Transcript of Response to Intervention, Problem Solving, and the 3 Tier Model Universal Data Collection and...
- Slide 1
- Response to Intervention, Problem Solving, and the 3 Tier Model
Universal Data Collection and Assessment Ruth Poage-Gaines, IASPIRE
Regional Coordinator 11-16-09 Presentation Materials from Mary
Miller- IASPIRE
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- Acknowledgements Mark Shinn and the IASPIRE North Region
Coordinators (Barb Curl, Christine Martin, Madi Phillips, Ben
Ditkowsky, Pam Radford, Janice Miller, Christine Malecki) D300-
Carpentersville RtI Team- Mary Miller, Coordinator
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- Expected Outcomes Familiarity with general assessment
principles An understanding of how summative assessment differs
from formative assessment An understanding of mastery measurement
vs. general outcome measures Problem Identification through the
referral system vs. universal screening data Norms vs. Standards
based approaches to defining at risk populations Understanding
Curriculum Based Measurement How to use CBMs for program
accountability
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- Shift in approach from: Assessment OF Learning to Assessment
FOR Learning
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- General Assessments Types of Assessments Screening Screening
tests identify at risk students according to a designated cut score
Formative Formative assessment is ongoing Summative Summative
assessment is often used at the end of major units of instruction
and at years end Diagnostic Diagnostic assessments can be used for
screening, or for formative of summative assessment
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- General Assessment Principles All assessment should be planful
Tests should be given to answer a specific question about a childs
performance Use Summative and Formative Evaluation Shift from what
has been learned to what is being learned Move the focus away from
unalterable variables to alterable variables that educators can do
something about
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- Variables Related to Student Achievement Within StudentExternal
to Student AlterableDesire to learn Motivation Strategies for
learning Skills Prior content knowledge Self-efficacy Quality of
curriculum Quality of instruction Pedagogical knowledge Content
knowledge Quality of evaluation Quality of learning environment
Quality of time/content Unalterable (Hard to change) Race Genetic
potential Gender/sex Birth order Disposition Health Physical
differences IQ Disability category Personal history Family
income/resources Family housing Parent education level Mobility
Family members Family values Peer socioeconomic status Family
history
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- Diagnostic Tests Give information on specific skills that need
to be taught Take longer to administer and score Best when tied to
the curriculum and/or target important skills Standardized
diagnostic tests are often used for determining eligibility for
programming
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- General Assessment Principles Mastery Measurement vs. General
Outcome Measurement Mastery measurement (i.e. Summative) is a
measure of a childs mastery of a concept or curriculum presented
General Outcome Measures (i.e. CBM) are not tied to a specific
curriculum and measure progress on long term goals
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- ACADEMIC SYSTEMSBEHAVIORAL SYSTEMS STUDENTS Tier 1 Core
Instructional Interventions All students Preventive, proactive 80%
Tier 1 Core Instructional Interventions All settings, All students
Preventive, proactive Tier 2 Targeted Group Interventions Some
students (at-risk) High efficiency Rapid response 15% Tier 2
Targeted Group Interventions Some students (at-risk) High
efficiency Rapid response 15% Tier 3 Intensive, Individual
Interventions Individual Students Assessment - based Intense,
durable procedures 5% Tier 3 Intensive, Individual Interventions
Individual Students Assessment - based High intensity Of longer
duration 5%
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- Successful 3 Tier Models Have. A continuum of services and/or
programs across the tiers that are scientifically based Methods of
identifying students at risk for academic failure and for
evaluating/monitoring progress across the tiers, ideally those that
are considered scientifically based Efficient, COMMON methods of
communicating student performance for all disciplines (i.e.
progress monitoring)
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- If I had 1 hour to save the world, I would use 50 minutes to
define the problem. Albert Einstein
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- A Problem Defined At Tier 3: At Tier 3: The difference between
an individual students performance and a criterion of success in a
curriculum area. At Tier 2: At Tier 2: The difference between
at-risk students performance and a criterion of success in a
curriculum area. At Tier 1: At Tier 1: The difference between how
many students are proficient on their accountability assessments
and 100%. The desired state is for all students to be proficient.
