RTII in New Holland Elementary School: Making Data Driven Decisions Richard E. Hall, Ph.D. School Psychologist Eastern Lancaster County School District

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RTII in New Holland Elementary SchoolMaking
Data Driven DecisionsRichard E. Hall, Ph.D.
School PsychologistEastern Lancaster County
School District

• Presentation at the Convention of the National
  Association of School Psychologists (NASP)
• Chicago, ILL. March 2, 2010

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District Description

• Student Population 3161
• New Holland 580
• Brecknock 467
• Blue Ball 600
• Garden Spot Middle School 470
• Garden Spot High School 1044
• District Demographics
• Percent Free and Lunch 21
• Percent minority 10
• Percent of Students with disabilities 15
• Percent identified as SLD 8

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Description continued

• RTII Available Support Staff at the Elementary
  Level
• Support Specialist 6
• Title I Teachers 7.5
• Learning Support Teachers 4
• 13 Tutors Spread over 3 buildings building
• School Psychologists 3 (1 at the elementary
  level)
• Speech and Language Therapist 2
• ESL 2.5

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District Description continued

• Pennsylvania State System Of Assessment (PSSA)
• Percent Proficient or Above PSSA Reading 79
• Percent Proficient or Above PSSA Math 85
• History of RTI in the District
• 1995 PA Instructional Support Team (IST)
• 1997 Began using RTI data for SLD and ED
  eligibility
• Full implementation 2006-07 at the elementary
  level
• 2006 Blue Ball named NRCLD model RTI site
• 2009 Application for PA RTII

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ELANCO RTII ModelTypes of Data used in the
process

• Universal Screening
• DIBELS
• 4Sight Reading
• 4Sight Math
• DRP
• Star Math
• Star Reading starting in 2010-11 school year
• AIMSweb Math CBM Computation

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ELANCO RTII ModelTypes of Data used in the
process

• Diagnostic
• DIBELS Error Analysis
• CORE Phonics Survey
• Star Math Diagnostic
• ISEL and RIOT
• Other as needed (school psychologist plays an
  active role in diagnostic assessments at Tier II
  and III

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ELANCO RTII ModelTypes of Data used in the
process

• Intervention Monitoring Data
• DIBELS
• AIMSweb
• R-CBM
• M-CBM
• CWS
• MAZE
• Star Math Progress Monitoring
• Star Reading Monitoring (2010-11)
• Other as needed

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ELANCO RTII ModelTypes of Data used in the
process

• Frequency of Data Collection
• Tier I Universal Screening data 3X/year
• Tier II Progress Monitoring
• All students at this Tier once per month
• Selected students once a week
• Tier III Progress Monitoring
• All students at this Tier once weekly
• Selected students twice weekly

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ELANCO RTII Model3 Tiers of Instruction and
InterventionIntervention Examples (not
exhaustive)

• Tier I
• Core Reading Houghton-Mifflin
• Core Math Every Day Math
• Houghton-Mifflin supplemental materials
• Differentiated instruction
• Tier II Standard Protocol
• Horizons
• Phonics for Reading
• Math Stars
• Precision Teaching Protocols
• Tier III Standard Protocol
• SRA Reading Mastery
• Corrective Reading
• Corrective Math
• Connecting Math Concepts
• Read Adapt Answer Comprehend (RAAC)
• Wilson Reading
• Quick Reading
• Read Naturally

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ELANCO RTII Model3 Tiers of Instruction and
Intervention

• Tier I
• Who Classroom teacher
• Time Reading 90 minute Language Arts
• Time Math 60 minute Math
• Tier II
• Who Classroom Teacher, Reading Specialist, Title
  I Tutors, Interventionists
• Time 90 minute (or 60 mins. Math) Core
  instruction 30 mins. of additional intervention
  in small group
• Tier III
• Who Classroom Teacher, Reading Specialists,
  Title I Tutors, Intervention Specialist, Special
  Education Teachers, Parents, others as needed.
• Time 120 minutes individualized and small group

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ELANCO RTII Model3 Tiers of Instruction and
Intervention

