Catherine Christo California State University, Sacramento
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
IDEA 2004 and SLD
Presentation to California Association of School Psychologists
Catherine ChristoCalifornia State University, Sacramento916 278-6649 [email protected]
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Learning Goals understanding and familiarity with key elements of SLD determination within IDEA 2004knowledge of essential elements of RtIawareness of methods for monitoring progress and setting criteria for services knowledge of useful assessment instrumentsknowledge of considerations in linking assessment to intervention
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Outline
Overview of IDEA 2004FoundationsRegulations
Overview of RtI modelEssential Elements of RtI in Eligibility Comprehensive Evaluations
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Foundations of IDEA, 2004:Guiding Principles of NCLB
Focus on what worksScientifically researched methodsNational Institute on Education Sciences
AccountabilityRelated to standardsMandated achievement for students at all levelsProgress monitoring
Early interventionReading First
Focus on outcomes High expectations, related to general education curriculum, for all students
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Research Findings
Problems with current systemNew methods of assessmentOver-representationDisjointed system of categorical funding
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
IDEA 2004Signed into law December, 2004Became law July 1, 2005 (except for highly qualified provision)Proposed regulations published June, 2005Public input solicited throughout summer at meetings and through written correspondenceFederal regulations likely to be released early in 2006
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Section 300.8 (c)(10)Specific Learning Disability means a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematics including conditions such as perceptual disabilities, minimal brain dysfunction, dyslexia and developmental aphasia.
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Procedures for SLD (300.307)(a) General. A State must adopt, consistent with §300.309, criteria for determining whether a child has a specific learning disability as defined in §300.8. In addition, the criteria adopted by the State--
(1) May prohibit the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability as defined in §300.8;(2) May not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability as defined in §300.8;(3) Must permit the use of a process that determines if the child responds to scientific, research-based intervention as part of the evaluation procedures described in §300.304; and4) May permit the use of other alternative research-based procedures for determining whether a child has a specific learning disability as defined in §300.8.
(b) Consistency with State criteria. A public agency must use the State criteria adopted pursuant to paragraph (a) of this section in determining whether a child has a specific learning disability.
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Criteria (300.309 (a) (1))The child does not achieve commensurate with the child’s age in one or more of the following areas, when provided with learning experiences appropriate for the child's age:
(i) Oral expression.(ii) Listening comprehension.(iii) Written expression.(iv) Basic reading skill.(v) Reading fluency skills.(vi) Reading comprehension.(vii) Mathematics calculation.(viii) Mathematics problem solving
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Criteria (300.309 (a) (2))2)(i) The child fails to achieve a rate of learning to make sufficient progress to meet State-approved results in one or more of the areas identified in paragraph (a)(1) of this section whenassessed with a response to scientific, research-based intervention process; or(ii) The child exhibits a pattern of strengths and weaknessesin performance, achievement, or both, or a pattern of strengths and weaknesses in performance, achievement, or both, relative to intellectual development, that is determined by the team to be relevant to the identification of a specific learning disability, using appropriate assessments consistent with §§300.304 and 300.305; and
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Criteria (300.309 (a)(3))
The group determines that its findings under paragraph (a)(1) and (2) of this section are not primarily the result of--
(i) A visual, hearing, or motor disability;(ii) Mental retardation;(iii) Emotional disturbance;(iv) Cultural factors; or(v) Environmental or economic disadvantage.
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Criteria (300.309 (b))For a child suspected of having a specific learning disability, the group must consider, as part of the evaluation described in §§300.304 through 300.306, data that demonstrates that--
(1) Prior to, or as a part of the referral process, the child was provided appropriate high-quality, research-based instruction in regular education settings, consistent with section 1111(b)(8)(D) and (E) of the ESEA, including that the instruction was delivered by qualified personnel; and (2) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, was provided to the child's parents.
Catherine Christo California State University, Sacramento
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Criteria (300.309 (c))
(c) If the child has not made adequate progress after an appropriate period of time, during which the conditions in paragraphs (b)(1) and (2) of this section have been implemented, a referral for an evaluation to determine if the child needs special education and related services must be made.
