Gibbs 2011

1. Gibbs 2011 1 Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers gibbsdenise@aol.com

2. Gibbs 2011 2 This presentation is provided at no cost to Alabama schools by the Alabama Scottish Rite Foundation. The philanthropy of the Alabama Scottish Rite Foundation began in the 1950�s in Alabama and continues today. The mission of the Alabama Scottish Rite Foundation is to provide help to Alabama Schools as they work with students who struggle in reading -particularly those students with dyslexia.

3. Gibbs 2011 3 Anticipation Guidethen�Turn and Talk

4. Gibbs 2011 4 Gains From High Impact Instructional Strategies: Research Findings (Marzano, 2001)

5. Gibbs 2011 5 Gains From High Impact Instructional Strategies: Research Findings (Marzano, 2001)

6. Gibbs 2011 6 Today�s High Impact Strategies 9. Questions, cues, and advance organizers � Anticipation Guide, session outcomes, RTI Vocabulary, Double Bubble 6. Cooperative learning � Turn and Talks 2. Summarizing and note taking � Power Point slides, your notes, 3-2-1, 1. Similarities and differences � CBM vs CAT - Double Bubble 5. Nonlinguistic representations - VVWAs 4. Homework and practice � utilize at least one of these strategies in your work

7. Gibbs 2011 7 Session outcomes�. Today, you will: Practice high impact strategies Identify uses of high stakes tests such as the ARMT or AHSGE in the RTI screening process. Analyze essential criteria to guide selection or development of RTI screening and progress monitoring tools. Use the National Center for Response to Intervention's (NCRTI) tools chart to compare some commercially available screening and progress monitoring tools.

8. Gibbs 2011 8 RTI Essential Vocabulary: Assessment Screening process vs tool Progress monitoring process vs tool Classification accuracy False positives? False negatives? Reliability and predictive validity of the performance level and slope of improvement Reliability and predictive validity of the slope of improvement Sensitivity to student improvement Efficiency!!!!!!

9. Gibbs 2011 9 Screening Process and Examples of Some Tools

10. Gibbs 2011 10 Designing your screening process Commercially available screening tools Curriculum-Based Measures (CBM) Computer Adapted Testing (CAT) Standards-Connected Assessments High stakes tests ARMT Alabama High School Graduation Exam End of course tests Other variables Grades Behavior Attendance

11. Gibbs 2011 11 Using High Stakes Tests in the Screening Process A starting point in screening older students could be to use the results of the ARMT or the AHSGE. Students who score a I or II on the ARMT in reading or in math could be considered as at risk and could proceed to the next step in the district�s screening process AHSGE results could be analyzed to determine the relative severity of the student�s deficiencies Determine if the student would benefit from remediation classes or is in need of a more basic skill-level intervention class

12. Gibbs 2011 12 Double Bubble Time! As an advanced organizer, compare and contrast CBM and CAT

13. Gibbs 2011 13 Three types of screening measures Curriculum Based Measures Probes which look at skills which predict that a student will not be successful in reading or math. Computer Adapted Testing Answers determine subsequent questions. Can learn more about skill levels with fewer test items. Standards Connected Assessments Usually a fixed set of questions that mirror standards-based state assessments and provide practice and performance prediction.

14. Gibbs 2011 14 Independent Review of Screening Tools National Center for Response to Intervention has charts summarizing their review of various screening tools. Some of the tools reviewed as of Spring 2011 are: AIMSweb - CBM DIBELS - CBM STEEP - CBM STAR - CAT Discovery Education (Think Link) � Standards-connected

15. Gibbs 2011 15 Curriculum-Based Measures (CBM) Was initially synonymous with RTI. If concerned about reading, have student complete various reading screening probes If concerned about math, have student complete math computation and math reasoning/problem solving screening probes. AIMSweb, DIBELS, and STEEP are all based on CBM

16. Gibbs 2011 16 A look at some reading CBM probes Early Literacy Measures Letter Naming Fluency Letter Sound Fluency Phonemic Segmentation Fluency Nonsense Word Fluency R-CBM (8th grade example) Grades 1-12 Mazes (7th grade example) Grades 2-12

