Cohort 1: February 14, 2012 Cohort 2: March 21, 2012 8:30 – 3:30 Margaret Searle

1. Collecting and Managing the RTI Data Cohort 1: February 14, 2012Cohort 2: March 21, 20128:30 – 3:30Margaret Searle 1919 Ottawa Lane Perrysburg, Ohio 43551 419-874-9505 searle@buckeye-express.com margaretsearle.com

2. Goals for today 1. Understand how RTI fits into the big picture. 2. Be able to define the difference among universal screens, diagnostic assessment and progress monitoring. Give examples. 3. Describe what types of data you need to collect and what you should do with it. 4. Identify gaps in your school’s assessment system and create a plan for closing it.

3. Start anywhere. You cannot make all the legs at once without the work of a team. If the teams don’t coordinate their efforts the stool will wobble.

4. RTI - The Umbrella PLC IAT Pyramid of Intervention Assessment System Coaching Differentiation OTES Expert Pool Inclusion Common Core Searle Enterprises Inc.

5. What Types of Data Do We Need? • Universal screenings to: • Identify your “watch list” (baseline). • Find out what programs and services are working. • Assess every student at least three times a year: AIMSweb, discipline referrals, CBM) • Progress monitoring • Assess prerequisite skills • Assess growth • Find out if interventions are effective • Diagnostic tests • pre/post assessments • Performance tasks

6. Non-negotiables from the State • Common Core and the Assessments from PARCC • Ohio Teacher Evaluation System – a combination of documented student achievement and observation. • Student growth is measured by the value-added state test and Student Growth Measures (SLOs) • Choose key concepts of the year (mirrors the teaching time spend and full taxonomy of thinking) • Compare baseline data to end-of-the-year data • Develop specific benchmarks for all students

7. Universal Screens (SLO) Short, quick summary assessments administered three time per year • Pre-assess groups or individuals to establish a baseline and goal line. • Trend data from 3 years (24% scored 5, 48% scored 3,4, 18% scored 1,2 on OGT math) • Pre-assessment on overarching CC skills (i.e., version A of final exam, maze, computation fluency, vocabulary test) • Portfolios scored with rubrics (i.e., writing) • Extended response and performance tasks scored with rubrics

8. How much growth is good enough?

9. Universal Student Learning Objectives • Mid-year/course to check for growth and adjust plans. (Formative) • Post-assess to see if you made value-added. (Summative) Group 1 Scored in the 5 range Group 2 Scored in the 3,4 range Group 3 Scored in the 1,2 range

10. Non-negotiables from the State • Common Core and the Assessments from PARCC • Ohio Teacher Evaluation System – a combination of documented student achievement and observation Examples that measure the entire year: Reading fluency – Maze Writing fluency – word segments, portfolios, thought problems, performance assessments Vocabulary growth Use of scientific method

11. Maze example for reading • “I am at my wits end. Jerry is having a tough time (earn, church, with) geography even though he is more (than, wind, afraid) capable of doing the work. In (laid, deliberately, fact), I have four students who are (roll, attract, in) the same boat. I call their (super, unpack, parents) but these kids still won’t (daughter, coal, do) their work. Heaven knows they (don’t, bounce, father) get much help from home. I (after, think, bee) it’s a bad case of (laziness, mist, approve) myself. These kids are going to (touch, iron, fail) for sure. Just why weren’t (nail, these, change) students tested earlier? If I refer (building, unfasten, them) now they probably won’t qualifying (for, loss, raspy) anything. I guess there’s nothing (stop, and, anyone) can do.”

12. Formula for calculating the end of the year goal Expected rate of growth Times Number of weeks left in the year Plus Baseline starting score

14. Case Study • You are Donald’s sixth teacher. He is scoring 41 words read correctly per minute. This is the 6th week of school so there are 30 weeks of school left in the year. • Calculate the realistic and ambitious year end score for this student that you would use for her progress monitoring graph.

15. Donald’s Progress in Words Correct per min. Across the School Year 155 150 145 140 135 130 125 120 115 110 105 100 95 90 85 80 75 70 Words correct per min. X X 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 WEEKS 15

16. Case Study • You are the teacher of a ninth grader who is scoring 8 replacements per minute on a maze. This is the 6th week of school so there are 30 weeks of school left in the year. • Calculate the realistic and ambitious year end score for this student that you would use for her progress monitoring graph.

17. What Is the Data-Based Decision Rule? • The 4-point rule may be applied: Data-based decision is to raise the goal. Page 71-74

18. What Is the Data-Based Decision Rule? • The 4-point rule may be applied: Data-based decision is to make an instructional change.

19. Student’s score of Digits Correct Change Strategy CRA math Number of correct digits per 2 minutes 19

20. Progress Monitoring

22. When teachers use CBM for decision making: • Students learn more • Teacher and leadership decision making improves • Adults and students are more aware of their performance (Fuchs & Fuchs, 1997) • CBM is sensitive to small changes in growth thus alerting educators (2 to 3 weeks) for the need to change before too much time passes.

23. Random numerals within problems (considering specifications of problem types) • Random placement of problem types on page Michelle Hosp, Ph.D.

25. Content Areas • Select 200 or so key vocabulary words for the year and their definitions. • Design a weekly probe using a table of random numbers to select 20 words and 22 definitions. • Give students 5 min. to match as many as they can.

