RTI in 2005

1
RTI in 2005

• Understanding/Diagnosing Reading
  Disabilities within a RTI Model
• James McDougal, PsyD,
• State University of New York at Oswego
• mcdougal_at_oswego.edu
• Portions of this presentation contributed by
  Dr. Michael LeBlanc, Marilyn Korth, Sara
  Signor, Tricia Hamlin, Amanda Miller, Karrie
  Clark, Amy Wilber. State University of New
  York at Oswego

2
LD Within an RTI Model

• AGENDA
• Brief history of Special Education how it has
  influenced our practice
• Critiques of traditional LD model assessments
• Contemporary Approaches- Early Literacy to
  Literacy

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1975, PL 94-142

• Provided educational rights and goals for
  children previously underserved or excluded
• Solidified the dominant place of Special
  Education in School Psychology
• Discrepancy based model influenced assessment
  practices

4
Characteristics of the Traditional Assessment
Practices

• Medical model, deficit oriented, child centered
• One at a time focus
• Wait to fail
• Refer-test- place
• Heavy on diagnosis light on cure
• Correlation approach

5
NY Learning Disability Definition 1997

• A student with a disorder in one or more of the
  basic psychological processes involved in
  understanding or in using language, spoken or
  written, which manifests itself in an imperfect
  ability to listen, think, speak, read, write,
  spell, or to do mathematical calculations. The
  term includes such conditions as perceptual
  handicaps, brain injury, neurological impairment,
  minimal brain dysfunction, dyslexia and
  developmental aphasia. The term does not include
  students who have learning problems which are
  primarily the result of visual, hearing or motor
  handicaps, of mental retardation, of emotional
  disturbance, or of environmental, cultural or
  economic disadvantage. A student who exhibits a
  discrepancy of 50 percent or more between
  expected achievement and actual achievement
  determined on an individual basis shall be deemed
  to have a learning disability

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IDEA's Definition of Learning Disability

• ". . . a disorder in one or more of the basic
  psychological processes involved in understanding
  or in using language, spoken or written, that may
  manifest itself in an imperfect ability to
  listen, think, speak, read, write, spell, or do
  mathematical calculations, including conditions
  such as perceptual disabilities, brain injury,
  minimal brain dysfunction, dyslexia, and
  developmental aphasia."
• However, learning disabilities do not include,
  "learning problems that are primarily the result
  of visual, hearing, or motor disabilities, of
  mental retardation, of emotional disturbance, or
  of environmental, cultural, or economic
  disadvantage."

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Example of State Requirements for LD Diagnosis
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Achievement Intelligence Discrepancy
9
Severe Discrepancy Determination by Formula Kate
obtains an IQ score of 90 and an achievement
score of 74. Is this 16-point difference large
enough to be considered a significant
difference between ability and achievement?
Data Ability Score ...
90 Reliability of Ability Score .
0.91 Achievement Score ..
74 Achievement Reliability ..
0.91 Correlation Between Ability and Achievement
Scores .. 0.47
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Methods for Determining Severe Discrepancy

• Deviation from Grade Level
• Standard Deviation from the Mean
• Standard Score Comparison
• Regression Formula
• In our example of Kate she would be LD with the
  first 3 methods but not with the 4th.

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Assessing Validity of LDSummary

• Research indicates little or no differences
  between discrepancy based LD students and
  ordinary low achievers based on
• Cognitive Profiles
• Prognosis
• Response to intervention

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Validity

• Current definitions and diagnosis of LD students
  lacks uniqueness (distinct group of learners) and
  utility (clear differences in treatment and
  prognosis).

