Bridging General Education and Special Education:

Transcription

1 9/28/12 Bridging General Education and Special Education: Using Response to Intervention (RtI) to Identify Students with Specific Learning Disabilities (SLD) Using data collected in the Tier Model to identify students with a Specific Learning Disability (SLD): Essential components of an RtI system Documenting tiered interventions Using norms to determine discrepancy Using RtI to determine discrepancy Copyright 12 Mississippi Department of Education Office of 2 The Three Tier Instructional Model is intended to help all students be successful in general education. Response to lntervention (RtI) in Federal regulations and special education policy refers to a method for determining eligibility for Specific Learning Disabilities (SLD). Research may refer to both models as RtI; however, the use of the process is different. Copyright 12 Mississippi Department of Education Office of 3 1

2 9/28/12 The instructional model shall consist of three tiers of instruction: Tier 1: Quality classroom instruction based on MS Curriculum Frameworks (Common Core) Tier 2: Focused supplemental instruction Tier 3: Intensive interventions specifically designed to meet the individual needs of students Copyright 12 Mississippi Department of Education Office of 4 Help for all students in general education Prevention model Prediction of at-risk students Provision of intervention(s) for students with academic and/or behavioral difficulties Identify students who are not progressing at a rate or level commensurate with peers Provide supplemental instruction or intensive interventions Monitor progress Copyright 12 Mississippi Department of Education Office of 5 5% Tier 3 5% D AT D AT 15% A Tier 2 A 15% D AT D AT % A A % Tier 1 6 Copyright 12 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 2

3 9/28/12 1. High-quality, differentiated classroom instruction aligned with State standards and grade-level expectations 2. Universal screening of academics and behavior using general outcomes measures (e.g., curriculum-based measurement) to identify students at-risk 3. Parental engagement in intervention process 4. Continuum of research- or evidence-based interventions of increasing intensity across the tiers 5. Implementation of supplemental instruction or intensive interventions with treatment integrity/fidelity 6. Continuous progress monitoring using skill-specific and general outcome measures to determine response to intervention and/or improvement in outcomes 7. Data Team to collect and analyze data and to determine appropriate changes in instruction or intervention Copyright 12 Mississippi Department of Education Office of 7 Practices of scientifically-based instruction: Content matched to student expectations and foundational/sequenced knowledge and skills Delivery of explicit description of expectations to engaged students provided with frequent opportunities to rehearse Pacing intensive massed practice of new knowledge and skills and selective review of previous knowledge and skills Copyright 12 Mississippi Department of Education Office of 8 Practices of scientifically-based instruction: Immediate feedback on correct or incorrect student response with opportunities to rehearse Assessment of students throughout the lesson, daily formative assessment, and weekly summative assessment to determine if changes to instruction are warranted Copyright 12 Mississippi Department of Education Office of 9 3

4 9/28/12 Was the core program aligned to State standards? Was the curriculum in place for a sufficient amount of time? Were the teachers trained in use of the curriculum? Were the teachers using effective instructional methodologies? Was the instruction differentiated to accommodate students learning needs? Copyright 12 Mississippi Department of Education Office of 1 1. Determine the measures for Universal Screening. Reading Math Initial Sound Fluency Oral Counting Letter Naming Fluency Number Identification Letter Sound Fluency Quantity Discrimination Phoneme Segmentation Missing Number Nonsense Word Fluency Single skill type Oral Reading Fluency Multiple skill types MAZE Procedure Math Concepts and Applications Copyright 12 Mississippi Department of Education Office of Determine the criteria for moving to Tier 2. Which students are in the bottom % of the class or grade? Which students are not on-track to meet gradelevel expectations? Which students are below cut scores that differentially predict who are likely to be successful (on State accountability tests)? Which students are significantly below local or national norms? Copyright 12 Mississippi Department of Education Office of 12 4

5 9/28/12 Parents should: Be informed regularly of student progress Be involved in supporting education by attending conferences, monitoring homework, and sharing their values about education Be provided meaningful opportunities to support their child Be engaged in meaningful decision-making for their child National Center on RtI Copyright 12 Mississippi Department of Education Office of 13 Was a team used to help design and support the interventions? Were the interventions supported by scientific research? Were the interventionists trained in delivery of the interventions with fidelity? Were treatment protocols followed (were fidelity checks used)? Were the interventions implemented for a sufficient amount of time? Copyright 12 Mississippi Department of Education Office of 14 General Academics California Learning Resource Network: Doing What Works: dww.ed.gov Intervention Central: National Center for Learning Disabilities: Promising Practices Network: What Works Clearinghouse: Wing Institute: winginstitute.org Reading Big Ideas in Beginning Reading: reading.uoregon.edu Florida Center for Reading Research: Literacy Information & Communication System: lincs.ed.gov National Reading Panel: Oregon Reading First: oregonreadingfirst.uoregon.edu Copyright 12 Mississippi Department of Education Office of 15 5

