responsiveness to instruction (rti)
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Responsiveness to Instruction (RtI). The Problem-Solving Model & Analyzing the Core North Carolina Department of Public Instruction 2013. 1. 1. 2. Step 1 Define the Problem Develop a behavioral (observable) definition of problem. 7. Step 2 Develop an Assessment Plan - PowerPoint PPT PresentationTRANSCRIPT
Responsiveness to Instruction(RtI)
The Problem-Solving Model &
Analyzing the CoreNorth Carolina Department of Public Instruction
20131
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7Step 7
Analysis of theIntervention Plan
make a team decision on the effectiveness of
the intervention
1Step 1Define the
ProblemDevelop a behavioral (observable) definition
of problem 2Step 2
Develop an Assessment Plan
Generate a hypothesis and assessment questions related to the problem
3Step 3Analysis of the
Assessment PlanDetermine if problem is
correctly defined
4Step 4
Generate a Goal Statement
Specific Description of the changes expected in student
behavior5Step 5
Develop an Intervention Plan
Base interventions on best practices and research-
proven strategies
6Step 6
Implement the Intervention PlanProvide strategies,
materials, and resources: include
progress monitoring
Data
Universal Screening
Core Analysis
Formative Summative3
Introduction to Assessment
• Assessment within RtI is equally as important as the intervention provided
• No one intervention works for all students so it must be “tested” for effectiveness
• Assessment is part of problem-solving
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Introduction to AssessmentAssessment within RtI should be:
•Easily understood by teacher, parents, students
•Provides early intervention
•Solution driven: Not aimed at diagnosing a problem but the assessments conducted should drive solutions!
•Provide a road map towards what strategies are effective for students
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Tier III
Tier IV
Student Needs
Ass
ess
men
t
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Analyzing the Core
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Core instruction (your teachers’ “P” & “D”) should meet the needs of 80% of all your students.
ALL
Universal Screening
Core Analysis
Formative Summative8
Universal Screening
Quick, low cost, repeatable examination of grade appropriate and basic skills of all students
Purpose(s):
1)Assess your Core’s effectiveness
2)Who needs more intervention/enrichment?
3)“Temperature check”
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Universal Screening
• Conducted three times a year: Fall, Winter, Spring
• Allows problem-solving of whole school/group/grade level skill gaps
• Triangulate school data
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Why Conduct Universal Screening?
• Determine how well your core instructional programs are working for all students
• Identify specific skill deficits/strengths of all students
• Add to summative assessments (EOG/benchmarks) to give specific enough data
• Provide timely data to make decisions
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Oral Reading Fluency
• Oral reading analyzing accuracy and speed
• Measures words read correctly per minute
• Highly correlated with overall reading achievement .91 – Correlation between weight and blood pressure- 0.40– Correlation between glucose level and weight- 0.46– Correlation between SAT and college grades- 0.50
(Fuchs, Fuchs, and Hosp, 2001) 12
Summative Assessment
• Mastery Measure/Culmination Measure• Asks the question “Did they learn it?”• Useful for summary information• Evaluates if learning has taken place
Examples of Summative Assessment:
EOG testing, benchmark testing, GRE testing, SAT testing, Driver’s License tests, EOC tests,
Unit Tests/Quizzes, Report Card Grades13
Formative Assessment• Collected over time, rather than just at the end
of a unit, semester, year
• Not a mastery measure
Examples of Formative Assessment:
Curriculum-Based Measurement, Common Assessments, Descriptive Feedback
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Formative Assessment
• Although summative assessments have a place….we need a way to measure performance over time with frequency
• Formative assessment is a key to good Instruction!
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Analyzing the Core
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Core instruction (your teachers’ “P” & “D”) should meet the needs of 80% of all your students.
ALL
Analyzing Your Core
• Are at least 80% of your students proficient in each subgroup?
• What is working? Why? How do you know?
• What’s not working? Why? How do you know?
• Do teachers have needed skills & content knowledge?
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What is your Data showing?
Or?
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• Is your curriculum aligned with standards and assessment?
• Are teachers using research-based strategies?
• Is your schedule working?
Analyzing Your Core Program
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Core Curriculum Details School Name: Grade Level:
Content Area: Date:
Complete one form for each content area at each grade level
Tools Training Support Initial Training Date:
Principal observations/Walk-throughs
Staff at Initial Training: Most Recent Refresher Core Training Date:
Fidelity Checklist(s) Used:
Staff at Refresher Core Training:
Staff with Skills to Provide Coaching Support in Core Curriculum:
Staff in Need of Training in Core Curriculum:
Core Program
Projected Date for New Staff Training in Core:
Plan of Action:
Develop an Assessment Plan
Instruction
Curriculum
Environment
Learner
Strategies
Materials
Pacing
Order
Schedule Size of
Groups
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Develop an Assessment Plan
97% of all first grade students did not meet expectations in one area of phonemic awareness because the curriculum delivered between fall and winter was lacking content in this area.
