SLD/RTI - Integrated Written Assessment Report

SLD/RTI - Integrated Written Assessment Report Session 5

PROBLEM IDENTIFICATION/STATEMENT OF PROBLEM: Using baseline data, please provide an initial performance discrepancy statement for all identified areas of concern in the relevant domains (academic performance; functional performance; cognitive functioning, communicative status (for ELL students includes an explanation of ELL status and any change in linguistic status); social/emotional status/functioning, motor abilities, health, hearing and vision) including information about the student’s performance discrepancy prior to intervention. Attach evidence. • What are the identified area(s) of concern (reading, written expression, math)? • What was the student’s performance, relative to grade level peers, in the area(s) of concern prior to intervention? Please provide raw data as well as percentiles or other peer comparison data. • If nonacademic areas are discrepant from peers (i.e., functional, communicative status, social/emotional, hearing or vision, etc.), what data is available to validate the problem? How does this data compare to grade level peers? *Note: Not all questions have to be answered. These questions are guiding principals of the section content.

At your site… Take 3 minutes • Look at Sarah’s “Sample IWAR” • Find the Problem Identification Section • Refer to bullets on previous slide

PROBLEM ANALYSIS/STRENGTHS AND WEAKNESSES: Describe student’s skills strengths and weaknesses in the identified area(s) of concern within the relevant domains. Attach evidence, including evidence of skills deficit versus performance deficit. • What additional data describes the student’s skills in the area of concern? • After considering the areas of reading, which reading components are strengths and which are weaknesses? • Which essential components in math or written expression is the student able to or unable to perform? • What patterns of error are relevant in the student’s skills and how does that impact their ability to read, compute, or write? • What do informal assessments suggest regarding the students skills in the area(s) of concern (classroom/assessment observations, Curriculum Based Evaluation, interviews with the classroom teacher(s), and interventionists, etc.)? • Does a student perform better or worse under certain conditions (skills vs. performance deficit)? *Note: Not all questions have to be answered. These questions are guiding principals of the section content.

At your site… Take 3 minutes • Look at Sarah’s “Sample IWAR” • Find the required evidence • Refer to bullets on previous slide

PLAN DEVELOPMENT/INTERVENTIONS: Describe the previous and current intervention plans (core/Tier 1, supplemental/Tier 2, and intensive/Tier 3) including evidence that the intervention is scientifically based and was implemented with integrity. Attach plan/evidence. (Label each area of concern and briefly summarize the intervention(s) (Tier 1, 2, and 3) implemented in each area of concern) • What was the goal of the intervention? • What was the intervention or instructional strategies? • How frequently and for how long was the intervention(s) provided? • What materials were used? • Who was responsible for the instruction and data collection? • How progress monitoring data was collected (method of collection, measurement conditions, monitoring schedule)? There is also a need to address intervention integrity in this summary. Questions to address might include: • Was the intervention provided as frequently and for the length of time planned? • Were the appropriate instructional materials used? • Were data collected as planned? *Note: Not all questions have to be answered. These questions are guiding principals of the section content.

PLAN EVALUATION/EDUCATIONAL PROGRESS: Provide documentation of student progress over time as a result of the intervention. Include evidence/graphs. (Label each area of concern and briefly summarize the target student’s rate of progress in relation to the expected rate of progress) • What is the expected rate of progress (based on norms, research growth rates, or class samples)? • What is the target student’s rate of progress? • Is the target student’s rate of progress less than the expected rate of progress? • Given the target student’s rate of progress, will average range be attained within a reasonable amount of time? • Based on intervention data, under what learning conditions has the student experienced the greatest rate of gain? • Consider the intensity of the current intervention. Are the resources necessary to maintain the acceptable rate of progress reasonable and available until the student progresses to the average range of performance? *Note: Not all questions have to be answered. These questions are guiding principals of the section content.

At your site… Take 3 minutes • Look at Sarah’s “Sample IWAR” • Find the required evidence in each IWAR • Refer to bullets on previous slide

PLAN EVALUATION/DISCREPANCY: State the current performance discrepancy after intervention, i.e., the difference between a student’s level of performance compared to the performance of peers or scientifically-based standards of expected performance. Attach evidence. (Label one table for each area of concern and report a minimum of 3 data sources per area of concern) • When selecting data sources reliable, valid, recent, and relevant measures of the area or concern need to be included. • When selecting standard of comparison data, consider Local/National Norms whenever possible, also consider direct measures of peer performance and district-wide assessment data available for review. • It is important to remember that discrepancy alone does not indicate a learning disability, rate of progress and educational need also must be addressed. • When determining if a discrepancy is significant, follow these guidelines: • Percentile Rank = near the 10th percentile • Standard Deviations = 1.5-2 standard deviations away from the mean • Times Discrepant – near 2x discrepant *Note: Not all questions have to be answered. These questions are guiding principals of the section content.

PLAN EVALUATION/INSTRUCTIONAL NEEDS: Summarize the student’s needs in the areas of curriculum, instruction, and environment. Include a statement of whether the student’s needs in terms of materials, planning, and personnel required for intervention implementation are significantly different from those of general education peers. Attach evidence. *Note: Not all questions have to be answered. These questions are guiding principals of the section content.

