name:

NAME: DATE:

Self-test Questions Tasks

Course Map: Inset View

Previous Topic Future Topic

Creating access & progress in general education

curriculum for all students

Current Topic

is about

The Session Organizer

Challenge Question

Map

2 1 3

5

6

7 8

SLD Manual Training Sequence: Systems of SRBI and Assessment

Questions about Comprehensive Evaluation SLD Rule Systems of SRBI and Assessment

Systems of SRBI & Assessment

Linking Achievement and Basic Psychological Processes

SLD ManualTraining

Integrating Multiple Sources of DataSLD Rule

Tier 3: Intensive and Individual Interventions

-Re-consideration the learning problem in context (ICEL)-Tertiary prevention (individualized)-Suspecting a Disability

Assessment --Monitoring Progress --Making data-based instructional decisionsInstructional practices --Re-analyzing the learning problem --Secondary prevention (small group)

Tier 1: Core Instruction

-Assessment --Screening --Evaluating effectiveness of core instruction-Instructional practices --Matching student needs with research-based instructional practices

beginning with

receiving receiving

Special Educationreceiving

Tier 2: Targeted Group Interventions

-Integration of data into the eligibility decision/PLAAFP/S-B IEP-Designing Special ed. instruction

Today’s Presentation:Systems of Scientific Research-based Instructional

(SRBI) Practices and AssessmentOverview Link to SLD Rule Multi-tiered Systems of Support Systems of Assessment

Tier 1: Core InstructionTier 2: Targeted Group InterventionTier 3: Intensive and Individual InterventionSpecial Education

Specific Learning Disabilities Eligibility Criteria Options

In Handouts

Link to SLD RuleUnderstanding SRBI and Systems of Assessments can help us to answer the questions:How do we verify that a student• “Does not learn at an adequate rate?”• Has been “provided with the usual developmental

opportunities and instruction from a regular school environment?”

• Has had “appropriate instruction in reading or math?”

Mn Rule 3525.1341

Discuss with the differences with your partner

Link to SLD Rule: Criteria D

Understanding SRBI and Systems of Assessments can help us to answer questions relating to SLD eligibility:

• When are we ready to use ABD criteria to determine eligibility for SLD?

• How to understand ABD eligibility determination on students moving into your district with this determination in place?

MN Rule 3525.1341, Subpart 2(1) the child does not make adequate progress to meet age or state-approved grade-level standards in one or more of the areas listed above when using a process based on the child’s response to scientific, research-based intervention (SRBI);

All Students Need to Make Progress Towards Proficiency

Job #1 =Make progress towards grade level content standards . . .

Eligibility Determination

Elementary Secondary Education Act (ESEA) for All

IDEA504

ALL Students Must Have Access and Make Progress: Special Education Has Two Masters

Adequate Yearly ProgressAccountability is to group level

Progress on IEPAccountability to

Individual

The Terminology We Use Is Evolving

Multi-tiered Systems of Support (MTSS)

As of July 2011 new Minnesota literacy legislation uses this term.

Systems of Scientific Research-Based Instruction


New MN legislation• “Reading Well By Third Grade”• Minnesota Statute 122A.06 (July 2011)

https://www.revisor.mn.gov/statutes/?id=122A.06&format=pdf

See Handout-”Scientifically-based Reading Instruction”




Key Ideas in “Reading Well by Third Grade”1. Literacy program(s) or collection of practices MUST include, at a minimum, effective, balanced instruction in all five areas of reading: *Phonemic awareness *Vocabulary development

*Fluency *Phonics

*Reading comprehension.

2. Comprehensive, scientifically-based reading instruction also includes and integrates instructional strategies for continuously :

assessing and evaluating communicating reading progress and needs designing and implementing ongoing interventions.

3. Students of all ages and proficiency levels can read and comprehend text and apply higher level thinking skills.

In Handouts-”Scientifically-based Reading Instruction”


• Features are the same as used in term “RtI”

• Refers to a continuum of supports for all students

• Generally includes levels or tiers of support, including core curriculum.

There is No One State Model for MTSS

• Starting points may vary

• Applications to other areas may vary

• The ways students are supported may vary

– Entry, progression, and exit

• The time it takes to fully implement may vary

Moving to new Language

• MTSS: _______________ __________________________ ____ _____________ESEA: ___________________ _______________________________ ____________Discuss with your partner why special education needs to be aware of both IDEA and ESEA.

