district leadership meetings- woodbine# 2---10-8-09 infrastructure: teams and data systems presented...

District Leadership Meetings- Woodbine# 2---10-8-09

Infrastructure: Teams and Data Systems

Presented by Ruth Poage-Gaines, Regional Coordinator IASPIRE

Self Study Tool BData Systems

Key Features:•4 Purposes of Assessment•Knowing if it’s Scientifically Based•Building a Common Data System•Importance of Tools, Training, and Support

Integrated Assessment Systems

Assessment

Instruction

Assessment Instruction

Assessment FOR Instruction..

Not this

Schools Use Specific Tools for Specific Assessment Purposes

Type Feature Example

Universal Screening Reliable, Valid, Low Cost, Accurate, Production Type Responses, Sensitive to Between Persons Differences

CBM Family Members; Common Assessments; ODRs

Diagnostic Lots of Items, Production-Type Responses

Placement Tests; Curriculum Assessments; Can’t Do/Won’t Do; Curriculum-Based Evaluation thought process

Progress Monitoring Reliable, Valid, Low Cost, Accurate, Production Type Responses, REPEATABLE, Sensitive to Within Persons

Differences

CBM Family Members; Common Formative Assessments

Program Evaluation Linked to Important Outcomes

ISAT; CBM; Common Assessments; GPA; ODRs

Reliability Quality of Good Test

Validity Quality of Good Test

Sufficient Number of Alternate Forms and of Equal Difficulty

Essential for Progress Monitoring

Evidence of Sensitivity to Improvement or to Effects of intervention

Critical for Progress Monitoring

Benchmarks of Adequate Progress and Goal Setting Critical for Progress Monitoring

Rates of Improvement are Specified Critical for Progress Monitoring

Evidence of Impact on Teacher Decision Making instruction or Student Achievement;

Critical for Formative Evaluation

Evidence of Improved Instruction and Student Achievement;

Gold Standard

Standards for Scientifically Based Progress Monitoring Have Been Established

Linking Screening and Progress Monitoring Assessment Across Tiers

Academic Basic Skills

Tier 1:

Universal Screening / Benchmarking

Tier 2:

Strategic Monitoring

Tier 3:

Frequent Progress Monitoring

Material Generalized Curriculum CBM probes

Generalized Curriculum CBM probes

Generalized Curriculum CBM probes

Frequency 3 x per year 2 x per month 1-2 x per week

Common Assessments

• Definition• Rationale• Formative / Summative

Formative Evaluation to Inform Teaching

Summative Assessment: Culmination measure. Mastery assessment. Pass/fail type assessments which summarize the knowledge students learn. Typical summative assessments include:

• End of chapter tests• High-stakes tests (e.g., State assessments)• GRE, ACT, SAT, GMAT, etc. tests• Driver’s license test• Final Exams.

Formative Evaluation: Process of assessing student achievement during instruction to determine whether an instructional program is effective for individual students.Informs:

• When students are progressing, continue using your instructional programs.

• When tests show that students are not progressing, you can change your instructional programs in meaningful ways.

What Would Be The Consequences of Allocating Services Based on This Triangle?

• Inefficient• Spreads supplemental & intensive resources too thin• Makes specialized services less special

Or THIS Triangle?

Images and Analyses Courtesy of Ben Ditkowsky, Ph.D.ben@measuredeffects.com

Triangles are About Program Evaluation

Schools Use CBM in Universal Screening Instead of Referral Driven Practices

• Local – school or district• Think box plots or %-ile charts

e.g., < 25thTier 2 Candidates

e.g., <10thIndividual Problem Solving and/or Tier 3 Candidates

Progress Monitoring• Survey Level

Assessment– Too often skipped

• Goal Setting– Should NOT be set in

Instructional Level material

– Criterion for success should at least begin to close the gap with peers

R-CBM: Indian Prairie Average Range of Performance

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First (ROI = 1.9) Second (ROI = 1.3) Third (ROI = 1.0) Fourth (ROI = .9) Fifth (ROI = 1.0)

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CSurvey Level Assessment: Test backward using successively lower grade level probes until the student's score falls within the green…Choose at least one grade level above for goal writing and progress monitoring… Use a value greater than the specified average ROI to begin to close the gap. Goal = SLA Score in Goal Material + (Goal Material ROI) (# of weeks)

Set goal & monitorAt 4th or 5th gr.

