RtI Eligibility

RtI Eligibility

Determinant Factors in Reading and Math

“Special Rule for Eligibility Determination”

“Special Rule for Eligibility Determination”

WHY Consider Determinant Factors???

When We Think About Entitlement…It:• Is a high stakes, high consequence, decision• Has potentially lifelong consequences• Needs to be based on established standards• Requires qualification by virtue of following the established

process as defined• Should not be done “just to help” kids• Should not be done for the money

(modified from Tilly, Heartland AEA11, 2009)

Take A Minute…• Think about some of these “Big Ideas” around entitlement…

– Is a high stakes, high consequence, decision– Has potentially lifelong consequences– Needs to be based on established standards– Requires qualification by virtue of following the established process as defined– Should not be done “just to help” kids– Should not be done for the money

• Which do you agree/ disagree with?• Which might staff at your building and/or district

agree/ disagree with?

Definition

Determinant Factors•Rule out lack of

appropriate instruction (in reading and math)

•Rule out Limited English Proficiency

•Include evidence of appropriate instruction &

repeated assessments

Determinant Factors

Determinant Factors

Assessed at district and building level

- Scientifically based

- Aligned to state standards - Integrity

- Student outcomes (including sub-groups)

Reading

Math

LEPConcept

Determinant Factor:Lack of Appropriate Instruction

To rule out lack of appropriate instruction in reading and math, three key factors are examined:

Curriculum is scientifically-based

Implemented with integrity

Positive student outcomes

Curriculum is Scientifically Based

. . . as evidenced by:• Alignment to state standards• Inclusive of all essential components of reading and math• Successful field test outcomes


Essential Components of…

Reading• Phonemic

awareness• Phonics• Fluency• Vocabulary• Comprehension

Math• Conceptual

understanding• Procedural fluency• Strategic

competence• Adaptive reasoning• Productive response

(ESEA of 2001) (National Research Council, 2001)

How Do We Determine if Our Core Curriculum is Scientifically-Based?

• Districts may engage in a process of inquiry to assess the degree to which the curriculum is aligned with national and state standards and effective instruction (pedagogy) research– Alignment with National Reading Panel (NRP)

standards, IL/ Comm. Core Learning Standards, and effective instructional practices

Determining Appropriate Instruction Strongest

• Peer-reviewed journals

• Panels of appropriately credentialed experts

• Independent reviews of alignment to Illinois Learning Standards

Moderate

• Positive outcomes of field studies conducted by the curriculum publisher

Weakest

• Customer testimonials

• Consumer satisfaction surveys

• Local or internal district reviews

• High proportions of district students meeting state standards

Types/Levelof Evidence

Technical Resource Centers/ Resources

Oregon Center: A Consumer’s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis

• First consider… a) evidence of efficacy established through rigorously designed experimental studies and b) relevance to the demographic characteristics of your students

• Determine whether the five major components of reading are adequately addressed

• Review specific elements of the programs… and rate elements

Technical Resource Centers/ Resources cont.

The Florida Center’s rubric• Consists of the following questions:

• 1) Are all five components from the NRP present and prominent?• 2) Is instruction within each component explicit and systematic?• 3) Is the sequence for instruction organized sequentially?• 4) Is student material coordinated with teacher guide?• 5) Is instruction across components clearly linked?

• Each potential program is judged by the presence (yes/no) and quality (acceptable/ not acceptable) of these five

• Essential: Each reviewer must be highly knowledgeable in reading content and pedagogy

Additional Resources

• Effective core reading programs aligned with Reading First share three important features:– A clearly articulated statement of scientifically-

base reading research – Explicit instructional strategies– Consistent organizational and instructional

routines

* Some of these findings appear to translate across disciplines

What if We Don’t Have a Research-Based Core Curriculum???

• Districts can still take steps to correct curriculum deficiencies when adoption of new materials is not immediately possible

• Determine where the deficiencies or gaps in the curriculum are and implement supports to address those

Take A Minute…• Reflect on the guidelines for determining a

“scientifically-based” curriculum:– Do you know if you have a “scientifically-based”

curriculum and/or interventions… How do you know?

– Does your district have a specific process for determining this?

– If not, what might be some next stepsto begin this process?