Because. . . We Have Multiple Initiatives with Tiers of Supports

All Some

Few

BehavioralPhysicalSocial-Emotional Academics

Remember: A Student may not be just one “color” or level!

Math Fact Retrieval

Emotional Regulation

Phonemic Awareness

Vocabulary

Listening comprehension

Adapted from Sugai 2009

Concepts

1s first, Explain the previous slide to your partner

• What is the key message?• How does this slide apply to MTSS? Eligibility?• What, if anything, is still confusing on this

slide ?• Reverse roles and 2s explain the slide to your

partner. • What data does your school currently have

that may show a student’s overall strengths and weaknesses?

Multi-Tiered System of Supports

Range of literacy practices implemented within a building

Range of literacy skills held by all students within a building

Staff’s Capacity to Address Group Needs

A Multi-tiered System of Literacy Supports Requires. . .




System of Assessment Indicates Needs



Range of Evidence-Based Practices


A Multi-tiered System of Supports



Range of Evidence-Based Practices





Critical Features of a Multi-Tiered System

Critical Features of a Multi-Tiered System:System of Assessments

Screening Diagnostic Monitoring Progress

Determining Eligibility

Choral Read

End of year

Standards based outcome measures

End of year “high stakes”

test

Beginning of year

Screening and informal

diagnostics

1. General screening 2. Targeted screening 3. Informal diagnostics

Throughout the year

Progress Assessments

Center on Instruction - Reading StrandFlorida Center for Reading Research Florida State

University February 2009

Complete System of Assessment

CBM- lower level growth indices

Classroom based formative assessments

Further diagnostics

Grade level, standards based progress monitoring


Needs support for comprehension

Needs comprehensive intervention

Grade level, standards based progress monitoring


On track

At risk - receive further targeted screening

General Screening info. at beginning of year

Center on Instruction - Reading StrandFlorida Center for Reading Research Florida State University February 2009

TIER 1: CORE INSTRUCTION

• Assessments: – Screening – Evaluating effectiveness of core instruction

• Research-based/Evidence-based Instructional Practices

• Matching student needs with research-based instructional practices

Multi-tiered Systems of Support Tier 1. Core Instruction

• All students• Differentiated and accessible• Pro-active based on school and grade

performance data

We Improve Student Outcomes with Problem Solving

2. Identify the instructional variables to be included in plan to address the gap.

3. Carry out the intervention as intended.

4. Evaluate the data and determine if the plan is working.

1. Identify gaps between performance and grade-level expectations.

Systems of Assessment : Screening/Effectiveness of Programming

Indicate effectiveness of instruction

– Disaggregated into groups

– Across levels of supports

Accurately identify students at-risk

– Predict future performance

– Conducted 3 times per year

Screening Instructional Decisions

Monitoring Progress




– Disaggregated into ________

– Across _______ of supports

Accurately identify students ______

– Predict __________ performance

– Conducted __________ per year


Monitoring Progress


Problem Solving Applies to Programs and Systems

In Handouts

Turn and Talk

• With your group, look at this diagram and discuss your understanding of this and how this could be used for problem solving in a program or system.

School-wide Evidence Can be Used for Judging Effectiveness

Effectiveness of instruction • Data suggests how well

instructional practices and materials are meeting needs of all students

• Data is used proactively to formulate core instructional match to student needs

0%

20%

40%

60%

80%

100%

All NA SES

Partner Practice

• First on your own think about as many ways as you can that looking at data in this manner will help teams address core instruction.

• Compare with your partner

Goal 70%Target: 43 72 90

67

Fall Winter Spring

5 students

5 students

Intensive <26

17 students25%

Intensive10 students

15%

Intensive

Strategic

4 Students

9 Students

Benchmark45 students05-06 66%04-05 61%03-04 56%

Benchmark47 students05-06 70%04-05 69%03-04 61%

Benchmark56 Students 04-05 68%03-04 54%

Strategic 6 students

9%

Strategic10 students

15%2nd

grad

e

42

Slide Originally Presented at the Midwest Leadership Conference, 2007 By Kim Gibbons.