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Written Report (300.311)(1) Whether the child has a specific learning disability;(2) The basis for making the determination, including an assurance that the determination has been made in accordance with §300.306(c)(1);(3) The relevant behavior, if any, noted during the observation of the child and the relationship of that behavior to the child's academic functioning;(4) The educationally relevant medical findings, if any;
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Written Report (5) Whether the child does not achieve commensurate with the child’s age;(6) Whether there are strengths and weaknesses in performance or achievement or both, or there are strengths and weaknesses in performance or achievement, or both, relative to intellectual development in one or more of the areas described in §300.309(a) that require special education and related services; and(7) The instructional strategies used and the student-centered data collected if a response to scientific, research-based intervention process, as described in §300.309 was implemented. CASP 2006 Catherine Christo
California State University, Sacramento
Conduct of Evaluation (300.304) (b)
(1) use a variety of assessment tools and strategies to gather relevant functional, developmental and academic information…(2)not use any single procedure as the sole criterion…(3) use technically sound instruments that may assess the relative contributions of cognitive and behavioral factors in addition to physical or developmental…
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
300.304(c)(1)Assessments and other evaluation materials used to assess a
child under this part--(i) Are selected and administered so as not to be discriminatory on a racial or cultural basis;(ii) Are provided and administered in the child's native language or other mode of communication and in the form most likely to yieldaccurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to so provide or administer;(iii) Are used for the purposes for which the assessments or measures are valid and reliable;(iv) Are administered by trained and knowledgeable personnel; and(v) Are administered in accordance with any instructions provided by the producer of the assessments.
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
300.304 (c) continued(2) Assessments and other evaluation materials include those tailored to assess specific areas of educational need and not merely those that are designed to provide a single general intelligencequotient.(3) Assessments are selected and administered…reflect child’s aptitude or achievement(4) The child is assessed in all areas related to the suspecteddisability…., (5) Assessments of children with disabilities who transfer ….(6) In evaluating each child with a disability under §§300.304 through 300.306, the evaluation is sufficiently comprehensive to identify all of the child's special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified.(7) Assessment tools and strategies that provide relevant information that directly assists persons in determining the educational needs of the child are provided.
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Primary Elements in Eligibility
Child does not achieve commensurate with age in one of eight identified areasChild failed to make sufficient progress in meeting state approved results when using a response to scientific research based intervention process or exhibits a pattern of strengths and weaknesses that is relevant to SLDDetermination of educational need
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Further Critical ElementsRequires group to consider evidence that child was provided appropriate instruction prior to or as part of referral processAssessment of progress Written report must also address:
Strengths and weaknesses in performance or achievementInstructional strategies used and response to student data All areas in which child may need support
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
LD Roundtable RecommendationsCriteria
(1) The child does not achieve commensurate with his or her age and ability levels..(2) If a response to scientific research based intervention model has been implemented the child fails to achieve a rate of learning to make sufficient progress to meet SEA approved outcomes(3) The child exhibits a pattern of strengths and weaknesses in performance and/or cognitive abilities that is determined by the team to be relevant to the identification of specific learning disabilityExclusionary clause the same
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
What is the same in IDEA 2004?
Definition Low achievementExclusionary issues
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
What Is New?Problem solving approachFocus on assessment over time Inclusion of reading fluency in academic areasEmphasis on response to interventionEmphasis on research based instruction/interventionEmphasis on systematic progress monitoringDetailed description of instruction/intervention and response included in report CASP 2006 Catherine Christo
California State University, Sacramento
What Is New and May Change?