DiagnosticsIt’s not just about one measure . . .

• Classroom performance– Observations– Independent work

• District assessments/ ISAT• Curriculum assessments

– Pre-tests; Placement tests– Chapter & Unit tests– Curriculum skill/indicator checklists

• Skill Deficit versus Performance Deficit• When Tier 3 & still need more info - CBE

It’s not always about one student . . .

Diagnostic Assessment

• Needs to connect with instruction; tells teachers what needs to be taught

• Skills, not scores

• The process is more important than the “test”– Adequate number of items per skill– Error analysis

What happens when these data systems aren’t in place?

• Lack of direction for knowing what needs to be improved

• Don’t know which tier and students need additional support/intervention

• Don’t know if change efforts have been successful

Coaching ASSESSMENT Self StudyFirst Steps

• Universal Screening in Reading• Fix IEP Goals & Progress Monitoring in

Reading

Sample District Assessment CalendarKINDERGARTEN

Date Participants and Assessment D   Purpose

September

Census: 09/01-09/30 Enter in AimsWeb by 09/30.

AimsWeb - Early Literacy

  D  

Guide classroom instruction. Identify at-risk learners. Required for grant funding.

Letter Naming Fluency

X    

Letter Sound Fluency

X    

Highly Decodable Text

Phoneme Segmentation Fluency

September Cenus: 09/01-09/30 Enter in AimsWeb by 09/30.

AimsWeb      Guide classroom instruction. Identify at-risk learners.

Number IdentificationX    

SeptemberCensus: Complete by end of month. Writing (Collect example of early

student writing.)X     Guide classroom instruction. Identify at-risk learners.

December At-Risk Students (Determined by Early Literacy Score from AimsWeb combined with teacher input as critieria): 12/3-12/12 (RI teachers may assist in the re-assessment.) Enter in Apollo by 12/17.

ISEL   D  

Identify at-risk students who will receive intervention through KIT tutoring.

Alphabet Recognition X    

Phonemic Awareness X    

Letter Sounds X    

January Census: 01/01-01/30 Enter in AimsWeb by 01/30.

AimsWeb - Early Literacy  D  

Guide classroom instruction. Identify at-risk learners. Measure achievement.

Letter Naming Fluency X    

Letter Sound Fluency X    Highly Decodable Text X    

Phoneme Segmentation Fluency *    

January Census: 01/01-01/30 Enter in AimsWeb by 01/30. AimsWeb - Early Numeracy   D  

Guide classroom instruction. Identify at-risk learners.

Number Identification X  

JanuaryCensus: Complete by end of month. High Frequency Sight Words X     Guide classroom instruction. Identify at-risk learners.

January/ February ELL Students: 1/12-2/20ACCESS   D  

Determine English language fluency. Determine AMAO.

Reading X    

Writing X    

Listening X    

Speaking X    

April Census: Complete by end of month.

Writing (Collect example of end of year student writing and student reflection on growth.)

X    Identify growth in writing skills. Identify at-risk learners.

AprilCensus: Record Rigby Level by end of month. Rigby X     Determine guided reading level.

May Census: 05/01-05/29 Enter in AimsWeb by 05/29.

AimsWeb - Early Literacy  D  

Guide classroom instruction. Identify at-risk learners.

Letter Naming Fluency X    

Letter Sound Fluency X    

Highly Decodable Text X    

Phoneme Segmentation Fluency *    

May Census: 05/01-05/29 Enter in AimsWeb by 05/29. AimsWeb - Early Numeracy      

Guide classroom instruction. Identify at-risk learners.

Number Identification X D  

May RI Students including KIT students: 5/13-5/22 Enter in Apollo by 05/27.

ISEL   D  

Identify student growth in reading . Identify at-risk learners. Required for grant funding.