Instruction Curriculum Environment Leaner
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7Step 7
Analysis of theIntervention Plan
make a team decision on the effectiveness of the
intervention
1Step 1Define the
ProblemDevelop a behavioral (observable) definition
of problem 2Step 2
Develop an Assessment PlanGenerate a hypothesis and
assessment questions related to the problem
3Step 3Analysis of the
Assessment PlanDetermine if problem is correctly
defined
4Step 4
Generate a Goal Statement
Specific Description of the changes expected in student
behavior5Step 5
Develop an Intervention PlanBase interventions on best
practices and research-proven strategies
6Step 6
Implement the Intervention Plan
Provide strategies, materials, and resources: include progress monitoring
Data
Scheduling: Considerations• Create master schedule based on student
needs
• Do students receive core instruction?
• Typically we rely on students to make the connection to core– How do we connect the varying programs/interventions
for children?
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Universal Screening
Core Analysis: Learner
Curriculum Based
Measurement (CBM)
Formative Summative27
Curriculum-Based Measurement (CBM)
• Assessment approach emphasizing repeated direct measurement of student performance
• High levels of validity and reliability
• Multiple forms at the same grade level allow for comparison across time
• Over 25 years of educational research indicating it promotes positive student outcomes
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Curriculum-Based Measurement
• "any set of measurement procedures that use direct observation and recording of a student’s performance in a local curriculum as a basis for gathering information to make instructional decisions”Deno (1987)
• Method of monitoring student educational progress through direct assessment of academic skills
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Curriculum-Based Measurement
Characteristics:Simple
Accurate
Efficient
Generalizable
Reliable and Valid
Predictive
Sensitive
Flexible
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Curriculum Based Measurement
Purposes• Survey Level
Assessment– Determine student’s
instructional level
• Specific Level Assessment
Types• General Outcome
Measures
• Skill based measures
• Mastery measures
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Curriculum Based Measurement: Types
General Outcome Measures
Skills –Based Measures
Mastery Measures
Screening Screening Diagnostic Evaluation
Survey-level assessment
Survey-level assessment
Specific-level assessment
Progress Monitoring Progress Monitoring To target content areas of concern
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CBM as a General Outcome Measure
This is a general thermometer of academic health
It is complimentary to any curriculum- not curriculum-specific
Examples of GOM measures outside of education•Height•Weight•Blood pressure•Stock Market•McDonald’s measuring number of hamburgers sold
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Curriculum Based Measurement: Examples
• Early Literacy
• Oral Reading Fluency
• Comprehension-MAZE
• Multiple Choice Reading Comprehension
• Written Expression
• Early Numeracy
• Math Computation
• Math Applications34
Finding Curriculum Based Measurements
http://rti4success.org/progressMonitoringTools
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Oral Reading Fluency
• Oral reading analyzing accuracy and speed
• Measures words read correctly per minute
• Highly correlated with overall reading achievement .91 – Correlation between weight and blood pressure- 0.40– Correlation between glucose level and weight- 0.46– Correlation between SAT and college grades- 0.50
(Fuchs, Fuchs, and Hosp, 2001) 36
Oral Reading Fluency
• Students read aloud for one minute
• Words read correctly per minute are computed
• What is correct?– Self-corrects (within 3 seconds), correctly
read words, incorrectly read words that are dialectical in nature
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• Read connected text accurately and fluently
• Passages available from first to ninth grade levels
Oral Reading Fluency
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Fluency Rubrics
• Smoothness
• Pacing
• Confidence
• Accuracy
• Expression
• Gives more robust assessment of fluency
http://www.nwaea.k12.ia.us/documents/resources/rubricfluencyTimothy_Rasinski_A02D8D54358FF.pdf 39
• Student reads passage silently for 3 minutes
• Every 7th word is replaced with three choices
• Student circles correct choice
• Can be group administered
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Reading Comprehension: Multiple Choice
• For screening for grades 6-8
• Students can take online or pencil/paper
• No set time limit (estimate 45 minutes)- questionable reliability/validity at this point
(Natl. Center on RtI)
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• Administered for two to eight minutes
• Single Skill or Multi Skill
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• Concepts and Problem Solving
• Measures the application of math concepts
• Administration times vary- typically 8-10 minutes
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• Spelling– Correct Spelling Sequences
• Writing (typically 4 minutes total)– Correct Writing Sequences or Correct Words
Written scoring
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• Letter Naming
• Phoneme Segmentation
• Decoding
• Letter Sounds
Types of Assessment: Early Literacy
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• Oral Counting
• Number Identification
• Quantity Discrimination
• Missing Number
Types of Assessment: Early Numeracy
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Types of Assessment: Curriculum Based Measurement
Reflection:
• Why would you want to use CBM?
• What are the benefits of CBM in the classroom?
• What are the benefits of CBM for a school?
Turn and Talk!!!
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