Vision: Every child in every district receives the instruction that they need and deserve…every day.

Oregon Response to Intervention

Vision: Every child in every district receives the instruction that they need and deserve…every day.

SLD Re-Evaluation Process

Spring Conference 2014

Targets• SPED Re-Evaluation: When does it occur and

what’s the process?

• What are the key questions we need to answer in a comprehensive re-evaluation for SLD?– Does the student have significantly low skills?– Does the student make slow progress despite

intensive interventions?– Does the student have an instructional need?– Are the struggles primarily due to one of the

exclusionary factors?

Oregon Response to Intervention

www.oregonrti.org

Tell us about you .

• Why are you here?

• What do you currently do in your district?

Oregon Response to Intervention

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Special Education Re-Evaluation Process

• Evaluation planning meeting• Conduct comprehensive evaluation• Eligibility meeting• IEP meeting

Research-Based Core Curriculum w/ Strong Instruction

Tier 2/3 Supplemental Intervention

ASSESSMENT

Formal DiagnosticAs needed

Progress MonitoringWeekly-Monthly

Universal Screening3 times/year

DATA-BASED DECISION MAKING

Individual Problem Solving Team

Schoolwide Screening reviewed

3 times/year

INSTRUCTION

Tier 2/3 Supplemental Intervention

Intervention Review Team

6-8 weeks

Tier 3 Individualized Intervention

Individual Problem Solving Team

6-8 weeks

SPED referral?

Oregon Response to Intervention

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Evaluation Planning Meeting

• What additional information you need as a team? (Permission to Evaluate Form)–Get caregiver consent 60 school day

timeline begins• Provide caregiver with Parents

Rights brochure

Oregon Response to Intervention

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Comprehensive Evaluation

A comprehensive evaluation is always required to determine if a student continues to qualify for Special Education service, regardless of your model of identification.

Neither RTI nor PSW in isolation is sufficient for a comprehensive evaluation.

Comprehensive SLD Re-Eval:Regardless of Eval Model

a) Academic assessmentb) Review of recordsc) Observation (including regular education

setting)d) Progress monitoring datag) Other:

A. If needed, developmental historyB. If needed, an assessment of cognition, etc.C. If needed, a medical statementD. Any other assessments to determine impact of

disability

Oregon Administrative Rules, 581-015-2170

Comprehensive SLD Re-Eval:RTI Model

e) …documentation of:A. The type, intensity, and duration of scientific,

research-based instructional intervention(s)…B. …rate of progress during the instructional

intervention(s);C. A comparison of the student's rate of progress to

expected rates of progress.D. Progress monitoring on a schedule that:

i. Allows a comparison of the student's progress to… peers;

ii. Is appropriate to the student's age and grade placement;

iii. Is appropriate to the content monitored; andiv. Allows for interpretation of the effectiveness of

intervention.Oregon Administrative Rules, 581-015-2170

Oregon Response to Intervention

www.oregonrti.org

Three key questions

Slow Progress

Low Skills

Instructional Need

SPED Entitleme

nt Decision

Is the student significantly different from peers?

Does the student make less than adequate progress despite interventions?

Does the student need specially designed instruction?

=Exclusionary Factors

Guidelines for

Comprehensive

Evaluation

Oregon Response to Intervention

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Evaluating Low Skills

Low Skills

Is the student significantly different from peers?

Oregon Response to Intervention

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Low Skills: Is the student significantly different from

peers?

How big of a discrepancy is significant?

Data Source General Suggestions*

OAKS • Very low? Low? Does not meet?• Below the 16th percentile (1 SD below the mean)? 10th percentile?

CBM’s(screening

assessments)

• In the Intensive/Well Below Benchmark range?• Below the 16th percentile as compared to national and/or local

norms (1 SD below the mean)? 10th percentile?• More than 2 times discrepant from peers/benchmark?

Standardized (norm-referenced) Achievement Tests

• Below the 16th percentile (1 SD below the mean)? 10th percentile?• Below a standard score of 85 (1 SD below the mean)?

Core Program Assessments

• In bottom 20% as compared to peers? Bottom 10%?

*These suggestions should be used as approximate guidelines and NOT as rigid cut scores

Oregon Response to Intervention

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RE-Evaluation Report: Low Skills

Include a description of the following:1. Student’s level of performance– CBMs, OAKs, Standardized assessments, Core

Program assessments2. Expected level of performance– Benchmarks, Local norm, National norm

3. Magnitude of the discrepancy– Times discrepant, difference score, percentile

rank as compared to average range, etc.