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Traditional Assessment Practices Critiqued

• No support for discrepancy based models of
  LD-prognosis, uniqueness, RTI, cog profiles

• The reliability and validity of traditional
  classification practices is poor
• (Ysseldyke, Algozzine, Thurlow, 2000
  Reschly, Ysseldyke, 2002)

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NYS proposed Amendments to Part 200 May 17, 2005

• New definition of LD
• More structured eligibility determination section
• Some guidance on assessment/diagnosis

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NYS Learning Disability Definition proposed
amendments 5/17/2005

• A student with a disorder in one or more of the
  basic psychological processes involved in
  understanding or in using language, spoken or
  written, which manifests itself in an imperfect
  ability to listen, think, speak, read, write,
  spell, or to do mathematical calculations. The
  term includes such conditions as perceptual
  handicaps, brain injury, neurological impairment,
  minimal brain dysfunction, dyslexia and
  developmental aphasia. The term does not include
  students who have learning problems which are
  primarily the result of visual, hearing or motor
  handicaps, of mental retardation, of emotional
  disturbance, or of environmental, cultural or
  economic disadvantage. A student who exhibits a
  discrepancy of 50 percent or more between
  expected achievement and actual achievement
  determined on an individual basis shall be deemed
  to have a learning disability language to be
  repealed

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NYS Learning Disability Definition proposed
amendments 5/17/2005

• (C) Eligibility Determinations
• (2) A student shall not be determined eligible
  for special education if the determinant factor
  is
• Lack of appropriate instruction in reading,
  including explicit and systematic instruction in
  phonemic awareness, phonics, vocabulary
  development, reading fluency (including oral
  reading skills) and reading comprehension
  strategies
• (new language proposed)
• ( Proposed Amendment to the Commissioner, pp. 22
  of 67)

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NYS Learning Disability Definition proposed
amendments 5/17/2005

• (C) Eligibility Determinations
• (6) Learning disabilities. In determining whether
  a student has a learning disability as defined in
  Section 200.1(zz)(6) of this Part the school
  district
• May use a process that determines if the student
  responds to scientific, researched based
  intervention as part of the evaluation procedures
  pursuant to paragraph (b) of this section and
• ( Proposed Amendment to the Commissioner, pp. 22
  of 67)

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NYS Learning Disability Definition proposed
amendments 5/17/2005

• (C) Eligibility Determinations
• (ii) is not required to consider whether a
  student has a significant discrepancy between
  achievement and intellectual ability in oral
  expression, listening comprehension, written
  expression, basic reading skill, reading
  comprehension, mathematical calculation or
  mathematical reasoning
• ( Proposed Amendment to the Commissioner, pp. 23
  of 67)

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RTI Assessment Model NASP Recommendations

• Identification and Eligibility Determination for
  Students with Specific Learning Disabilities
• April 25, 2003

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NASP Recommendations

• Maintain current LD definition but change
  eligibility criteria
• Eliminate ability-achievement discrepancy
• Introduce multi-tier model with dual criteria-
  significantly low underachievement, insufficient
  response to intervention (RTI)

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RTI Practices

• Defining RTI Criteria

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NRCLD

• National Research Center on Learning Disabilities
• Doug Lynn Fuchs

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LD Identification Using CBM to Identify
Students Who Are Not Responsive to Instruction
The Fuchs

• Operationalize unresponsiveness as CBM
  dual-discrepancy
• CBM performance level is below classmates
• CBM slope (rate of learning) is below classmates

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Rationale for Dual Discrepancy

• All students do not ultimately achieve same
  degree of reading competence
• Just because reading growth is low, student
  doesnt automatically receive special education
  services
• If learning rate is similar to other classmates,
  student is profiting from the regular education
  environment

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LD Identification Using CBM to Identify
Students Who Are Not Responsive to Instruction

• If a low-performing student does not grow where
  other students are thriving, special intervention
  needs to be considered
• Alternative instructional methods must be tested
  to address mismatch between students learning
  requirements and requirements in conventional
  instructional program

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CBM

• Teachers assess students academic performance,
  using brief measures, on a frequent basis
• The major purposes are
• To describe rate of response to instruction
• To build more effective programs

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CBM

• The CBM score is an overall indicator of reading
  competence
• Students who score high on CBM
• Are better decoders
• Are better at sight vocabulary
• Are better comprehenders
• Correlates highly with high-stakes tests

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What We Look For in CBM

• INCREASING SCORES
• Student is becoming a better reader.
• FLAT SCORES
• Student is not profiting from instruction and
  requires a change in the instructional program.

