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L E X I E D O M A R A D Z K I J A N U A R Y , 2 0 1 2

Using Data in Secondary Schools

Goals for session

  Understand basic principles of using data with RTI in secondary schools

  Examine practical examples of using data with RTI in secondary schools

  Discuss current practices in supporting struggling students in secondary schools

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Data-‐Based  Problem  Solving  

Universal Screening

Tiered instruction matched to

student need

Scientific research-based

practices

Progress monitoring

Data-based problem solving

Collaboration “Shared Ownership”

Stro

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Professional Developm

ent

Parent/Community Engagement

Problem Identification

Problem Analysis

Planning Solutions

Implementation & Monitoring

Review Outcomes

Universal  Screening  

  Administered  to  all  students  at  least  3  times  per  year  

   Purposes  of  Universal  Screening:    Evaluate  the  effectiveness  of  

tiered  instruction    Identify  at  risk  students  in  

need  of  intervention  

Universal Screening

Tiered instruction matched to

student need

Scientific research-based

practices

Progress monitoring

Data-based problem solving

Collaboration “Shared Ownership”

Stro

ng L

eade

rshi

p

Professional Developm

ent

Parent/Community Engagement

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High School Tiered Interventions Team

This HSTII investigation is grounded in the assumption that implementation of tiered interventions in high school includes the same set of essential components as the RTI framework commonly implemented in elementary schools but that actual strategies for implementation may look very different due to a high school’s unique culture, structure, and organization (Duffy, 2007).

Tigard Video

http://www.youtube.com/watch?v=YtTKuBZnvY&feature=player_embedded

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Outcome Assessment

Screening Assessment

Diagnostic Assessment

Progress Monitoring

Program

Measure against standards

Examines who is at risk, compared to peers of same age

Answers “why” is this student struggling?

Is this intervention working? Is the student growing?

Is the student learning what has been taught?

Each part of the system is important!

Assessment System

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Most  Screening  tools  used  in  Secondary  Alaskan  schools  

  MAP   Adaptive:    Screening  measure  until  it  begins  to  adapt,  then  

becomes  diagnostic  

  COREK12    Fixed  assessment  at  grade  level:      

   AIMSweb  (RCBM  &  MAZE)  

  Fluency  and  Close  comprehension  measure   Only  normed  through  8th  grade    Is  most  effective  when  coupled  with  a  grade  level  standards  

based  screening  

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Diagnosing-‐(looking  for  vulnerabiliFes)  

Formal  or  Informal  Diagnosis  

DiagnosFc  Tools  

 Not  grade  level  specific   Skill  specific   Should  be  used  with  struggling  students   Usually  takes  about  20  minutes  per  child   Information  used  for  designing  intervention  or  instructional  emphasis  in  core  instruction  

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Commonly  used  Standard  Based  diagnosFcs  

 MAP  –  DeCartes   Embedded  diagnostic  results  (DeCartes)  

  COREK12   Supplemental  diagnostic  capabilities   Teacher  builds  diagnostic  based  on  areas  of  focus  

Class By RIT 8th Grade- Normed Median Score= 215

Select a strand…

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Select a goal strand and 2-3 items to work on…

Where  to  begin…  

  Secondary  schools  typically  start  with  intervention  system  first  

  Important  areas  of  focus:    Who  is  placed  in  Intervention  courses?    What  data  are  used  to  place  students?    What  time  of  year  are  students  placed  in  intervention  courses?    What  are  our  intervention  courses?    What  materials  do  we  use  to  teach  in  these  courses?    How  do  we  diagnose  student  need?    What  is  our  transition  plan  from  Middle  School  to  prepare  for  the  

number  of  students  who  need  to  be  served?  

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Current  Status:  

 Who  is  placed  in  Intervention  courses?  

 What  data  are  used  to  place  students?  

Partner  Discussion  

Who analyzes the data?

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Collaborative meetings

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Collaborative Meetings

Steps  in  Data  Analysis  

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Steps in Data Analysis

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Flowchart  for  making  decisions…  

Problem Solving Flowchart

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Right  side  of  the  flowchart  

  Begin  with  SBA  or  HSGQE  assessments    Did  the  student  pass  the  SBA  or  HSGQE?    Which  students  did  not  pass  the  SBA  or  HSGQE?  (generate  list)    

  Examine  Standards  based  screening  assessment  results  (MAP/COREK12)    Did  the  student  score  proficient  on  the  universal  screening  

measure?    If  the  answer  is  no,  further  examination  is  needed  to  determine  

how  to  support  the  students.    Of  those  students  who  did  not  pass  the  SBA,  who  did  not  also  

pass  the  universal  screener?  