Organizing Data to Judge Effectiveness

1 Student

5 students

We Need to Identify Acceptable Range of Differences Across Classrooms

0

50

100

150

200

250

1 2 3 4

Hou

rs o

f Ins

truc

tion

in

175

Day

s

Percent of Session

Instructional Engaged TimeIs the problem at a systemic level?

Is it an effort or fidelity issue?

Is it instructional, curricular, or environmental?

-73.5 hrs-83 hrs

90 min. sessions 60 min.

95% 75% 67% 95%

We Need to Identify Acceptable Range of Differences Across Classrooms

Considerations when Selecting Screening Tools

• How does the data inform instructional decisions?– Measure what predicts future performance– Measure students like the ones in your district

• How will the screening process work?– Completed 3 times per year– Who, how, when, with what is specified and

supported

• Is there training to ensure that staff are doing it the same way and making same judgments?

• How will we be sure we are accurate in our judgments?– Procedures in place to assure good data goes in and

comes out• Make consistent judgments of data.

– Process for using data to target the right problem– Procedures for integrating and prioritizing multiple

sources of data – Collecting additional data to verify risk

• Will vs. ability• 5 wks of progress monitoring for ELL and young students

Considerations when Selecting Screening Tools

Screening Requires Cut-off ScoresGrade CBM Measure Benchmark

K Letter Naming FluencyInitial Sound FluencyPhoneme Segmentation Fluency

Grade 1 Phoneme Segmentation FluencyWord Identification FluencyNonsense Word Fluency + Passage Passage Reading Fluency (2nd half of year)

WIF<15

Grade 2 Passage Reading Fluency ORF<89

Grade 3 Passage Reading Fluency ORF<107

Grade 4 Maze FluencyPassage Reading Fluency

MAZE<10 replacements 2.5 min





Aimsweb normative scores (2007) & Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-tier Intervention in the Primary Grades (2009). Institute of Education Sciences Practice Guide.

We Apply Problem Solving to Systematically Change Outcomes

2. Identify the instructional variables to be included in plan to address the gap.

4. Carry out the intervention as intended.

3. Evaluate the data and determine if the plan is working.

1. Identify gaps between performance and grade-level expectations.

Chapter 4-15, 6, 8, 9, 10

Purposes of Assessment Data: Targeting Students


– Disaggregated into subgroups

– Across levels of supports

Accurately identify students at-risk

– Predict future performance

– Conducted 3 times per year


Monitoring Progress


Screening Tools Must Correctly Target Students

Measures are sensitive if pick up students truly at-risk

Measures are specific if do not pick up students who are proficientSurprised but

happy

Surprised and unhappy

Did You Know?

• An evidence-based program is one thing…

• Implementation of an evidence-based program is a very different thing.

(Fixsen and Blase, 2006)

Why is this important? What message are you trying to get across to your audience?

Effective Core Instruction: Aligned to Standards, Aligned Language, Differentiated

Limited Prior Knowledge

Large Body of Prior Knowledge

Needs Systematic Explicit Instruction

Can Perform with Implicit or Guided Discovery

Core instruction designed to address needs of 80% of students

Effective Core Instruction

Alterable variables (Instruction/Curriculum/Environment)

• Differentiated(Content/Process/Product) for Heterogeneous groups to make progress

• High rates of student response to teacher talk• Frequent feedback (rapid cycles of formative and

summative assessment)• Coordination between services (core and

intervention)• Aligned instructional language• Flexible Grouping• Accommodations/Modifications for students with

disabilities to access and make progress

Range of A

cademic and behavioral skills

Good Core Instruction Uses Research Based Instructional Practices R

ange of Academ

ic and behavioral skills

• Formative Assessment• Vertically aligned curriculum with

standards• Common assignments and assessments• Pre-skills identified and taught• Common language & vocabulary• Frequent, clear & specific feedback• Peer tutoring & cooperative learning• Universal Design for Learning (UDL)• Differentiate process and product

Evidence-Based Practices that Strengthen Core Instruction

These inform intensity and access to instruction:• Horizontal and vertical alignment • Coaching/mentoring of evidence based practices

– Interpretation of data• Quantitative• Student work

– Effectiveness of implementation– Alternatives or options to strengthen student response

