Decision Rules: Models, Ideas & Resources
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Transcript of Decision Rules: Models, Ideas & Resources
Decision Rules: Models, Ideas & Resources
Presented by April Kelley
Introductions
Round The Room Survey
What I know about decision rules…
What I want to know about decision rules…
Round the Room Survey
When I say, “Go”. Move around the room, sharing your responses from “What I want to know about decision rules…” and listen to the responses of others.
Meet as many as possible.
When I call “TIME” return to your seat and write as many of the responses as you can remember.
Round the Room Survey
At your table, pool and extend your lists. Designate one recorder and one reporter.
Essential Questions
What are decision rules? How do we write them? How do we use them?
How do we effectively run data meetings? How do we use decision rules? What agenda should we follow? How will we document interventions?
What are decision rules?
Read, Summarize, Share Activity
Decision Rules…
Provide instructional guidance.
How
Decision Rules Include…
Assessments used
How data are validated
Program Placement
Criteria for making instructional decisions at each tier (identify students that need interventions)
Who uses the rules?
Grade-level teams
Specialists (Title I, Special Education, Reading Coach, Counselor, etc…)
PLC’s
SATs
Questions to Consider…
Are we reasonably confident that the student needs instructional support? (making sure it’s not an issue with: bad day, ill, shy, etc…)
What additional information from other assessments do we have?
What other knowledge do we have about the child?
Are we clear about the level of support needed?
Does the child need different levels of support?
Are there students that may not need additional intervention support but we want to monitor their progress more frequently? (bubble kids)
Decision Rules for Moving Between Tiers
Number of data points needed to determine effectiveness of intervention
Intervention Implementation Data Intervention occurred at least __% of the
time Cannot proceed until student has
completed __ intervention sessions Integrity was checked _ (with what
frequency) and was done with at least _% adherence
Effective Tier II and III Decision Rules
Consider…
Rate/Slope of progress
Level of performance
4/5 point rule
Trend Analysis
Model for FiguringSlope/Rate of Progress
for grade level performance target
Will all students be able to achieve grade level
performance targets?
Ambitious Growth Rates
Model for Figuring Individual Slope/Rate of Progress
for individual performance targets
DUAL DISCREPANCYLEVEL & RATE OF PROGRESS
Making adequate progress if...
Scores are at or above the established benchmark criteria for either performance OR rate of growth
DUAL DISCREPANCYLEVEL & RATE OF PROGRESS
Not making adequate progress if...
Scores fall below the criteria for both performance level AND rate of growth
Performance Level
To calculate a student's performance, compute the average of the last 3 probes.
If a student's average score is equal to or greater than the benchmark, the student is responding adequately to instruction.
If a student's average score is less than the specified benchmark, more intensive instruction may be warranted.
Is this student making adequate progress?
Is this student making adequate progress?
Calculating Slope/Rate of Growth# of words/wk a student is gaining
Step 1: Collect the following:Score on first probe (p1)Score on last probe (p2)First administration time period. What week was it? (w1)Last administration time period. What week was it? (w2)
Calculating Slope/Rate of Growth# of words/wk a student is gaining
Examplep1=1p2=14w1=1w2=8
Calculating Slope/Rate of Growth# of words/wk a student is gaining
Step 2: Apply the formula
Slope = p2-p1/w2-w1
Calculating Slope/Rate of Growth# of words/wk a student is gaining
Examplep1=1p2=14w1=1w2=8
ExampleSlope = p2-p1/w2-w1
14-1/8-1 13/7 1.8
(gained 1.8 words/week)
Try One – 3rd grader
ExampleP1=15P2=55W1=5W2=14
ExampleSlope = p2-p1/w2-w1
55-15/14-5 40/9 4.4
(gained 4.4 words/week)
4/5 Point Data RulesShort-range estimate of a child’s progress
If… 4/5 successive data-points are found to lie above the aimline, consider:
Raising the goal
How to program for maintenance
Fading intervention (only if at benchmark)
4/5 Point Data RulesShort-range estimate of a child’s progress
If… 4/5 successive data-points are found below the aimline at any time, decide how to change:
Pace of instruction
Materials being used or how they’re being used
# of opportunities to respond or have instruction
Reinforcements in place
4/5 Point Data RulesShort-range estimate of a child’s progress
If… 4/5 data points are found to be clustered both above and below the aimline:
Determine how to motivate the child to perform more consistently
Gather enough data to determine a trend (7-8 data points)
Tukey Trend Line
Parallel to aimline = not on track to converge.