17. Gibbs 2011 17 A look at some math CBM probes Early Numeracy Measures Quantity discrimination Missing Numbers Oral Counting Number Identification Computation (M-CBM) (1st � 6th grade example) Grades 1-12 Concepts and Applications (M-CAP) (7th grade example) Grades 2-8 Focal points (STEEP)

18. Gibbs 2011 18 Computer Adapted Testing (CAT) The best computer adapted testing is based on Item Response Theory (IRT) IRT is a statistical framework in which examinees can be described by a set of one or more ability scores that are predictive, through mathematical models, linking actual performance on test items, item statistics, and examinee abilities. Test items are determined by responses to questions Score is reported as a scaled score. STAR is an example of CAT based on IRT

19. Gibbs 2011 19 Computer Adapted Testing (CAT) STAR Early Literacy PreK-Grade 3 41 skills in 7 domains 10 minutes STAR Reading Grades 1-12 10 minutes STAR Math Grades 1-12 10-15 minutes

20. Gibbs 2011 20 Standards Connected Assessments Test includes a fixed number of grade-specific questions reflecting common core or state standards. Can serve as a screening tool for students who might not be likely to perform satisfactorily on state assessments. Can serve as a practice test for state assessments. Generally, will not be able to show growth over time and monitor progress.

21. Gibbs 2011 21 Reports from Screening Tools Some of the most helpful screening tools provide reports which reflect Student�s percentile scores Student�s expected performance on high stakes tests (ARMT!) Longitudinal data for a group of students Level of proficiency on key common core standards Instructional grouping/planning suggestions

22. Gibbs 2011 22 Turn and Talk:Where are we in terms of screening process?

23. Gibbs 2011 23 Progress Monitoring Process and Examples of Some Tools

24. Gibbs 2011 24 What progress to monitor? Growth of skills in areas recognized as deficient Foundational academic skills in reading or math Growth of appropriate social and behavior skills Growth of content knowledge and information

25. Gibbs 2011 25 Progress Monitoring Process Use of a formal commercially available progress monitoring tool or Use of a formal teacher/school developed progress monitoring tool Should also consider additional information which can reflect progress Use of work samples reflecting baseline and current work Observation of classroom behavior and participation

26. Gibbs 2011 26 NCRTI Progress Monitoring Tools Chart Provides administration information Compares tools according to key reliability, validity, slope, and improvement criteria. Many of the screening tools have also been favorably reviewed as progress monitoring tools. But some screening tools were NOT found to have favorably reviewed progress monitoring probes.

27. Gibbs 2011 27 Key progress monitoring criteria Reliability of the performance level score the extent to which the score (or average/median of 2-3 scores) is accurate and consistent. Validity of the performance level score the extent to which the score (or average/median of 2-3 scores) represents the underlying construct

28. Gibbs 2011 28 Key progress monitoring criteria Reliability of the slope of improvement an indicator of how well individual differences in growth trajectories can be detected using a particular measure Predictive validity of the slope of improvement the extent to which the slope of improvement corresponds to end-level performance on highly valued outcomes. Sensitivity to student improvement the extent to which a measure reveals improvement over time, when improvement actually occurs.

29. Gibbs 2011 29 Progress Monitoring Tools Need to be efficient. Need to be able to provide a reliable baseline. Need to be able to reflect growth over time. Need multiple, equivalent probes. Results need to be easily graphed.

30. Gibbs 2011 30 Progress Monitoring Decisions Skills to be progress monitored? Do you have the probes you need? Frequency of progress monitoring Weekly? Bi-weekly? Monthly? Who will conduct progress monitoring Who will score? Who will enter data in computer? Print reports?

31. Gibbs 2011 31 Some reading skills to be targeted� Word-level needs General benchmark should be 95% accuracy for grade-level texts To reach desired accuracy, may need to target both regular (decodable) words and irregular (learned) words Rate needs to be that designated for student�s grade or 90-110 words correct per minute (whichever is less) Prosody/inflection patterns!!!!