Implemented with Integrity

… as evidenced by:• District leadership and improvement processes• Curriculum review and adoption process• Professional development plans• Integrity checklists• School and classroom walk-throughs


Implemented with Integrity:Factors to Examine…

• Length of time curriculum has been in place in the school

• Amount of training teachers/ staff have received in using curriculum and supplemental instruction

• Degree to which teachers/ staff used the prescribed instructional procedures and materials associated with the core curr. and supplemental instruction

• Degree to which teachers/ staff used effective instruction methodologies and techniques

• Length of time the student was taught the curriculum

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Teacher Self-Report / Implementation Logs:•Teacher may be interviewed

regarding steps followed during instruction/intervention or keep a log of the steps implemented Ratings Scales:

• Written step-by-step instructional/intervention plan can be used as a checklist & implementer would complete checklist

Direct Observation:• Of teacher behavior• Could be conducted periodically

during instruction/intervention (use of IPF)

Permanent Products:•Teacher/student created

products that would demonstrate the instruction/intervention components were implemented

Examining Integrity

Tier 1

Walkthrough Process

Nettles, S., An Introduction to the Principal Reading Walkthrough Instrument for Grades K-3, Florida Center for Reading Research

Principal or Literacy Coach observes content specific indicators

Principal or Literacy Coach observes Whole Class or Small Group Instruction indicators

Principal or Literacy Coach observes Classroom Environment, Materials and Teacher Instruction indicators

Principal or Literacy Coach selects grade level of classroom

5 Minute Walk Through Observation of Implementation Integrity (sample 1)

5 Minute Walk Through Observation of Implementation

Integrity (sample 2)

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Indian Prairie Community Unit School District #204 Instructional Planning Form

(adapted from U of Oregon)

Student Name: _____Green _(Tier 1)_________________ Teacher/Grade: _______Grade 5______ School Year: __2009-2010_____ Goal:_____________________________________________________________________________________________________________________________ Instructional Strategies Skills How taught

Materials Arrangements Time Assessment Procedures

Motivational Strategies

Phonics Small Groups Modeled Practice

Words Their Way Small Groups Partner Independent

15 min/ day

Weekly Assessment and journal work

Hands on Partner Work

Vocabulary Teacher Led Guided Practice

Harcourt Leveled Readers

Whole Class Small Group

60mins/week

Summative Assessment

Projects

Fluency Guided Practice

Oral Fluency Assessment – Harcourt Partner Reading

Small Groups Partners Individual

45 mins/ week

Fluency Reading CBM

Progress and “beating goals”

Comprehension Teacher Led Modeled Practice Guided Practice

Harcourt Independent Leveled Readers Book Room

Small Group Large Group

75 mins/ week

Summative Assessments Informal Observation

Grades Feedback Centers

Tier 2&

Tier 3

Effective Instruction Focuses on These Critical Features:

• Features of well-designed programs include:– Explicit instructional strategies– Systematic and coordinated instructional sequences– Ample practice opportunities- so students can master

and ‘overlearn’ a bit– Scaffolded instruction and cumulative review- building

upon review and an accumulation of skills– Aligned student materials- weaving skills together-so

students can apply and generalize

General Guideline: If >50% of the students are

NOT making progress, an integrity checklist is warranted.

Integrity Checks for Tier 2 & 3

Integrity through

Attendance

Intervention:

Time: W T F M W T F M T W T F M T

Month November 5 6 7 10 12 13 14 17 18 19 20 21 24 25Attended sessions

Total scheduled sessions

Teacher

1

2

3

4

5

6

7

8

P = present FF = field trip

A1 = sick AS = assemblyA2 = meeting O = otherA3 = crisis

Comments _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________# of minutes per session ______

# of sessions per week ______

Reviewer ____________________________Review Date ______

January# of intervention sessions Rachel received

15January

# of possible intervention sessions

20

Rachel7th grade

January# of intervention sessions Maddie

received

15January


20

Maddie1st grade

January# of intervention sessions Olivia received

15January


20

Olivia3rd grade

Does it matter why the student missed the intervention?

If attendance is low, then consider the reasons to determine what part of the plan may need to be adjusted to maximize attendance.

No

Teacher Self Report

Rating Scale

Observation

Perm

anen

t Pro

duct

s

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Treatment Step Permanent Product(s)

Place bonus worksheet in box Presence of bonus or sticker from the bonus worksheet

Grade daily assignment Grade on assignmentAccuracy of the grade

Return assignment to student Assignment in box

Have student record the score

Score recorded on the front of the box

Provide reward if slip earned Presence or absence of reward slip dependent on student score

Provide reinforcer if earned Reinforcer exchange noted on slip

Example: Observation ChecklistDid teacher give a verbal warning when behavior was demonstrated?

yes no sometimes

Did teacher give a physical cue (tap student’s desk) when behavior was demonstrated?

yes no sometimes

Did teacher positively state what the student needed to do “you need to ___ to get a star?”

yes no sometimes

Was a star and verbal reinforcement given at the end of 30 minute interval?

yes no sometimes

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Example: Acceptability formAre you able to implement the plan on a regular basis?

yes no

Are you comfortable implementing the plan?

yes no

Is the plan disruptive to your daily routine?

yes no

Do you feel the plan is effective?

yes no sometimes

Do you need extra support for implementing the plan?

yes no sometimes

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Implementation Integrity Logistics

What? Identify materials and resources (location, time) needed to implement core curriculum and interventions.