Oregon Response to Intervention

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Re-Eval Report Example: Low Skills

In all areas of easyCBM, Student falls in the below average range or below the 10th%ile. Average rate of improvement for a typical 2nd grade student in passage reading fluency is 1.5 words per week or approximately 54 total word gain in one year’s time. Student’s average rate of improvement was .5 words per week or 18 total words.

Student has also been progress monitored in the areas of word reading and passage reading fluency. Student falls below the 10th percentile in all areas.

Oregon Response to Intervention

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Evaluating Slow Progress

Slow Progress

Does the student make less than adequate progress despite interventions?

Oregon Response to Intervention

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Slow Progress: Does the student make inadequate progress

despite intervention?

Oregon Response to Intervention

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How much progress is enough?

• How much growth should we expect?– National growth norms• What does typical growth look like, on

average?

National Growth Rates: Reading

Grade

Average ORF

Growth (WCPM)*

Ambitious ORF

Growth (WCPM)*

Average Maze

Growth (WCR)**

1 2 3 0.42 1.5 2 0.43 1 1.5 0.44 0.85 1.1 0.45 0.5 0.8 0.46 0.3 0.65 0.4

*Fuchs et al (1993), **Fuchs & Fuchs (2004)

Oregon Response to Intervention

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Comparison to Similar students

• How does a student’s growth compare to students with similar educational difficulties?– DIBELS Pathways to Progress– AIMSWEB

Oregon Response to Intervention

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How much progress is enough?

• How much growth should we expect?– National growth norms• What does typical growth look like on

average?– Local growth norms• What does typical growth look like in your

district, school, classroom, or intervention group?

How much progress is enough?

Typical growth rate:1.4 wcpm per weekStudent in intervention making “typical” growth

How much progress is enough?

Students in interventions must make more progress than the typical student in order to close the gap.

Typical growth rate:1.4 wcpm per weekStudent in intervention making ambitious growth:2 wcpm per week

How much progress is enough?

Students in interventions are receiving more instructional support than the typical student.

Typical growth rate:1.4 wcpm per weekStudent in intervention making ambitious growth:2 wcpm per week

Oregon Response to Intervention

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Progress Monitoring Data

Slow ProgressQuestion Evidence from Assessment/Score

Slow Progre

ss?

Discrepant From Peers?

Does the student exhibit SLOW PROGRESS?

Progress Monitoring:1.1 WCPM/week (Typical = 1.5, Local norm = 2)

Y N Y N

Diagnostic Assessments: Phonics ScreenerFrom 10% to 15% sounds correct in 20 weeks

Y N Y N

Core Assessments:From 35% average to 40% average in 20 weeks

Y N Y N

Intervention Assessments:From 45% to 65% in 20 weeks Y N Y N

Intervention Matched to Student Need? Y NIntervention Time & Intensity Appropriate? Y NIntervention Delivered with Fidelity? Y N

Preponderance of Evidence? Y NAdditional Information Needed?

Slow ProgressQuestion Evidence from Assessment/Score

Slow Progre

ss?

Discrepant From Peers?

Does the student exhibit SLOW PROGRESS?

Progress Monitoring:1.1 WCPM/week (Typical = 1.5, Local norm = 2)

Y N Y N

Diagnostic Assessments: Phonics ScreenerFrom 10% to 15% sounds correct in 20 weeks

Y N Y N

Core Assessments:From 35% average to 40% average in 20 weeks

Y N Y N

Intervention Assessments:From 45% to 65% in 20 weeks Y N Y N

Intervention Matched to Student Need? Y NIntervention Time & Intensity Appropriate? Y NIntervention Delivered with Fidelity? Y N

Preponderance of Evidence? Y NAdditional Information Needed?

Slow ProgressQuestion Evidence from Assessment/Score

Slow Progre

ss?

Discrepant From Peers?

Does the student exhibit SLOW PROGRESS?

Progress Monitoring:1.1 WCPM/week (Typical = 1.5, Local norm = 2)

Y N Y N

Diagnostic Assessments: Phonics ScreenerFrom 10% to 15% sounds correct in 20 weeks

Y N Y N

Core Assessments:From 35% average to 40% average in 20 weeks

Y N Y N

Intervention Assessments:From 45% to 65% in 20 weeks Y N Y N

Intervention Matched to Student Need? Y NIntervention Time & Intensity Appropriate? Y NIntervention Delivered with Fidelity? Y N

Preponderance of Evidence? Y NAdditional Information Needed?

