intervention management. keeping rti on track jigsaw chapter 1 (pps. 1-6) each person reads one...

Intervention Intervention ManagementManagement

Intervention Intervention ManagementManagement

Keeping RtI on TrackKeeping RtI on Track

• Jigsaw chapter 1 (pps. 1-6) • Each person reads one section• Share a big idea from your section

and answer the question below

“How does your role as a member of the leadership team help keep your

implementation on track?”

Progress Monitoring & Goal SettingCadre 7 Training

February 9th, 2012

Why does this matter for Why does this matter for you?you?

• As district leaders, you must build a common, district-wide progress monitoring system

We need to make consistent, equitable, and fair decisions about

children and their response to instruction.

Why does this matter for Why does this matter for you?you?

• As district leaders, you must understand why:• Certain assessments are used• The progress monitoring system looks the

way it does• Fidelity of the assessments is important• Student goals are set in a certain way

So you can communicate that to staff and understand when staff

communicates to you

ObjectivesObjectives

• Progress monitoring as an “indicator”– Logistics/Questions to consider

• Writing objective and complete goals

• Things to consider when setting goals:– What is the goal?– When will they get there?– What progress can we reasonably expect?

Progress Monitoring as an Progress Monitoring as an “Indicator”“Indicator”

Most Miserable U.S. Cities Least Miserable U.S. Cities

Do we have the right “indicators”?Do we have the right “indicators”?

Based on 1) Unemployment, 2) Gas Prices, and 3) Home Values

Phoenix

Portland

Seattle

MinneapolisDenver

New York

Detroit

Cleveland

Chicago

Wall Street Journal, 2011

Forbes, 2012

Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather,

etc

Most Miserable U.S. Cities Least Miserable U.S. Cities

Do we have the right “indicators”?Do we have the right “indicators”?

Detroit

Cleveland

Chicago

Forbes, 2012

Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather,

etc

• Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001)

Fluent & accurate reading is not the end goal… but a child who cannot read fluently and

accurately cannot fully comprehend written text.

Do we have the right Do we have the right “indicators”?“indicators”?

LogisticsLogistics

• Who?• How

Often?• Where?• When?• How?

Who administers progress monitoring?Interventionist?Literacy specialist or

coach?Classroom teacher?Instructional assistants

(IA)?

LogisticsLogistics

• Who?• How

Often?• Where?• When?• How?

Students with intensiveintensive needs – 1x/week

Students with targetedtargeted needs – at least 1x/month

LogisticsLogistics

• Who?• How

Often?• Where?• When?• How?

Where will progress monitoring occur?

Where will the materials be kept?

LogisticsLogistics

• Who?• How

Often?• Where?• When?• How?

All students on one day?1-2 students each day

of the week?Note: Avoid direct

instructional time being used for progress monitoring

LogisticsLogistics

• Who?• How

Often?• Where?• When?• How?

How is data stored/entered into central database?Person doing progress

monitoring enters their data

Reading specialist or IA enters all student data

How is the data graphed?

LogisticsLogistics

• Who?• How

Often?• Where?• When?• How?

How do you ensure fidelity of data collection?Initial trainingRefresher trainingsFidelity checks

Implementation DriversImplementation Drivers

Setting Appropriate Goals Setting Appropriate Goals Is ImportantIs Important

Benchmark

36 WCPM

18 WCPM

Ora

l Rea

ding

Flu

ency

(W

ords

Cor

rect

Per

Min

ute)

Writing Objective and Complete Goals

What are the 6 essential What are the 6 essential parts of a Goal?parts of a Goal?

1. Goal Date – date by which student is expected to reach goal

2. Condition under which student will perform the behavior

3. Student4. Behavior – clearly defined, observable,

measurable behavior5. Criterion – performance level required to

achieve mastery of the goal6. Evaluation Schedule – frequency of

assessment

Sample goal formatSample goal format

• By (goal date), when given (condition), (student) will (behavior) (criterion). Progress will be monitored (evaluation schedule).

By June 1, 2011, when given a DIBELS PSF probe, Mikhail will segment words at a rate of 35 sounds per minute. Progress will be monitored weekly.

What’s missing?What’s missing?

• In 36 weeks, Edward will read aloud at a rate of 85+ words per minute with 4 or fewer errors. Progress will be monitored weekly. condition

• In 36 weeks, when given a 4-minute, 4th grade AIMSweb M-CBM math computation probe, Jackie will perform at grade level. Progress will be monitored monthly. behavior

• When given a 3-minute story starter, Keith will write 40+ total words in three minutes. Progress will be monitored once every other week. goal date

1-goal date 2-condition 3-student 4-behavior 5-criterion 6-eval schedule

Goal SettingGoal Setting

• Goals should be:

By June 9, 2011 when given a 2nd grade level DIBELS passage, Harry will read 80 wcpm with 95% accuracy. Progress will be monitored weekly.

Moves Harry from needing intensive

support to needing strategic support

AND 3 wcpm per week growth

Measurable Able to be Monitored

Meaningful

1. What is the goal?2. By when will they get there?3. What does reasonable growth

look like?