• Collaboration to improve instruction based on performance data

See SLD Manual Chapter 4 and 6

For Example: Scientifically-based Reading Instruction

Instructional Content

Phonemic Awareness Phonics Fluency Vocabulary Comprehension

Instructional Design

o Explicit Instructional Strategies

o Coordinated Instructional Sequences

o Ample Practice Opportunities

o Aligned Instructional Materials



– Disaggregated into ________

– Across _______ of supports

Accurately identify students ______

– Predict __________ performance

– Conducted __________ per year


Monitoring Progress


Effect Sizes-FYI

Effective =• .8+ large• .5 moderate• .2-.3small

Purposes of Assessment Data: Matching Needs

Match intervention to student need

Identify effective instruction and build staff capacity

Screening Diagnostic Assessments (Instructional Decisions)

Monitoring Progress



Match ___________ to student need

Identify _________instruction and build staff _________


Monitoring Progress



Types:• Informal diagnostics• Formative

Assessments• Summative

Assessments• Curriculum Based

Measures (CBM)


Monitoring Progress


Accurate match of student needs to intervention

Student Work

Attendance Data

Screening scores– CBM, MCA, MAP

Engaged time or ODR’s

Matching Needs: Use Multiple Sources of Data

Language: Reading: • Decoding/Word

work• Comprehension

StrategiesMath: • Number Sense• Fact Fluency

Attendance and anger

management

Medical (e.g. glasses, blood

sugar monitoring etc.)

Social-emotional Regulation

Governed by IDEA

SRBI 1 SRBI 2Evaluation for Special Education

IEP

Individual

School-wide

Grade or classroom

Group

Governed by ESEA

Standards-based IEP

Governed by ESEA

Multiple Sources of Data Should be Used

Partner Talk

• How do the previous slide and slide #17 relate?

• Why is it important to distinguish between the different sources and uses of data?

Heidi Springborg, 2009

“Our confidence in the data increases when we see convergence or repeated patterns across multiple sources of data--not because we distrust professional judgment, but because confidence increases if more than one person can see it, touch it, understand it equally.”


Monitoring Progress


Criteria for Matching Needs with Instruction

Intended use of data:• Discriminate between high and low-risk and average

performers • Establish similar decisions across educators• Make reliable decisions across time• Cross-validate with informal measures and teacher

judgments• Tease out inconsistencies or nuances in performance

– Open vs. close ended response– Timed vs. untimed – Automatic from acquisition stage of learning

Criteria for Matching Needs with Instruction

Intended use of data:• Discriminate between ____ and ______ and

_______ performers • Establish similar decisions _______ educators• Make _______ decisions across time• Cross-validate with _______ measures and teacher

judgments• Tease out ____________ or nuances in performance

– Open vs. close ended response– Timed vs. untimed – Automatic from acquisition stage of learning

TIER 2: TARGETED GROUP INTERVENTIONS

• Assessment• Monitoring Progress• Making data-based instructional decisions

• Instructional Practices• Re-analyzing the learning problem• Secondary prevention (small group)

Multi-tiered Systems of Support Tier 2. Targeted Group Interventions

• Some students • Linked with Core instructional standards• Successful for 70-80% of students receiving

intervention and core instruction

Components of Effective Interventions• Be careful of Standard Protocols. They are “one size fits all

interventions” and don’t necessarily target specific weaknesses

• Problem solving important—matched with targeted needs, skills, or strategies

• Options (always in addition to core)– Covers 2-3 developmentally appropriate reading tasks

(20-40 min. daily)• In Research, typical group: 2-5 homogenous • Duration: regroup every 6 weeks• Scripts and lesson plans are recipes

Components of Effective Interventions (cont.)

• Correctly targeted• Explicit instruction• Appropriate challenge (controlled difficulty)• High ratio of opportunities to respond• Immediate and specific feedback

– With contingent reinforcers

• Implemented as designed-dosage, intensity, components, etc.

Burns, VanDerHeyden, & Boice (2008)

More Critical Features of Intervention• Capacity to systematically maximize effect of instruction

– Documented base of research to support

– Matched to needs of students

• Includes systematic and explicit instruction– Changes trajectory of performance by focusing on alterable variables

(instruction, curriculum, environment)

– Aligned with core instruction and grade level standards to increase skills and understandings within core instruction

• Continuously evaluated for effectiveness– Student performance

– Implementation effort

– Implemented as designed

More Critical Features of Intervention

• Documented base of research to support (Scientific Research-Based Interventions or SRBI)

• Matched to needs of students

• Implemented as designed

• Continuously evaluated for effectiveness (groups and individuals)

Review

• You have been presented with several components of effective interventions. Which components do you currently see in your schools? Which ones would enhance the interventions currently in place?

