1. Response to Intervention RTI – SLD Eligibility

2. What is RTI? Early intervention – General Education Frequent progress measurement Increasingly intensive research- based instructional interventions

3. What is Tiered Intervention? Tier 1 – Core Curriculum Tier 2 – Supplementary Interventions Tier 3 – Intensive Interventions (Tier 4 – Special Education)

4. What if a student does not respond to intervention? A special Education Referral may be made Areas of concern may include:  Basic reading skills  Reading comprehension  Reading fluency  Math calculation  Math problem solving  Written expression  Oral expression  Listening comprehension

5. What information is needed to make a special education referral?

6. Parent Notification  Must document that parents were notified of the following: –The amount and nature of data to be collected and general education services (intervention) provided. –Strategies to be used to increase the students learning. –Their right to request an evaluation –Parents were provided data-based documentation of repeated assessments at reasonable intervals during the intervention period

7. Information regarding TIER 1 Interventions  Documentation of core instruction provided for each area of concern –Evidence based curriculum –Effective for most students –Taught by qualified personnel Documentation of differentiation of the core curriculum instruction and it’s effectiveness

8. Information regarding TIER 1 Interventions  Documentation of core instruction provided – for each area of concern How do I document Evidence based curriculum?  Name of curriculum used  Provided in the general education classroom  Duration, Frequency and Intensity (minutes per session)

9. Information regarding TIER 1 Interventions  Documentation of core instruction provided for each area of concern How do I document the curriculum is Effective for most students? Data documenting approximately 80% of students meet grade level benchmarks  ISAT  IRI  Grade level CBM  Other (Name of assessment, Area Assessed, Date, Benchmark, Percentage of grade level peers meeting benchmark, Target student performance level.)

10. Information regarding TIER 1 Interventions  Documentation of core instruction provided for each area of concern How do I document differentiation of the core curriculum instruction and it’s effectiveness?  Narrative - Describe what was tried - How was effectiveness determined?

11. Information regarding TIER 2 Interventions  Documentation of Tier 2 interventions for each area of concern  Baseline data in each area of concern.  Description of intervention provided  Duration, intensity, frequency of intervention (Approximately 6-8 weeks)  Data is collected every two weeks during intervention period and compared to growth of other students.  Dates and Changes made to intervention  Description of effectiveness of the intervention

12. Information regarding TIER 2 Interventions Graphing the Data Progress monitoring graph for each academic area of concern Aimline Trendline Decision Points Student’s rate of Improvement Grade level/Class peers

13. Information regarding TIER 3 Interventions  Description of intensive intervention provided for each area of concern  Duration, intensity, frequency of intervention (Approximately 6-8 weeks)  Data collected every week during intensive intervention period and compared to growth of other students.  Dates and Changes made to intervention  Description of effectiveness of the intervention

14. Information regarding TIER 3 Interventions Graphing the Data Progress monitoring graph for each academic area of concern Aimline Trendline Decision Points Student’s rate of Improvement Grade level/Class peers

15. Weeks Words Correct Per Minute Continue Intervention and Monitor Progress 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Class=24 Egbert=11 Class Growth Egbert goal line Change Intervention Change Goal

16. Weeks Words Correct Per Minute Implement Second Intervention Revision and Monitor Results 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Class Growth Change Intervention

17. Culturally Diverse and English Language Learners Progress documenting the students growth and compared against their subgroup progress. Percentage of Disaggregated Group Level Peers meeting performance benchmark.

18. Referral to Special Education If adequate progress is not made in general education interventions: –A special education referral may be made. –Consent for Assessment – Procedural Safeguards –60 Day timeline begins RTI cannot delay a parents’ request for an evaluation.

19. Therefore, If a parent or outside agency is requesting an evaluation you still have to collect the required referral elements –In rare instances, this may happen after consent is signed or during the 60 day assessment period –Best practice is to provide appropriate interventions and progress monitoring with fidelity prior to referral to MDT

20. Exclusionary Factors Exclusionary factors should be considered throughout the evaluation process. If any exclusionary factor is found to be a primary factor in the student’s learning difficulty, the student may not be found eligible under the category of Specific Learning Disability –cultural or linguistic differences –insufficient instruction –attendance problems (for initial evaluation only) –lack of motivation –fatigue –emotional disturbance –cognitive impairments –performance anxiety –psychiatric disorders –sensory impairments –medical conditions, etc…

21. Special Education Evaluation Resource teacher assesses the student in the specific area(s) of concern. (Standardized testing/academic achievement) The school psychologist assesses related processing skills. (Demonstrate the impact of the psychological process on the academic achievement deficit area.)

22. Evaluation Process  The MDT also considers the preponderance of evidence (standardized testing, RTI data, statewide assessments, grades, CBM’s, observations, ESL data, etc.) to support the student’s pattern of strengths and weaknesses.

23. Adverse Effect  The team then determines the adverse effect that the student’s Specific Learning Disability has on his or her:  Educational performance in the general education curriculum  Ability to meet grade level achievement standards  Gen.Ed. Teacher provides input regarding how the child is impacted in classroom activities.

24. Specially Designed Instruction  The team then describes the Specially Designed Instruction necessary for the student to be able to access and progress in the general education curriculum and grade level achievement standards.

25. Eligibility is Determined Using State SLD Eligibility Criteria, the team will determine whether or not the student meets criteria for the SLD eligibility category. If determined eligible an IEP will be created and parents can choose to place their child in special education or choose to deny services.

26. Tier 4 The IEP is tailored to match the identified processing deficits and academic deficits (PLOP and goals are written for each specific area).