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RTI Essential Components Strong Leadership Ongoing Assessment Evidence-based Curriculum and Instruction Collaborative Teaming Data-based Decision Making Fidelity of Implementation Ongoing Training and Professional Development Community and Family Involvement
Our FocusOngoing Assessment Screening/Benchmarking: • What is it? • Why should we do it? • What materials/systems should we use? • How do we do it---the mechanics? Then What? Analyzing the data: • By school • By grade level • From Fall to Winter
Data Utilization Linking Assessment, Instruction, and Student Goals Assessment Student Goals Instruction
Assessments Indicators: How Are We Doing? Intensive Level –Progress Monitoring with formative assessments: DIBELS, CBM Few Strategic Level Progress Monitoring with formative assessments: DIBELS, CBM Some All Core Level – School-wide Academic Screening “Benchmark Assessment” – 3 X year Ongoing Program Assessments
Four Types of Assessment • Screening/Benchmarking-Involves all children and is usually done at set benchmark points such as the beginning, middle and end of the school year • Outcome-Provides a “bottom–line” evaluation of the effectiveness of the program. • Diagnostic- Used with some students to better determine skill needs. • Progress Monitoring-Quick repeated assessments to determine if an individual student is progressing
Your Turn! A Quick Table Talk… • Review the purpose of each of the four types of assessment • What do you already use in your program that might fit into each category?
Tier 1 – Academic Assessment • Assessment is the process of collecting, reviewing, and using information to make educational decisions about student learning. • The type of information collected is determined by the intended use of the results or type of decision that is needed. • RTI uses quick, yet reliable, assessment to screen all students • Identify students in need of additional supports or enrichment at the core level.
Tier 1 – Academic Assessment • RTI Tier 1 Assessment includes: • Screening • Benchmarking • Along with the typical classroom and school-wide assessments used to determine student learning e.g.: • chapter tests • single skill mastery tests • daily timings • MontCAS (assesses outcomes) • daily check for understanding
Tier 1 – Academic Assessment • Screening/Benchmarking Assessments • Terms often used interchangeably • Short, quick measures of overall skill level, or • Critical skills that predict student performance • Measures of proficiency based on grade-level performance standards. • Given at least three times a year (fall, winter, and spring). • Easy to administer, score, and interpret. • Provide information to: • plan instruction • inform needed interventions.
Big Ideas of Benchmark Assessment Benchmarking allows us to add systematic formative evaluation to current practice. For Teachers (and Students) Progress monitoring for all students Instructional planning of core program (including differentiation) Early recognition of students in need of support or enrichment For Parents Opportunities for communication/involvement Accountability For Administrators Resource allocation/planning and support Accountability
Advantages of Benchmark Assessment Direct measure of student instruction Correlates strongly with research supported methods for assessment and intervention Focus is on repeated measures of performance Utilizes Curriculum-Based Measurement (CBM) Deno, S.L. (1985). Curriculum-based measurement: the emerging alternative. Exceptional Children. 52(3):219-32.
Curriculum-based MeasurementCBM • A method of measuring student progress through direct assessment of academic skills. • When using CBM, the instructor gives the student brief timed samples or “probes” which are given under standardized conditions. • The directions are read the same way each time a probe is given • Performance is scored for • Fluency, accuracy, speed
What Screening Systems? • Most Common: • DIBELS Next • AIMSWeb • Need Both: • Set of grade level assessments • Data-Management System
Resources: CBM and Data Management Systems • DIBELS NEXT -- K-6 benchmark and progress monitoring -- Reading measures -- $2.00/student/year • AIMSWeb • K-8 – benchmark and progress monitoring • Early Literacy AND Early Numeracy measures • Reading (English & Spanish), Math, Spelling, Writing • $ 2-3/student/year (cost increases with added areas) • www.EZCBM.com • www.studentprogress.org • www.edhelper.com • www.interventioncentral.org • MAP (Monitoring Academic Progress) • Can make own data base and reports in Microsoft Excel
1 More “Burning Question”(or “Bright Idea”) • Early Language Screening • Boehm Test of Basic Concepts • KLST-2 Kindergarten Language Screening Test-2 • Early Literacy • TOPEL Test of Preschool Early Literacy • PALS Phonological Awareness Literacy Screening • Get it, Got it, Go DIBELS age 3-5
Data Collection: the Mechanics“Systematic and Systematized” • Select/Obtain • Tier 1 Screening Program • Include language screener • Data Management System • Plan • Schedule • Assign Responsibilities • Training • Materials and organization
Data Collection: the Mechanics • Administer benchmarking probes with fidelity • Score w/ Fidelity • Record Scores • Enter Data into Data Management System • Select Appropriate Reports • Print and distribute • Make Plan for Analyzing Data • Share with Staff
Tier 1:Benchmark Assessment of ALL Students Source: Shinn, M.R. (2004). Using AIMSweb to Manage 3-Tier Progress Monitoring Information as a Component of Response to Intervention.