• Teaming Process
• Grade Level Teams Data Analysis
• Meet monthly 9 time per year (Monthly)
• Data Manager is the Building Principal
• Data are prepared by Principal and RTII
  Interventionist
• Focus is on grade level issues, goals and
  interventions
• Tier II meetings
• Meet 5 times per year
• Data Managers are the principal, Title I
  coordinator and RTII Interventionist
• Tier III meetings
• Meet every 10 to 12 weeks, sometime more
  depending on of cases
• Data managers are principal, Interventionists,
  school psychologist
• Data are prepared, graphed, etc. by RTII
  Interventionists

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ELANCO RTII ModelInstructional Decision Making

• Types of Data Used
• DIBELS Benchmarks at each grade level
• Advanced, Benchmark, Strategic, Intensive
• PSSA/4Sight
• Advanced, Proficient, Basic, Below Basic
• AIMSweb norms
• Tier I above the 25th percentile
• Tier II 10th to 25th percentile
• Tier III at or below the 10th percentile
• DRP and other district developed assessments
• Advanced, Proficient, Partially Proficient
• Star Math
• Advanced, Proficient, Intensive based on
  percentile rank

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ELANCO RTII ModelInstructional Decision Making

• Decisions Based on Data
• Tier I
• Students who score Advanced, Proficient,
  Benchmark, above the 30th percentile remain at
  Tier I
• Tier II
• If a students score(s) drops to Strategic (below
  the 30th percentile) they are considered for Tier
  II level Intervention.
• Tier III
• Below Basic, Intensive, Partially Proficient, at
  or below the 10th percentile.

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Data Decision Rule

• Tier I Students in Advanced, Proficient or
  Benchmark range.
• Tier II Students who score in the Strategic
  range may be considered for Tier II
  interventions.
• Students at Tier II who score at Benchmark 3
  consecutive times are move to Tier I transition
• Tier II students who score 3 consecutive times in
  the intensive range are considered for Tier III
• Tier III students who score 3 consecutive times
  in the strategic range move back to Tier II
• Tier III students who continue to score
  Intensive, i.e. 10th percentile or below, may be
  considered for an eligibility assessment

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Special Education Eligibility

• To establish SLD, evaluation data gathered
  through the RTI process determines if the student
  is performing significantly below the level or
  standard of his or her peers.
• The evaluation team (MDT) should be able to
  answer, yes to 3 questions.

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Criteria for identifying SLD using RTI Question 1

• Were there at least two phases of intensive
  interventions implemented in the general
  education curriculum with fidelity, which did not
  significantly affect the students achievement
  and does the evidence of the students limited
  responsiveness at Tier III reflect that he or she
  is learning at a rate significantly less that her
  or his peers?
• The students ROI will not lead to minimum
  proficiency standards by the end of the school
  year (25th percentile)
• The student did not attain grade level
  proficiency above the 10th percentile and could
  not be successfully move to Tier II.

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Criteria for identifying SLD using RTI Question 2

• Do RTI and other existing data (including
  observations) indicating significantly below
  level functioning?
• CBM scores showing the student is performing at
  or below the 10 percentile of current grade
  level
• A standardized assessment standard score that is
  82 or below, consistent with the test protocols
  (i.e., 10th Percentile or below)
• CBM scores and other data demonstrate that the
  students median performance is below that of his
  or her grade-placement peers by a discrepancy
  ratio of at least 2.0 (the discrepancy ratio is
  calculated by dividing the peers median
  performance by the target students median
  performance) or
• The students instructional performance level is
  at least two or more grade levels below her or
  his current grade placement as determined by CBM
  scores or standardized assessments of academic
  achievement?

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Criteria for identifying SLD using RTI Question 3

• Does the multidisciplinary team (MDT) believe the
  student requires resources that are not available
  in the general education setting, with or without
  accommodations, in order to participate or
  progress in the general education curriculum at a
  level equal to his or her peers?
• Evidence of this criterion would show that the
  student requires specially designed instruction
  or Tier III interventions for an extended period
  of time that is not available in the general
  education curriculum.

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• Primary data used for eligibility decisions is
  CBM augmented with diagnostic measures and
  Standardized achievement tests
• Limited use of ability measures
• Future Direction
• Continuing Focus on fidelity of instruction and
  intervention.
• More use of ecological assessments
• Whole class interventions
• Use of data to determine class composition

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2008-2009

• District Initiated Evaluations for SLD 12
• Number Eligibility for Special Education 12
• Hit rate 100

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