Supporting Students with Additional Needs in an RTI System

1. Supporting Students with Additional Needs in an RTI System Jon Potter, Ph.D. Lisa Bates, Ph.D. David Putnam, Ph.D. Oregon RTI Project OSPA Conference, Fall 2012

2. Afternoon Targets Tier 2/3: Using data to place students in interventions (literacy) & evaluating intervention effectiveness Tier 3: Individual Problem Solving What is your role in ensuring the right students receive the right support at the right time?

3. School Psychologists’ Role early identification of learning and behavioral needs, “RTI calls for close collaboration among classroom teachers and special education personnel and parents, and a systemic commitment to locating and employing the necessary resources to ensure that students make progress in the general education curriculum.”  - NASP School Psych Role and RTI Fact Sheet Assessment Consultation Program Evaluation

4. Using screening data to match interventions to student need (Literacy)

5. Which students receive interventions? • Schoolwide/Districtwide decision rules should determine which students will receive additional support • Based on schoolwide screening data (DIBELS, easyCBM, AIMSWEB, etc) • Based on available resources and system capacity • Lowest 20%? 30%? • All student well below benchmark? Assessment

6. easyCBM Decision Rules guide placement in interventions Lowest 25% Lowest 20% All High Risk

7. DIBELS Next All below and well below benchmark Lowest 25% Lowest 20% 60 2nd Grade Students

8. Linking Assessment to Intervention Screening Data Intervention Program Instructional need

9. Some will need more Reading Comp Oral Reading Fluency & Accuracy Phonemic Awareness Phonics (Alphabetic Principle) Vocabulary

10. Logistics • When do these type of discussions typically take place? • Initial intervention placement meetings after schoolwide screenings – 3x year • May also discuss every 6-8 weeks when reviewing student progress. Consultation

11. Ensuring an Instructional Match Question 1: What is the skill deficit? Question 2: How big is that deficit? Question 3: What interventions address that deficit? Question 4: How do we implement the program?

12. Question 1: What is the skill deficit?

13. The Big 5 of Reading Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Assessment Phonemic Awareness

14. Common Screening Data Sources Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness *easyCBM includes a Vocabulary measure

15. CBM measures are linked to the Big 5 of Reading Assessment

16. Vocabulary Reading Comprehension Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Phonemic Awareness DIBELS Next Class List Report (2nd Grade – Fall)

17. Vocabulary Reading Comprehension Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Phonemic Awareness easyCBM Class List Report (2nd Grade – Fall)

18. The Big 5 of Reading Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

19. How skills build on each other • Activity: • Oral Reading Fluency Assessment • Find a partner • Partner 1 (person with next Birthday) – Reader • Partner 2 – Test Administrator • Administer the reading assessment, and have the reader answer the questions

20. Phonics and accuracy are important

21. Accuracy is more important than fluency Adapted from

22. The Big 5 of Reading Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

23. Phonics Example:Nonsense Word Fluency

24. 7 0 7 0 9 0 35/56 letter sounds correct = 63% 8 0 0 4 35 0

25. 0 14 0 14 35/36 letter sounds correct = 97% 7 0 35 0

26. 5 14 5 14 54/54 letter sounds correct = 100% 5 15 5 14 4 11 68 24

27. Validating the deficit • CBM measures (DIBELS, easyCBM, AIMSWEB, etc) are “indicators” • What does your other data tell you? • In-curriculum assessments • Other CBM data • OAKS Assessment

28. Question 2: How big is that deficit?

29. Is the skill low or significantly low? • You must define what is low and what is significantlylow: …as compared to a Research-Based Standard …as compared to Other Students …as compared to Other Students or a Standard you set *easyCBM default percentile rank settings **AIMSWEB default percentile rank settings

30. Question 3: What interventions address that deficit? Program Evaluation

31. What intervention programs does your school have that address the skill need(s)?

32. What intervention programs does your school have that address the skill need(s)?

35. Additional resources for evaluating interventions • What Works Clearinghouse • http://ies.ed.gov/ncee/wwc/ • Florida Center for Reading Research • http://stage.fcrr.org/fcrrreports/CReportsCS.aspx?rep=supp • Oregon Reading First • http://oregonreadingfirst.uoregon.edu/inst_curr_review_si.html • Best Evidence Encyclopedia • http://www.bestevidence.org/

36. Question 4: How do we implement the program? Consultation

37. Placement Tests Once an intervention program that addresses the instructional need is identified, placement tests should be used to form instructional groups of students.

38. Other considerations • Available resources (time, staff, materials) will guide how many groups are created. • Consider the behavioral and social/emotional needs of the students

39. Additional Diagnostic data • Diagnostic assessment in critical area of need: 7 0 • Quick phonics screener • Curriculum-Based Evaluation • CORE multiple measures • DIBELS booklets error patterns • Running Records • Other? 7 0 9 0 8 0 0 4 35 0

40. With your partner • What other data sources do you currently use or are available to you, to help match interventions to student need? • Reading • Math • Writing • Behavior

41. Documentation O O Johnny Oral Reading Fluency Quick Phonics Screener Reading Mastery 2 X Phonics (in text)

42. Evaluating Interventions

43. What’s the Big Idea(s)!? • Use appropriate progress monitoring tools • Set Goals • Establish Decision Rules • Analyze data, apply decision rules and determine what to change

44. Progress Monitoring Tools Sensitive to growth Brief & Easy Equivalent forms!!! Frequent

45. What are some commonly used progress monitoring tools?

46. What are NOT good progress monitoring tools? * when not administered and scored in a standardized and reliable way, or checked for consistency of multiple probes

47. Do we have the right “indicators”? • Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001) Fluent & accurate reading is not the end goal… but a child who cannot read fluently and accurately cannot fully comprehend written text.

48. Additional Progress Monitoring Tools For more info and a review of available tools, visit www.rti4success.org (Progress Monitoring Tools Chart)

49. Goal Setting: Things to Consider • What is the goal? • Criterion-based • Research-based benchmarks/proficiency • Norm-based • Minimum of 25th percentile (bottom limit of average) • School, District, State, National How do you define success?

50. Goal Setting: Things to Consider • By when will they get there? • Long term goals always at proficiency (i.e., grade placement benchmark) • Short term goals may be an incremental step towards proficiency (i.e., instructional level material) Does your goal close the gap?