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Steps in Data Analysis

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Problem Solving Flowchart

Right  side  of  the  flowchart:  

 Administer  6-‐8th  Grade  fluency  measure     Generate  quadrant  analysis  with  fluency  data   Determine  whether  or  not  a  student  struggles  with:  

 Rate  only   Accuracy  only   Rate  and  Accuracy  

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Four Groups Based on ORF Accuracy

Accuracy above 96%

WCPM = BM + ORF

WCPM Accuracy Midora 206 99% Justin 204 97%

Caitlin 172 99% Lamar 169 99% Nigel 152 99%

Kammie 146 99% Jordan 140 99%

Accuracy below 97%

WCPM below BM

ORF WCPM Accuracy

Edward 91 94% Dejay 91 95% Chris 84 92% Mark 78 95%

Shalonda 70 91% Zyambra 63 90%

Junior 57 91% Taylor 37 86% Archie 34 89% Harry 10 53%

Yellow = Strategic

Red = Intensive

Green = Benchmark

Accuracy below 97%

WCPM = BM +

ORF WCPM Accuracy

Janay 128 93% Tyvon 119 95%

Thomas 106 94%

Accuracy Below 97% Accuracy 97% or higher

Accuracy above 97%

WCPM below BM

ORF WCPM Accuracy

Colin 104 99% Linsey 96 97% Devon 96 99%

Timothy 92 99% Monay 91 99%

Jasmine 75 99% Darius 73 99%

WCPM above Benchmark

WCPM Below

Benchmark

1

3

2

4

Strong Rate &

High Accuracy

Strong Rate &

Low Accuracy

Low Rate &

High Accuracy

Low Rate &

Low Accuracy

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Problem Solving Flowchart

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Content teachers use of data?

  Content teachers should see universal screening results for students who struggle

  Content teachers can participate in data analysis teams

  Content teachers can contribute in areas of concern on a school wide basis

Closing  Quote    

A  quality  education  has  the  power  to  transform  societies  in  a  single  generation,  provide  children  with  the  protection  they  need  from  the  hazards  of  poverty,  labor  exploitation  and  disease,  and  give  them  the  knowledge,  skills,  and  confidence  to  reach  their  full  potential.

Audrey Hepburn

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References RtI  Screening  tools  resources:    http://www.rti4success.org/screeningTools    National  High  School  Center.  (2008).    Eight  elements  of  high  school  improvement:    A  mapping  

framework.    Washington,  DC:    American  Institutes  for  Research,  National  High  School  Center.      National  High  School  Center.  (2010,  April).    A  coherent  approach  to  high  school  improvement:    A  

school  and  district  needs  assessment  tool  .    Washington,  DC:    American  Institutes  for  Research,  National  High  School  Center.      

National  High  School  Center,  National  Center  on  Response  to  Intervention,  and  Center  on  Instruction.  (2010).    Tiered  interventions  in  high  schools:    Using  preliminary  “lessons  learned”  to  guide  ongoing  discussion.    Washington,  DC:    American  Institutes  for  Research.  

Reed,  D.  &  Vaughn,  S.  (2010).    Reading  interventions  for  older  students.    In  T.  A.  Glover  &  S.  Vaughn  (Eds.),    The  Promise  of  Response  to  Intervention:    Evaluating  Current  Science  and  Practice  (pp.  143-‐186).    New  York,  NY:    The  Guilford  Press.  

Torgesen,  J.K.,  Houston,  D.  D.,  Rissman,  L.  M.,  Decker,  S.  M.,  Roberts,  G.,  Vaughn,  S.,  Wexler,  J.,  Francis,  D.  J.,  Rivera,  M.  O.,  &  Lesaux,  N.  (2007).    Academic  literacy  instruction  for  adolescents:    A  guidance  document  from  the  Center  on  Instruction.    Portsmouth,  NH:    RMC  Research  Corporation,  Center  on  Instruction.  

Funded by U.S. Department of Education