Helping ALL students succeed West Central Elementary RtI, SST and 504 Helping ALL students succeed Created by Kira Austin, Jenny Carpenter, Stephanie Lewis, Stephanie Meadows, Jennifer Uldrick, and Noel Wilkinson

West Central Elementary School Agenda RtI SST and 504 Moving from SST to a referral for SPED testing What does a Special Education referral mean? RtI and EL Students West Central Elementary School

Data-Driven Instruction Universal Screening for ALL students Gloss, IKAN, DIBELS, SRI 3 times per year for Gloss, IKAN, DIBELS, and SRI benchmarks Progress Monitoring to measure growth and effectiveness of applied interventions. weekly and monthly on classroom interventions Diagnostic Assessment Used to identify skills for specifically targeted instruction The Numeracy Assessment (Interview), Fact Fluency Informal Decoding Inventory, Running Records

WC Data Notebook Tab for every student Interventions or Enrichments RtI Student Information Sheet (pink/blue) WC RtI Data Sheet with Graph Assessments Work Samples Will be passed on to next year’s teacher

What is RtI? RtI is a systematic, data-driven approach to high-quality instruction. It offers early intervention, prevention, and behavioral strategies that benefit every student. RtI promotes collaboration and a shared responsibility for the learning of all students within a school. It is any extra individual or small group support you provide a student when he/she is struggling with on grade-level skills. RtI does NOT include any instruction you provide in a whole group setting.

Tiers of RtI Tier 1 (Whole Group): High-quality, standards-based, differentiated instruction that all students receive from the general education teacher Tier 2 (RtI): General education instruction plus individualized targeted interventions for at-risk students may be given by general education teacher or other teachers Tier 3 (SST): In addition to the core curriculum, students receive targeted interventions with increased duration and intensity, frequent progress monitoring, and clearly defined goals provided by general education teachers or other trained teachers Tier 4 (SPED): In addition to instruction provided in Tiers 1-3, students received specialized programs, methodologies, and instructional deliveries and more frequent progress monitoring

West Central Elementary Pyramid of Interventions Tier 4 Specially designed learning A more reader-friendly “menu” of interventions will be shared with you next week! Tier 3: All of Tier 1 and 2 plus: Multiple on-site observations, consultations, SST, KBIT, DAB, hearing/vision screening, Special Education Strategies,Intensive Behavior Modification Plan, 504 Plans, Gifted Screening, Referral to Special Education/Gifted Tier 2 (RtI) All of Tier 1 Plus: EIP, Team Collaboration, Differentiated Instruction,, Summer School, Language for Learning/Thinking, Peer Tutoring, Weekly/Bi-Monthly Progress Monitoring for DIBELS, Home Visits, GOFAR, WIDA, DI, LIPS, Frequent Parent/Teacher Communication, Individualized Behavior Plan, Leveled Text Effective Modifications, Flexible Instruction Groups, Visualizing and Verbalizing, speech intervention strategies, Road to the Code, Sound Partners, Quick Reads, Leveled Literacy Intervention, Raz-Kids, Van De Walle,Kathy Richardson Intervention, Isucceed, Destination Math, Small groups based on Numeracy Project data Tier 1 (general student population) Common Core Standards, Small Group Instruction, Flexible Grouping, Writer’s Workshop, Imagine It Phonics, Differentiated Phonics, Reader’s Workshop, Differentiated Instruction, Class Profiles, Inclusion, Team Collaboration, Behavior Incentives,Math Workshop, Manipulatives,GOFAR, Peer Tutoring, Teacher/Parent Conferences, Parent Contracts, Running Records (Lucy Calkins and DRA), SRI (Scholastic Reading Inventory), Road to the Code, Sound Partners, K-6 DIBELS Benchmark testing, Comprehension Toolkit, CGI (Problem/Situation), Story of Units/Ratios, Number Talks, Rekenrek (K-2), Fact Fluency

Student Support Team (SST) or 504? Addresses academic or behavior issues Focuses on a few goals at a time to increase student learning CAN be a gateway to special education testing, but not always Can NOT allow for testing accommodations on standardized tests 504 Federal law that protects students with medical diagnosis Medical diagnosis must be documented Medical diagnosis must “substantially impact” student learning to qualify Allows students testing accommodations on standardized tests

Going from RtI to SST When should you talk with Lewis/Austin if you have a student that may need to enter the SST process? You can talk with us at any time about strategies you could use to monitor growth in your students. However, when you want to have a meeting to refer a student, you will need several weeks of graphable data that shows a student is making little or no progress despite various opportunities to learn the skill.

What to Expect at an SST/504 Meeting The team will review the existing SST/504 plan or create an initial plan The team will discuss current student progress-- COPIES of all data will be needed The team will discuss progress and data for goals set at the last meeting The team will decide if a new plan is needed or if we will continue with current goals.