Goal Setting: Goal Setting: Things to ConsiderThings to Consider

Goal Setting: Goal Setting: Things to ConsiderThings to Consider

1.What is the goal? – Criterion-based

• Research-based benchmarks/proficiency

– Norm-based• Minimum of 25th percentile (bottom limit of

average)• School, District, State, National

How do you define How do you define success?success?

Goal Setting: Goal Setting: Things to ConsiderThings to Consider

2. By when will they get there?– Long term goals always at proficiency

(i.e., grade placement benchmark)– Short term goals may be an incremental

step towards proficiency (i.e., instructional level material)

Does your goal Does your goal close the gap?close the gap?

Progress Monitoring Progress Monitoring LevelLevel

How do we determine appropriate materials for progress monitoring?

Do we monitor at grade level or instructional level?

Progress Monitoring Level:Progress Monitoring Level:Things to considerThings to consider

• Accuracy is more important than fluency and typically develops first• If a student is accurate (>95%) on grade

level, consider monitoring at grade level• If a student is not accurate consider

monitoring accuracy in addition to fluency

• Can monitor at both grade level AND instructional level• More frequently at instructional level

Goal Setting: Goal Setting: Things to ConsiderThings to Consider

3. What does reasonable growth look like?

– National Growth rates (Fuchs, AIMSWEB, Hasbrouck & Tindal)

– Local Growth rates• District, School, Classroom, Intervention Group

What progress can What progress can we expect?we expect?

“Using national normative samples allows comparisons to be made with the performance levels expected of typical performing students from across the country and equates more closely with data sets that are used in well developed, published, norm-referenced tests.”

Shapiro, 2008

National Growth Rates: National Growth Rates: ReadingReading

Grade Average ORF Growth

(WCPM)*

Ambitious ORF Growth

(WCPM)*

Average Maze Growth

(WCR)**

1 2 3 0.42 1.5 2 0.43 1 1.5 0.44 0.85 1.1 0.45 0.5 0.8 0.46 0.3 0.65 0.4

*Fuchs et al (1993), **Fuchs & Fuchs (2004)

National Growth Rates: National Growth Rates: WritingWriting

Grade Average Growth (TWW)

Average Growth (CWS)

1 0.4 0.22 0.3 0.43 0.3 0.34 0.3 0.45 0.2 0.46 0.6 0.37 0.3 0.28 0 0.2

Based on AIMSWEB Norms

Grade CBM Comp (Digits

correct)

CBM Concepts & Applications

(Answers correct)

1 0.35 N/A2 0.30 0.403 0.30 0.604 0.70 0.705 0.70 0.706 0.40 0.70

National Growth Rates: National Growth Rates: MathMath

Based on Monitoring Basic Skills Progress (MBSP) Probes

Not all available probes from different sources are created equally

AIMSWEB ≠ DIBELS ≠ easyCBM

National growth rates may be well below those obtained in highly successful

interventions and…

…they may not be consistent across the range of your students receiving your

instruction

Local Growth RatesLocal Growth Rates

What does typical growth look like in…

…your district?…your school?…your classroom?…your intervention group?

“…use of the combination of local and national norms provides the user of these data with opportunities to evaluate how student performance compares with a national sample of same-grade peers, as well as against the local peers within the particular school.”

Shapiro, 2008

Calculating Local Growth Calculating Local Growth RatesRates

1. Determine the normative group:

– All students in your district?– All students in your school?– All students in your classroom?– All students in your intervention

group?

Calculating Local Growth Calculating Local Growth RatesRates

2. Determine the beginning-of-year and end-of-year level of performance for the normative group:

46.9 93.3

Calculating Local Growth Calculating Local Growth RatesRates

3. Calculate the difference to get the average yearly student growth.

46.9 93.346.4 words

Calculating Local Growth Calculating Local Growth RatesRates

4. Calculate the # of instructional weeks between beginning-of-year and end-of-year performance.46.9 93.346.4

words

2nd week of September

4th week of May34 weeks

Calculating Local Growth Calculating Local Growth RatesRates

5. Divide average yearly student growth by # of instructional weeks to get the average weekly growth.

46.4 words

34 weeks

1.4 1.4 wcpm wcpm per weekper week

=÷

Which Growth Rates to Use Which Growth Rates to Use for Goal Setting? for Goal Setting?

• For students in interventions, goals must be set higher than average district or school growth rates.

District growth rates:1.4 wcpm per weekStudent goal based on district growth rates

Which Growth Rates to Use Which Growth Rates to Use for Goal Setting? for Goal Setting?

• For students in interventions, goals must be set higher than average district or school growth rates.

District growth rates:1.4 wcpm per weekStudent goal based on intervention group growth rates:2 wcpm per week

Setting Goals Using Setting Goals Using Growth Rates Growth Rates

(Baseline score) + (growth rate x number of weeks) = GOAL

( ) + ( x ) = 88 wcpm

Example:Baseline (Fall ORF) = 20 wcpm2nd grade intervention growth rate = 2 wcpm per weekNumber of weeks = 34

20 wcpm 2 wcpm34

A Final ThoughtA Final Thought

It’s better to shoot for the stars and miss than aim at the gutter and hit it.– Anonymous

Work Time