26. Auto summarize • Insert note taking • Key Focus concepts • Learning contracts • Bloom’s taxonomy • Progress monitoring • Pyramid of interventions • Pre-assessment • Audacity • Learning style • K. SQ3R • L. Educational rounds • M. Flexible grouping • N. CURE • O. Intervention Assistance Team • P. Focusing strategies • Q. Learning Station Vocabulary Match • ____ A hierarchy of levels of thinking. • ____ A study method that helps students focus on key points as they read. • ____ A place that holds a variety of learning activities leading to a specific goal. • ____ A technology tool that records and plays back lectures and answers. • ____ The twelve to fifteen key ideas taught in any grade or course during the year. • ____ The tracking of student growth. • ____ The way a person takes in and processes material. • ____ Checking before teaching to minimize time teaching skills already mastered. • ____ Technology that shrinks the size of the text passage or highlights key points. • ____ Techniques to help students see the purpose of the work and pay attention. • ____ A pattern of thinking about how to set up a good extended response. • ____ Putting students together by skill, interest, self-selection or by learning style. • ____ A list of activities with point values used to give a menu of assignments that includes some student choices. • ____ A strategy that teaches students to study using their notes and partner rehearsals. • ____ A process where teachers observe in each other’s classes in order to learn and share new techniques.

27. Quizlet.com

30. Non-Negotiables from the State • Common Core and the Assessments from PARRC • Systematic way to teach, assess and apply common rubrics and grading • PLCs should be working together by • Organizing at the building level (depts. grade levels, math/science…) • Use Skype to coordinate buildings • Have an agenda and protocols respect each other’s time. • Share the workload, share ideas, share resources

31. Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11 2 Optional Assessments/Flexible Administration • End-of-Year • Assessment • Innovative, computer-based items • Required • Mid-Year Assessment • Performance-based • Emphasis on hard-to-measure standards • Potentially summative • Performance-Based • Assessment (PBA) • Extended tasks • Applications of concepts and skills • Required • Diagnostic Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD • Non-summative • Speaking And Listening Assessment • Locally scored • Non-summative, required 31

32. It differs from traditional summary prompts that broadly ask for chronological biographical details. Instead it asks students to focus on a particular aspect of Earhart’s life, requiring students to first select critical evidence from the text and organize that evidence into a summary of her quest to become an aviator.

36. Skills • Vocabulary and reading on grade level • Summarize with a focus on specific aspects • Write to a specific purpose • Analyze and compare across two/three texts • Select and organize evidence • Cite evidence from multiple texts • Gather evidence from a video clip/graphic/text • Read and interpret graphs and charts • Use conventions of language in writing

37. A restaurant makes a special seasoning for all its grilled vegetables. Here is how the ingredients are mixed: 1/2 of the mixture is salt 1/4 of the mixture is pepper 1/8 of the mixture is garlic powder 1/8 of the mixture is onion powder When the ingredients are mixed in the same ratio as shown above, every batch of seasoning tastes the same. • Fill in the blanks so that every batch will taste the same.

38. 1/2 of the mixture is salt • 1/4 of the mixture is pepper • 1/8 of the mixture is garlic powder • 1/8 of the mixture is onion powder The restaurant mixes a 12-cup batch of the mixture every week. How many cups of each ingredient do they use in the mixture each week?

39. What is differentiation? True False True False True False True False True False • In a truly differentiated classroom… • You would not see teachers using lecture. • Why or why not? • Teachers should put the students into high, medium and low groups for instruction. • Why or why not? • All students are expected to learn the basic standards. • Why or why not? • Teachers use pre-assessments before every unit. • Why or why not? • Teachers give student multiple chances to get the right answer. • Why or why not

40. To do a good job of grouping know your students SkillsInterestsStylesKnow who they are as people

41. Non-negotiables from the State • Common Core and the Assessments from PARCC • Ohio Teacher Evaluation System – a combination of documented student achievement and observation • Observation: • Planning (differentiated lessons focused on standards) • Assessment (variety of data documenting growth patterns, used to drive instruction) • Lesson Delivery (differentiated, paced well, creative, good questions) • Differentiation (Grouping patterns, levels and styles) • Resources (varied, leveled and engaging) • Classroom Environment (positive, routines, collaborative, student-centered) • Professionalism (Communicates with colleagues & parents, team practices0

42. Diagnose To Differentiate • After you design your performance assessment: • What will trip up your students? • What skills will they need modeled? • What skills need to be practiced and extended before they can do the assessment? • How will you have them practice putting together skills before they take this assessment? • Now design tiered plans

46. Tough Skills in This Problem • Correctly interpret the problems and its steps • Read & interpret tables and coordinate planes • Ordered pairs • Find missing values • Proportional reasoning, ratio, rate • Division • Fractions • Vocabulary and reading directions • Compare data and draw conclusions • Use variables to write equations

47. Steps for creating a rubric • Match three – five criteria to your standards • Look at models of student work • List criteria and mistakes you do not want to see • Describe below average, average, and above average performance for each attribute • Practice by having several teachers score the model papers individually and then compare your scores • Revise your scoring by consensus • Use the rubric with the students as a lesson

48. Weighted Rubric for Portfolio Scale A= ______ B = ______ C= ______ D= ______ Final Score _______ (100) Final grade _______ Name ___________

50. Unit Topic_________ Unit Design Date_____________ Focus Skills: Focus Concepts Common Core standards Essential Understandings Authentic Assessment Tests, quizzes, self assessments…