Achievement lower than expectation for age only.De-emphasis of processing disorder or pattern of strengths and weaknesses indicative of LD
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Outline
Overview of IDEA 2004FoundationsRegulations
Overview of RtI modelAssumptions and critical elementsThree tiered model
Essential Elements of RtI in Eligibility Comprehensive Evaluations
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Underlying Assumptions of RTI
Rests in problem solving approachFocus on skills not underlying etiology
Early interventionResearch based instruction in the regular classroom is best for all childrenAssessments should provide information relevant to instructionAbility/achievement discrepancy models are flawed
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
RtI ModelsKey features
Provision of research based instruction/intervention at increasing levels of intensityAssessment by response to interventionMonitor and evaluate at all stages
Dual Discrepancy Performing below peersNot making sufficient progress
Does not preclude immediate referral for special education when appropriatePart of assessment process when suspect LD
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Critical Elements in Assessing Response to Intervention
Determine whether child has been given scientific, research based interventionDetermine where child is in relation to his peersDetermine if child has “responded” or made adequate progressProvide progressively more intense interventions
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Tier I Interventions
Within classroomMay target groups of students Measurable goals for all Instituted early for identified and at-risk students Individualized and flexible groupingBase on ongoing assessmentWill be extensions of curriculum
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Criteria to Determine Need for Tier I Intervention
Poor performance on screening testsBottom portion of students Response to instructionIdentify those not at risk
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Tier II: Supplemental Instruction
May go beyond classroom instructionProvided in small group or one to oneSystematic, integrated program Provided by trained personsFrequent, intenseMeasuring progress related to curriculum
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Criteria To Determine Need for Tier II Intervention
Advancing toward benchmarksDistrict developed benchmarks
Within curriculum Prepared benchmarks (e.g. DIBELS)
Set at-risk or not at risk criteriaMonitoring progress
Those not making adequate progress are referred on
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Tier III Interventions
IntensiveTargeted with comprehensive assessment Generally given later than first and second tierSpecial education or “special-education”likeMay require different instructional program
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
TIER II TIER III
75-85% of studentsProactivePreventive
10-15% of students
Early Intervention
5-10% Intensive
Interventions
•Universal Screening
•Classroom based•Use general curriculum strategies •Target at-risk groups•Flexible grouping•Monitor progress
•Target students not responding to classroom intervention•More intense intervention• Monitor progress
•Most intensive interventions•Assessment based•May need accommodations • Evaluate for special education
TIER I
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Multiple Criteria Needed for More Intensive Services
Performing below level of peersWho are peers?National norms vs. local normsRegulations state “for age”
Not making adequate progressTo meet SEA standardsLevel is not specified
Not responding to intervention
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Problem Solving/Solution Focused Approach
Assessment becomes an ongoing process not a point in time event Focus on difference between what student is doing and expectations of environmentDirect, behavioral methods of assessmentSeek information to help find solution Assessments focus on gathering information that will inform instruction
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Steps of Problem Solving Model
Problem identificationProblem analysisInterventionProgress monitoringData based decision
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Where Has This Approach Been Implemented?
Heartland Area (Iowa)MinneapolisPennsylvaniaGenerally, number of children in special education has remained the same or declinedRole of school psychologist has changedPossible evidence of reduction in over-representation of minority students
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Outline
Overview of IDEA 2004Overview of RtI modelEssential elements of RtI
High quality, research based instructionProgress monitoring Instructionally relevant assessment
Eligibility decisions
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Phases of RtI Process
Phase 1: Implementation of a research based curriculum in the classroom.Phase 2: Establish benchmarks or expectations of progress for all students.Phase 3: Monitor progress of all students on a regular basis.Phase 4: Identify students at risk.Phase 5: Implement in class interventions for these students.
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Phases of RtI Process Phase 6: Monitor progress of identified students in response to these interventionsPhase 7: Referral of identified students to School Level TeamPhase 8: Provide more intensive services delivered by trained personnel.Phase 9: Evaluate response to more intensive intervention Phase 10: Refer students not responding adequately to interventions on for further evaluation and consideration for special education eligibility.
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
P3, P4 Gather data to identify students below benchmark
P6. Monitor Progress
Instructional Range
Is student making adequate progress?
P7 Refer to SLT
Is student making adequate progress?
P5. Implement intervention for identified students
P8. Implement more intensive intervention
Instructional Range
Tier III
P2. Establish benchmarks
Yes No
P9. Monitor Progress
P10. Refer for Evaluation
Provide Special Education?
Yes
P1.Core Curriculum
Tier II
Tier I
Perform Comprehensive Evaluation
No
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Essential Elements: High Quality research based instruction
In classroomIn supplemental Tier II interventionsIn intensive Tier III interventions
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Implementation of Research Based Curriculum in the Classroom
First step in eligibility is to determine if child has received high quality instructionDoes the curriculum have a scientific, empirical base?Are teachers trained in implementing the curriculum?Is it a curriculum that has a proven track record with students similar to our population?Are most students responding to the curriculum?