Alphabet Recognition X    

Phonemic Awareness X    

Letter Sounds X    Word Recognition X    

MayCensus: Complete by end of month. High Frequency Sight Words X     Guide classroom instruction. Identify at-risk learners.

  * means optional and buildings may choose to complete this assessment. D means district reporting is required.

Key Questions

• What assessments do you currently use for each purpose in your district/building? • Do they each meet the requirements for that purpose? • Do you have too many assessments for a particular purpose? Too few?• Tools? Training? Support?

Assessment Worksheet

Type Assessments Currentlyin Place

Meets Criteria for Purpose

(comments)

Action Plan

Universal Screening

Diagnostic/Intervention Planning

Progress Monitoring

Program Evaluation

Assessment Worksheet

Type Assessments Currentlyin Place

Meets Criteria for Purpose(comments)

Action Plan

Universal Screening

Frequency?

Rigby/Fountas & Pinnell Leveling 3x/yrISEL 2x/yrGates 3rd -8th 1x/yrR-CBM 1st-5th 3x/yr

EL (all 4) K-1st 3x/yrMaze 6th-8th 3x/yr

NoNoNoYes

NoNo

Move to Diagnostic tool – not all students 3x/yrMove to Diagnostic tool – not all students 3x/yrMove to Diagnostic tool – not all students Keep as Universal Screener – firm up US use in target schools - separate US from Program EvalEstablish a multi-gate systemEither use as true universal screener or drop – consider using R-CBM on bottom 25%

Diagnostic/Intervention Planning

WIATWJ-IIIDRAIRI’sWADE (Wilson placement test)Horizons placement test

Add Rigby/Fountas & Pinnell Leveling , ISEL, and Gates Add regular curriculum assessments – need to decide this at a district, or at least a school levelAdd assessments for determining Skill vs Performance deficitsAdd some CBE-type skills

Progress Monitoring

Frequency?

CBM (all types) Tier 2 2x/mo Tier 3 1x/wk

Yes

Continue to provide coaching support to schools/staff with low compliance on monitoring;Decrease Maze monitoring;Decrease # of students being monitored on more than one CBM measure

Program Evaluation

ISAT 1x/yrCBM – ISAT correlate triangles 3x/yr

YesYes

ContinueContinue, but separate from US decisions

Example

R-CBM

Ongoing for new staff; annual AIRS; sd/coaching during grade level data mtgs

3x per year

R-CBM

yes yes

Ongoing for new staff; annual AIRS; sd/coaching during data review mtgs

2x /mo for sts in Tier 21x/wk for sts in Tier 3

‘15 hour’ grade level data mtgs

4-6 wk data review mtgs – all sts being monitored

School level percentiles

District ISAT cut scores into triangles

R-CBM

yes

2x per year

SIP team &‘15 hour’ grade level data mtgs

sd/coaching during SIP & grade level mtgs

Key Features

• 4 Purposes of Assessment

• Knowing if it’s Scientifically Based

• Building a Common Data System

• Importance of Tools, Training, and Support

Effective Teaming PracticesSelf Study A: Teams and Teaming

Big Ideas About Teaming…Big Ideas About Teaming…

1. Not the Old Team with a New Name

2. 4 Types/Levels of Teams

3. Each Team Has Tasks and Functions

4. District and School Improvement Team

• Build Commitment

• Give Permission,

• Allocate Resources, including Staff Development

5. Tier 2 Teams (Department & Grade-Level with Support) Do Most of the Heavy Lifting

6. Individual Student Problem Solving Typically Begins AFTER a Student Hasn’t Benefited from Tier 3

Team StructureTeam Structure◦ organization of team

Team ProcessesTeam Processes◦ group structure and communication dynamics that

enhance, or detract from, intervention planning and implementation.

Essential Vocabulary

Iverson, Annette M., (2002).

What Teaming Structure is recommended to support RtI

implementation?

