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RTI & AIMSweb Universal Screening Data Fall 2013

RTI & AIMSweb Universal Screening Data Fall 2013. LAW. Joan F. Whitehead October 16-17, 2013. Universal Screeners. Describe services offered. 1-5%. 5-10%. 10-20%. 80-90%. RTI RTI in Middle and High School: Strategies and Structures for Literacy Success (Gibbs, 2009)

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RTI & AIMSweb Universal Screening Data Fall 2013

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  1. RTI & AIMSwebUniversal Screening DataFall 2013 LAW Joan F. Whitehead October 16-17, 2013

  2. Universal Screeners • Describe services offered 1-5% 5-10% 10-20% 80-90%

  3. RTI RTI in Middle and High School: Strategies and Structures for Literacy Success (Gibbs, 2009) (not a new concept) RTI • Is about providing good teaching • Seeing how it is working • Making adjustments when needed

  4. Five Essential Components of Effective Reading Instruction • Phonemic Awareness (understanding that spoken words are made up of separates units of sound that are blended together when words are pronounced) • Phonics (a set of rules that specify the relationship between letters in the spelling of words and the sounds of spoken language) • Fluency (recognizing words in a text rapidly and accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language) • Vocabulary(important in word recognition and comprehension) • Comprehension(involves constructing meaning that is reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood) www.learningpt.org

  5. Elementary Schools 1st Grade TEL (Tests of Early Literacy) (Bibb County SD/National Norm for Words Per Minute) Letter Naming = 43/46 *(67%) Letter Sounds = 28/31 (69%) Phoneme Segmentation = 32/39 (53%) Nonsense Words = 31/39 (64%) *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  6. Elementary Schools Reading Fluency (Bibb County SD/National Norm for Words Per Minute) 1st Grade = 18/24 *(71%) 2nd Grade = 53/64 (65%) 3rd Grade = 67/89 (52%) 4th Grade = 90/109 (55%) 5th Grade = 105/122 (59%) *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  7. Elementary Schools Reading Comprehension (Bibb County SD/National Norm for Words Correctly Read for Meaning) 2nd Grade = 4/5 *(54%) 3rd Grade = 10/13 (55%) 4th Grade = 11/14 (48%) 5th Grade = 15/18 (59%) *Percentage above 25th percentile when compared to same age and grade level peers nationally

  8. Middle Schools Reading Fluency (Bibb County SD/National Norm for Words Per Minute) 6th Grade = 123/140 *(57%) 7th Grade = 130/142 (61%) 8th Grade = 131/143 (62%) *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  9. Middle Schools Reading Comprehension (Bibb County SD/National Norm for Words Read Correctly for Meaning) 6th Grade = 19/22 *(56%) 7th Grade = 22/24 (60%) 8th Grade = 21/25 (57%) *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  10. High Schools Reading Comprehension (Bibb County SD/National Norm for Words Read Correctly for Meaning) 9th Grade = 23/25 *(67%) *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  11. K-5 CCGPS Mathematics Domains • Counting & Cardinality (Key Domain in Kindergarten) • Operations & Algebraic Thinking • Number & Operations in Base Ten • Number & Operations–Fractions (Introduced in 3rd) • Measurement & Data • Geometry

  12. 6-8 CCGPS Mathematics Domains • Ratios & Proportional Relationships • The Number System • Expressions & Equations • Functions • Geometry • Statistics & Probability

  13. 9-12 CCGPS Mathematics Conceptual Categories • Number & Quantity • Algebra • Functions • Modeling • Geometry • Statistics & Probability