Slow ProgressQuestion Evidence from Assessment/Score

Slow Progre

ss?

Discrepant From Peers?

Does the student exhibit SLOW PROGRESS?

Progress Monitoring:1.1 WCPM/week (Typical = 1.5, Local norm = 2)

Y N Y N

Diagnostic Assessments: Phonics ScreenerFrom 10% to 15% sounds correct in 20 weeks

Y N Y N

Core Assessments:From 35% average to 40% average in 20 weeks

Y N Y N

Intervention Assessments:From 45% to 65% in 20 weeks Y N Y N

Intervention Matched to Student Need? Y NIntervention Time & Intensity Appropriate? Y NIntervention Delivered with Fidelity? Y N

Preponderance of Evidence? Y NAdditional Information Needed?

???

Oregon Response to Intervention

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Intervention Time & Intensity Appropriate

• In addition to 90 minutes of research-based core instruction–Minimum of 30-45 minutes of daily,

supplemental/targeted specially designed instruction using:• Explicit, systematic, research-based

curricular materials• Research-based instructional

strategies

Oregon Response to Intervention

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Intervention Delivered with Fidelity

• Was the specially designed instruction delivered as intended?

• Did we do what we said we would do?

Oregon Response to Intervention

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Re-Evaluation Report: Slow Progress

Include a description of the following:1. For each intervention provided:– Student rate of progress– Expected rate of progress– A description of the specially designed

instruction– What strategies resulted in the largest

amount of growth– Fidelity data

Oregon Response to Intervention

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Re-Eval Report Example: Slow Progress

Oregon Response to Intervention

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Re-Eval Report Example: Slow Progress

Student has been intervened with in the area of reading since the beginning of her 2nd grade school year. During her 3rd grade school year, the intervention was intensified two different times, once she was moved back for additional review and the 2nd time she was moved into a smaller group and placed with a certified teacher. Student’s performance was not at a rate comparable to her peers, thus she was supported through various methods of intensifying the instruction. In addition, Student started her 2nd and 3rd grade year in Reading Mastery Classic lesson. Her performance supports a picture of a skill deficit in reading that is resistant to instruction.

Oregon Response to Intervention

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Three key questions

Instructional Need

Does the student need specially designed instruction?

Oregon Response to Intervention

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Does the student continue to need Specially Designed Instruction?

Oregon Response to Intervention

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What is Specially Designed Instruction?

• Federal Definition: adapting the......... – Content–Methodology

and/or – Delivery of instruction

Oregon Response to Intervention

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What is Specially Designed Instruction?

Additional components: 1. Needs to be truly necessary rather

than merely beneficial2. Designed or implemented by

certified special education personnel3. Not available regularly in general

education

Oregon Response to Intervention

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Content/Curriculum

• The knowledge and skills being taught to the student are different than those that are taught to typically developing same aged peers– Example• a student with an IEP may be working on

increasing the number of words that he can spell correctly while typically developing peers are being taught to write short stories with complete paragraphs.

Oregon Response to Intervention

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Methodology/Instruction

• Different instructional strategies and approaches are being used to teach content to the student than are used with typically developing, same-aged peers. – Example• Using Reading Mastery to teach a student to

read – Increased modeling, guided practice, corrective

feedback, and independent practice/application

Oregon Response to Intervention

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Methodology/Instruction Guidelines

• What specific instructional strategies resulted in the most growth?– Examine slow progress results• How does this instruction compare to what is

typically taught at that grade level?

Oregon Response to Intervention

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Delivery/Environment

• The way in which instruction is delivered is different than what is provided to typically developing peers. – Examples• Needs to be taught in small group• Needs to have more frequent reinforcement

Oregon Response to Intervention

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Delivery/Environment Guidelines

• What are the specific environmental needs that the student needs?– Frequent reinforcement– Visual cues for behavior– Smaller group size

• Are these needs beyond the scope of what general education can provide?–What are your district resources?– Can you provide the support on-going?

Oregon Response to Intervention

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Instructional Need?

How do you distinguish if it is an instructional need (i.e. Beyond the

scope of what general education can provide)?

Oregon Response to Intervention

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How you determine instructional need?