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
High Quality Instruction
Based on scientific research Produces adequate learning rate for most students
In RtI to determine learning rate for all students in response to general curriculum before identifying individual students as not responding80% of students make adequate progress
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Understanding of Effective Instructional Practice
CA standardsClassroom management Elements of effective instruction
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
National Reading Panel Identified Five Component Skills
Three are critical to the development of automatic word identification
Phonemic AwarenessPhonicsFluency
Two are critical to reading comprehensionVocabularyComprehension strategies
There is interaction/additive effects among these five skills
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Core Reading Curriculum–Adopted by CDE
SRA/Open Court Reading--Grades K-6
Reading: A Legacy of Literacy--Grades K-6
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Evaluation of Effectiveness of General Curriculum
Is the problem a system issue or student issue? Percent of students who are having success in the curriculumMeasures to determine effectiveness of general education curriculum
StandardsNational norms using CBM
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Tier I Interventions in Classroom
Provide interventions that are part of or directly linked to the general education curriculum.Early reading curriculums have built in support activitiesStill need to be research basedConsider individual student and environmental variables
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Tier II Supplemental Interventions
Use evidence based interventions Supplemental program is linked to regular education curriculum and state standardsSupplemental program has research base and support for efficacy. Systematic, explicitNational Reading Panel componentsServices should occur 4-5 days per weekMinimum of 30 minutes
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Scientific, Research Based Interventions
Research studies are empirical, scientificStressed in NCLBRequirement under IDEAPart of eligibility criteria
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Designing and Implementing Effective Interventions
Evidence based practiceEvaluate likely effectiveness of intervention for given child Know strategies for increasing likelihood of effectiveness Identify key intervention and student characteristicsIdentify specific academic needs
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Evidence Based Practice
Start with Evidence Based InterventionsHave scientific, research base
What are important variables to consider as to whether or not the intervention would be effective ?
Intervention variablesTeacher variablesStudent variables Ecological variables
What variables need to be present for the intervention to be effective?Is there evidence that the intervention is working?
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Effectiveness of Instructional Approaches
Special education placement and modality matched instruction demonstrate little to no effect sizeCurriculum based assessment, graphing, formative evaluation and CBA with reinforcement demonstrate good effect size Swanson Meta-analysis
Direct instruction and strategy instruction are most effectiveControl of task difficulty, small interactive groups, directed response/questioning CASP 2006 Catherine Christo
California State University, Sacramento
Early Intervention Makes a DifferenceCan significantly reduce number of children performing below criterion (Foorman, 2003)
Tier 1 interventions can result in reducing at risk readers from 25% of population to 6%Tier 2 interventions can further reduce to 3 to 4%
Increase scores on standardized testsResults are long lasting for most childrenLargest gains are made in first part of intervention Brain functioning more normalized
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Tier III Intensive Interventions
Most intensiveMay need accommodations such as extended time, oral testingMay be stand alone intervention programFor reading address all components identified by National Reading PanelProblems in reading rate remain for most children who require this level of intervention
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Reading Intervention Programs Adopted Grades 4 - 8
Language! A Literacy Intervention CurriculumHigh PointRead 180SRA/Reach ProgramFast Track Reading ProgramOthers at www.cde.ca.gov/pd/ca/rl/readfirst04.asp
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Essential Element:Progress Monitoring
Of all studentsTo identify at-risk studentsTo determine response to intervention
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Progress Monitoring
Measure rate of growth on key academic skillsMeasure response to instructionUsed to evaluate effectiveness of instruction Has research based Data is collected at individual level but can be used to evaluate programs or group progress
Catherine Christo California State University, Sacramento
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Monitor progress of all students on a regular basis.
Can be measures currently in use that are part of curriculum or district benchmarksUse this data to evaluate general education program.
Determine an acceptable level of adequate progress for all studentsSome programs use 80%
Use this data to identify students at risk.Determine cutoffs or methods for identification
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Options for Universal Progress Monitoring
District/curriculum measures DIBELS (University of Oregon) Interventioncentral.orgAIMSweb (Edformation)Sopris West
Publish DIBELS measures
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
DIBELS Progression
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
www.interventioncentral.org
Intervention Central offers free tools and resources to help school staff and parents to promote positive classroom
behaviors and foster effective learning for all children and youth. The site was created by Jim Wright, a school psychologist from Central New York. Visit to check out newly posted academic and behavioral intervention strategies, download publications on effective teaching practices, and use tools that streamline classroom
On-Line Tools
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Favorite Downloads *ADHD Evaluation Manual *Bully Prevention Booklet *Curriculum-Based Measurement Warehouse *Classroom Behavior Report Card Manual *Peer Tutor Training Manual *Reading Interventions Manual *School-Based Intervention Team (SBIT) Forms
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Contribute Your donation will help to keep Intervention Central free, free, free...