Types of Teams to Support RtI Implementation

1. A District-Level RTI Team to Make Things Happen for the District

2. A School Improvement Team to Make Things Happen for the School

3. A Grade-level Team with Support to Make Things Happen for Groups of Students

4. A Problem-Solving Team to Make Things Happen for Individual Students

What is the Purpose, Team Membership, and Roles and

Responsibilities of the different teams? District Leadership Team

School Improvement Team

Serves as the over-arching management group for facilitating and evaluating implementation in schools within the district.

Primary roles include identifying needed changes in existing policies and practices, coordinating district staff development, and allocating resources.

Recommended meeting frequency in Year 1 is once per month.

District Leadership Team Purpose

1. District Leadership

Team

ConsiderConsider:◦ Superintendent◦ Special Education Administration◦ Curriculum and Instruction◦ Remedial Programs (Title I, ELL)◦ Principals◦ Related Services◦ General Education Teaching Staff◦ Special Education Teaching Staff◦ Human Resources/Personnel◦ Professional Development◦ Technology ◦ Parents◦ Other

District Leadership Team Membership

1. District Leadership

Team

Parent involvement in RtI is not limited to when and how to bring individual parents

into the discussion about their child.

Sue Hans

Role of the Parent Leader is:

• To participate in the initial program development of RtI within a district or building by serving on the leadership team.

• To serve in an advisory capacity to the leadership team on best ways to communicate RtI program plan to parents.

• To participate in the initial training of administrative and educational staff on RtI.

Sue Hans

Role of the Parent Leader is NOT:

• To become involved in any discussion with a parent regarding their individual child involvement in an RtI program.

• To discuss specific interventions, evaluations, programmatic issue, or teacher methodologies with individual parents or the parent community at large.

• To serve as an advocate for any individual parent/child.

Sue Hans

1. Assess Assess District and Building NeedsNeeds

2. Provide LeadershipLeadership and Build CommitmentBuild Commitment

3. Give PermissionGive Permission to Change Practices

4. Allocate ResourcesAllocate Resources to Support Change

District Leadership & School Improvement District Leadership & School Improvement TeamsTeams Have Similar Have Similar Roles and Responsibilties Roles and Responsibilties

1. Assess Needs– Complete Self Assessments to Evaluate Current Assessment and Intervention

Practices– Identify Skill Sets Needed for Training, Tools and Support

2. Build Commitment– Include RtI in District Goals– Communicate Importance to the Community

3. Give Permission– Change Professional Roles– Identify What is Abandoned

4. Allocate Resources– Identify and Support District Coach– Flesh Out Staff Development Plan

District Leadership Team District Leadership Team Roles and Responsibilities Roles and Responsibilities

• Establish and Provide Staff Development on a Standard Problem-Solving Process

• Establish Criteria for Matching Student Needs to Intervention Programs

• Establish Criteria for Specific Learning Disabilities Eligibility Using an RTI Process

District Leadership Team District Leadership Team Specific Responsibilities Specific Responsibilities

• For Example:– District/School Newsletter– District/School Website– Ongoing Agenda Item at staff meetings– Parent Brochures/Letters– RtI Resource Binders for Teams

Build Commitment: Communicate with Community and Staff

Serves as the over-arching management group for facilitating and evaluating implementation in a particular school.

Primary roles include evaluating school achievement and behavior data to identify needed changes in existing tools, training,

and support, especially around fidelity of implementation.

Meeting frequency in Year 1 is once per month.

School Improvement Team School Improvement Team PurposePurpose

ConsiderConsider:◦ Principal ◦ General Education Teaching Staff ◦ Remedial Programs (Title I, ELL) Staff◦ Related Services Staff (School Psychologist, Speech and

Language)◦ Special Education Teaching Staff◦ Parent◦ Other

School Improvement Team Membership

1. Assess Needs– Complete Self Assessments to Evaluate Current Assessment

and Intervention Practices– Identify Skill Sets Needed for Training, Tools and Support

2. Build Commitment◦ Include RTI in School Improvement Plan◦ Communicate Importance to the Staff

3. Give Permission◦ Identify What is Abandoned

4. Allocate Resources1. Identify and Support School Coach

2. Flesh Out School Staff Development Plan

School Improvement TeamSchool Improvement TeamRoles and ResponsibitiliesRoles and Responsibitilies