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Sarahs Progress on Words Read Correctly
Sarah Smith
Reading 2
Words Read Correctly
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
30
Jessicas Progress on Words Read Correctly
Jessica Jones
Reading 2
Words Read Correctly
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
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RTI Practices

• Assessment techniques

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RTI Assessment Pre-Literacy to Literacy

• Assessment
• DIBELS Roland Good, Ruth Kaminski, etc
• NRCLD National Center onStudent Progress
  Monitoring Doug and Lynn Fuchs

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Reading CBM Fuchs

• Kindergarten Letter-Sound Fluency
• Grade 1 Word-Identification Fluency
• Grades 2-3 Passage Reading Fluency
• Grades 4-6 Maze Fluency

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KindergartenLetter-Sound Fluency

• Teacher Say the sound that goes with each
  letter.
• Time 1 minute

• p U z u y
• i t R e w
• O a s d f
• v g j S h
• k m n b V
• Y E i c x

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Grades 2-3 CBM Passage Reading Fluency

• Number of words read aloud correctly in 1 minute
  on end-of-year passages

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CBM passage for Correct Words Per Minute
Mom was going to have a baby. Another one!
That is all we need thought Samantha who was ten
years old. Samantha had two little brothers.
They were brats. Now Mom was going to have
another one. Samantha wanted to cry. I will
need your help, said Mom. I hope you will keep
an eye on the boys while I am gone. You are my
big girl! Samantha told Mom she would help. She
did not want to, thought. The boys were too
messy. They left toys everywhere. They were too
loud, too. Samantha did not want another baby
brother. Two were enough. Dad took Samantha and
her brothers to the hospital. They went to Moms
room. Mom did not feel good. She had not had
the baby. The doctors said it would be later
that night. I want to wait here with you, said
Samantha. Thank you Samantha. But you need to
go home. You will get too sleepy. Go home with
Grandma. I will see you in the morning, said
Mom. That night Samantha was sad. She knew that
when the new baby came home that Mom would not
have time for her. Mom would spend all of her
time with the new baby. The next day Grandma
woke her up. Your mom had the baby last night,
Grandma said. We need to go to the hospital.
Get ready. Help the boys get ready,
too. Samantha slowly got ready. She barely had
the heart to get dressed. After she finished,
she helped the boys. They sure were a pain! And
now another one was coming. Oh brother! Soon
they were at the hospital. They walked into
Moms room. Mom was lying in the bed. Her tummy
was much Smaller. Samantha . . .
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Grades 4-6 Maze Fluency

• Number of words replaced correctly in 2.5 minutes
  on end-of-year passages from which every 7th word
  has been deleted and replaced with 3 choices

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Computer Maze
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In RTI, CBM Used For

• Identifying Risk
• One-time screening
• Monitoring response to GE
• Reversing Failure without SE
• Individual adaptations to class instruction
• Preventive tutoring
• Designating response (or lack thereof) to
  identify LD

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One-Time Screening with CBM

• Students are tested at one point in time.
• Those scoring below a score are designated at
  risk for RD.
• At-risk students enter preventative tutoring.

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CBM Screening to Designate Risk

• K lt 15 sounds/min
• 1 lt 15 words in text/min
• 2 lt 50 words in text/min
• 3 lt 70 words in text/min
• 4-6 lt 15 maze replacements/2.5 min

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CBM Monitoring of Response to GE

• Administer weekly CBM to all students in the
  class.
• Identify subset of children whose level of
  performance and rate of improvement is
  substantially less than class peers.

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Identify students whose response to general
education lt class peers.
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In RTI, CBM Used For

• Identifying Risk
• One-time screening
• Monitoring response to GE
• gt Reversing Failure without SE
• Individual adaptations to class instruction
• Preventive tutoring
• Designating response (or lack thereof) to
  identify LD

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Using CBM to test effectiveness of adaptations to
class instruction
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Student data trend lt goal line Make a teaching
change.
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Student data trend gt goal line Raise the goal.
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NRCLD Preventive Tutoring

• Content
• Letter-sound recognition
• Decoding
• Sight word recognition
• Fluency building
• Partner reading
• Writing incorporated into correction procedures