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
AIMSweb Progress Monitoring and Improvement System
AIMSweb® is a formative assessment system that ‘informs’ the teaching and learning process by providing continuous student performance data and reporting improvement to parents, teachers, and administrators to enable evidence-based evaluation and data-driven instruction.
AIMSweb utilizes Curriculum-Based Measurement (CBM); an approved and standardized assessment practice based on over 25 years of scientific research. The system provides CBM testing materials for:
Reading-CBM Oral Reading Fluency
Early Numeracy-CBM Test of Early Numeracy
Maze-CBM Reading Comprehension
Mathematics-CBM Math Computation | Math Facts
Early Literacy Measures Phonics and Phonological Awareness
Spelling-CBM Spelling
MIDE Spanish Early Literacy Measures
Written Expression-CBM Writing
www.aimsweb.com
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Establish benchmarks or expectations of progress for all students.
Use the CA standardsUse established national norms for at risk and not at risk students
Read Naturally DIBELSAIMSWEBResearch based
Develop norms based on the local populationDevelop norms based upon the local population performance related to important future outcomes.
Catherine Christo California State University, Sacramento
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
DIBELS
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Read Naturally
oralreadingfluency.pdf
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Monitor Progress to Identify Students At Risk.
Use data based decision making to evaluate student progressApproaches to identification
Identify lowest performing students Measure student performance in relation to others Use benchmarks established in Phase 3
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Options for Identifying Students at RiskPercentile cutoff in comparison to local norms
Lowest 15 to 20 percentPre-established indicators of risk or not risk status
National normsLocally developed norms linking performance on screening measures to future outcomes
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Teacher Rank Order/Percentile Rank
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Pocket CBM:Quartile Distribution
Catherine Christo California State University, Sacramento
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
CBM/CST Reading
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Monitor Progress of Students in Response to Interventions
Within classroom in response to Tier I interventionsIn response to supplemental Tier II interventions
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Within Classroom in Response to Tier I Interventions
Monitor progress on a weekly/biweekly basisDetermine rules for changing instructional groups At designated point (6-10 weeks) make decisions regarding all identified students
Continue with intervention supportDiscontinue support Refer for more intensive intervention
Dual discrepancyFrom peersLack of response CASP 2006 Catherine Christo
California State University, Sacramento
Requirements for Progress Monitoring Measures
Technically soundUse of continuous metricCapable of demonstrating ongoing growthEfficient, inexpensive to administer
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Possible Methods for Monitoring Progress
Mastery MeasurementEmbedded skills tests Basic Skills tests
General Outcome MeasuresRepeated sampling of same task Common to behavioral approachesCurriculum Based Measurement
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Mastery Measurement
Sequential set of skills identifiedMastery of each sub-skill is assessedAre tied to the curriculum so identify critical missing skillsLack technical validityDo not use common unit of measurementNot useful in monitoring growth
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
General Outcome Measures: Curriculum Based Measurement (CBM)
Fluency based measuresTechnically sound instrumentsUse common measurementCan be used to measure progress and plot growth curvesEasy to administer, quick and inexpensivePotential measures for
ReadingMathSpellingWritten language
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Uses for Mastery Measurement or CBM
Mastery is fine grained evaluation that can inform specificity of intervention
Identify specific skills that are lackingCBM is useful for
Monitoring growth Projecting trendsComparing to local peers
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Monitoring Response to Intervention
To determine if student is making adequate progress toward the goalEstablish baselinePlotting growth
By handUsing Excel
Using commercial software
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
CBM PM - Hand
Jim Wright www.interventioncentral.org
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Monitoring Progress:Three Dot Rule
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
CBM Excel Program
..\..\..\..\Desktop\cbmExcelChart Sample data.xls
Catherine Christo California State University, Sacramento
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Aimsweb
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Guidelines for Monitoring Progress in Classroom Tier I
May use expectations in core curriculum Pre-established checkpoints“How much progress is enough?
