % of the time during play conversations.Comparison of mastery at age level: By age 4 over 95% of children are placing final consonants on words 100% of the time.Ending Data (target): At the end of the intervention period, the individual placed final consonants on words 40% of the time during play conversations.Rate of growth (and comparison): The child gained 15 percentage points in mastery of final consonants over 9 weeks (growing 1.6 percentage points per week). At this rate, it would take the individual nearly 40 weeks to reach a level of mastery typically achieved by over 95% of four year olds.

58

ProgressRate of ProgressR59(End performance) (Baseline)

Time

Rate of Progress FormulaThis will tell you the progress the student made across time. The next question is: What is an acceptable rate of progress? The answer is: it depends on the standard or the peer rate of comparison. This MUST be answered on the form. The numbers must be included on the form. 60Comparison (peer, goal expectation, younger peer)End performance 56 cwpmBaseline41 cwpm15 cwpm 9 weeks = 1.6 cwpm/week

Individuals PerformanceEnd performance 43 cwpmBaseline34 cwpm 9 cwpm 9 weeks = 1.0 cwpm/week

Reading ExampleWhat do these rates of acquisition suggest to you? Yes, the individual is making progress, but the rate of progress is lower than the standard of comparison. At this rate, the gap between the individual and the comparison performance will only continue to widen.

61

What does this data suggest?aimlineWhat does the sustained progress data gathered over approximately 24 weeks suggest about the students rate of growth? The baseline is 56 and the end performance is 80. The rate of progress = 1.0 cwpm (correct words per minute). Comparing this students rate of growth to CBM norm information, a typical 3rd graders rate of growth is 1.0 - 1.5. This students rate of growth is comparable to peer expectations. This rate of progress is not discrepant.

62

What does this data suggest?Words Per MinuteaimlineWhat does this rate of growth data tell us? If the baseline was 33 and the end performance over 12 weeks was 42, then the students rate during the first phase was .75 cwpm. There is not yet enough data in phase 2 to warrant a decision about rate of growth. The research-based growth rates from Fuchs & Fuchs for 1st grade is 2.0 to 3.0 cwpm. This students growth rate is considerably lower than peer performance expectations. 63

Peer group rate of progressTimePerformance IndicatorXXXXTarget student rate of progressStudents who are below the expected level of achievement,need to work harder and faster, not slower and easier.How much time will it take for the individual to reach the standards and catch up with his/her peers? Students who are below the expected level of achievement need to work harder and faster, not slower and easier.

Typical peers continue to grow at a certain rate. Targeted students continue to grow as well. At this rate the slopes are the same. If this continues the targeted student will not catch up with his/her peers. A different intervention is needed to give the targeted student a boost in order to change the slope of growth. We need to find ways to close the achievement gap between the targeted student and their typical peers. 64

Sample EER/IEP Page R Rate of Progress section Refer to EER formfind where it goes on the reportunder the Rate sectionPage R - question

65Qualitative information such as Interview information and anecdotal information may be available. This is also considered a part of the evaluation of the progress and helps provide more confidence in the decision making process.Examples of Other Data Measures

Informal measures are invaluable when working with ELL students.66Behavioral Definition & Baseline DataGoal SettingData CollectionImplementation IntegrityData AnalysisOther Components of Progress EvaluationEach of these components of progress monitoring need to be examined for integrity and instructional match. They are a vital part of the progress evaluation. If these components have not been done or not done well, then the data is not informative for decision making. If this occurs, then the team is responsible for gathering accurate data in order to make a confident decision.

67

ProgressUniqueness Within Rate of Progress to a Comparable Group RConcept of Uniquenessmust have a comparable group2 PathsIf dont have comparable group, you have no comparison to usecan use comparison to classroom Most preferred method (tiers) to judge progress:1) same peers receiving same intervention in a small subgroup(closest comparison)comparable to target kid2) Classroom target child is in3) Building level comparison3 sections of a grade level (farthest out we want to go)4) District level comparisonbig picture

Example: PreschoolOnly 1 child getting intervention in community preschool classroom = No such group available for comparison; Can use based on other students you have worked with as a professional you can make a comparison statement. (Professional Judgment)(ex. Child who is significantly physically involved; We know they have a disabilitywe are making a projection of progress; & some behaviors)

Rate of Progress is Progress Over Time! Kids can be discrepant with other kids but have a good rate of progress = does this represent a disability or a gap in the instructionneeds to be addressed BUT is not eligible for SPED.

68What percentage of the students are closing the gap?Is this individuals progress uniquely different from students in a similar group or within the individuals small group?

Group Intervention Uniqueness ConsiderationIf most of the students in the group are closing the performance gap between themselves and peers, then a student who was not would be unique. However, if most of the students had a similar growth trend, then the student does not have unique progress, suggesting an instructional problem, versus a disability.

69Independence compared to other studentsComparison on other classroom formative assessmentsIndividualization of the interventionOther Considerations for Uniqueness of ProgressAdditionally, other data other than the interventions that can help in this situation. A individuals independence with the skills being taught can be described in comparison to other students. Additionally, classroom formative assessment information can help compare the individuals progress with others who received a similar intervention. For instance, if there are program checks in a set of materials, you can look at how many of the students are meeting the checks. Last, you can consider the individualization needed. If most students are receiving an intervention but the individual is also receiving an additional intervention or extra instruction, then they require more individualized instruction, suggesting a greater need.

Example: GOLD chart70

ProgressGreatest Impact of Interventions on Progress R71Identify the instruction, interventions and environmental changes under which the individual experienced the most growth or success.