Need make a change in your intervention in order to close gap.
aimline
trendline
Tukey Trend Line
Steeper than aimline = student is progressing well.
Look for ways to maintain or fade intervention when appropriate.
aimline
trendline
Tukey Trend Line
Flatter than aimline = change is needed.
Analyze performance and implementation data to determine the change that is needed.
aimline
trendline
What should we do withthis student?
What should we do withthis student?
What should we do withthis student?
The old SAT process is likea door to sped and we need
to change that practice.
Special Education Decision Rules
Resources:• http://www.education.ne.gov/• Go to “Special Education”• Go to “Technical Assistance”• Look at documents such as:
o Verification Guidelines: Revised SLD Section (PDF 2011)
o Verification Guidelines: Questions and Answers (PDF 2008)
o Verification Guidelines Disability Specific Videos o Verification Guidelines Disability Specific Power Poi
nt Trainings
What I know after visiting with NDE (Rose Dymacek)…
13 Special Education Verifications• See NDE’s verification guidelines
Discrepancy Model (20 pt gap) is only used for SLD
Use of the RTI data is only for SLD
For SLD verification, you may not have to use the discrepancy model (gap) to qualify kids IF you have enough data to support their qualification.
What I know after visiting with NDE (Rose Dymacek)…
As of November 2011, the state and feds have not set any cut scores for achievement tests to qualify students so it’s unclear how they qualify other than unresponsiveness to interventions and data, data, data.
There needs to be evidence that child is not performing according to peers
What I know after visiting with NDE (Rose Dymacek)…
There are no time guidelines for how long we must intervene before they can become a special education student. (No magic #)
In some cases, it might be a ½ semester or full semester.
Documentation MUST occur along the way
Parents can still request an evaluation and school districts must honor that.
Reporting Requirements
If you plan to use RTI to verify students for special education, then you must submit a plan to NDE.
Implementation Plan Template can be found at http://www.education.ne.gov/• Go to “Special Education”• Go to “Response to Intervention”• Go to “RTI Intervention Plan”
Submitting your RTI Plan to NDE
Currently 3 have submitted their plans but are making some revisions.
Use RTI implementation plan for NDE and attach additional documents.
NDE will not officially approved or not approved plans. Instead, they’ll just provide feedback to districts and ask if they’ve considered things if needed.
Decision Rules Reporting Requirements
Sample Decision Rules
Which format do you like?
esu6rtiresources.wikispaces.com/
Team Time
Options: Decision Rules Study NDE’s resources Plan Staff Training
Effective Tier II and III Decision Rules
Decisions...
Increase goal
Maintain support
Decrease support
Increase support
5 Step Individual Student Problem Solving Agenda
Adjustment Options
Intervention Tips
Use data to group students
Intervention matches skill deficits
Students with most needs in smallest group (3-5 students)
30 minute intervention sessions 3-5 times/week
Questions to Consider…
Who will be delivering the intervention?
When will interventions be delivered?
What interventions will be delivered?
How often will interventions be delivered?
Who will be progress monitoring? (what tool & skill)
How will you communicate with parents and involve them?
Dorchester Data Meetings
What did you learn? What can you take back to your school after watching this?
What questions do you still have?
Data Tracking Options
Paper/Pencil
Spreadsheets
Google Docs
Round the Room Survey ?’s
Team Time
Options:
Create your data meeting (student problem solving) plans including an agenda and documentation process.
Continue working on previous tasks
What did you accomplish?
Thank You!Evaluation at: www.esu6pdsurveys.wikispaces.com