• It comes down to the balance: How does the weight of the intervention compare to the rate of progress?

Oregon Response to Intervention

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Learner

• What additional supports are needed to help the student be successful?– Family collaboration– Assistive technology– Community supports

Oregon Response to Intervention

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Re-Evaluation Report: Instructional Need

Include a description of the student’s needs:1. Instruction– The strategies that resulted in the most student growth

2. Curriculum– The specific skills/strategies that the student needs to master

3. Environment– The learning environment that the student needs to be

successful4. Additional learning supports– Any additional supports/collaborations that are needed

If found eligible, this section of the report should be directly tied to the student’s IEP (e.g., specially-designed instruction, related services, accommodations, and supplementary aids and services)

Oregon Response to Intervention

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Re-Eval Report Example: Instructional Need

Student’s skills and rate of progress are significantly below grade level. The student does appear to benefit from repeated instruction, repeated modeling, high rates of having an opportunity to respond to instruction (10 opportunities per minute), and frequent positive feedback for correct academic responding of identified skills in reading for 60 additional minutes per day. This support is beyond the scope of what general education supports can provide.

Oregon Response to Intervention

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Three key questions

Exclusionary Factors

Oregon Response to Intervention

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Exclusionary Factors: Has the student had ample

opportunity to learn?

Oregon Response to Intervention

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Primary cause is not due to Lack of Appropriate Instruction

• Misconception– Need to be at 80% on universal screening

assessments to indicate student has had appropriate instruction

• Fact– Cannot deny an evaluation solely based on the

percentage of students at benchmark• What if the district is at 50% of students at

benchmark?, 30%? – does not mean there are no students who need special

education services)

Oregon Response to Intervention

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What do we mean by appropriate instruction?

(i) A lack of appropriate instruction in reading , including in the essential components of reading instruction

Explicit & systematic instruction in the Big 5........– Phonemic awareness– Phonics– Vocabulary development– Reading fluency– Reading comprehension strategies

Oregon Response to Intervention

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What evidence do we have of appropriate instruction:

Core/Intervention?Questions Data Sources?1. Was the student provided

instruction in the Big 5?2. Was the instruction provided

with a reasonable degree of fidelity?

3. Is there evidence that other students are benefitting from the instruction?

Oregon Response to Intervention

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Primary cause is not due to Limited English Proficiency

• English language development– Are they making progress?– Does the ELD match their academic

level?• Acculturation• Cohort groups• How do their skills and growth compare

to students with similar language, acculturation, etc.?

Oregon Response to Intervention

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Factors• Attendance• Vision/hearing• Motor impairment• Emotional Disturbance• Cultural Factors• Environment or

Economic Disadvantage

Data sources• Health screenings• Medical reports• Developmental history• Parent interviews

Primary cause is not due to other factors

Is there any other possible reason why the student is struggling?

Oregon Response to Intervention

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Re-Evaluation Report: Exclusionary Factors

Include a description of the following:1. The effectiveness of general ed instruction

(e.g., fidelity, instructional strategies observed, etc)

2. Attendance3. English proficiency & acculturation (if

appropriate)– Growth as compared to peers with similar

backgrounds4. Evidence from developmental history,

medical reports, health screenings, parent interviews that rule out other exclusionary factors.

Oregon Response to Intervention

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Re-Eval Report: Exclusionary Factors

Student has passed her most recent hearing and vision screenings. Overall, Student is very healthy and only goes to the doctor when needed. It was noted in the problem solving meeting that she has a hard time focusing and will get distracted by others around her. Student met most of her developmental milestones on time other than talking, Parent noted on the developmental history that she talked late, and her first word was “Elmo”.

Oregon Response to Intervention

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Three key questions

Slow Progress

Low Skills

Instructional Need

SPED Entitleme

nt Decision

Is the student significantly different from peers?

Does the student make less than adequate progress despite interventions?

Does the student need specially designed instruction?

=Exclusionary Factors

Oregon Response to Intervention

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Talk time…..

How confident would you be in using this method to make a student re-

eligible for special education under the SLD category?

What do you or your district need to do to gain confidence in using this

method?

Oregon Response to Intervention

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Thank You!

Questions/Comments?

Follow us!!!!!Twitter: @oregonrti

Sally Heltonshelton@ttsd.k12.or.us

Shelby DiFonzosdifonzo@ontario.k12.or.us