Response to Response to InterventionInterventionResponse to Response to InterventionIntervention

RTI – SLD EligibilityRTI – SLD Eligibility

What is RTI?• Early intervention – General

Education• Frequent progress measurement • Increasingly intensive research-

based instructional interventions

What is Tiered Intervention?

• Tier 1 – Core Curriculum• Tier 2 – Supplementary

Interventions• Tier 3 – Intensive Interventions• (Tier 4 – Special Education)

What if a student does not respond to intervention?

• A special Education Referral may be made

Areas of concern may include:Basic reading skillsReading comprehensionReading fluencyMath calculationMath problem solving Written expressionOral expression Listening comprehension

What information is needed to make a special education referral?

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

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

Information regarding TIER 1 Interventions

Documentation of core instruction provided – for each area of concern

How do I documentEvidence based curriculum? Name of curriculum used Provided in the general education classroom Duration, Frequency and Intensity (minutes per

session)

Information regarding TIER 1 Interventions

Documentation of core instruction provided for each area of concern

How do I document the curriculum isEffective 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.)

Information regarding TIER 1 Interventions

Documentation of core instruction provided for each area of concern

How do I documentdifferentiation of the core

curriculum instruction and it’s effectiveness?

Narrative- Describe what was tried

- How was effectiveness determined?

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

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

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

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

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Egbert goal line

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ChangeIntervention

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.

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.

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

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…

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.)

Evaluation ProcessThe 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.

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.

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.

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.

Tier 4

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