32. Gibbs 2011 32 Some reading skills to be targeted� Comprehension needs Vocabulary Active reading strategies Before, During, After Magnificent Seven! Metacognitive strategies Fix-up strategies

33. Gibbs 2011 33 Math skills to be targeted� Computation automaticity I am learning the facts I can think of the answer I can not avoid seeing the answer when I see the problem. Grade-specific problem solving and applications Concrete-representational-abstract continuum Subject specific skills

34. Gibbs 2011 34 Selection of Progress Monitoring Tools Tools should be able to be administered weekly, should be efficient and should be sensitive to growth If improved reading comprehension is the goal, then you may elect to use mazes or computer adapted testing If improved reading accuracy is the goal, then you may elect to use oral reading fluency passages and graph percentage of accuracy If improved math problem solving skills is the goal, then you may elect to use timed problem solving probes or computer adapted testing If improved math calculation skills is the goal, then you may elect to use timed calculation probes If improved behavior is the goal, then you may elect to use behavior report card points earned .

35. Gibbs 2011 35 Verbal and Visual Word Association

36. Gibbs 2011 36 Developing Progress Monitoring Probes Interventioncentral.com equips you to generate Maze passages � from your own texts R-CBM passages � from your own texts Wordlist fluency probes Math fact fluency probes Behavior report cards! Establish baseline and set goal

37. Gibbs 2011 37 Developing Progress Monitoring Probes To monitor progress in learning content, you can develop a set of vocabulary matching probes (Espin, et al., 2005). Comprehensive list of terms and definitions for the course/subject Randomly generated probes with 25 or more terms given as frequently as desired. Graph number or percentage correct

38. Gibbs 2011 38 About norms for locally developed PM measures You could initially use norms included in ABCs of CBM and other resources to give you a �ballpark idea� of student�s performance level But remember, since you are measuring the student�s progress from baseline, you can determine growth without much attention to norms! Goal setting will require some creativity!

39. Gibbs 2011 39 Goals setting with locally developed PM measures You could determine the performance levels on your probes of your most proficient students and use those levels in developing goals for students in interventions. You could use �norms� included in ABCs of CBM and other sources to set goals Over time, you could determine scores which correspond to successful performance on ARMT or AHSGE and set those as goals.

40. Gibbs 2011 40 Graphing progress monitoring data Commercially available progress monitoring tools are equipped with graphing features. Results of teacher or school developed progress monitoring probes can be graphed with a number of graphing tools including the Data Management Tool available on the ALSDE website and at this Dropbox URL http://dl.dropbox.com/u/24788238/GraphingtoolGibbs.xls

41. Gibbs 2011 41 Some valuable resources

42. Gibbs 2011 42 The ABCs of CBM: A practical guide to curriculum-based measurement (Hosp, et al., 2007) Instructions regarding creating progress monitoring probes R-CBM, Mazes, Math Computation, Math Problem Solving, Written Expression, Spelling, Early Literacy, Early Numeracy Expected levels of performance for grades 1-8

43. Gibbs 2011 43 Assessing Reading Multiple Measures for All Educators Working to Improve Reading Achievement (2nd ed, 2008) Phonics Screener Phoneme Deletion Test Phonological Segmentation Test Phoneme Segmentation Test Graded High Frequency Word Survey San Diego Quick Assessment of Reading Ability Maze passages Oral reading fluency passages

44. Gibbs 2011 44 3-Minute Reading Assessments: Word Recognition, Fluency, and Comprehension (Rasinski and Padak, 2005) Includes a 16 point multidimensional fluency scale!! Expression and volume Phrasing and intonation Smoothness Pace

45. Gibbs 2011 45 Mathematics RTI: A Problem-Solving Approach to Creating An Effective Model (Allsopp, et al., 2010) Includes specific recommendations for analyzing mathematics curriculum as it relates to struggling students. Includes discussion of responsive mathematics teaching practices.

46. Gibbs 2011 46 RTI in Mathematics (Riccomini and Witzell, 2010) Excellent tools to facilitate assessment, instruction, and intervention for Number sense Whole numbers Fractions and decimals Problem solving Mathematical vocabulary!

47. Gibbs 2011 47 Anticipation Guide Revisited

48. Gibbs 2011 48 THANK YOU! RTI for Early Readers: Implementing Common Core Standards in Your K-5 RTI Model (LRP, 2011) RTI for Middle and High Schools: Strategies and Structures for Literacy Success (LRP,2008) Leading the Dyslexia Challenge: An Action Plan for Schoolwide Identification and Intervention (LRP, 2004) gibbsdenise@aol.com