RTI Data Basics Facilitators: John Donegan, Larry Hunt and Neal Capone

1. RTI Data Basics Facilitators: John Donegan, Larry Hunt and Neal Capone District Data Coordinator CNYRIC RTI Support 1

2. Objectives • Reviewing key ideas of RTI • RTI Data Management

3. “The RTI Team that tries to accurately pinpoint the reasons why a student is struggling in school and to design an effective intervention plan without good data is like the pilot who tries to fly across an unknown continent without navigation instruments” • RTI Toolkit: A Practical Guide for Schools • Jim Wright

4. Definition • “RTI is the practice of providing high quality instruction and/or intervention matched to student needs and monitoring progress on a frequent basis by examining learning rate over time and level of performance to • inform educational decisions.” NASDSE, 2005

5. NYS Commissioner’s Regulations Authorizes the use of RTI in the State's criteria to determine learning disabilities (LD) and requires, effective July 1, 2012, that all school districts have an RTI program in place as part of the process to determine if a student in grades K-4 is a student with a learning disability in the area of reading

6. What RTI IS • A way to provide tailored effective instruction to students at risk of falling behind • A way to provide instructional feedback to the teacher so that classroom (Tier I) instruction continuously improves so that fewer students need interventions

7. What RTI Is NOT • A way to move At Risk students out of the classroom into intervention programs • AIS

8. Key Features • High quality, research-based instruction • Universal screening for all students and progress monitoring for at-risk students • Data-based decision-making • Multi-tiered intervention model

9. General education classroom • 90-120 minutes of daily ELA instruction • Scientifically-based core instruction in basic academic skills • Should meet needs of 80% of students • Universal screening – 3x per year • Progress monitor between benchmarks for those students who fall below the cut point (varied frequency) Scientifically-based, High Quality, Core Instruction TIER 1 TIER1

10. Students who have not responded to core instruction • Small group instruction usually in the classroom by the classroom teacher (1:3 – 1:5) • 20-30 minutes, 3-4 times per week Core Instruction + Supplemental Instruction TIER2 • Instruction is matched to individual student needs • Progress monitoring – generally more frequent than Tier I • Examine level and rate of performance • 10-15% of students

11. Core instruction + intensive, customized intervention TIER3 • Students who have not adequately responded to core instruction or Tier 2 • Small group customized instruction (1:3) or (1:1) • 45-60 minutes per day • Weekly progress monitoring

12. RTI in your school SpecialEducation Tier 3 Intervention Tier 2 Intervention General Education Core Instruction

13. Having an RTI Attitude • Every student can improve • Every teacher can improve • Every administrator can improve • Every parent can improve

14. Example of One District’s Decision on How to Manage Their Data • All students must be benchmarked at grade level • Students being successful (3 consecutive data points above the aim line) must be discontinued • Progress Monitoring scores must be turned in on a weekly basis • Tier 2 and 3 interventions must be given a minimum of 8 weeks to measure effectiveness

17. Examples of Assessment Packages • DIBELS • Fountas and Pinnell • Homegrown CBM • AimsWeb • AutoSkills • Specifically Designed Supplemental Tests • DRA • Other…

18. What is an Indicator?

19. Curriculum-Based MeasurementThings to Remember About CBM Reliable and valid indicator of student achievement Research Based – Almost 30 years of research has produced consistent and meaningful evidence of its utility as a valid progress monitoring tool Simple, efficient, and of short duration to facilitate frequent administration Provides assessment information that helps teachers plan better instruction Sensitive to the improvement of students’ achievement over time Designed to serve as “indicators” of general basic skills achievement: CBM probes don’t measure everything, but measure the importantthings Measures General Curriculum - Curriculum Independent 19

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24. RTI Tools Chart • RTI Tools Chart - CNYRIC website  Data Warehouse and Testing  RTI Home  Documents and Resources

25. Where Does this Data Go? Data and Assessment Advanced Session Where are we going? Mechanics of Storing and Managing Data

26. RTI Management Tools

30. RTI Management Tools

37. RTI Management Tools

38. AIMSweb systems include: Curriculum-Based Measurement (CBM) testing materials Web-based Progress Monitoring and RTI software 38

39. CBM testing materials developedfor AIMSweb include… Test of Early Literacy (K-1) Letter Naming Fluency Letter sound fluency Phonemic Segmentation Fluency Nonsense Word Fluency Test of Early Numeracy (K-1) Oral Counting Number identification Quantity discrimination Missing number Reading-CBM (K-8)Oral Reading (English and Spanish) Maze-CBM (1-8)Reading comprehension Math-CBM (1-8)Computation/Facts Spelling-CBM (1-8) Written Expression-CBM (1-8) MIDE-CBM (K-1)Spanish Early Literacy Quick, Simple Measures 1-4 minutes to complete! 39

40. Curriculum-Based MeasurementHow is CBM administered? AIMSweb CBM testing is administered electronically Measures: 1-4 minutes to complete Testing is done individually or in groups, depending on the measure Scores are entered or uploaded into the AIMSweb Progress Monitoring and RTI Data system 40

41. DIBELS™ Compatible In addition to the included AIMSweb measures, AIMSweb supports data management, charting and reporting of DIBELS brand measures Customers may use DIBELS measures, AIMSweb measures, or any combination of both 41

42. Reporting Hierarchy AIMSweb provides different reporting levels for different users: Customer/State District Administrator Building Administrator Classroom Teacher Progress Monitor Teacher RTI user Parent user 42

43. Tier 1 Benchmark – Student ReportSpring Benchmark Scores Data to Know that Changes Made a Difference 43

44. Tier 1 BenchmarkPrediction for Success on State Testing 44

45. Tier 1 Benchmark – Class ReportScores by Period and Service Code Identifies Students At Risk for Not Passing Your State’s High Stake Test and Those on Trajectory to Pass 45

46. Tier 1 Benchmark - Class ReportScore and Percentile Table Rank Orders Students by Performance Color-Codes Individual Educational Needs Provides Instructional Decisions to Think About 46

47. Tier 1 Benchmark - Grade ReportAverage Score by School Year Allows Evaluation of Year-to-Year Improvement 47

48. Tier 1 Benchmark - District ReportCompare Schools Allows Comparison of Scores School by School 48

49. Tier 1 Benchmark - District ReportCompare Schools by Specific Grade Allows Comparison of Scores School by School by Specific Grades 49

50. Tier 1 Benchmark - District ReportYearly Improvement Evaluate District Improvement Across Years 50