(NASDSE, 2006)
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- Identifying Student Need 1. Universal Screening
AdvantagesDisadvantages Prevention and Intervention Focused
Requires Proactive Programmatic Planning Doesnt Place Sole Reliance
on Teachers to Refer a Student Universal Screening Data May Not Be
Accurate All Students are Placed into Programs Based on Educational
Need at the Beginning of the Year Requires a Systems Commitment to
Universal Screening and Progress Monitoring
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- Identifying Student Need 2. Referral-Driven
AdvantagesDisadvantages Consistent with Long History of Educational
Practice Some Refer, Some Dont, Some Under, Some Over Capitalizes
on Teachers Seeing the Whole Child Potential Biases Dont Require a
Systems Commitment to Universal Screening and Progress
Monitoring
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- Schools Use Specific Tools for Specific Assessment Purposes
TypeFeatureExample Reliable, Valid, Low Cost, Accurate, Production
Type Responses, Sensitive to Between Persons Differences CBM Family
Members, MAP Lots of Items, Production-Type Responses
Curriculum-Based Evaluation; Informal Tests, MAP, DRA-2 Reliable,
Valid, Low Cost, Accurate, Production Type Responses, REPEATABLE,
Sensitive to Within Persons Differences CBM Family Members Program
EvaluationLinked to Important Outcomes MAP, ISAT
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- Universal Screening The basic question in a screening measure
is whether or not the student should be judged as at risk For a
screening measure to be useful, it should satisfy three criteria:
Accurately identify students who require further assessment Be
practical Efficient use of resources
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- Universal Screening Practices: Universal Screening and
Benchmarking Data is collected at the beginning of a school year.
School leadership team makes a decision about whether to use norms-
or standards- based discrepancy for identifying problems. Teams use
the Data to make Decisions about potential problems. Programs and
Resources are Allocated to each of the 3-Tiers based on the
Data.
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- Use Benchmark for Universal Screening 2 Approaches to
Identifying Students: 1. Norm-Based Approaches to Identify the Most
Needy Students 2. Standards-Based Approaches to Identify Intensity
of Programs and Progress Monitoring Frequency
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- Methods of Measuring Performance Discrepancies Norm-Based
Approaches Percentile Rank Cut Scores Discrepancy Ratios (Tiers 2
and 3) Standards-Based Approaches Illinois AIMSweb Standards (Cut
Scores for ISAT and Minnesota State Test) Oregon DIBELS Standards
(Cut Scores for Oregon State Test)
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- Examples of Percentile Rank Norms
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- Discrepancy Ratio Compute By: Peer Median Target Student Median
90 30 = Discrepancy of 3x Will Need Problem Solving Quantify how
many times the students current level of performance varies from
that of his/her peers.
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- Norm-Based Criteria 2nd Grade Discrepancy Tier 1 At Tier 1, 62%
of 2 nd grade students have met the expected criteria (55 WRC)
compared to 80% nationally.
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- Standard-Based Approaches Illinois AIMSweb Standards Tied to
ISAT and Minnesota State Oregon DIBELS Standards
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- General Outcome Measures from Other Fields Medicine measures
height, weight, temperature, and/or blood pressure Federal Reserve
Board measures the Consumer Price Index Wall Street measures the
Dow- Jones Industrial Average McDonalds measures how many
hamburgers they sell
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- Understanding General Outcome Measures (GOM) from Mark Shinn,
Ph.D. & Michelle Shinn, Ph.D. Measures important outcomes
General skill rather than individual sub skills Contains a large
pool of items Measurable and observable Sensitive to growth over
relatively short periods of time Valid and reliable measure
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- What is Curriculum Based Measurement? Education has its own set
of indicators of general basic skill success (General Outcome
Measures). Curriculum-Based Measurement allows us to make important
statements about our students reading, spelling, written
expression, and mathematics computation skills.
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- AIMSweb Web-based data management system Organizes data Informs
the teaching and learning process by providing continuous student
performance data Reports improvements to students, parents,
teachers, and administrators Assessment data and interventions are
closely linked
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- Oral Reading Fluency (R-CBM), a standardized 1 minute sample of
oral reading where the number of words read correctly is counted.
