Presentation Transcript

1. David Putnam, Jr., Ph.D. Director, OrRTI Tigard Tualatin School District

   Secondary literacy:Universal Screening and Progress Monitoring

2. Describe purposes and application of Universal Screening data to evaluate performance at the building level Examine the Maze test in detail and its relationship to OAKS Outline the proceduresfor administering Maze for identifying students in need of additional support Describe progress monitoring effectiveness, and procedures for administering, analyzing performance, and making instructional decisions Objectives of the presentation
3. Effective Secondary Instruction:A Three Tier Model All students, IN EVERY TIER, have access to embedded literacy strategies across content areas Strategies: Frayer Model Anticipation Guide Word Sorts DR/TA or KWL Group Summarizing Definition Word Chart Differentiated Assessment
4. Universal screening is the process of efficiently assessing ALL students in a timely manner to: Assess students proficiency in essential academic areas Analyze the effectiveness of curriculum, instruction, and school organization Identifystudents that MAY need additional help What is Universal Screening?
5. OAKS Grades Attendance Office Discipline Referrals (Behavioral ODRs) MAZE Universal Screening: MS only Progress monitoring: All secondary schools What Universal Screeners Are Used with Secondary Students in TTSD?
6. Are 80% of our students meeting the benchmark? 80% by ethnicity? By program sub-group? By subject? Evaluate three times a year Why Universal Screening?1. Determine Program Effectiveness
7. Helps you to determine if the core curriculum needs to be addressed Intensity Fidelity Targeted Group size Instructional skills Why Universal Screening? 2. Program Evaluation
8. Periodic and universal screening ensures that no students “fall through the cracks” Strategic support: Students are placed in a program that provides moderate intervention and progress monitored every 2 weeks Intensive support: Students are placed in an intervention that is intense and progress monitored every 2 weeks Why Universal Screening?3. Identify Students NeedING Support
9. Focus on MAZE, OAKS and Grades Query eSISfor a demographic file with student name, ID #, ethnicity, program subgroup Merge student info file with data file for each measure Created an Excel template organized by all subgroups How Do WEAnalyze Effectiveness Of OUR Literacy Programs?
10. Core Data Analysis MAZE, OAKS, Grades blank template MAZE, OAKS, Grades Data Example How do WE analyze program effectiveness using MAZE, OAKS & Grades?
11. DELVING DEEPER INTO THE MAZE
12. Multiple-choice cloze task Grade-level passage w/ every 7th word replaced by 3 word choices in parenthesis Student reads silently and selects as many correct words as they can in 3 minutes Curriculum-Based Measurement test that is “INDICATOR” of overall reading health Combines fluency, comprehension, and all other subsumed reading skills Can be administered to a group; scored later Easy & quick to administer, multiple forms What is Maze?
13. Example of Maze Passage
14. Allows for screening/assessing ALL students, ALL groups of Students, and School-wide literacy in time for intervention Can use same testto monitor progress Frequent progress monitoring increases academic achievement Maze scores are a predictor of performance on OAKS AND NOW HS graduation Why Maze?
15. MAZE: WHAT DO THE DATA SAY?
16. Variability Across Passages
17. MAZE/OAKS Correlations in TTSD:Spring Maze OAKS best score All correlations moderately strong Relatively consistent across passages Median correlations “in the middle”
18. maze and Probability of Success on Oaks READING (TTSD)
19. Table of Probable Success (MN) Critical values corresponding to likelihood of passing 8th grade Minnesota Basic Skills Test – Doug Marston, et al.
20. All students screened 3 times per year One, 3 minute test is given each time Screening assessment occur in (Matrix/Trek/LA class/ 1st period ; Enhances Literacy Awareness) Tests will be scored and data entered by (Teachers/Classified Staff/Parent volunteers/ Electronically) Data are used for program evaluation and to place students in support Students in support will be monitored with Maze Maze Screening in MS in TTSD
21. Initial Screening: Middle Schools: Bottom 20% of students on the MAZE/Below our cut score of 20, etc. At or below the 35% on OAKS How to Identify Students In Need Of Intervention?
22. Example Excel file EBIS Group Planning Form Example of IPAS School Student list How to Identify Students In Need Of Intervention?
23. Post Screening Diagnostics and Placement: 6-Minute Solution--check for fluency & accuracy; then, San Diego Quick to determine level of SRAI to use; then, SRAI to gauge comprehension skills; then, Language! placement tests are administered for students with the most significant reading needs How to Identify Students In Need Of Intervention?
24. What is progress monitoring? What are the effects of progress monitoring? How do you conduct progress monitoring at the secondary level? How do you decide if the intervention is working? Shift to Progress Monitoring
25. An on-going, systematic approach to gathering academic or behavioral data to evaluate response to intervention, allowing frequent data-based decision-making regarding instruction. help schools establish more effective programs for children who have not benefited from previous programming. In other words, it tells us if our interventions are working What is Progress Monitoring?
26. Progress monitoring has been extensively researched in Special Education (Fuchs & Fuchs, 1986) Students showed improved reading scores when teachers: monitored their progress (+.70 effect size; ≈ 25th 50th %ile. Like it!) graphed their reading scores (+.80 effect size. Love it!) used decisions rules to determine whether to make a change in instruction (+.90 effect size. Gotta have it!) Effects of Progress Monitoring
27. CBM with decision rules (Fletcher, et.al., 2006) “goal raising rule” for students responding well: effect size .52 (≈ 25th 40th %ile) “change the program rule” for students not responding well: effect size .72 (≈ 25th 50th %ile) Results in teachers planning more comprehensive reading programs Additional support for effectiveness in General Education (Fuchs, et al., 1994) Effects of Progress Monitoring
28. Select assessment tools Typically Maze Determine how often Typically Every 2 weeks Who will Administer & Score  SLP Teacher Who will input & analyze data Instructional Coordinator Using the data Intervention planning at monthly meetings Student feedback Parent feedback Sanford & Putnam (2007) progress monitoring in Secondary Schools
29. Continuing(Student is making progress, but, continues to need support) Intensifying (Intervention is not working and should be revised) Individualizing the intervention Referring for Special Education Evaluation (Intensive intervention is proving unsuccessful) Exiting (Intervention no longer needed) Meet Monthly to Consider…
30. Progress monitoring indicates 4 data points below the aimline(Maze). Slopeis flat or decreasing AND won’t meet benchmark (Maze). Intensify reading interventions when:
31. Maze scores indicate 4 or more data points above the aimline AND are at or above the 50th percentile; AND Grade+ scores are at or above the 5thstanine; AND OAKS scores are at or above the 35thpercentile Exit From Intervention When:
32. IPAS Progress Monitoring Data Analysis
33. Intervention Change: Language C 3-4 Data Points Below the Aimline!
34. Intervention Change: Language C Now that’s WORKIN’!
35. Intervention Change: Language C 3-4 Data Points Below the Aimline! Consider SPED Referral
36. Select Measure Decide Who will assess students? Who will Score? Who will record & graph the information? Who will make instructional decisions? Training Establish Decision rules Team Process Schedule for assessment Make a Plan
37. AIMSweb www.aimsweb.org Easy CBM http://easycbm.com/ National Center on Student Progress http://www.studentprogress.org/ Intervention Central www.interventioncentral.org David Putnam, Jr., Ph.D. dputnam@ttsd.k12.or.us References for Maze

38. Questions?