September 4, 2014Brian Lloyd, Ed.S., NCSPMary Jo WegenkeMelanie Kahler

By the end of the morning you will:

You will about or be reminded of practices that improve benchmark fidelityLearn about AIMSweb Growth Norms and applicability for progress monitoring goal settingIdentify which of your intervention practices align with the 8 Steps for Successful Interventions Identify the gold standards of MTSS Coaching Practices

I can articulate why the ISD is not migrating to the new AIMSweb 2.0

I can maintain high fidelity when benchmarking and progress monitoring by scheduling refresher trainings and administration/scoring fidelity checks.

I can use the new growth norms to help set progress monitoring goals for identified students.

I can work with appropriate staff to schedule data analysis at the grade and building.

I can identify how the intervention practices within my school align with the 8 Steps for Successful Intervention Management System.

Write at least one personal goal to improve your MTSS Coaching Skill Set

∞ Kid President https://www.youtube.com/watch?v=RwlhUcSGqgs

∞ Introduction of New Staff• Rob Stephenson• Tara Becker-Utess• Brian Lloyd

∞ MTSS Wiki• Data Review Work Days• Professional Development Sessions• Calendar of Upcoming Events and Due Dates

∞ Update MTSS Coach List∞ Family Learning Connection Website

1. AIMSWeb 2.0 is still extremely buggy.

2. There were issues with migrating our data.

3. The progress monitoring features look awesome, but there were issues with how benchmarking was set up that they are still working on. Example: They did not include the tier transition reports in the new version. These issues will be eventually be resolved.

AIMSWeb 2.0 has automated/easier progress monitoring decision making using fairly recently released growth norms.

AIMSWeb suggests using these for setting progress monitoring goals. They are better because:o More specific to each students level of performance.o More appropriate to the time of the year in which they

are being monitored.

An explanation of how to use the new growth norms without using AIMSWeb 2.0 is needed.

The weekly rate of improvement you select to determine your goal is going to depend on the grade (of course), the benchmark/baseline score the student achieved, and the period of time you are monitoring.

You will use a different set of weekly ROIs when setting goals for fall to winter, than you would when setting goals between winter to spring, and another different set of ROIs when setting yearly goals.

It’s not as complicated as it sounds when you actually do it.

See the handed out ROI Growth norm table page for fifth grade or download your own digital copy:

Step 1: Determine whether you can use grade level measures. If not, find what grade level you need.

AIMSWeb survey assessment procedures indicate that you go down a grade level when the student scores below the 10th percentile.

Remember though that when in doubt, use grade level measures for progress monitoring.

Step 2: Select the ROI using the ranges provided in the ROI Growth Norms Table. Reference the column for the time of the year.

Use this range

Step 3: Use the baseline, number of weeks of progress monitoring, and your newly referenced ROI to calculate a goal score.

We used the highest range of scores at the 85th percentile, but the use of this score is only one of your options to set your goals.

The 85th percentile score GN ranges represent the most ambitious score that AIMSweb recommends that you use to set your goal.

In the past, we’ve recommended using 1.5 times the ROI at the 50th percentile on the AIMSweb norms. We also recommend the use of 2.0 times the ROI at the 50th percentile for ambitious goals and/or for students receiving tier 3 interventions.

There are differing “acceptable” methods for setting progress monitoring goals.

Using the Growth Norms to select a goal for different achievement bands at specified percentiles. o This method is best for making sure the ROI goal is best matched to

student needs and skills.o You will need to decide which GN growth percentiles you select and

under which circumstances. (85th for tier 3, 65th or 75th for tier 2, etc.

Selecting default benchmark scores for grade levels or percentiles (usually 25th or 50th) for all students. Use Growth Norms to make sure they close the gap and isn’t too ambitious.

Use 1.5 times the ROI for students at the 50th percentiles for tier 2 and 2.0 times the ROI for students at the 50th percentiles for tier 3.

Schedule administration/scoring refreshers

Periodic observations

Booklet/measure review

Score comparisons between testers

Check to make sure your data makes sense at student, classroom, and grade levels.o Unfortunately, if something is just too good to be true, it

just might be.

The inclusion of accuracy rate for R-CBM, MAZE, TEL, and TEN measures are important metric when analyzing student data. Remember to include this data when entering scores.

Accuracy rate may not determine recommendations, but errors are still important for student.

The errors/accuracy rate are automatically calculated/entered when using web-based scoring.

Hand scoring: TWR – WRC = Errors Don’t include words not yet read. Skipped lines do

count as errors. Calculate accuracy by: Words read correct divided

by total words read equals accuracy rate. Or - WRC / TWR = Accuracy rate

Example: A student who reads 100 total words with 5 errors would read 95 out of 100 possible words correctly. The accuracy rate is 95%.

1. Grab a Marker2. At a designated poster paper, write two practices

that you have put in place to make your increase your benchmarking fidelity or efficiency.

3. Walk around the poster paper and find one practice that you haven’t tried that might increase your school/district’s benchmarking fidelity or efficiency.

List Interventions in the boxes    

1. Select intervention (programs, practices, or strategies) that:

a) Meet the identified needs of the students.    

a) Are evidence based.    

1. Select an interventionist, grade level or classroom that is willing to implement the intervention prior to full implementation. Schedule how and when the intervention will be given and who will give it.

   

1. Identify staff or staff members with the capacity to train, support implementation and monitor fidelity.

   

1. Provide a written protocol or script for implementing the intervention.

   

1. Provide time and all necessary materials needed to implement the intervention for at least the first week.

   

1. Observe the interventionist practice the intervention until they demonstrate fluent delivery of the intervention protocol.

   

1. Develop and implement progress monitoring plans which will include:

a) Use of a general outcomes measure (AIMSweb or DIBELS) and/or skill specific measure included within the intervention (if available).

   

a) The frequency of progress monitoring, a schedule for reviewing the data, and a person or team assigned to review the data.

   

a) If growth is not sufficient, the first step should always be to measure fidelity of implementation.

   

1. If student growth is not sufficient, and fidelity has been verified, check if you have correctly identified the area of deficit.

a) If yes, use Instructional Variables Checklist    

a) If no, redefine skills deficit and move through steps 1 – 8.

   

See the 8 Steps for Successful Management of Interventions reference sheet. Use it as a reference as setting up intervention groups this fall.

Let us know so we can get it for you!

Coaching Practice Profile

Coaching Support Critical FeaturesCoaching Support Critical Features

MiBLSi Critical Features

Critical Components on the Coaching Practice ProfileCritical Components on the Coaching Practice Profile

• Effective Communication

• Organization

• Technical Assistance

• Reinforcement of Leadership Team and School Faculty

• Participate in Leadership Team Activities

• Deepen Personal Knowledge of MTSS

Coaching Practice ProfileCoaching Practice Profile

Read each standard, put a:

next to any expectation that needs clarification

next to any expectation that can be addressed with little or no support

next to an expectation that could be a potential barrier in your building

Review the Critical Components on the Practice Profile

•Highlight any “Gold Standard” or “Acceptable Variation” you are currently doing.

•Reflect on the Unacceptable and Harmful Variations.

What is your Coaching GOAL from now until the end of the year that will move towards an “Acceptable Variation” or “Gold

Standard””??

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