Now

Looking at the RtI data and the progress monitoring data, it is important to look at the conditions which allowed for the most growth or success. This information will be vital to the development of an appropriate educational program for a individual regardless of eligibility for special education services.Documentation of successful intervention should be included on the EER form. If you find interventions or strategies or modifications or accommodations that are NOT successful with the individual, it would also be helpful to document this on the EER form as well. The How: 5 things put together for interventiondid 2 of these have more of an impact on progress than others? This intervention did show more benefit to the individual. Make statements about the impactdid all of the interventions have equal impact? Site information about phase changes during intervention period. Compare intervention to what has been done in the past. (Historical intervention, multi-phase intervention)If you dont have the information, you dont have the information. This may lead to insufficient or inconclusive data and results in a decision of NOT eligible. Emphasize what an Intervention means: Interventions = what was done, what materials were used, what data were collected, etc. Be very SPECIFIC. This does not mean large versus small group setting, preferential seating, etc. These are accommodations.

72Frequency of Instruction?Daily?Every other day?Duration of Instruction?10 min?20 min30 min?

Intensity of InstructionIDENTIFY: How much time and how frequently or with what immediacy of reinforcement was needed to provide for a positive growth rate?

Activity: Talk with your table team about what other things we might consider here.(Time permitting)

Answer: could also include information about frequency or immediacy of reinforcement, curriculum level, behavior management techniques, etc.

IDENTIFY NOT DESCRIBE: On the form you do not have to duplicate the details of the intervention, but site what intervention was the most beneficial. (Rubric # 14 and # 15)73ExpectationModified?Adapted?CurriculumBenchmarkGrade level?Extended?

What benchmark is the individual working toward is it on grade level? Is it extended?74

Individual?Small Group?Time of Day?Location?EnvironmentWhat environmental condition such as group size or intensity of instruction (or a myriad of other examples) was needed to ensure progress?

75

ProgressSummarize Significance of Rate of ProgressRIn this section of the EER form you will be asked to summarize the numerical data that was reported previously in rate of progress section. Some areas to describe might be: functional implications for the targeted student, magnitude of the difference in rate of progress between the targeted student and the peers, importance of the difference between the targeted students rate of progress and the rate of progress of the peers, as well as uniqueness for their rate of progress. This is a description of progress over timeExamples: how quickly the student picks up the skills.; student need multiple sessions before making change or picked up skill steadily, or inconsistent responses. An example of functional implication might be stated that given this rate of progress the student will close the gap within 3 months time.

This is the So what! If you do a good job here, this can be added to page B of the IEP under the section that states Effect of this individuals disability and progress in the general education curriculum and the functional implications of the students skills. 76When data are sufficient, the educational team is able to make a decision regarding the progress component of the eligibility decision.Are the Data Sufficient?When the analysis of the progress data are sufficient, then decision making can occur. The EER blueprint guides the educational teams documentation and decision regarding eligibility.77When the data are insufficient for decision making in the progress component, the educational team has the professional obligation to indicate the data are insufficient.Are the Data Insufficient?There may be times when progress data informs us that the intervention was not implemented with integrity or the data was not collected frequently (or other reasons for insufficient data). It would be inappropriate to say that the student is disabled without sufficient data!!78There may be times when progress data are sufficient (valid & reliable, frequent & repeated) but are inconclusive to make a decision. In this situation, the educational team has the obligation to indicate the data are inconclusive for decision-making.

The Data Are InconclusiveSoThis may be a very difficult decision to reach, however, this is a serious civil rights, professional, and ethical decision to make. Pressure may come from some members of the eligibility determination team to make the student eligible. If the data indicate the student has a disability and is in need of special education services, then yes the student is eligible. However, if the data are inconclusive, then other steps will need to be taken by the educational team to meet the students needs.

An example might be that during the targeted intervention was being implemented with integrity and the instructional match is strong, but there were 11 snow days during the intervention period what would you do? You could seek another consent!SPED is NOT the only resource available in the LEA for student support.79There may be times when the educational team is gathering progress monitoring data during the evaluation period. If the evaluation data suggest a need for continuing with data collection, the team will likely determine the individual is not eligible and may consider obtaining an additional consent.Seek Another ConsentSeeking another consent is to be used ONLY when the data are inconclusive and sometimes when the data are insufficient. It is NOT to be used as a time extension when the evaluation is simply not completed as intended. At this point, it is important to complete the evaluation process to make the determination that data are inconclusive and additional consent is warranted.80If this is agreed upon, and an additional consent is given, the team continues with the progress monitoring until the data warrants a confident decision.

Seek Another ConsentThree conditions where the Progress Evaluation would be different:

Medical or Health ConditionSudden Status ChangeObvious and Immediate Need for Service and Support

Rare & Unusual CircumstancesMedical or Health issues (i.e., physical disabilities, medically fragile, etc.)Sudden Status Change (i.e., brain injury)Obvious and Immediate Need for Service and Support (i.e., student who was not previously identified and moves into new environment, student who becomes a significant behavior problem)

If we know the student has a medical issue we dont have to be as rigorous in the progress evaluation to prove the student has a need. So, we are projecting the students need, rather than validating the student need. Even if a student has a medical diagnosis they may not be eligible or in need of SPED services. For example: a child with cerebral palsy may be very independent and functional within the educational environment!

82In these cases, the documentation on the EER would provide statements about the impact of the targeted students condition on their educational performance.Documenting on the EERIn rare and unusual cases, educational teams may not have intervention data and it may not be needed in order for the team to determine that the child has a disability. In such cases the evaluation team should document in the Educational Evaluation Report the reasons it believes the health, sensory or physical limitation will have an impact on the progress of the student in the Educational Progress section.

We would be making statements about the impact of their condition on their educational performance. Obviously, this is where professional judgment will be important. In this situation, actual RtI data are not required.83

You Can Do IT!!84