Expected amount of growthDual discrepancy to determine if intervention should continue or be changed
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Monitor Progress in Response to Supplemental Tier II Intervention
SBT determines how long to wait in order to make decision about level of intervention
May use recommended length of intervention programMay use standard wait time
6-12 weeksUse intervention guidelines for program How much progress is enough?
Expected amount of growthExpected trajectory
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Progress Monitoring Continued
Make decision based on each specific student’s response to intervention
Student is within instructional range of classroom and can return to classroomThe student continues to need support but is profiting sufficiently from this level of intervention to remain in intervention
o The student is not making adequate progress and remains below peers so he or she should be referred for further evaluation and intervention
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Determining Need for Further Intervention
Advancing toward benchmarksDistrict developed benchmarks
Within curriculum Prepared benchmarksSet at-risk or not at risk criteria
Single Subject Experimental Design
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Evaluating Response to Varying Interventions
Malcolm's Scores
05
10152025303540
1 3 5 7 9 11 13 15 17 19 21
CWPMAim Line
Catherine Christo California State University, Sacramento
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
MONITORING PROGRESS: WHY?
GORT Rate Baseline 3 months 6 months Standard Score 3 3 4 Percentile <1st <1st <1st
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
MONITORING PROGRESS: Growth in Correct Words per Minute
0102030405060708090
Basline 3 months 6 months
4th5th6th7th
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Essential Element:Instructionally Relevant Assessment
Referral to SBT for Supplemental InterventionReferral for comprehensive evaluation
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
For Students Referred to Site Based Team at Tier I
Students who did not show adequate progress in response to classroom level (Tier 1) interventions are referred to the broader group for more intensive services Determine need for more data.Determine appropriate services for each student based on educational need.
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
ReferralsSite Based Team
Solution focused approachAcademically relevant data
CurriculumRisk factors
Consider alternative hypothesisInstructionOther issuesELL
Need for more intensive servicesCASP 2006 Catherine Christo
California State University, Sacramento
Referral InformationBehavioral definition of problem
Where is studentWhere are others
Previous intervention and documented response
What was intervention? Research basedFidelity of implementation
How often?For how longHow did other students respond?
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Collaboration Team Forms
Collaboration Team Forms.docAre generic for a variety of problems
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Supplemental Tier II Services
Can use standard protocol approach Can use assessment driven intervention
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Academic Problem Solving
Purpose to determine what intervention strategy may be most effective
Different from diagnosis and eligibilityAssessment strategy changes accordingly
Requires ecological perspectiveInvolves examination of learning environment Requires skills analysis
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Assessment Tools
Functional Assessment of Academic Behavior: Sopris West
System of evaluations includes school/home environmental factors
Academic Skills Problems (Shapiro); GuilfordStructured Teacher InterviewStructured Student InterviewBOSS or other observation
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Assessment Tools
Academic Competence Evaluation Scale (Psych Corp)Academic Intervention Monitoring System (Psych Corp)Social Emotional Scales
BASC (AGS)Screening or rule out other issues
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Academic AssessmentsUse assessments that provide instructionally relevant information Example: reading
Look at all relevant areas Comprehensive Test of Phonological ProcessingTest of Word Reading EfficiencyGray Oral Reading TestGray Silent Reading TestTest of Silent Word Reading Batteries such as Kaufman Test of Educational Achievement, Woodcock Johnson IIIOral language tests
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Referral of Students Not Responding to Tier II Interventions
Progress monitoring dataClear description of interventions implemented and response
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Tier II Reports
Intervention Worksheet Tier II.doc
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Outline Overview of IDEA 2004
FoundationsRegulations
Overview of RtI modelEssential Elements of RtI in Eligibility Comprehensive Evaluations
Criteria and overview Data includedEducational needPsychological perspective
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Evaluation: IDEA 2004
(c) If the child has not made adequate progress after an appropriate period of time, during which the conditions in paragraphs (b)(1) and (2) of this section have been implemented, a referral for an evaluation to determine if the child needs special education and related services must be made.
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
RtI in Eligibility Decisions
Focus of RtI is not on eligibility but on providing servicesFocus of RtI on early intervention and using data to improve instructionResponse to interventions determines who is in need of more intensive services and by implication may have learning disability
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Comprehensive Evaluation
Consider special education Perform comprehensive evaluation to determine educational need and special education eligibility.Use measures that will provide information useful in instructional planningUse measures that are psychometrically soundEvaluate from an ecological and whole child perspective that considers all variables affecting a student’s performance.Continue to work within a problem solving mind set with the focus on evaluation that will lead to problem solution.