  14. Elementary Schools 1st Grade TEN (Tests of Early Numeracy) (Bibb County SD/National Norm for Number of Correct Digits Computed) Oral Counting = 73/71 *(76%) Number Identification = 40/41 (72%) Quantity Discrimination = 19/21 (65%) Missing Number = 10/12 (65%) *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  15. Elementary Schools Math Computation (Bibb County SD/National Norm for Number of Correct Digits Computed) 1st Grade = 10/11 *(73%) 2nd Grade = 18/18 (75%) 3rd Grade = 22/24 (68%) 4th Grade = 29/27 (77%) 5th Grade = 18/16 (78%) *Not an Aggregate Norm (one year’s data) *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  16. Elementary Schools Math Concepts & Applications (Bibb County SD/*National Norm for Number of Correct Answers/Points Received) 2nd Grade = 5/8 *(44%) 3rd Grade = 5/7 (48%) 4th Grade = 10/13 (52%) 5th Grade = 7/8 (51%) *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  17. Middle Schools Math Computation (Bibb County SD/National Norm for Number of Correct Digits Computed) 6th Grade = 21/20 *(76%) 7th Grade = 23/22 (76%) 8th Grade = 19/20 (72%) *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  18. Middle Schools Math Concepts & Applications (Bibb County SD/*National Norm for Number of Correct Answers/Points Received) 6th Grade = 10/14 *(49%) 7th Grade = 8/10 (49%) 8th Grade = 7/10 (48%) *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  19. High Schools Math Computation (Bibb County SD/National Norm for Number of Correct Digits Computed) 9th Grade = 22/20 *(77%) *Percentage above 25thpercentile when compared to same age and grade level peers nationally Math Concepts & Applications (Bibb County SD/*National Norm for Number of Correct Answers/Points Received) 9th Grade = 10/10 *(62%) *Percentage above 25thpercentile when compared to same age and grade level peers nationally

  20. Tier 1 Rituals, Routines, & Behavioral Expectations (The BCSD’s Student Guidelines for Success provides students and others with an outline of how the BCSD anticipates each student will conduct him or herself while on any BCSD property, while school is in session or not, at school bus stops and on school buses, and at BCSDs ponsored events (on or off-BCSD property). Expectations • REPORT to school and to each class on time • ATTEND all regularly scheduled classes • STAY in class until excused or dismissed • OBEY all campus and classroom rules

  21. Tier 1 Rituals, Routines, & Behavioral Expectations (The BCSD’s Student Guidelines for Success provides students and others with an outline of howthe BCSD anticipates each student will conduct him or herself while on any BCSD property, while school is in session or not, at school bus stops and on school buses, and at BCSD sponsored events (on or off-BCSD property). Expectations • PAY ATTENTION to and PARTICPATEin instruction • COMPLETE ASSIGNMENTS to the best of their ability • ASK FOR HELP when needed • NOT ENGAGE IN PROHIBITED BEHAVIOR which interferes with the STUDENT’S own or other students’ learning

  22. Tier 1 Rituals, Routines, & Behavioral Expectations (The BCSD’s Student Guidelines for Success provides students and others with an outline of how the BCSD anticipates each student will conduct him or herself while on any BCSD property, while school is in session or not, at school bus stops and on school buses, and at BCSD sponsored events (on or off-BCSD property). Expectations • BE WELL-GROOMED according to the DRESS CODE • TAKE CARE of books and other instructional materials • WORK COOPERATIVELY • REPORT POTENTIALLY DANGEROUS SITUATIONS to teachers or administrators

  23. Tier 1 Rituals, Routines, & Behavioral Expectations (The BCSD’s Student Guidelines for Success provides students and others with an outline of how the BCSD anticipates each student will conduct him or herself while on any BCSD property, while school is in session or not, at school bus stops and on school buses, and at BCSD sponsored events (on or off-BCSD property). Expectations • DEMONSTRATECOURTESYANDRESPECT for other students, the BCSD’s teachers, administrators, custodians and others. o Follow Teachers’ and Administrators’ Directions o Use acceptable language o Avoid being rude and disruptive o Follow BSCD school rules and procedures

  24. “Educators must focus upon what we CAN do to intervene in the lives of children rather than engaging in an orgy of blaming the parents for the educational shortcomings of their children. Educators DO NOT have the power and resources to change the functioning family unit. We DO have the power to have an impact on the functioning of the school, the basic unit of which is the interaction between the teacher and the child. Educators need to focus on WHAT WE CAN DO to improve our efforts between 8:15 and 3:15 Monday through Friday.”—Janice E. Hale , 2001

  25. Each Student Demonstrates Strength of Character and is College Ready When done with FIDELITY, RtI becomes our means to make this happen!

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