What do YOU do to start the SST Process? Collect 4-6 weeks of graphable data related to a specific area of concern. Behavior chart data Academic Concern on a RtI graph Meet with Lewis/Austin so we can review your data. If we decide to refer the student, you will complete a 3-page document detailing the student’s current level and progress. The parents of the student will also be sent a letter informing them of the referral and inviting them to attend an initial SST meeting.

What should you bring to a SST meeting? Graphable data that shows that you have been working on the goals discussed at the previous meeting(s) and/or other skills. Bring a copy to place in the student’s SST file. Most recent grades with copies of significant work samples A copy of the student’s pink/blue RtI Summary A copy of the front page from the student’s LDS page that contains attendance info, standardized test info, and other important data. (Only at the first meeting of the year) Please do NOT come empty handed! We need your knowledge. You are our best resource.

What about data that can’t be graphed? We know that some data cannot be easily placed on a graph, but it needs to be documented. So what do you do? Make a copy of the work sample and write on the sample how the work was modified or what interventions were given. Write an explanation of the intervention and progress monitoring for an activity and attach it to a before-intervention work sample and after-intervention work sample.

What evidence will Special Education be looking for to make a referral? How many interventions did you try? Were they Tier 2? Did you intensify? Did you document? Were you consistent in your documentation? Did you follow your own RtI plan? Do you have a behavior plan in place, if necessary? Has behavior been documented?

Interpreting the KBIT and DAB The KBIT gives us a basic IQ 85-115 is considered an average IQ Looking for a discrepancy between the verbal and nonverbal scores DAB-4: Diagnostic Achievement Battery Assesses students on specific content areas: Spoken Language, Reading, Writing, Mathematics through 8 subtests and gives an overall composite score for Basic Academic Skills How do these standard scores compare to the IQ from the KBIT?

A closer look at some of the disabilities at WC: Differential Characteristics Intellectual Disability Borderline Intellectual Functioning (Slow Learner - Not SPED) Specific Learning Disability Other Health Impaired General Intellect ID IQ= 70 (+/-1 SEM) or below MID IQ= 55-70 MOID IQ= 40-55 SID IQ= 25-40 PID IQ= <25 71-84 Traditionally average (85-115) or above average. None specified. Presence of intellectual disability rules out this classification. Learning Systems (Cognitive Processing) Typically uniformly suppressed. Splinter strengths are not uncommon. Typically uniformly below average. Splinter strengths and weaknesses are not uncommon. Generally intact with specific delays or impairments contributing to specific academic deficits. Unspecified. May vary, given the general medical condition. Academic Achievement Profile Typically uniformly suppressed. Splinter strengths are not uncommon. Impaired general of specific (conceptual, social, or practical) skills. Verified by two measures (2 IQ and 2 adaptive) Generally intact with specific delays or impairments due to cognitive processing weaknesses. Adversely (generally or specifically) affected due to the general medical condition. Currently at West Central we serve 42 Students With Disabilities: 1 OHI, 1 AUT, 3 EBD, 10 SDD, 1 VI, 8 SI, 6 MID, 12 SLD

If a referral is made what will be required? Specific Learning Disability Student work samples for each area of concern: STRENGTHS AND WEAKNESSES Reading Comprehension Reading Fluency Written Expression (student work with conference and anecdotal notes-more than 1) Math Calculation Math Reasoning DANGEL: LD Initial Statement of Status Emotional Behavior Disorder 10 day behavior observation Counselor Report DO NOT STOP COLLECTING DATA!

RtI, SST, and English Learners The remaining slides will explore the following questions: How long does it take to acquire academic English? How do we know if ELs are responding appropriately to interventions? How do we tell the difference between a learning disability and a lack of language proficiency? Is there a list of research/evidence based interventions for ELs? When should we worry?

How long does it take to acquire academic English? 4 to 7 years (Cummins, 1994; Hakuta, Butler, & Witt, 2000) Until recently, there has been little national consensus on what “academic English proficiency” means. Now, 32 states are WIDA consortium members. We are starting to get more uniform information about English proficiency. In RCS, the average time in the ESOL program is 4-5 years.

How do we know if ELs are responding appropriately to interventions? ELs should be able to complete intervention tasks and assessments that are WITHIN their language levels, WITH support. Note- ACCESS levels are available on SLDS (clicks!). Can- Do Descriptors are available on WIDA’s website (no log- in required). Also, ESOL teachers are providing you with language level and Can-Do Descriptors.

Example Intervention-LLI, Red System, Level L Student Proficiency Level Reading, WIDA Level 3. The Student CAN: • Interpret information or data from charts and graphs • Identify main ideas and some details • Sequence events in stories or content-based processes • Use context clues and illustrations to determine meaning of words/phrases LLI Comprehension Prompt: “How did Emma’s dad influence her behavior during the storm? Where did you find evidence in the text to support your answer?” On the student’s language level, with support? Yes! The student will need support, but can answer this question.