Catherine Christo California State University, Sacramento
[email protected] 916 278-6649
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Data Included in Eligibility Decisions
Performing below peersLevel of academic performance and description of problem
Access to instructionCore instructional programInterventions
Lack of adequate response to high quality, research based interventions
Implemented with integritySuccessful for most students CASP 2006 Catherine Christo
California State University, Sacramento
Data Included in Eligibility Decisions
Rule out exclusionary factorsPresence of processing disorder or pattern of strengths and weaknessesEvidence of instructional need beyond regular educationBasis for determination of eligibility
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
A Place for Psychological Perspective
Person who looks at whole childConsider emotional factorsConsider environmental factorsConsider reciprocal nature of instruction and learning
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Cognitive Processing Assessment?
Difficulties with ATI approachGlobal levelsDissociations in developmentAll assessments need to be instructionally relevant and psychometrically sound
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
A Place for Cognitive Assessment?
In helping to design interventions?Will academic assessment completely cover this?Will an intervention be different for a child with 80 IQ versus child with 120 IQ? Will an intervention be different for a child with delayed processing speed?Will an intervention be different for a child with severe memory deficits?
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Report of Comprehensive Evaluation
Reason for referral and statement of problemWho made referralBehavioral statement of concerns
Relevant background informationSchool historyFamilyHealthDevelopmentalOther relevant dataProvided the opportunity to learn
Catherine Christo California State University, Sacramento
[email protected] 916 278-6649
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Report of Comprehensive Evaluation
Academic performanceStandardized measuresCurriculum based measuresCum file Work samplesTeacher reports
Rule out exclusionary factorsLanguageOther disabilityEconomic, environmental advantageLack of instruction CASP 2006 Catherine Christo
California State University, Sacramento
Report of Comprehensive Evaluation
Response to InterventionsIdentify interventions and discussDescribe history in interventionsDiscuss students response Discuss response of other students to this intervention
Further data regarding instructional need beyond regular education
Specific marker variables Observational dataHistory Cognitive assessment
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Report of Comprehensive Evaluation
Further data relevant to planning interventions
Environmental factorsMotivational factorsPattern of strengths and weaknesses
RecommendationsInclude specific information regarding interventionsInclude information from “psychological”perspectiveInclude monitoring and follow up information CASP 2006 Catherine Christo
California State University, Sacramento
Phase 1: Research Based Curriculum in Regular Education
Shady Glen Elementary uses Open Court for its second grade reading curriculumMalachai has been in Shady Glen Elementary since first grade.
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Cathi’s Critical Question Regarding Assessment
Will the information I gain from this assessment inform instruction? Encompasses many different data sources
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Phase 2: Set BenchmarksPhase 3: Monitor Progress of all Students
Shady Glen has set benchmarks for second graders based on the DIBELS recommendationsAt the beginning of second grade students reading less than 26 correct words per minute are considered at risk. Fall CBM-Reading is conducted at Shady Glen
Catherine Christo California State University, Sacramento
[email protected] 916 278-6649
21
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Phase 4 : Identify Students Performing Below Benchmarks
The second grade teachers meet in a grade level meeting to review their studentsMalachai is reading 18 correct words per minute so is identified as at risk for reading problems (benchmark for risk is 26) Running records are consistent with oral reading fluency
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Phase 5: Implement In Class Interventions Phase 6: Monitor Progress
Malachai is grouped with three other students in Ms. Roberts classroom to receive “workshop” activities Two times per week Ms. Roberts checks oral reading fluency for these students and plots their growth.Ms. Roberts adjusts in class interventions in response to the Malachai’s progress.