• Compare to your partner

Skills vs. Strategies

• Skills: automatic reactions that result in decoding and fluency and occur without awareness

• Strategies: deliberate, goal-oriented attempts to control and modify constructions of meaning

“It is important to promote both skills and strategic reading because students need to know how to read strategically”

Afflerbach, Pearson and Paris (2008)

Purposes of Assessment Data: Monitoring Progress

Evaluate instructional effectiveness

Make the next right instructional step


Monitoring Progress


Purposes of Assessment Data: Monitoring Progress

Evaluate _________________ effectiveness

Make the next right ______________ step


Monitoring Progress


What is Progress Monitoring?

• Performance is assessed using brief measures– General outcome and curriculum-based measures are

indicators of growth– Informal inventories alternating formats

• Given bi-weekly for primary and secondary prevention

• Given weekly for tertiary prevention and Special Education

• Use parallel or alternate forms.

Screening Instructional Decision

Monitoring Progress


Intended Use of Progress Monitoring• Primarily:

– Make judgments as to effectiveness of interventions– Motivate student to improve performance– Provide data for making systematic changes for

accelerating learning– Provide guide for when to change instruction

• Lastly: – Use in making evaluative judgments for entitlement

Comparing Screening & Progress Monitoring

Screening: – Level informs need– Effectiveness of

curriculum – Benchmarks are

indicators

Progress Monitoring: – Slope confirms

effectiveness of instruction

– Rate of improvement or acceleration of learning

– Decision rules for change

• Inform effective practice (student, teacher, building)• Indicator of ability of system to meet students needs

Measuring & Communicating ProgressQuantify goal and rate of student improvement:• Slope

– Increasing slope indicates responsiveness.– Flat or decreasing slopes indicate unresponsiveness.– Slope after intervention is faded indicates ability to maintain

• Level– Performance compared to set benchmark/criterion– Performance compared to norm group

• Recoupment– Time it takes to reach where student left off prior to

vacation or break

Sarah’s Progress in Secondary Prevention

02468

101214161820

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

Wor

ds R

ead

Corr

ectly

Sarah’s slope: 1.9

What is happening to the error rate?Is this mirrored with connected text?


Monitoring Progress


Wor

d Id

entif

icat

ion

Flue

ncy

Juanita’s Progress in Secondary Prevention

02468

101214161820


Wor

ds R

ead

Corr

ectly

Juanita’s slope: 0.0

What is happening to the error rate?


Monitoring Progress


Malik’s Progress in Tertiary Prevention

02468

1012141618202224262830


Wor

ds R

ead

Corr

ectly

Malik’s slope: 2.0

What is needed for Malik to exit?


Monitoring Progress


Group Activity

• Review the Graphs• Discuss

– the decision you would make based solely on the graph

– What additional information would help the team gain a complete picture of the learner? (Hint: remember a child is more than a data point)

Image courtesy of Wireless Generation. MDE does not endorse any product.

c


Monitoring Progress


Guided Discussion Tool for Selecting Practices and Instructional Methods

Data• Student needs• Implementation Effort

Practices• Instructional Practice• Professional

Development• Necessary Resources

Systems• Schedules to support

implementation• Funding and staffing

support • Policies

Primary focus of Data-Driven Decision Making and Systemic Problem Solving

Implement and Evaluate Practice• Train and coach staff to implement• Collect data on effectiveness of

implementation (process and outcome data)• Analyze effectiveness with students

– For whom does it work?– Under what conditions?– What factors make a difference in student

response?

How Do we Know Interventions Will be Sufficient to Close the Gap?

50th %ile

1 year

= 13%ile

or 8 RIT

points

1 year

1 year

This curve is not to scale. Blue lines are not representing standard deviations, rather calculations of instructional time to make 1 year growth.

90 min.90 min. +90 min. +

12th%ile

270 min(catch-up)+ 90 for current year= 360 min. /2 years = 180 min per day

Alterable Task Components and Specific Adjustments to Intensify Intervention

Task Components

Low Medium High

Range of Tasks(narrow to wide)

Narrow range and targeted

Wide range and extensive examples

Task complexity Easy/familiar Difficult with multiple steps

Task schedule Responses 1-2 min. period

1-2 response in 5 min.