6 9/28/12 Tier students 2-4 times/week -3 minutes Does not replace core instruction Monitor progress in 2-week intervals Tier students 5 times/week 3-9 minutes May replace core instruction Monitor progress 1-2 times per week Copyright 12 Mississippi Department of Education Office of Set up the progress monitoring graph. Record baseline data (median of 3 samples). Draw a goal line. Record progress (median of 3 samples) and review at regular intervals. If data points follow the goal line, continue the intervention until grade-level performance is achieved for 6 or more data points. If 3 data points fall below the goal line, change the intensity, frequency, or duration of the intervention. Copyright 12 Mississippi Department of Education Office of Determine the criteria for moving to Tier 3 or referral to special education. If the data shows little or no progress after changes of intensity, frequency, and/or duration to intervention, consider moving to Tier 3 or referral to special education. If the data shows little or no progress after 18 weeks in Tier 3, refer to special education. Continue providing interventions to attempt to improve the student s response even when the child is being evaluated for special education. Copyright 12 Mississippi Department of Education Office of 18 6

7 9/28/12 Tier 3 interventions can be implemented: Prior to referral for a comprehensive evaluation; Concurrently with a comprehensive evaluation; As part of an initial comprehensive evaluation or reevaluation; or When a referral for a comprehensive evaluation is made, but the child is not suspected of a disability. Copyright 12 Mississippi Department of Education Office of 19 A parent may request an initial evaluation at any time during the RtI process. The Teacher Support Team may request an initial evaluation: At any time during the RtI process if they suspect the child has a disability After an appropriate period of time if the child has not made adequate progress when given research-based intervention indicating the child may have a specific learning disability. Copyright 12 Mississippi Department of Education Office of DO YOU HAVE A CONCERN? Observe/record the student s performance IS IT SIGNIFICANT? Compare the student to peers and grade/class expectations WHAT SHOULD WE DO? Explore solutions and develop an intervention plan for the student IS IT WORKING? Implement and monitor the student s progress on important outcomes IS THE CONCERN RESOLVED? Compare the student to peers and grade/class expectations Copyright 12 Mississippi Department of Education Office 21 7

8 9/28/12 Problem Identification and Certification Establish discrepancy of performance and rate of learning Does the student perform below the level of his classroom peers? [score] Does the student learn at a rate below that of his classroom peers? [slope] Establish the significance of the discrepancies Are the deficits sufficient to determine disability <1 th percentile 1-2 standard deviations below the mean 2.X difference between expected and actual performance Copyright 12 Mississippi Department of Education Office of 22 Draw a trendline for actual student progress Calculate the slope Slope = Y2-Y1 X2-X1 Y2: Score on last probe Y1: Score on first probe X2: Last time period X1: First time period Copyright 12 Mississippi Department of Education Office of Copyright 12 Mississippi Department of Education Office 24 8

9 Baseline 9/28/ Copyright 12 Mississippi Department of Education Office Copyright 12 Mississippi Department of Education Office Goal Copyright 12 Mississippi Department of Education Office Goal

10 Change Intervention 9/28/ Copyright 12 Mississippi Department of Education Office Goal Copyright 12 Mississippi Department of Education Office Goal 1 Goal Copyright 12 Mississippi Department of Education Office Goal 2 3 1

11 MET request Change Intervention 9/28/ Copyright 12 Mississippi Department of Education Office Goal Copyright 12 Mississippi Department of Education Office Goal Copyright 12 Mississippi Department of Education Office Goal

12 MET decision Consent for Eval 9/28/ Copyright 12 Mississippi Department of Education Office Goal 2 Goal Copyright 12 Mississippi Department of Education Office Goal Evaluation Copyright 12 Mississippi Department of Education Office Goal

13 Change Intervention 9/28/ Evaluation Copyright 12 Mississippi Department of Education Office Goal Evaluation Copyright 12 Mississippi Department of Education Office Goal Evaluation Copyright 12 Mississippi Department of Education Office Goal 3 Goal

