determining eligibility within tennessee’s rti² framework
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Determining Eligibility Within Tennessee’s RTI² Framework. TASP 2013 Fall Conference Theresa Nicholls, Ed.S ., NCSP Evaluation Services Coordinator Nathan Travis, Ed.S ., NCSP Director of Data Services . July 1, 2014: SLD Definition. “Dual Discrepancy”. - PowerPoint PPT PresentationTRANSCRIPT
Determining Eligibility Within Tennessee’s RTI² Framework
TASP 2013 Fall ConferenceTheresa Nicholls, Ed.S., NCSP
Evaluation Services CoordinatorNathan Travis, Ed.S., NCSP
Director of Data Services
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July 1, 2014: SLD Definition
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“Dual Discrepancy”
Performance Discrepancy (Underachievement) = Condition 1• Level of performance• Student’s performance is significantly discrepant from norm
group
Progress Discrepancy (Response to Intervention) = Condition 2• Rate of progress• Student’s progress is significantly discrepant from expected
progress
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Condition 1:
Underachievement
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Condition 1: UnderachievementSources of Data to Document Underachievement
Source Criteria to Consider*
Performance on Universal Screening (i.e. Benchmark assessment)
Median score ≤ 10th national percentileOr
Median score which is 2.0 x deficient compared to norm group
Terminal performance on progress monitoring measures
Last three data points ≤ 10th national percentile
Performance on State or district wide assessments
Basic or Below Basic performance on state mandated test in area of concern
Norm-referenced test of academic achievement
Composite scores ≥ 1.25 standard deviations below the mean in area of suspected disability
*This information does not represent fixed rules to be used in determining eligibility; rather it provides guidance to assist teams in drawing conclusions regarding a student’s level of learning.
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Ratio of Deficiency: Level(i.e. The Gap)
Is Gap Significant?
_____________ / _____________ = _____________
□ Yes □ NoCurrent benchmark Expectation
Current performance Current Gap
How discrepant is the student’s performance?
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Let’s Practice
Student Score Current Benchmark Expectation
2nd Grade Math Computation = 4 CD 2nd Grade Math Computation = 15 CD
Step One: Gap Analysis Worksheet
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Is Gap Significant?
____15_______ / _____4________ = ____3.75______
√Yes □ NoCurrent benchmark Expectation
Current performance Current Gap
Conclusion: The student is 3.75 times deficient compared to other students in a normative sample.
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Normative Assessment
In order to substantiate inadequate achievement, an individual, standardized, and norm-referenced measure of academic achievement must be administered after initial consent is obtained in the area of suspected disability (i.e., Basic Reading Skills, Reading Fluency, Reading Comprehension, Written Expression, Mathematics Calculation, and Mathematics Problem Solving). • Must correspond to the deficit area identified through tiered interventions
Intensive intervention must occur within the tiers before inadequate classroom achievement can be assessed.
Research suggests that scores below the 10th national percentile (or standard scores ≥ 1.25 standard deviations below the mean) are considered significant.
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Systematic Observations
A pattern of strengths and weaknesses in performance shall be documented by two systematic observations in the area of suspected disability.
One may be conducted by a special education teacher and one must be conducted by the School Psychologist or certifying specialist:
a. Systematic observation of routine classroom instruction, andb. Systematic observation during intensive, scientific research-based or
evidence-based intervention.
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Condition 2:
Response to Intervention
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Decision Rules
The Tennessee SLD criteria identifies two decision rules to inform the IEP team analysis of progress monitoring data from intensive, scientific research-based or evidence-based intervention. A student’s rate of progress during intensive intervention is insufficient if either of the following apply:
The rate of progress is less than that of his/her same-age peers,
or The rate of progress is greater than his/her same-age peers
but will not result in reaching the average range of achievement in a reasonable period of time.
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Gap Analysis Analyze the “Dual Discrepancy”
• Step One: How far discrepant is the student’s performance? (Condition One)
• Step Two: How does the student’s progress compare to the progress needed to “close the gap”? (Condition Two)
_________
/
____________
=
_____________
Is this reasonable*?