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For Information about the OSEP LD Initiative

• http//www.nrcld.org/
• www.air.org/ldsummit/
• www.ld.org/advocacy/CommonGround.doc
• www.erlbaum.com
• Identification of Learning Disabilities
  Research to Practice, Renée Bradley, Louis
  Danielson, and Daniel Hallahan (Eds.), 2002

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For Information about Progress Monitoring
Materials

• Reading probes
• diana.j.phillips_at_vanderbilt.edu
• Math probes and/or software
• Monitoring Basic Skills Progress
• Pro-Ed 512-451-3246
• Web math system
• www.digitallearning.com
• AIMSweb software, measures, admin scoring
  guides
• www.aimsweb.com or http//www.edformation.com

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For Information about Progress Monitoring,
Training Research

• National Center for Student Progress Monitoring
• studentprogress_at_air.org
• Research Institute on Progress Monitoring
• http//progressmonitoring.org

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DIBELS

• Dynamic Indicators of Basic Early Literacy Skills

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DIBELS Information

• One-minute fluency measures are individually
  administered to assess the development of
  pre-reading and early reading skills.
• Benchmarks for K through 3rd Grade. Lately added
  4-6 norms based on Fuchs work

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DIBELS Kindergarten Benchmarks
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What does the DIBELS measure?

• Specific skills addressed are
• initial sound fluency
• letter naming fluency
• phonemic segmentation
• nonsense word fluency
• oral reading fluency

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Reading CBM DIBELS (Good, et al)

• Kindergarten ISF, LNF, PSF, NWF
• Grade 1 LNF, PSF, NWF, ORF
• Grades 2 NWF, ORF
• Grades 3-6 ORF

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Big Ideas in Beginning Reading (http//reading.uor
egon.edu)

• Phonemic Awareness (DIBELS - Initial Sounds
  Fluency Phoneme Segmentation Fluency)
• Alphabetic Principle (DIBELS Nonsense Word
  Fluency)
• Fluency with Text (DIBELS Oral Reading Fluency)
• Vocabulary
• Comprehension

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Initial Sound Fluency

• ISF Example
• This is breakfast, hamster, grass, and lipstick
  (point to pictures).
• 1. Which picture begins with /l/?
• 0 1
• 2. Which picture begins with /g/?
• 0 1
• 3. Which picture begins with /h/?
• 0 1
• 4. What sound does breakfast begin with?
• 0 1

• Measures phonological awareness
• Student is asked to identify picture that
  corresponds to beginning sound given orally by
  examiner
• Asked to produce beginning sound of an item
  presented

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Phonemic Segmentation Fluency

• PSF Example
• duck /d/ /u/ /k/
• gone /g/ /o/ /n/ ____/6
• too /t/ /oo/
• seen /s/ /ea/ /n/ ____/5
• rush /r/ /u/ /sh/
• hoot /h/ /oo/ /t/ ____/6
• shop /sh/ /o/ /p/
• bat /b/ /a/ /t/ ____/6

• Measures ability to segment three and four
  phoneme words
• Student is asked to say all sounds of a given
  word
• Examiner models correct response if incorrect on
  first example

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Letter Naming Fluency

• Measures letter naming ability
• Student is asked to name as many letters as they
  can in one minute
• Student may ask examiner if they do not know a
  letter

• LNF Example
• S l u n s X k U x i __/10
• l D H h T c r D g t __/10
• u a n r U w C M J i __/10
• n q R m t X O R B F __/10
• s d l d w a f E F W __/10
• X m z c j C Q I S b __/10
• k J B O W h q K s o __/10

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Nonsense Word Fluency

• NWF Example
• y i z w a n z o c f u l m i k _/5
• z u m n u f k u n r u v f o d _/5
• v e p i j o p j u j s u g _/5
• z u z o v v i t w a m b u k _/5

• Measures letter-sound correspondence and blending
  ability
• Student is asked to read make-believe words
• Student may segment word into sounds or read word
  as a whole

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Oral Reading Fluency

• Measures reading competence - accuracy and
  fluency (1st grade and up)
• Student reads aloud for one minute
• Omissions and substitutions counted as incorrect
• Can use to measure story recall