14 Determine Eligibility 9/28/ Evaluation Copyright 12 Mississippi Department of Education Office Goal 4 Y2-Y Slope = = = = 1.25 wcpm/wk X2-X1 - Y2 is the score on last probe = 7 wcpm Y1 is the score on first probe = 45 wcpm X2 is the last time period = weeks X1 is the first time period = weeks Mississippi Department of Education Fall 11- Spring 12 Office of Instructional Enhancement and Internal Operations/Office of 41 Special Education Y2-Y Slope = = = =.65 wcpm/wk X2-X1 - Y2 is the score on last probe = 24 wcpm Y1 is the score on first probe = 11 wcpm X2 is the last time period = weeks X1 is the first time period = weeks Mississippi Department of Education Fall 11- Spring 12 Office of Instructional Enhancement and Internal Operations/Office of 42 Special Education 14

15 Eligible 9/28/12 Are the student s deficits sufficient to determine disability? <1th percentile 1-2 standard deviations below the mean X difference between expected and actual performance Calculate Rate of Improvement (ROI) Difference between expected and actual: Norm / Student = 1.25 /.65 = 1.92X Copyright 12 Mississippi Department of Education Office of Evaluation IEP Copyright 12 Mississippi Department of Education Office Goal Evaluation IEP Copyright 12 Mississippi Department of Education Office Goal

16 Change Intervention 9/28/ Evaluation IEP Copyright 12 Mississippi Department of Education Office Goal Evaluation IEP Copyright 12 Mississippi Department of Education Office Goal 4 Goal Evaluation IEP Copyright 12 Mississippi Department of Education Office Goal

17 Baseline 9/28/ Evaluation IEP Copyright 12 Mississippi Department of Education Office Goal 1 Goal 2 Goal 3 Goal 4 Goal Copyright 12 Mississippi Department of Education Office Copyright 12 Mississippi Department of Education Office Goal

18 Change Intervention 9/28/ Copyright 12 Mississippi Department of Education Office Goal Copyright 12 Mississippi Department of Education Office Goal Copyright 12 Mississippi Department of Education Office Goal 1 Goal

19 MET request 9/28/ Copyright 12 Mississippi Department of Education Office Goal Copyright 12 Mississippi Department of Education Office Goal Copyright 12 Mississippi Department of Education Office Goal

20 Change MET decision Intervention 9/28/ Copyright 12 Mississippi Department of Education Office Goal Copyright 12 Mississippi Department of Education Office Goal 2 Goal Copyright 12 Mississippi Department of Education Office Goal 3

21 Consent for Eval Determine Eligibility 9/28/ Evaluation Copyright 12 Mississippi Department of Education Office Goal Evaluation Copyright 12 Mississippi Department of Education Office Goal 3 62 Y2-Y Slope = = = = 1.25 wcpm/wk X2-X1 - Y2 is the score on last probe = 7 wcpm Y1 is the score on first probe = 45 wcpm X2 is the last time period = weeks X1 is the first time period = weeks Mississippi Department of Education Fall 11- Spring 12 Office of Instructional Enhancement and Internal Operations/Office of 63 Special Education 21

22 Ineligible 9/28/12 Y2-Y Slope = = = = 1.1 wcpm/wk X2-X1 - Y2 is the score on last probe = 33 wcpm Y1 is the score on first probe = 11 wcpm X2 is the last time period = weeks X1 is the first time period = weeks Mississippi Department of Education Fall 11- Spring 12 Office of Instructional Enhancement and Internal Operations/Office of 64 Special Education Are the student s deficits sufficient to determine disability? <1th percentile 1-2 standard deviations below the mean X difference between expected and actual performance Calculate Rate of Improvement (ROI) Difference between expected and actual: Norm / Student = 1.25 / 1.1 = 1.14X Copyright 12 Mississippi Department of Education Office of Evaluation Copyright 12 Mississippi Department of Education Office Goal

23 9/28/ Evaluation Copyright 12 Mississippi Department of Education Office Goal 3 67 Y2-Y Slope = = = = 1.2 wcpm/wk X2-X1 3-3 Y2 is the score on last probe = 81 wcpm Y1 is the score on first probe = 45 wcpm X2 is the last time period = 3 weeks X1 is the first time period = weeks Mississippi Department of Education Fall 11- Spring 12 Office of Instructional Enhancement and Internal Operations/Office of 68 Special Education Y2-Y Slope = = = = 1.5 wcpm/wk X2-X1 3-3 Y2 is the score on last probe = 56 wcpm Y1 is the score on first probe = 11 wcpm X2 is the last time period = 3 weeks X1 is the first time period = weeks Mississippi Department of Education Fall 11- Spring 12 Office of Instructional Enhancement and Internal Operations/Office of 69 Special Education 23