Instructional Needs: Describe the student’s needs in the area of instruction, or how the student should be taught. • What strategies or instructional techniques assist the student in learning new information? • Frequency/Duration of instruction needed • Instructional practices (direct, explicit, etc.) • Group size, number of opportunities to respond, amount of practice needed, number of repetitions, etc. Curricular Needs: Describe the student’s needs in the area of curriculum, or what the individual needs to learn • What specific skills and content does the student need to learn? • Level of curriculum • Specific skills or strategies needing remediation • Student’s need in relation to district’s standards and benchmarks Environmental Needs: Describe the student’s needs in the area of environment, or educational setting adaptations. • Environmental conditions related to student success (time of day, instructional set up, instructional method, physical setting, etc.) • Motivation or incentive plans • Adaptations to procedures, seating arrangements, or materials • Accommodations and/or modifications

ADDITIONAL INFORMATION NECESSARY FOR DECISION-MAKING (INCLUDE AS APPROPRIATE): Report any educationally relevant information necessary for decision-making, including information regarding eligibility exclusionary and inclusionary criteria. Attach evidence: • What additional information not already described is necessary for decision making? • Include information for each domain area (Cognitive, Additional Academic, Communication, Physical, Behavior, Social/Emotional, Adaptive) Background Information: (educationally relevant strengths, grade, file review information, school history, family history, previous special services, history or retention, teacher interview information, information regarding race, ethnicity, culture, language or life circumstances that affect the student’s educational wellbeing) Parent Input: (relevant to the area(s) of concern, behavior, functioning at home, adaptive skills, parent’s opinion about area(s) or student of concern, etc.) Observational Information: (Date(s), Time(s), Setting(s) related area of concern, narrative explanation of observations) *Note: Not all questions have to be answered. These questions are guiding principals of the section content.

Determinant Factors • Rule out lack of instruction • Consider the following questions: • Has the student been provided with appropriate instruction in reading, including the essential components of reading instruction? • Has there been appropriate instruction in math? • Is there limited English proficiency?

At your site… Take 3 minutes • Look at Sarah’s “Sample IWAR” • Find the Determinant Factors Section • Refer to bullets on previous slide

Question: Was the student effectively taught? Key Questions to Address Is a standards-based curriculum in place? Is it based on and validated by scientific research? If a scientifically validated curriculum is in place, is there evidence that it is being delivered at a sufficient level of fidelity?

Question: Was the student effectively taught? • Key Questions to Address Has the student been provided with individualized supports in the general education classroom? Has the student been provided with a sufficiently intense individualized intervention using research-based instructional procedures? Has staff received sufficient training in delivery of curriculum and interventions Is adequate time spent in instruction

Exclusionary Criteria • Rule out other factors or conditions • Have other factors or conditions been ruled out? • Are the following factors are the primary basis for the student’s learning disability? 1. A visual, hearing or motor disability • Intellectual Disability • Emotional Disability • Cultural Factors • Environmental or Economic Disability

At your site…Take 3 minutes • Look at Sarah’s “Sample IWAR” • Find the Exclusionary Factors Section • Refer to bullets on previous slide

Inclusionary Criteria EDUCATIONAL PROGRESS (over time): • Is the student progressing at a significantly slower rate than is expected in any areas of concern? Evidence in the Documentation of Evaluation Results should support the team’s answer to this question. • Check either “Yes” or ”No.” (Is the student is progressing at a significantly slower rate than expected?) • Check either “Yes” or ”No.” (Is the student is currently making an acceptable rate of progress but only because of the intervention that is being provided and in what areas?)

Inclusionary Criteria Discrepancy -Is the student’s performance significantly below performance of peers or expected standards in any area of concern? Check “Yes” or “No” to indicate whether or not the student’s performance is significantly discrepant. Check “Yes” or “No” to indicate if the student’s performance is not currently discrepant but only because of the intensity of the intervention that is being provided.

Inclusionary Criteria INSTRUCTIONAL NEED (over time): • Are the student’s needs significantly different from the needs of typical peers and of an intensity or type that exceeds general education resources? Evidence in the Documentation of Evaluation Results should support the team’s answers to this question. • Check either “Yes” or “No“ (Is the student’s instructional needs are significantly different and exceed general education resources and in what areas?)

At your site… Take 3 minutes • Look at Sarah’s “Sample IWAR” • Find the Inclusionary Criteria Section • Refer to bullets on previous slide

ELIGIBILITY DETERMINATION FOR SPECIFIC LEARNING DISABILITY Step 1: Disability Adversely Affecting Educational Performance Yes No Yes confirms the student’s disability adversely affects the student’s educational performance. Based on your answers to the questions in the "Determinant Factors", "Exclusionary Criteria" and "Inclusionary Criteria" sections, does the student meet the educational criteria for a specific learning disability? If the answer is "no" the student is not eligible for special education services under the category of Specific Learning Disability. If the answer is "yes", indicate the area below and complete Step 2. Area of Disability: ___________________________________ Step 2: Special Education and Related Services Specialized Instruction is required in order for the student to make progress and reduce discrepancy (Eligible) Specialized instruction is not required in order for the student to make progress and reduce discrepancy (Not Eligible)

Confused? Help is on the way! FAQs coming soon!

If you have questions to add to the Frequently Asked Questions document please send them to Michelle Souther at msouther@nd.gov

SLD/RTI - Integrated Written Assessment Report