Multiple responses>15 min

Task response (yes/no, choice, production)

Yes/no Use choice form to teach task request

Production response

Task modality Motor response Oral response Written response

Alterable Program Components Used to Intensify Intervention

Task Components

Low Medium High

Time and Response Opportunities

Increase attendance and ensure daily instruction delivered

Increase response opportunities outside group

Additional scoop of instruction

Program Efficacy

Research-based program and training

Supplement core instruction with enhancements

Specially designed instructional program on top of core

Fidelity of Implementation

Core program taught with high fidelity

Additional staff development

Highly trained instructor

Group Size Placement appropriate to group

2-3 students 1:1 only and daily

Coordination of Program Instruction

Instructional Priorities Aligned instructional language across periods

Examine progress weekly

Allocation of Instructional Resources

Core Instruction • Differentiated(Content/Process/Product) for Heterogeneous

groups to make progress• Accommodations/Modifications for students with disabilities

to access and make progress

Alterable variables (Instruction/Curriculum/Environment)• Additional instructional minutes• Correctly targeted skills to needs• Additional practice• High rates of student response to teacher talk• Specific feedback (rapid cycles of formative and summative

assessment)• Coordination between services (core and intervention)• Aligned instructional language• Group size

Range of A

cademic and behavioral skills

TIER 3:INTENSIVE AND INDIVIDUAL INTERVENTIONS

• Reconsider the Learning Problem in Context (ICEL)

• Tertiary Prevention (Individualized)• Suspecting a Disability/Comprehensive

Evaluation

Multi-tiered Systems of Support Tier 3. Intensive and Individual Interventions

Few students• Linked with Core instructional standards• Needs Driven and high Intensity (group size, time,

scope)

Multi-tiered Systems of Support Tier 3. Intensive and Individual

Interventions

What do we do when our second intervention plan is not working?

Re-defining the Learning Problem

• Remember to consider ICEL when considering and evaluating interventions in place

• Instruction• Curriculum• Environment• Learner


Instruction C E L

• Was the intervention implemented as intended? How does the team know?

• Was the intervention well matched to the identified needs?

• What, if anything, from the previous intervention plan worked?

• What additions/changes to instructional strategies, curriculum, or environment are needed to accelerate performance?

See SLD Manual, 6-5, 6-6

Re-defining the Learning ProblemI Curriculum E L

• Increase opportunities to respond• Vary schedule of easy/hard tasks• Increase instructional time• Check group placement• Change instructor• Pre-teach terms or concepts • Increase collaboration across instructors

See SLD Manual, 6-7


I curriculum E L • Scope and Sequence & Materials

– Check alignment with standards and grade-level skills– Prioritize concepts– Adjust instruction to provide appropriate practice for stage

of learning – Observe or coach staff in implementing essential features

of intervention materials– Intensify, tweak, or replace materials or instructional

sequence– Pre-teach requisite skills to automaticity

See SLD Manual, 6-7


I C Environment L• Establish clear expectations and class routines • Increase teacher led instruction, alter/eliminate

distracters in the environment• Teach social emotional skills such as problem solving,

self-monitoring, self-regulation• Change group size- (1-3)• Consider the time of day that the intervention is

taking place

See SLD Manual, 6-8


I C E Learner• Have we accurately identified the problem?

– What do we know about how the student learns?– Do we need more or different data?– What possible issues may, in part, explain underlying

persistence in poor achievement?

• What are the student’s needs in the areas of ICEL?– Instruction– Curriculum– Environment – Learner

See SLD Manual, 6-5, 6-6


I C E Learner• Analyze strengths and weaknesses• Adjust instruction based on information from an ICE

analysis• Identify and teach to learning preferences provide

immediate feedback• Reinforce effective effort • Provide homework or extra practice within

instructional level (90% correct without help)

See SLD Manual, 6-8


I C E Learner

• Review the data from the interventions.

• If the student does not make appropriate progress or if the level of support needed to make progress is excessive, the team may suspect a disability.

• The team could use information gathered from interventions and consider a comprehensive evaluation, using this data.

