rti data basics facilitators: john donegan, larry hunt and neal capone
DESCRIPTION
RTI Data Basics Facilitators: John Donegan, Larry Hunt and Neal Capone District Data Coordinator CNYRIC RTI Support. 1. Objectives. Reviewing key ideas of RTI RTI Data Management. - PowerPoint PPT PresentationTRANSCRIPT
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RTI Data Basics
Facilitators: John Donegan, Larry Hunt and Neal Capone
District Data CoordinatorCNYRIC RTI Support
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Objectives
Reviewing key ideas of RTI
RTI Data Management
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“The RTI Team that tries to accurately pinpoint the reasons why
a student is struggling in school and to design an effective
intervention plan without good data is like the pilot who tries to fly across an unknown continent
without navigation instruments”
RTI Toolkit: A Practical Guide for SchoolsJim Wright
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Definition“RTI is the practice of providing high quality instruction and/or
intervention matched to student needs and monitoring progress
on a frequent basis by examining learning rate over
time and level of performance to inform educational decisions.”
NASDSE, 2005
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NYS Commissioner’s Regulations
Authorizes the use of RTI in the State's criteria to determine learning disabilities (LD) and requires, effective July 1, 2012, that all school districts have an RTI program in place as part of the process to determine if a student in grades K-4 is a student with a learning disability in the area of reading
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What RTI IS
• A way to provide tailored effective instruction to students at risk of falling behind
• A way to provide instructional feedback to the teacher so that classroom (Tier I) instruction continuously improves so that fewer students need interventions
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What RTI Is NOT
• A way to move At Risk students out of the classroom into intervention programs
• AIS
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Key FeaturesHigh quality, research-based
instruction
Universal screening for all students and progress monitoring for at-risk students
Data-based decision-making
Multi-tiered intervention model
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TIER 1TIER 1
Scientifically-based, High Quality, Core Instruction
General education
classroom
90-120 minutes of
daily ELA instruction
Scientifically-based
core instruction in
basic academic skills
Should meet needs of 80%
of students
Universal screening – 3x
per year
Progress monitor between
benchmarks for those
students who fall below the
cut point (varied frequency)
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TIER 2
Core Instruction + Supplemental Instruction
Students who have not responded to core instruction
Small group instruction usually in the classroom by the classroom teacher (1:3 – 1:5)
20-30 minutes, 3-4 times per week
Instruction is matched to individual student needs
Progress monitoring – generally more frequent than Tier I
Examine level and rate of performance
10-15% of students
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TIER 3
Core instruction + intensive, customized intervention
Students who have not adequately responded to core
instruction or Tier 2
Small group customized instruction (1:3) or (1:1)
45-60 minutes per day
Weekly progress monitoring
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Tier 2Intervention
General EducationCore Instruction
Special Education
Tier 3Intervention
RTI in your school
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Having an RTI Attitude
• Every student can improve
• Every teacher can improve
• Every administrator can improve
• Every parent can improve
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Example of One District’s Decision on How to Manage Their Data
• All students must be benchmarked at grade level
• Students being successful (3 consecutive data points above the aim line) must be discontinued
• Progress Monitoring scores must be turned in on a weekly basis
• Tier 2 and 3 interventions must be given a minimum of 8 weeks to measure effectiveness
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Examples of Assessment Packages
• DIBELS
• Fountas and Pinnell
• Homegrown CBM
• AimsWeb
• AutoSkills
• Specifically Designed Supplemental Tests
• DRA
• Other…
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What is an Indicator?
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Curriculum-Based Measurement
Things to Remember About CBM
• ReliableReliable and validvalid indicator of student achievement
• Research Based – Almost 30 years of research has produced consistent and meaningful evidence of its utility as a valid progress monitoring tool
• Simple, efficientSimple, efficient, and of shortshort duration to facilitate frequent administration
• Provides assessment information that helps teachers plan better instructionhelps teachers plan better instruction
• Sensitive to the improvementSensitive to the improvement of students’ achievement over time
• Designed to serve as ““indicatorsindicators”” of general basic skills achievement: CBM probes don’t measure everything, but measure the importantimportant things
• Measures General Curriculum Measures General Curriculum - Curriculum Independent
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RTI Tools Chart
• RTI Tools Chart - CNYRIC website Data Warehouse and Testing RTI Home Documents and Resources
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Where Does this Data Go?
Data and Assessment Advanced Session
Where are we going?
