Response to Instruction: Using Data to Make Decisions PRESENTER: Lexie Domaradzki.
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Transcript of Response to Instruction: Using Data to Make Decisions PRESENTER: Lexie Domaradzki.
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Response to Instruction: Using Data to Make Decisions
PRESENTER: Lexie Domaradzki
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Welcome…
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Goals for Session
Build common understanding of comprehensive assessment system
Increase knowledge and skill with current assessments being used in your school district
Increase skill with understanding rate and accuracy issues
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“Response to Intervention (RtI) is a comprehensive early detection and prevention strategy that identifies struggling students and assists them before they fall behind”. IES Practice Guide
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State Outcome Assessment Results:•Only a part of the whole picture
•One point in time during the school year
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Quote ....
“You can have the results you say you want, or you can have the reasons why you can’t have them. But you can’t have both. Reasons or results. You get to choose.”
Susan Scott
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Application for Data Analysis If 70% or more students are not at
benchmark/proficient, indicates a need for strengthening core instruction
Students scoring in the tier II category usually need additional practice and repetition
Students scoring in the Tier III category have usually not mastered essential skills
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Center On InstructionK-3 Assessment Guide for Leaders
Comprehensive Assessment System:
Tightly woven, stronger with all strands in place
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Assessment System
Outcome
Screening
Diagnostic
Progress Monitoring
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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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Universal Screening
All students
Usually 3 times a year
Measure performance compared to Measure performance compared to students of their own agestudents of their own age
IES Practice Guide- pg 13 -Reliable and valid-Brief
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Where to you stand with implementation of a screening measure?
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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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Diagnosing-(looking for vulnerabilities)
Formal or Informal Diagnosis
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Diagnostic 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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Two Types of Diagnostic Assessments
Formal Administered by experts Given to students with significant and unexplained reading weaknesses Most often are normed and provide percentiles for each skill measured Often used to place students for special services Examples are: Woodcock-Johnson, GORT
Informal Do not have to be given by experts Provide information about strengths and weaknesses for specific skills Designed to be used to guide instruction Most often do not provide norms
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Digraphs and BlendsDigraphs are two letters that spell one sound.
Common consonant digraphs on the Surveys: sh – s h e ch – c h a p wh – w h i p th – t h e n or t h u m b ck – b a c k
Blends are two consonant letters together, each with its own sound. A few blends on the Surveys are:
st - m u s t, s t o p tr – t r a p nd – b a n d br – b r a t
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22 one-syllable words in sentences: short vowels & high frequency words
Beginning Decoding Survey 50 Very EasyOne-Syllable Words
Words and Sentences to Read
5 high frequency words
5 real words with short vowels & 3 letters
5 real words with short vowels & 4 letters (digraphs)
5 real words with short vowels & 4 letters (blends)
• 4 with 3 letters
8 nonsense words with short vowels
• 4 with 4 letters (digraphs)
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Schools Often Use Only Six Steps
1. Establish an evidence-based core reading or language arts program appropriate to student and teacher population. Use DATA to determine if the core programs are effective.
2. Screen students and use DATA from screening assessment to identify those who may not be reading as well as expected for a grade level.
3. Group students with similar instructional needs based on the screening DATA.
4. Plan instruction based on DATA acquired during screening.
5. Teach students in small, homogenous groups. Use progress monitoring DATA to adjust instruction.
6. Progress monitor students and use DATA to adjust instruction accordingly.
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Seven Steps to Achieve the Best Results
1. Establish an evidence-based core reading or language arts program appropriate to student and teacher population. Use DATA to determine if the core programs are effective.
2. Screen students and use DATA from screening assessment to identify those who may not be reading as well as expected for a grade level.
3. Diagnose weaknesses and use diagnostic assessment DATA to pinpoint the specific weaknesses of students identified during screening who are not performing as expected.
4. Group students with similar instructional needs based on the screening and diagnostic DATA.
5. Plan instruction based on DATA acquired during screening and diagnosis.
6. Teach students in small, homogenous groups. Use progress monitoring DATA to adjust instruction.
7. Progress monitor students and use DATA to adjust instruction accordingly.
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Intermediate Reading System Identify students at risk:
State outcome assessment (SBA)Program/district assessments (Terra Nova)Give students a Grade Level Fluency assessment
Give students who did not score well on the grade level fluency, a fluency assessment 2-3 grades below grade level
Give students who didn’t meet the target a diagnostic assessment
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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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Progress monitoringhttp://ies.ed.gov/ncee/wwc/publications/practiceguides/
Is the intervention having a positive impact?
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Progress monitoringhttp://ies.ed.gov/ncee/wwc/publications/practiceguides/
-One or two subskills
-1 to 2 minutes per day
-1 a month-benchmark
-2x a month struggling students
-Can be given at instructional level
-2 students per day
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Program Assessments
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Students cannot benefit from education practices they do not experience.
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Wrap Up- thank you