Learner

IC

E

Review

• I _________• C _____________• E _______________• L _________________

• Why is the L left as the last step?

SPECIAL EDUCATION

• Comprehensive Evaluation• Integration of data into the eligibility decision• PLAAFP/ S-B IEP

When we are Intervening Systemically, we will Have What we Need to:

• Plan a comprehensive evaluation• Determine eligibility • Make the next right instructional step

for students with disabilities

When we are Intervening Systemically, we will Have What we Need to:

• Plan a _____________ evaluation• Determine __________ • Make the next right _________ step

for students with disabilities

Minnesota Statute 125A.56 Alternate Instruction Required. . . .

Subdivision 1.Requirement. (a) Before a pupil is referred for a special education evaluation, the district must conduct and document at least two instructional strategies, alternatives, or interventions using a system of scientific, research-based instruction and intervention in academics or behavior, based on the pupil's needs, while the pupil is in the regular classroom. The pupil's teacher must document the results. A special education evaluation team may waive this requirement when it determines the pupil's need for the evaluation is urgent. This section may not be used to deny a pupil's right to a special education evaluation.

Provide Access

to general curriculum

Accelerate skill

acquisition

Facilitate Progress towards

proficiency

Comprehensive Evaluation Must Evolve our Picture of What is Needed

142

Administer tests of processing

Apply added value procedures

Corroborate Data

Suspected Processes from Problem Statements

Practice time

• Use the script in the notes pages to explain this slide to your partner

Purposes of Assessment Data: Determining Eligibility

No disability

Eligible for 504

Eligible for Special

Education


Monitoring Progress Determining Eligibility

A comprehensive evaluation may have 3 possible outcomes.

In Handouts


Monitoring Progress Determining Eligibility

Practice Time

• Write down the 3 possible outcomes from a comprehensive evaluation.

• Compare with your table

• Being found ‘not eligible’ is not a failure– What is the next step for the team to take?

• The team’s responsibility is not done if the student is found eligible

Compensation: strategies student uses to reduce symptoms or demands

Intervention: directly address an identified area of weakness a.k.a. remediation

Instructional/Curricular / Environmental accommodations: supports that mitigate learning problems and increase access to the general curriculum

It Will Take Multiple Strategies to Mitigate the Effects of the Disability

Instructional Level

Content

Enrolled Grade Level

Content

1. Mitigate the impact of the disability

2. Provide access to the general curriculum

3. Sustain or exceed previous rates of growth to convey benefit

What are the implications for designing and implementing SpEd Services in order to

Turn and Talk:

What are the implications for designing and implementing Special Education Services in this system?

You have this information: • Profile of student’s learning and achievement

from previous instruction and interventions• Documentation of intensity and match of

instruction that was needs driven and best fit

Student Work

Integration of Data

Grade Level Standards

PLAAFP Development

Impact of Disability(Including Basic Psych. Processing)

Gap Analysis to determine

Needs

Standards-Based Goals and Objectives

A Well-developed PLAAFP is Crucial

• Provides the link between Comprehensive Evaluation, Eligibility Determination, and Goals and Objectives

• Identifies how the disability impacts progress in the general curriculum

• Integrates the data that has been gathered to support determination of needs and services

• Becomes a baseline for future IEPs

The team must be able to answer the following questions:

• How does the student’s disability affect his/her involvement and progress in the general education curriculum? (34 C.F.R. § 320(A)(1)(i))

• What do we know about this student and how he/she is able to make progress with his/her own strengths and compensatory abilities?

• What specific data do we have regarding the student’s present levels of performance in relationship to the grade-level standards?


• Given the Identified grade-level expectations in reading, and/or math, what are the most essential grade-level standards and benchmarks that must be addressed during the year of this student’s IEP?

• What other educationally relevant needs resulting from the student’s disability must be addressed, but not necessarily tied to standards?

• Once essential grade-level standards/benchmarks are determined, what are the learning progressions needed to close the gap between the student’s skill level and grade-level content standards/benchmarks?


For developing Goals and Objectives:• How much growth do we expect this student

to make toward meeting the essential standard(s) within the year of the IEP; and how will the student’s progress be measured on a regular basis?