Your Turn!Let’s Make a DATE • The Benchmarking Window Dates: • Fall: Sept. 10-28 2012 • Winter: Jan. 7-25, 2013 • Spring: May 6-24, 2013 • Choose your dates for Fall, Winter, Spring • Put them on your calendars now!
EVALUATION PROCESS So…is it working… and can we prove it? SHOW ME THE DATA !!!
Where Are We Now? • Start with the big picture—Whole school performance • Record grade level data • Benchmark • Strategic • intensive • Evaluate school overall --- %age at each tier • Brainstorm areas of concern
Tier 1 Problem Solving in RtI Uses Screening Data Aggregate data by classroom, grade, school, and/or district Evaluate difference between school goal and actual performance, e.g., Goal = 80 % Performance = 57% “Problem” = 23% Determine where goals are not met Problem solve: why, what can be done? Verify fidelity of assessment Verify fidelity of core curriculum and instruction implementation Verify adequate and scheduled instructional time Explore need for professional development Other reasons……………….
Your Turn?Developing Data Triangle • Use: • Instructional Recommendations Report Handout • 2nd Grade Data Triangle • Count: • Total number of students • Number of students scoring in each tier • Calculate percentages by tier • Complete the triangle
Where Are We Now? • Start with the big picture— Whole school performance • Record grade level data • Benchmark • Strategic • intensive • Evaluate school overall • Brainstorm areas of concern • Then look at each grade level • Make grade level “triangles” • Develop a “data board” for each grade • Make grade level plans
Reflecting on Grade Level InstructionUsing the Problem-Solving Process • Step 1: Define & Clarify the Problem • Universal screening in September showed 45% of 1st grade students were making benchmark, as measured by DIBELS… which meant that 55% of 1st grade students were not on their way to mastering alphabetic principle by the end of the year. Adapted from www.oakland.k12.mi.us
Reflecting on InstructionUsing the Problem-Solving Process • Step 2: Analyze the Problem • Analysis: 1st grade reading instruction focused on phonemic awareness, phonics, and comprehension skills -20 min per skill per day, 5 days per week www.oakland.k12.mi.us
Reflecting on InstructionUsing the Problem-Solving Process • Step 3a: Formulate an idea or Goal, and Devise a Plan • An Idea: Increasing the amount of instructional time devoted to phonics skills will improve student mastery of alphabetic principle by the end of the year • Plan: 1st grade reading instruction was re-allocated so that phonics skills were targeted for 30 min while phonemic awareness and comprehension skills were targeted 15 min each per day, 5 days per week Adapted from www.oakland.k12.mi.us
Reflecting on InstructionUsing the Problem-Solving Process • Step 3b: Implement the Plan • 1st grade teachers modified their reading instruction plan by targeting phonics skills for 30 min per day while phonemic awareness and comprehension skills were targeted 15 min each per day, 5 days per week www.oakland.k12.mi.us
Reflecting on InstructionUsing the Problem-Solving Process • Step 4: Evaluate • After the universal screening in January, teachers looked at the data and asked… Did increasing the intensity of core phonics instruction improve the percentage of students mastering alphabetic principle and making benchmark at the end of the year??? www.oakland.k12.mi.us
Use the DIBELS data sheet—or your own data • Make a grade level data triangle showing %age of benchmark, strategic & intensive scores • Make a data board for the grade level • Discuss what grade level issues need to be addressed • What further info do you need?