24 9/28/12 Are the student s deficits sufficient to determine disability? <1th percentile 1-2 standard deviations below the mean X difference between expected and actual performance Calculate Rate of Improvement (ROI) Difference between expected and actual: Norm / Student = 1.2 / 1.5 =.8X Copyright 12 Mississippi Department of Education Office of Evaluation Copyright 12 Mississippi Department of Education Office Goal 1 Goal 2 Goal 3 71 How deficient is the student? Divide the norm group mean ROI by the student s ROI. Result is expressed as a ratio of deficiency (X). Example: Norm group: 1.25 wcpm/wk =.83X Student: 1.5 wcpm/wk Copyright 12 Mississippi Department of Education Office of 72 24

25 9/28/12 Is the rate of progress below the target and typical rate? Has the student received targeted instructional support for an adequate amount of time? Were multiple data-driven changes made using research-proven techniques and interventions? Does progress monitoring indicate he is performing significantly below his peers? Is he scoring at/below Basic on State tests? Copyright 12 Mississippi Department of Education Office of 73 Specific Learning Disability (SLD) means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Copyright 12 Mississippi Department of Education Office of 74 Public agencies: Must first consider a process based on the child s response to scientific, research-based intervention; May use a severe discrepancy between intellectual ability and achievement; and/or May use other alternative research-based procedures. Copyright 12 Mississippi Department of Education Office of 75 25

26 9/28/12 The Multidisciplinary Evaluation Team (MET): The child s general education teacher If the child does not have a teacher, include a general education teacher qualified to teach the grade/age level A special education teacher A Diagnostician School Psychologist Psychometrist Speech-Language Pathologist Remedial Reading Teacher Copyright 12 Mississippi Department of Education Office of 76 Document all aspects of 3.39(a)(1)-(2) The child does not achieve adequately for his age OR does not meet State-approved grade level standards AND The child demonstrates a pattern of strengths and weaknesses OR has shown a lack of response to scientifically based instruction AND Exclusionary factors have been ruled out AND Academic problems are not the result of lack of instruction Copyright 12 Mississippi Department of Education Office of 77 Document findings of learning difficulties not the result of: Visual, hearing, or motor disabilities; Mental retardation (Intellectual Disability); Emotional disturbance; Cultural factors; Environmental or economic disadvantage; or Limited English proficiency. Document findings not the result of lack of appropriate instruction using RtI data. Copyright 12 Mississippi Department of Education Office of 78 26

27 9/28/12 Interventions Tier I Tier II Tier III Lack of adequate progress after appropriate length of time Suspect a disability Written parental request for CA No later than 18 weeks Continue Refer Multidisciplinary Evaluation Team Meet to consider request Evaluate Not evaluate Give WPN to parents Give Procedural Safeguards Obtain written parental consent Conduct Comprehensive Evaluation Develop IEP Timelines 1 school days 5 days? Days days 3 days 15+ days Copyright 12 Mississippi Department of Education Office of 79 Does policy allow RtI data for SLD identification? Is the data reliable? Improve data reliability. Use RtI data plus other sources of information to document SLD. Copyright 12 Mississippi Department of Education Office of References Brown-Chidsey R. & Steege, M.W. (1) Response to Intervention: Principles and strategies for effective practice (2nd Ed.) New York: Guilford Press Researchers Ted Christ Scott Ardoin Information Centers National Center for Progress Monitoring: National Center for RTI: National Research Center on Learning Disabilities: Pennsylvania Training/Technical Assistance Network: Vanderbilt University s IRIS Center: iris.peabody.vanderbilt.edu/rti2_assessment/cresource.htm Copyright 12 Mississippi Department of Education Office of 81 27

28 9/28/12 OSE Technical Assistance Staff: Stacy Callender, Prog. Coordinator Desma McElveen, Division Director Tanya Bradley, Bureau Director MS Dept. of Education Office of Special Education 359 N. West Street P. O. Box 771 Jackson, MS 395 (1) Fall Copyright 12 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 28