district leadership meetings- woodbine# 2---10-8-09 infrastructure: teams and data systems presented...
TRANSCRIPT
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, [email protected]
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
9
27
58 58
85
104
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121
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132
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150
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138
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182
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199
0
20
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Fall
Wint
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Spring Fall
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Spring Fall
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Spring Fall
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Spring Fall
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Spring
First (ROI = 1.9) Second (ROI = 1.3) Third (ROI = 1.0) Fourth (ROI = .9) Fifth (ROI = 1.0)
# o
f WR
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
2D
2G 2G
3A 3A
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
5V 5V
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RE
CE
SS
Sample of Master Schedule: May Watts
Intervention Block
AcknowledgementsMark Shinn
IASPIRE Regional CoordinatorsHeartland AEA
Thank You!
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