• Review School Academic and Behavior Data to Ensure Tools, Training, and Supports are Producing Desired Results

• Establish and Maintain a Process for Ensuring Fidelity of Interventions

• Evaluate Implementation Outcomes

School Improvement TeamSchool Improvement TeamSpecific ResponsibilitiesSpecific Responsibilities

I-Aspire NSSD 112 Assessment Matrix

Assessment Application

Screening Problem Identification

Diagnostic Problem Analysis

Progress Monitoring Program Evaluation

Subject Reading Early Literacy K T1

LNF/LSF Reading CBM 1-5 T1 1st Grade if not meet CBM criteria, use LNF/LSF MAP Reading 3-8 T1 Gifted T3 Optional: STORYtown benchmark assessments T1

Early Literacy K T1,T2, T3 Reading CBM 1-5T1, T2 T3 within Survey Level Assessment and/or Curriculum Based Evaluation activities MAP Reading 3-8 T1, T2 (Goal areas) T3 ISAT/IMAGE 4-8 T1 Optional: STORYtown T1 benchmark assessments T2

Early Literacy K T1,T2, T3 Reading CBM 1-5 T1, T2, T3 Optional: STORYtown assessments T1

Early Literacy K Reading CBM 1-5 MAP Reading 3-8 (R180, GOAL extended-day) SUPERA 3-8 (DL Spanish) IPT K-8 in Sp. for DL T1 ISAT 4-8 (GOAL, R180,DL, TBE) Optional: STORYtown benchmark assessments

Mathematics MAP Math 3-8 T1 Early numeracy K-1 T1 Math Facts 1-5 T1

MAP Math 3-8 T1 ISAT/IMAGE 4-8 T1 Early numeracy K-1 T1 Math Facts 1-5 T1

MAP Math 3-8 T1 Early numeracy K-1 T1,2,3 Math Facts 1-5 T1,2,3

MAP Math 3-8 (Math, DL, TBE, GOAL) ISAT/IMAGE 4-8 (R180, DL, TBE, GOAL) Early numeracy K-1 T1 Math Facts 1-5 T1

Writing Primary Writing Assessment K-2 T1 Writing CBM TWW K-8 T1 Writing 3-8 MAP Lang. Use. 3-8 T1

Primary Writing Assessment K-2 T1 Writing 3-8 T1 MAP Lang. Use. 3-8 T1 ISAT Writing 5, 6, 8 T1

Primary Writing Assessment K-2 T1 Writing CBM TWW K-8 T1 T2, T3 MAP Lang. Use. 3-8 T1

Primary Writing Assessment K-2 Writing CBM TWW K-8 Writing 3-8 MAP Lang. Use. 3-8 ISAT Writing 5, 6, 8 T1

Behavior Office Discipline Referrals K-8 Attendance Records

Office Discipline Referrals K-8 Attendance Records

Office Discipline Referrals K-8 Attendance Records

Office Discipline Referrals K-8

Assess Needs

North Shore School District 112 Three Tiers of Support in Language Arts

INTENSIVE TERTIARY

INTERVENTION Middle School

+ Corrective Reading + Read180

Elementary + Corrective Reading + Reading Mastery + Lindamood-Bell + Orton-Gillingham + SLANT + Wilson Reading + Language for Learning ST & VC Intensive Intervention Kits

Middle School Read180

• 180 minutes • Core Curriculum plus intensive support • Progress monitor weekly

Tier III – 5% Intensive, Individual

Interventions

• Individual Students

• Assessment - based

• High intensity

• Of longer duration

TARGETED: SECONDARY INTERVENTION Middle School+Soar to Success

Elementary

Developmental Reading Great Leaps + Heggerty Phonemic Awareness/ Writing Jolly Phonics PALS/Teacher Directed PALS Read Naturally + Reading Mastery ST & VC Strategic + Reading Recovery Intervention Kits + Soar to Success

• 120 minutes • Core Curriculum plus supplemental • Progress monitor monthly or greater