How? Identify materials needed to prepare for implementation (e.g., training) and to evaluate implementation (e.g., observation tool or checklist).

Who? Identify person (e.g., principal, literacy coach/specialist) to conduct observations and support implementer.

When & How Often?

Set a schedule for observation checks. More frequent in the beginning and less frequent in the later stages of implementation.

Many integrity forms can be accessed at:

http://www.oregonrti.org/node/33

http://www.aea11.k12.ia.us/idm/checkists.html

http://www.illinoisaspire.org/north/documents.php?folder_id=32842





Take A Minute…

• How does your building/ district ensure your core curriculum and interventions are implemented with integrity/ fidelity?– Is this done? Regularly? For core and interventions?– How is this done? Is there a systematic process?– If not, what might be some first steps to take to

accomplish this?

WHAT DO YOU DO IF IMPLEMENTATION

FIDELITY IS LOW?

Essential Considerations in Instructional Fidelity

• Scientific basis for curriculum & pedagogy• Professional development/support• Scheduling• Documentation of plan• Monitoring

FIX IT!

FIX IT!

FIX IT!

FIX IT!

FIX IT! FIX IT!

Methods of Assessing the Provision of Appropriate Instruction

Evidence forIntegrity

Principal Walk-Throughs

Integrity Checklists

Direct Observation

Review of Current Processes

Positive Student

Outcomes

. . . as evidenced by: • Most students in our district meet state standards• This school’s SIP plan addresses reading/ math


• State assessment data (e.g. ISAT, PSAE)• Local district-wide assessment data based on

national norms• Local universal screening/ benchmark data on

all students collected multiple times during the academic year

• Progress monitoring data collected in regular intervals for individual or groups of students

Positive Student Outcomes…Data to Examine:

What If…???

Punch Line… Deliver appropriate, scientifically-based instruction to see if student outcomes improve

Determinant Factors:

District and/orBuilding Level

Curriculum is scientifically-based

Implemented with integrity

Positive student outcomes

Example Tools & Resources forDeterminant Factors

• Scientifically Based Curriculum in Reading and Math– www.fcrr.org– http://ies.ed.gov/ncee/wwc/reports/ – IL FAQ Eligibility and Entitlement doc.

• #15 (pgs. 12-14)

• Implementation Integrity– Principal Walk Troughs – Instructional Planning Form– Integrity Checklists and Observations– Coaching Support11/16/09 NSSED

Documentation of Determinant Factors:Where it Goes on the Forms and

Examples

Information Needed:• Two Pieces of Critical Info.

Needed…– Specific information (logistics)

of instruction/ interventions provided

• What, how often, who, etc.

– “Evidence” of Determinant Factors

• Ruling out “lack of appropriate instruction…”, etc.

Usually documented on the EVALUATION RESULTS form

under “PLAN DEVELOPMENT/ INTERVENTION(S):”

Documented under “DETERMINENT FACTORS” section on ELIGIBILITY

DETERMINATION form (from ISBE) or EXCEPTIONAL CHARACTERISTIC

form (from SASED)

If Using SASED’s Form…• There is a very limited area to type in

“evidence” to rule out Determinant Factors… THEREFORE…– You MUST attach an additional info. sheet and

reference this is the space provided

Alternate Option: Use ISBE’s Form

• ISBE’s ELIGIBILITY DETERMINATION form provides ample space to type in evidence

under “DETERMINANT FACTORS”

Additional Considerations

• Being most conservative…– You would document some of the same info. (repeated)

on both forms (“Eval. Results” under “Plan Dev.” and under “Determinant Factors”)

– For area(s) of non-concern under Determinant Factors (i.e. reading, math, LEP):

• You may still include a statement of evidence

*…OR document: “There are no concerns in this area”, etc.

* BE CONSISTENT in your response across the district

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Elementary Example

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Examples from IL ASPIRE North Handout…

Documents

RtI Eligibility