• ORF Example
• The Sand Castle
• My uncle, my dad, and 5
• my brother and I built 10
• a giant sand castle at 15
• the beach. First we 19
• picked a spot far from 24
• the big waves. Then we 29
• got out buckets and 33 shovels.
  34

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Functions of the DIBELS

• Classroom Monitoring
• Compare student results in primary grade
  classrooms to the appropriate benchmarks. Alter
  group instruction based on results
• Student Intervention and Monitoring
• Tailor instruction for individual students not
  meeting benchmarks, the area(s) of concern are
  targeted for intervention
• Monitor student progress using probes available
  on the website

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DIBELS Classroom Monitoring Example

• Three Kindergarten Classrooms at Readnwrite
  Elementary School assessed with the DIBELS at Mid
  year and End of the year

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DIBELS Student Intervention and Monitoring Example

• First grade student referred for low reading
  skills at Readnwrite Elementary School.
• Assessed and monitored with the DIBELS

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Case Example

• Test Instructional Benchmark Annas Performance
  Concern?
• Initial Sounds or 25 initials sounds/minute 13
  initial sounds/minute Yes
• Onset Fluency by winter of Kindergarten
• Letter Naming 37 letters named/minute 43
  letters/minute No
• Fluency in fall of Kindergarten
• Phonemic 35 phonemes/minute 30
  phonemes/minute Yes
• Segmentation by spring of Kindergarten
• Fluency 
• Nonsense Word 50 letter sounds/minute 16 letter
  sounds/minute Yes
• Fluency in winter of 1st grade
•  
• Based on this information, an intervention
  was developed to target phonemic awareness and
  phonetics.

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Next Step Intervention

• Began by practicing letter identification
• Then moved onto phonemes
• Worked on elongating sounds
• Broke phoneme sounds apart
• Asked Anna to listen for phoneme sounds within
  words

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Intervention cont

• Worked on blending sounds
• Monitored progress once per week over several
  weeks
• Graphed results with student
• Certificate of achievement at the end of
  intervention period
• Made intervention fun!

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Intervention Progress Graph
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DIBELS activity

• Look at Johnnys DIBELS Scores
• Identify his areas of concern
• Work with a partner to identify effective
  interventions

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Johnny First grader Assessed in late January

• Test Instructional Benchmark? Johnnies
  Performance Concern?
• Letter Naming 37 letters named/minute 43
  letters/minute _______
• Fluency by winter of 1st grade
• Phonemic 35 phonemes/minute 36
  phonemes/minute _______
• Segmentation by winter of 1st grade
• Fluency 
• Nonsense Word 50 nonsense words/minute 14
  nonsense words/minute _______
• Fluency by winter of 1st grade
•  
• Oral Reading 20 words/minute 8 words/minute
  _______
• Fluency by winter of 1st grade
•  
• IDENTIFY JOHNNIES AREAS OF NEED.
• DESIGN A READING INTERVENTION TO MEET HIS NEEDS.

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Johnnie

• What skills are deficient (areas of concern)
• What are the interventions that address these
  skills?

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Where do I get more information?

• The manual, probes, and benchmarks are available
  at no charge on the following website
  http//dibels.uoregon.edu/
• You must register as a user to be able to
  download materials

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Summary of RTI Assessment Techniques grades K-1

• NRCLD
• Kindergarten Letter-Sound Fluency
• Grade 1 Word-Identification Fluency

• DIBELS
• Kindergarten ISF, LNF, PSF, NWF
• Grade 1 LNF, PSF, NWF, ORF

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Summary of RTI Assessment Techniques Grades 2-6

• NRCLD
• Grades 2-3 Passage Reading Fluency
• Grades 4-6
• Maze Fluency

• DIBELS
• Grades 2 NWF, ORF
• Grades 3-6 ORF

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Other good assessment sites

• http//www.interventioncentral.org/index.shtml
• www.joewitt.org
• http//www.studentprogress.org/