(Grades 1-8) Reading (Maze-CBM), a multiple-choice cloze task that
students complete while reading silently. The first sentence of a
150-400 word passage is left intact. Thereafter, every 7th word is
replaced with three words inside parenthesis. (Grades 1-8) Phonics
and Phonological Awareness (Early Literacy Measures), a
standardized sample of fluency in initial sound identification,
letter naming, and phonemic segmentation. (Grades K-1) Math
Computation (M-CBM), a standardized 2-4 minute completion of
computational problems where the number of correct digits is
counted. (Grades 1-8) **May use at High School Level to identify
at-risk and Progress Monitoring AIMSweb CBM Assessments
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- Early Numeracy (EN-CBM), a standardized sample of skills in
oral counting, identifying missing numbers, number identification
and quantity discrimination. (Grades K-1) Spelling (S-CBM), a
standardized 2 minute spelling word dictation where the number of
words spelled correctly or the number of correct letter sequences
is counted. (Grades 1-8) Written Expression (WE-CBM), a
standardized 2-4 minutes of writing after being provided a story
starter where the total number of words written or the number of
correct word sequences is counted. (Grades 1-8) MIDE Spanish Early
Literacy a standardized sample of letter naming fluency, letter
sound fluency, syllable segmentation, syllable reading fluency,
syllable and word spelling, and oral reading fluency. These
measures require students to produce information in one minute with
the exception of syllable and word spelling in which prompts are
given every 20 seconds for two minutes.
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- Phonemic Awareness Alphabetic Understanding Fluency Vocabulary
Comprehension What Does R-CBM Measure? All of these skills. General
Reading Ability All of these skills. General Reading Ability
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- Evaluating Core Reading Programs
http://www.nationalreadingpanel.org/ Phonemic Awareness Phonics
Fluency Vocabulary Comprehension R-CBM Assessing Reading DIBELS/
ISEL Running Record ITBS, etc. IRI, Gates, etc.
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- ReadingComprehension Knowledge Fluency* We Refer to It as
General Reading Skills Metacognition Language Prosody Prosody
Automaticity/Rate Automaticity/Rate Accuracy Accuracy Decoding
Decoding Phonemic Awareness Phonemic Awareness Oral Language Skills
Oral Language Skills Knowledge of Language Knowledge of Language
Structures Structures Vocabulary Vocabulary Cultural Influences
Cultural Influences Life Experience Life Experience Content
Knowledge Content Knowledge Activation of Prior Activation of Prior
Knowledge Knowledge Knowledge about Knowledge about Texts Texts
Motivation & Motivation & Engagement Engagement Active
Reading Active Reading Strategies Strategies Monitoring Strategies
Monitoring Strategies Fix-Up Strategies Fix-Up Strategies *modified
slightly from presentations by Joe Torgeson, Ph.D. Co-Director,
Florida Center for Reading Research; www.fcrr.org
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- Student Scores- Correct Words per Minute Box Plot draws a box
around the range of student scores: 169-43 90%ile 75%ile 50%ile
25%ile 10%ile Above 90%ile Below 10%ile
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- Progress Monitoring General Education Benchmark Assessment
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- Schools Use CBM in Universal Screening Instead of Referral
Driven Practices < 25th Tier 2 Candidates
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- Strategic Monitoring of At Risk
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- Frequent Monitoring toward Individualized Goals
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- Local Assessments Correlated with Accountability Assessments
Collect a large sample of scores from local assessments (e.g.,
R-CBM) and correlate with passing scores on accountability tests
(e.g., ISAT) over time. Need AIMSweb or statistician to calculate
correlations Correlations between test scores result in determining
what minimum score is needed on local assessment to pass the state
accountability measures
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- Advantages of Using CBM for Accountability Assessments Measures
are simple and easy to administer Measures are reliable and valid
Training is quick Entire student body can be measured efficiently
and frequently Routine testing allows schools to track progress
during school year
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- What Assessment Systems Does Your School Use for Each Purpose?
Essential Components Screening (Problem Identification) Diagnostic
(Problem Analysis) Progress Monitoring (Plan Development and
Implementation Outcome/ Accountability Reading Math Behavior
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- Lets Review General Assessment Principles Summative vs.
Formative assessment Mastery Measurement vs. General Outcome
Measures Problem Identification through the referral system vs.
universal screening data Norms vs. Standards based approaches
Understanding Curriculum Based Measurement How to read a box plot
CBMs for program accountability
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- It is better to know some of the questions than all of the
answers. James Thurber
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- Thank you Questions Comments For further information contact:
rpoage@sedom.org Have a Great Thanksgiving