Difference Weeks left in the year Rate of Improvement Needed
□ Yes □ NoOR
___________
/
_____________
=
_____________
Difference Student’s Current ROI Number of weeks to meet goal
____________
-
_____________
=
____________
End of year benchmark
Current performance Difference
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Let’s Practice
Student’s current performance: 4 Correct DigitsStudent’s current rate of improvement (ROI):
.18
End of year benchmark expectation: 20 Correct DigitsNumber of weeks left in the school year: 25 Weeks
Step Two: Gap Analysis
Gap Analysis
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___16____
/
_____25_____
=
_____.64______
Is this reasonable*?
Difference Weeks left in the year Rate of Improvement Needed
□ Yes □ NoOR
___16______
/
_____.18______
=
____89_______
Difference Student’s Current ROI Number of weeks to meet goal
____20______
-
_____4_______
=
_____16_____
End of year benchmark
Current performance Difference
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Ratio of Deficiency: Rate
Norm group ROI/ Student ROI = ratio of deficiency• Step One: Determine Typical Rate of Improvement
• Step Two: Determine Student’s Rate of Improvement
(_____________ - _____________) / ______36_______
=___________
Spring benchmark expectation
Fall benchmark expectation
Number of weeks Typical ROI (slope)
(_____________ - _____________) / _____________ = ___________Score on last
probe administered
Score on first probe administered
Number of weeks
Student ROI (slope)
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Let’s Practice
Student’s score on first probe administered: 2 CDStudent’s score on last probe administered: 4 CDFall benchmark expectation: 7 CDSpring benchmark expectation: 20 CDNumber of weeks 11 Weeks
Ratio of Deficiency: Rate• Step One: Determine Typical Rate of Improvement
• Step Two: Determine Student’s Rate of Improvement
Ratio of Deficiency: .36/.18 = 2• Conclusion: The student’s progress is 2 times deficient compared to the typical rate of
improvement
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(_____20______ - _____7_______) / ______36_____ =____.36_____
Spring benchmark expectation
Fall benchmark expectation
Number of weeks Typical ROI (slope)
(_____4_______
- _____2_______) / ____11_______ = ____.18_____
Score on last probe
administered
Score on first probe administered
Number of weeks
Student ROI (slope)
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Statistical Methods for Calculating Rate of Improvement
Last Minus First • Slope Formula• ROI Worksheet• Does not consider outliers
Tukey Method• Considers outliers but does not take into account all data in a
series• Calculate by hand
Linear Regression• Considered the most precise way to calculate Rate of
Improvement.• Software programs• Excel Spreadsheet• RTI data graphing tool• TNSPDG.com or TnCore.org
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Additional Considerations
Variability in student’s scores: Most variability should be explained by the trend line. In particular, approximately 80% of the plotted data points should fall within 15% of the trend line. If this is not the case, the team may need to consider other environmental and/or motivational factors.
Standard Error of Measurement: School teams should consider confidence intervals and standard error or measurement when making high stakes decisions, including eligibility determinations. • This is a developing area of research
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Condition 3:
Exclusionary Factors
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Condition Three: Exclusionary Factors Exclusionary Factor: Source of Evidence:Visual, Motor, or Hearing Disability Sensory screenings, medical records, observationIntellectual Disability Classroom performance, academic skills, language
development, adaptive functioning (if necessary), IQ (if necessary)
Emotional Disturbance Classroom observation, student records, family history, medical information, emotional/behavioral screenings (if necessary)
Cultural Factors Level of performance and rate of progress compared to students from same ethnicity with similar backgrounds
Environmental or Economic Factors Level of performance and rate of progress compared to students from similar economic backgrounds, situational factors that are student specific
Limited English Proficiency Measures of language acquisition and proficiency (i.e., BICs and CALPs), level of performance and rate of progress compared to other ELL students with similar exposure to language and instruction
Excessive Absenteeism Attendance records, number of schools attended within a 3 year period, tardies, absent for 23% of instruction and/or intervention
Resourceswww.TNcore.org
Follow RTI² on Twitter@TnRti2
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Contact Information
Theresa Nicholls, Evaluation Services [email protected]
@NichollsTheresa
Nathan Travis, Director of Data [email protected]
@dnathantravis