SLD Learners Benefit when Core Instruction Uses Research Based

Instructional Practices• Self-monitoring• Reinforcement• Self-questioning• Strategy instruction• Frequent, targeted,

feedback• Strategy cues• Drill-repetition-practice• Direct instruction

• Repeated reading• Error correction• Formative evaluation• Peer mediation• Peer tutoring• Direct questioning and

response• & more

Kavale (2005), Swanson (1999), Swanson & Sachse-Lee (2000)

Instructional Level

Content

Enrolled Grade Level

Content

• Analyze grade-level content standards

• Map routes of understanding

• Differentiate instructiono Contento Processo Product

• Provide accommodations

• Match learning context with needs

• Provide extra doses of instruction

We Balance Demands of the Regular Classroom with Special Education Programming

Results of Evaluation Should Help us Balance Access with Intensive Instruction

Evidence-based Practices that Strengthen Special Education Instruction in LRE• There is vertical and horizontal alignment of

curriculum to state standards• Students who are behind spend more time on

reading and math to accelerate rate of learning to achieve beyond grade level to college readiness

• There has been an adoption of assistive technologies designed to meet the needs of and make instruction accessible for students across ability levels

Summary: Main Ideas to Take Away With You From today

• Components of a Multi-tiered System of Supports

• Know the various types and purposes of assessment data

• Problem Solving is systemic• Feed forward and integrate data • Use data to make instructional decisions

Summary: Main Ideas to Take Away With You From today

• Components of a _________ ________ ________ of __________

• Know the various t______ and p_______ of assessment data

• Problem Solving is ________• Feed f______ and i________ data • Use _________ to make instructional

decisions

Considerations for Implementing the Big Ideas

Selecting SRBI is one part of the picture• Use data to identify needs• Start with core instruction• Wring out greatest impact from evidence based

pedagogy• Select sustainable SRBIs • Use progress monitoring and formative measures to

tweak and improve practice• Adjustments will have to be made

Summary of Critical Features of a Multi-Tiered System

• Implement Plan (Treatment Integrity)

Carry out the intervention

• Evaluate(Progress Monitoring Assessment)

Did our plan work?

• Define the Problem(Screening and Diagnostic Assessments)

What is the problem and why is it happening?

• Determine Plan(Evidence-Based Instruction)

Select Instruction

Big Idea: Problem Solving is Systemic

Know The Various Purposes and Uses of Assessment

Screening Progress Mon. Matching to Needs

Population School-Wide Group/ individual Individual

Uses Indicator Specific skills/ behaviors

Skills/ abilities/ knowledge

Frequency Yearly/ 3X Weekly/ daily Problem Solving

Purpose Identify risk Effectiveness of intervention

Strengths/ Weaknesses

Focus School Group/student Student

Instruction Class/school instructional decisions

Within an intervention Designing instruction

Application Intervention planning Continue or regroup Planning/ specifying interventions

The Three Big Ideas for Using Assessment Data

1. We use valid data to make instructional decisions.

2. Effective implementation of our system of assessment is key to being able to exercise our choice of criteria (use ABD).

3. Data should feed forward; integrate and use data for problem solving and planning next right step. Cloze Read

Summary Idea: Integrate Data in Order to. . .

Screen •Benchmark below grade level expectations (20-30% ile)•ELL progress data corroborates•Teacher test data and observation (QRI, IRI, error analysis, etc.)

Intervene•Problem statement—(synthesis of prior data+ parent input)•Match needs with appropriate instruction•Progress monitoring data•Observation or fidelity check

Intervene•Revised problem statement (incorporates all prior data) •Reconsider, modify, adjust intervention•Continue to progress monitor and check fidelity•If evidence indicates lack of response consider observation in

core instruction

Big Idea: Data is Used in Multiple Initiatives

Data feeds forward

Leve

ls o

f Ana

lysi

s


Standards-based IEP

School-wide

Grade or classroom

Group

Individual

Different types of data are required for different purposes

Use All the Data for Decision Making

Data feeds forward

Leve

ls o

f Ana

lysi

s


Standards-based IEP

School-wide

Grade or classroom

Group

Individual

Summary Idea: Assessment Data Used Properly Increases Student

Achievement

Job #1 = progress towards grade level content standards . . .

Eligibility Determination

name:

Documents

instructional srbi practices

powerpointgrey slides

theseblue slides

systems of scientific

coaches cornerpink slides

learning problem

core instructionassessment

sessionssld eligibility