Tier II – 15% Targeted Group Interventions

• Students at-risk

• High efficiency

• Rapid response

UNIVERSAL: PRIMARY INTERVENTION Middle School

McDougal Littell Literature/ Grammar/ Writing

Elementary A-Z Leveled Readers Conocimiento fonologico: Spanish Phonemic Awareness Earobics + Heggerty Phonemic Awareness + Heggerty Writing STORYtown (ST)/ VILLAcuentos (VC)- includes ELL support 6+1Traits Writing

• PreK-2: 100 mins • 3-8: 90 minutes • Core Curriculum • Progress monitor 3x year or greater

Tier I – 80% Core

Instructional Interventions

• All students

• Preventive

•Proactive

Any intervention used at one level can be used at the next tier with an increase of time and with a reduction of group size. Bold items provided by district – all other materials provided by buildings + Specific training required

Revised 2/26/08

Assess Needs

Build Commitment: Link District/School Improvement Plans with RtI

Communicate About Shared Values and Beliefs

All students can learn and should have appropriate learning opportunities. RtI/PS is an all student initiative.

Everyone in the school is responsible for the education of all students Collaboration and reflective practice is essential for effective decision-

making regarding student performance A positive school climate supports the use of innovative practices Effective core instruction is the basic foundation on which to build this

process. Assessment (data) should both inform and evaluate the impact of

instruction Beliefs about instruction must be supported by research Parents are vital members of the team to support students.

Permission Giving:Redefining Roles and Responsibilities

Allocate Resources:Provide Training, Tools and Support

DATE AREA OF FOCUS ACTIVITYSpring 2008

Each district will complete a District Self-Assessment (developed by ISBE) to determine Next Steps

District 21 Plan DevelopmentUse the Self-Assessment to determine which areas are already in place and which areas need further development.

Spring 2008

Technical Assistance and Support for all Districts

Trainings:Tier 1 Feb 7 and Feb 14Tier 2 March 3 Tier 3 April 3Coaching Tier 1 Feb 20 and Feb 27 Tier 2 March 12 and March 14Tier 3 April 7 and April 10Additional RTI TrainingsSpecifics of Intervention (Rdg) K-5 March 19Specifics of Intervention (Rdg) 6-12 April 16Administrators Academy: RTI and the School Leader (target audience central office and principals) June 11

Fall 2008 toSpring 2009

Technical Assistance and Support for all Districts

Trainings will Cover:Overview of 3 TiersResearch-Based Assessments: Progress Monitoring and Universal ScreeningProblem SolvingResearch-Based InterventionsLeadership and Teaming in RTIParent Involvement

January 2009

Districts must submit their District RTI plans to ISBE

District 21 Finalized RTI Plan

Fall 2009 to Spring 2010

Technical Assistance and Support for all Districts

Trainings will Cover:Research-based Instructions and InterventionsCBM and Progress MonitoringThe use of RTI to make special education eligibility decisionsAdvanced Problem AnalysisELL implementationMiddle and High School implementation

Fall 2010 Districts must use RTI to make special education eligibility decisions

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KWA SPECIAL KWA

KSA SPECIAL KSA

KWP SPECIAL KWP

1C 1C

1F LIT BLOCK SPECIALS LIT BLOCK LUNCH Target Inter- MATH 1F

1S Timeventions 1S

1W 1W

2BA 2BA

2BR LIT BLOCK LANGUAGE LUNCH MATH Interventions SPECIALS 2BR

2DARTS

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3B Interventions LIT BLOCK LUNCH SPECIALS MATH 3B

3BR 3BR

3C 3C

4B Anne 4B

4C MATH Betsy LIT BLOCK LUNCH SPECIALSINTERVENTIONS 4C

4M Interventions 4M

5G 5G

5P SPECIALS MATH INTERVENTIONS LUNCH LIT BLOCK Interventions 5P

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Sample of Master Schedule: May Watts

Intervention Block

AcknowledgementsMark Shinn

IASPIRE Regional CoordinatorsHeartland AEA

Thank You!

Next Training Session

Contact Information

• rpoage@sedom.org– 815-703-6883 Work Cell– 815-337-2951 Office