intervention management. keeping rti on track jigsaw chapter 1 (pps. 1-6) each person reads one...
TRANSCRIPT
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Intervention Intervention ManagementManagement
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Intervention Intervention ManagementManagement
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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?”
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Progress Monitoring & Goal SettingCadre 7 Training
February 9th, 2012
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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.
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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
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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?
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Progress Monitoring as an Progress Monitoring as an “Indicator”“Indicator”
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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
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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
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• 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”?
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LogisticsLogistics
• Who?• How
Often?• Where?• When?• How?
Who administers progress monitoring?Interventionist?Literacy specialist or
coach?Classroom teacher?Instructional assistants
(IA)?
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LogisticsLogistics
• Who?• How
Often?• Where?• When?• How?
Students with intensiveintensive needs – 1x/week
Students with targetedtargeted needs – at least 1x/month
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LogisticsLogistics
• Who?• How
Often?• Where?• When?• How?
Where will progress monitoring occur?
Where will the materials be kept?
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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
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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?
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LogisticsLogistics
• Who?• How
Often?• Where?• When?• How?
How do you ensure fidelity of data collection?Initial trainingRefresher trainingsFidelity checks
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Implementation DriversImplementation Drivers
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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)
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Writing Objective and Complete Goals
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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
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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.
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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
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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
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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
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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?
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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?
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Progress Monitoring Progress Monitoring LevelLevel
How do we determine appropriate materials for progress monitoring?
Do we monitor at grade level or instructional level?
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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
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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?
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“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
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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)
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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
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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
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Not all available probes from different sources are created equally
AIMSWEB ≠ DIBELS ≠ easyCBM
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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
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Local Growth RatesLocal Growth Rates
What does typical growth look like in…
…your district?…your school?…your classroom?…your intervention group?
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“…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
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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?
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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
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Calculating Local Growth Calculating Local Growth RatesRates
3. Calculate the difference to get the average yearly student growth.
46.9 93.346.4 words
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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
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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
=÷
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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
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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
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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
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A Final ThoughtA Final Thought
It’s better to shoot for the stars and miss than aim at the gutter and hit it.– Anonymous
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Work Time