Mechanics of Storing and Managing Data
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RTI Management Tools
Manage Student Scores
Manage Intervention Plans Assess Intervene
Literacy Progress Manager
RTIm
AIMSweb
AutoSkill
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RTI Management Tools
Manage Student Scores
Manage Intervention Plans Assess Intervene
Literacy Progress Manager
RTIm
AIMSweb
AutoSkill
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RTI Management Tools
Manage Student Scores
Manage Intervention Plans Assess Intervene
Literacy Progress Manager
RTIm
AIMSweb
AutoSkill
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AIMSweb systems include:
• Curriculum-Based Measurement (CBM) testing materials
• Web-based Progress Monitoring and RTI software
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CBM testing materials developedfor AIMSweb include…
• Test of Early Literacy (K-1) Letter Naming Fluency Letter sound fluency Phonemic Segmentation Fluency Nonsense Word Fluency
• Test of Early Numeracy (K-1) Oral Counting Number identification Quantity discrimination Missing number
• Reading-CBM (K-8)Oral Reading (English and Spanish)
• Maze-CBM (1-8)Reading comprehension
• Math-CBM (1-8)Computation/Facts
• Spelling-CBM (1-8)
• Written Expression-CBM (1-8)
• MIDE-CBM (K-1)Spanish Early Literacy
Quick, Simple MeasuresQuick, Simple Measures
1-4 minutes to complete!1-4 minutes to complete!
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Curriculum-Based Measurement
How is CBM administered?
• AIMSweb CBM testing is administered electronically
• Measures: 1-4 minutes to complete
• Testing is done individually or in groups, depending on the measure
• Scores are entered or uploaded into the AIMSweb Progress Monitoring and RTI Data system
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DIBELS™ Compatible
• In addition to the included AIMSweb measures, AIMSweb supports data management, charting and reporting of DIBELS brand measures
• Customers may use DIBELS measures, AIMSweb measures, or any combination of both
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Reporting Hierarchy
• AIMSweb provides different reporting levels for different users:
Customer/State District Administrator Building Administrator Classroom Teacher Progress Monitor
Teacher RTI user Parent user
Customer/State
District 1 District 2
School A School B
Class/Caseload 1
Class/Caseload 2
Parent
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Tier 1 Benchmark – Student Report
Spring Benchmark Scores
• Data to Know that Changes Made a Difference
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Tier 1 Benchmark
Prediction for Success on State Testing
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Tier 1 Benchmark – Class Report
Scores by Period and Service Code
• Identifies Students At Risk for Not Passing Your State’s High Stake Test and Those on Trajectory to Pass
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Tier 1 Benchmark - Class Report
Score and Percentile Table
• Rank Orders Students by Performance
• Color-Codes Individual Educational Needs
• Provides Instructional Decisions to Think About
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Tier 1 Benchmark - Grade Report
Average Score by School Year
• Allows Evaluation of Year-to-Year Improvement
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Tier 1 Benchmark - District Report
Compare Schools
• Allows Comparison of Scores School by School
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Tier 1 Benchmark - District Report
Compare Schools by Specific Grade
• Allows Comparison of Scores School by School by Specific Grades
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Tier 1 Benchmark - District Report
Yearly Improvement
• Evaluate District Improvement Across Years
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Tier 1 Benchmark - District Report
Scores by Risk Category• NCLB Risk Category
Reporting Service Code ELL/ESL Meal Status Ethnicity
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Tier 2 Strategic Monitor
Individual Student Report
• Allows for More Frequent Evaluation of Progress for Both Individual Students and Programs Designated to Impact Achievement for Those At Risk
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Tier 3 Progress Monitor
Student Report
• Once Data are Entered, a Graph is Updated Automatically, with: Trend Line
Calculation of Rate of Progress
Interpretation of Progress
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Tier 3 Progress Monitor
Student Report
• Necessary Revisions are Identified and Documented Graphically
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Tier 3 Progress Monitor
Student Report
• Revisions can be evaluated to determine response
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Tier 3 Progress Monitor
Student Report
• And Revised as Necessary!!
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Tier 3 Progress Monitor
Student Report
• Successful Revision and Adequate Progress Documented
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Tier 3 Progress Monitor
Assessment Schedule Completed
• Report Includes Progress Graph
Goal Statement
Score Table
Revision Notes
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RTI Management Tools
Manage Student Scores
Manage Intervention Plans Assess Intervene
Literacy Progress Manager
RTIm
AIMSweb
AutoSkill
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AutoSkill
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Questions?
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Contact Information
Our Email addresses:
John Donegan = [email protected]
Larry Hunt = [email protected]
Terry Ward = [email protected]
Neal Capone= [email protected]