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Phase 7: Referral of Identified Students to Site Based Team
At the end of 10 weeks progress of the identified at risk students is evaluatedMalachai has not made significant progress in response to the in class interventions
CWPM is at 22 (increase of 4) Expected growth of 1.5 words per week not met
Other students have progressed with this intervention (evidence of an effective intervention)Malachai is referred to SBT CASP 2006 Catherine Christo
California State University, Sacramento
Response to Tier I Interventions
ORF Malachai
5
15
25
35
45
55
1 2 3 4 5 6 7 8 9 10 11 12
Sessions
CMW
PM
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Phase 7: SBT Team Reviews Data
Teacher provides data showing that Malachaihas some knowledge of most phonics rules but sometimes forgets decoding strategies he has previously learnedHe is very slow in decoding isolated words and in reading connected text. Supplemental assessment includes:
CTOPPPAT
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Phase 8: Determine Appropriate Services
Shady Glen uses a standard reading intervention, Funnix, for students who have reading problems similar to Malachai’s.The Title 1 teacher, Ms. Rose, meets with Malachai and 2 other student for 30 minutes per day to implement Funnix.Progress is monitored through the Funnixprogram and twice weekly with a CBM reading probe.
Catherine Christo California State University, Sacramento
[email protected] 916 278-6649
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CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Phase 9: Evaluate Response to More Intensive Intervention
Ms. Rose monitors Malachai’s progress within the Funnix program on daily basis using Funnix measures. She provides new material as appropriate. Ms. Rose makes adjustments to the intervention in response to Malachai’sprogress.
At week 5 Ms. Rose increased Malachai’s timeAt 10 weeks the student support team convenes to look at progress of students
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Phase 9 continuedTwo primary sources of data are used to evaluate Malachai’s progress
Performance on program embedded assessments and progress on learning objectivesOral reading fluency (CBM) on second grade probes
Malachai has progressed slower than the other students in the group.His progress is below what is expected within program. His oral reading fluency is 32 CWPM which places him within the at-risk range.Ms. Rose has increased intensity of intervention
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Malachai
0
10
20
30
40
50
60
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
ORF
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Phase 10: Refer for Further Evaluation
Malachai is referred for a comprehensive evaluation to determine
Instructional needCan regular education meet his needs?What other information will be useful in instructional planning?Are modifications/accommodations needed? Look at the whole child from a psychological perspective.
Special education eligibility
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Comprehensive Evaluation
What information do we already have regarding Malachai’s learning?What else might be helpful?
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Resources: RtI
National Association of State Directors of Special Education has publication on RtIwww.nasdse.orgwww.wested.org/nercc/rti.htmwww.nrcld.org/symposium2003/index.htmlwww.ode.state.or.us/search/results/?id=319
Catherine Christo California State University, Sacramento
[email protected] 916 278-6649
23
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Steps Toward Developing a Scientific Research Base
Education Sciences Reform Act of 2002Institute of Education Sciences
What Works Clearinghouse (www.whatworks.gov)National Research Council Committee on Research in Education
http://www7.nationalacademies.org/core/Guide research in education
Partnership for Readinghttp://www.nifl.gov/partnershipforreading/Disseminate information on evidence based practicesState and University sites
www.fcrr.orgwww.idea.uoregon.edu CASP 2006 Catherine Christo
California State University, Sacramento
Resources: Websites for Instruction/Interventions
What Works Clearinghouse www.whatworks.ed.govInstitute of Child Health and Human Development, 2000. Report of the National Reading Panel: Teaching Children to Read. www.nichd.nih.gov/publications/nrpFlorida Center for Reading Research www.fcrr.orgInstitute for Education Sciences. www.ed.gov/about/offices/list/ies/index.htmlUniversity of Oregon reading tests reviews www.idea.uorgegon.edu www.idea.uoregon.edu
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Resources: Websites for Progress Monitoring
CBM and NCLB -http://www.ed.gov/offices/OESE/SASA/aypstr/index.htmlTraining materials/probes www.interventioncentral.orgRead Naturally www.readnaturally.comCBM Website List -http://www.luc.edu/schools/education/c487/lap/velde.htmProgress monitoring www.studentprogress.orgwww.aimsweb.comUniversity of Oregon – Dibels http://dibels.uorgon.edu and www.idea.uoregon.eduFlorida Project -http://sss.usf.edu/cbm/cbm.htmExcellent general site. www.studentprogress.org
CASP 2006 Catherine ChristoCalifornia State University, Sacramento
Resources: Websites on IDEA 2004
http://www.nasponline.org/advocacy/2004LDRoundtableRecsTransmittal.pdfhttp://www.ideapractices.org/http://www.cde.ca.gov/sp/se/lr/ideareathztn.asphttp://www.cec.sped.org/pp/IDEA_120204.pdfhttp://www.wrightslaw.com/idea/news/05.0613.regs.reformat.htm