Example- same student, same intervention, same assessment... Intervention-LLI, Red System, Level L Student Proficiency Level Reading, WIDA Level 3. The Student CAN: • Interpret information or data from charts and graphs • Identify main ideas and some details • Sequence events in stories or content-based processes • Use context clues and illustrations to determine meaning of words/phrases LLI Comprehension Prompt “What language did the writer use to show Emma was scared?” On the student’s language level, with support? No… this question requires students to recognize figures of speech and expressions in the text, which is a Level 5 type task. Now, the student is impeded by lack of language proficiency, not content knowledge or comprehension problems.

Behaviors Associated w/ LD Behaviors When Acquiring L2 How do we tell the difference between a learning disability and a lack of language proficiency? Behaviors Associated w/ LD Behaviors When Acquiring L2 Difficulty carrying out a series of directions, generally because of poor short-term memory or a lack of attention. Difficulty carrying out a series of directions because the directions were not well understood. It can be harder to remember directions in a second language. Difficulty with phonological awareness (i.e., distinguishing between or manipulating sounds auditorily), even though the student knows the sounds. Difficulty with phonological awareness (i.e., distinguishing between or manipulating sounds auditorily), even though the student knows the sounds. Difficulties distinguishing auditorily between unfamiliar sounds not in one’s first language, or that are in a different order than in the first language Slow to learn sound-symbol correspondence; may seem to know letters’ sounds one day but not the next. Confusion with sound-symbol correspondence when it is different than in one’s first language. Difficulty pronouncing sounds not in the first language Difficulty remembering sight words; may know word one day but not the next. Difficulty remembering sight words when word meanings are not understood (NW-sight words in isolation vs. in context) or when irregular patterns are used (e.g. “ea” can have both the long e and short e sounds)”. Difficulty retelling a story in sequence. This may be because of poor short-term memory or retrieval skills. Difficulty retelling a story in English without the expressive skills to do so. Yet the student might understand more than he or she can convey (i.e., receptive skills in English may be stronger than expressive skills). (Klinger et al, 2008)

Will we see students struggle who may not have a learning disability? 3 Categories of ELs who will Experience Academic Difficulty • Those with deficiencies in their learning/teaching environment (e.g. lack of effective ELD support) ESOL AND CLASSROOM TEACHERS AFFECT THIS! • Those experiencing academic difficulties not related to a learning disability (e.g. interrupted schooling, limited formal education, medical problems, low attendance, high transiency, etc.) • ELLs truly in need of Special Education (Artiles & Ortiz, 2002)

Is there a list of research/evidence-based interventions for ELs? No….. What Works Clearinghouse has a limited number of accepted studies on interventions for increasing English language proficiency and reading achievement for ELs. I will share the document. We are providing extensive training on using the WIDA framework of language instruction this year. That should help you evaluate and modify interventions and instruction. The truth is that there is no “shiny box” of interventions because English acquisition is a complex and dynamic process that takes time and many instructional adjustments.

Other than WIDA and limited WWC, is there any guidance on interventions? Yes, What Works Clearinghouse published guidance on effective instructional practices for English learners. Below is a link to a page on the topic. http://www.centerforpubliceducation.org/Main-Menu/Instruction/What- research-says-about-English-language-learners-At-a-glance/Preparing-English- language-learners-for-academic-success.html +

When should we worry about an EL? Worry when: The EL is falling significantly behind peers with a similar language background. The ESOL department can easily pull this data for you and provide a printed report. You see inconsistencies… the EL may have acquired a skill on their language level only to forget it soon after. Multiple, multi-tiered interventions are failing despite modification and support for linguistic and cultural differences. The EL stops making progress on ACCESS even though they have received appropriate language development services (cognitive factors MAY be impeding success on the ACCESS) The EL is approaching the upper threshold of our district ELs’ average time in the ESOL program (5 years is a good rule of thumb). This is despite a big push (Level 3 and 4 students need a focused “push” to exit).

When should we back up, slow down, or give an EL more time? If an intervention not designed for ELs was given “with fidelity” but without regard for language proficiency levels and needs. If multiple, multi-tiered interventions have failed but we have not documented modifications for ELs. If the RTI/SST team feels that the student is experiencing external factors that are interfering with language development (i.e., absenteeism, significant problems at home) The EL is making slow but steady progress on ACCESS (not regressing or stalling) If the RTI/SST team knows that literacy and numeracy skills are lacking in the student’s 1st language and home. This will extend the student’s time in ESOL and may contribute to slow language development.

Final thoughts…. ELs may not fit a flowchart like other students. You will have to know their language proficiency levels and adjust interventions accordingly. It seems like we are being extremely careful, but it is an injustice to an EL to be improperly identified with a learning disability. The reverse is also true. We don’t want to miss one. SPED services do not provide “extra help” for an EL who does not truly have a learning disability. In fact, improper identification could reduce the student’s time receiving direct language assistance, as well as limiting time with native speaking peer language models.

Questions?