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Interventions

• Resources for Early Reading Interventions

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Early Reading Interventions

• 5 Big Ideas in Beginning Reading (3 of which are
  assessed by the DIBELS Measures)
• Site provides interventions for teaching these
  Big Ideas in Beginning Reading

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Big Ideas in Beginning Reading (http//reading.uor
egon.edu)

• Phonemic Awareness (DIBELS - Initial Sounds
  Fluency Phoneme Segmentation Fluency)
• Alphabetic Principle (DIBELS Nonsense Word
  Fluency)
• Fluency with Text (DIBELS Oral Reading Fluency)
• Vocabulary
• Comprehension

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Strategic Integration of Beginning Reading Skills
(http//reading.uoregon.edu/instruction)
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To access the big 5 ideas

• http//reading.uoregon.edu/big_ideas/trial_bi_inde
  x.php
• Lets look around

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Early Reading InterventionsBetween the Lions

• http//pbskids.org/
• Between the Lions http//pbskids.org/lions/
• Or use search feature on PBS Kids site to locate
  intervention ideas that are tied to the skills
  assessed by the DIBELS measures

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Intervention IdeasPhonemic Awareness

• (adapted from www.pbskids.org/lions/)
• Use wordplay in songs, poems, and oral language
  and use words that rhyme or begin with the same
  sound to foster Phonological Awareness.
• Between the Lions examplesSongs and poems help
  kids hear the sounds in words
• Limericks spotlight simple rhyming words.
• Tongue twisters spotlight initial consonant
  sounds (alliteration).
• Other poems, songs, and wordplay draw attention
  to rhyming and other sound patterns

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Intervention Ideas Fluency

• (from www.pbskids.org/lions/)
• Use guided, repeated oral reading
• Repetition of predictable, rhythmic, and rhyming
  text
• Encourage students to read predictable text in a
  series of books
• Simple, predictable, repetitive text helps
  learners gain momentum

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Intervention Ideas Fluency

• Encourage independent silent reading.
• After hearing a story read out loud, have
  students read the story independently
• Use games found on the web to encourage reading
  practice

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Research Findings Between the Lions

• Summative Evaluation (Linebarger, 2000)
• Kindergarten children who watched the show
  outperformed those who did not by nearly 4 to 1
  on measures of phonemic awareness, letter-sound
  correspondence, and concepts of print.
• Average performance for those who watched
  improved by 50 (pre-test to post-test) and 13
  for those who did not watch.

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Research Findings Between the Lions

• Mississippi Project (Grace Prince, 2002)
• Significant differences were made in several key
  reading skills of children at high risk of
  reading failure in two communities in Mississippi
• The students who participated in the project did
  not outperform their non-viewing peers on ALL
  measures, but meaningful differences were found
  and it was concluded that the series could be an
  important component of reading interventions.

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To access Between the Lions

• http//pbskids.org/lions/games/
• Lets look around.
• Also see PBS Teacher Source at
• http//www.pbs.org/teachersource/

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A variety of Assessment and Intervention Ideas
InterventionCentral.org

• CBM Manual, materials, graphing
• SBIT and Peer Tutoring Manuals and Materials

• Interventions for academics and behavior
• Great links to other sites

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Intervention Central
To access http//www.interventioncentral.org/index
.shtml Lets look around.
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Interventions

• Other intervention Ideas

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Thoughts about Intervention resources and ideas?

• Then on to graphing student progress and
  intervention response.

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Graphing and Templates

• How to use graphs to display assessment and
  progress monitoring data.

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Templates

• Have been already constructed for your use in
  order to input data using DIBELS, CBA, BEA and
  Peer Tutoring.
• All you have to do is input the data and then
  click on the graph tab.
• You do not need to know how to construct your own
  graph however if this is something you want to
  learn directions are included.

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• Examples of the templates and corresponding
  Graphs

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DIBELS Student Level Assessment Template
101
DIBELS Individual Student Graph
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DIBELS Grade Level Assessment Template
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DIBELS Grade Level Assessment Graph
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CBM Template
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CBM Graph
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Adding a slope to CBM graph

• With Excel, No problem

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How to access these templates

• www.oswego.edu/mcdougal/