Using Data to Implement RtI

Using Data to Implement RtI Colleen Anderson & Michelle Hosp Iowa Department of Education

Session Goals • Understand the different levels of data used in an RTI system • Understand each data level serves a different purpose but all are related to students learning skills outlined in the Iowa Core

Levels of Data in an RTI System All Students Some Students Progress Monitoring Diagnostic • Summative (National, Statewide & District-wide Assessments) • Universal Screening • Formative Assessments (Assessment for Learning)

Levels of Data in an RTI System PROGRESSMONITORING SUMMATIVE DIAGNOSTIC UNIVERSAL SCREENING FORMATIVE ASSESSMENT

Data Needed Is Driven by Questions We Ask About Students • How many students are proficient in the area of reading & math based on standards outline in the Iowa Core? • Which students are likely to perform at a proficient level at the end of the year based on where they are performing in the fall and winter? • Is this student demonstrating the skills (e.g., success criteria) required to meet the learning goal of a particular lesson?

Data Needed Is Driven by Questions We Ask About Students- Cont. • Is this student responding positively to the additional instruction/intervention they are receiving? • What specific skills does this student need to be taught in order to learn the content outlined in the Iowa CORE?

Asking the Wrong Question(s) or Not Knowing the Question(s) Is Problematic • Instructional time for students is lost • The wrong data/information gets collected • Inappropriate decisions are made • Time and money are spent on doing the wrong thing

The Power of Asking the Right Questions • Allows educators to test smarter and teach better. • Allows educators to gather the correct information so that better instructional decisions are made about the system, school, grade, classroom, and individual student. • This is what RtI is all about!

Questions to Ask at All Levels and Data Needed to Answer • Summative: How many students are proficient in the area of reading & math based on standards outlined in the Iowa Core? • Universal Screening: Which students are likely to perform at a proficient level at the end of the year based on where they are performing in the fall and winter? • Formative Assessment (assessment for learning): Is this student demonstrating the skills (e.g., success criteria) required to meet the learning goal of a particular lesson?

Questions to Ask at Targeted and Intensive Levels and Data Needed to Answer • Progress Monitoring: Is this student responding positively to the additional instruction/intervention they are receiving? • Diagnostic: What specific skills does this student need to be taught in order to learn the content outlined in the Iowa CORE?

Frequency of Data Collection • Summative: ALL students:1 time a year • Universal Screening: ALL Students: 3 times a year • Formative Assessment:1 time within each lesson (universal level); 2-3 times within each lesson (target level); 4-5 times within each lesson (intensive level) • Progress Monitoring: 1 time aweek (targeted & intensive level) • Diagnostic: Rarely and only when data from summative, universal screening, formative assessments, and progress monitoring have not identified what specific skills a student needs to learn.

Summative Assessments Summative Assessments (i.e., outcome assessments, national, state, and district assessments) Intensive Interventions Targeted Interventions Universal Instruction

Summative Tools • Answers the Question: • How many students are proficient in the area of reading & math based on standards outlined in the Iowa Core? • Frequency: • 1 time a year (for our purposes in an RtI Model)

Summative Tools- Cont. • Critical Features: • Technically sound related to reliability and validity • Direct alignment with Iowa Core • Provide enough items for students to demonstrate skills • Data are shared in a way that is easily understood by educators and can be shared with parents • Provide an accurate indication of student performance on skills assessed

Universal Screening Intensive Interventions Universal Screening 3 times/year Targeted Interventions Universal Instruction

Universal Screening Tools • Answers the Question: • Which students are likely to perform at a proficient level at the end of the year based on where they are performing in the fall and winter? • Frequency: • 3 times a year

Universal Screening Tools- Cont • Critical Features: • Technically sound related to reliability and validity • Good classification accuracy (ability to identify who is at-risk) • Efficient to administer and score (under 15 minutes total time per student) • Cost must be affordable and sustainable with current funds • Should align with the Iowa Core • Should provide quick availability of the data collected and be displayed in a usable format

The Formative Assessment Process

Typology of Kinds of Formative Assessment Adapted from: Wiliam, Dylan. "What Does Research Say the Benefits of Formative Assessment Are?." National Council of Teachers of Mathematics. NCTM, 2007. Web. 27 Jan 2012. http://www.nctm.org/uploadedFiles/Research_News_and_Advocacy/Research/Clips_and_Briefs/Research_brief_05_-_Formative_Assessment.pdf .

The Formative Assessment Process Is at Every Level of the RtI Process Intensive Interventions Targeted Interventions Universal Instruction

Formative Assessment • Answers the Question: • Is this student demonstrating the skills (e.g., success criteria) required to meet the learning goal of a particular lesson? • Frequency: • 1 time within each lesson (universal level) • 2-3 times within each lesson (target level) • 4-5 times within each lesson (intensive level)

Formative Assessment- Cont. • Critical Features: • Determination of mastery related to specific learning goal (e.g., success criteria) • Focus on specific skills related to the Iowa Core • Conducted day-to-day • Short to Lengthy to administer and score depending on what information is needed to determine mastery of skills • Planned as part of instruction

Examples of Formative Assessment at Universal Level • 1 to 2 times during the lesson • Student perception of own learning (e.g. thumbs up, muddy windshield, or traffic lights) • Peer perception (e.g. turn to your neighbor, pair share, rubrics, comparing to models of good work) • Teacher directed (e.g., observations, HOT questions targeting success criteria, exit tickets)

Examples of Formative Assessment at Targeted Level • 3 to 4 times during the lesson • Increased specific feedback related to success criteria (Teacher and student discuss what the target is, where the student is currently performing, and what the student needs to do to get you there.) • Focused on specific skills– breaking skills down into subskills and identifying multiple targets related to larger skill set (Teacher is observing and gathering multiple pieces of information related to student performance, then scaffolding learning.)

Example of Formative Assessment at Intensive Level • 4 to 5 times during the lesson • More modeling of success criteria (e.g. This letter says “a”. Your turn, what sound does (a) make?) • More specific feedback related to success criteria –(Teacher tells or shows the student the target, shows the student where they are performing, and provides clear steps of what they are going to learn to get there.) • Skills may be broken down into even smaller subskills using multiple learning targets to reach a larger skill set (Teacher will need to collect data more frequently on smaller subskills to determine if student is meeting criteria for success.)

Progress Monitoring Intensive Interventions Progress Monitoring Targeted Interventions

Progress Monitoring Tools • Answers the Question: • Is this student responding positively to the additional instruction/intervention they are receiving? • Frequency: • 1 time a week

Progress Monitoring Tools- Cont. • Critical Features: • Technically sound related to reliability and validity • Sensitive to student growth • Provides multiple forms at same difficulty level • Efficient to administer and score (under 15 minutes total time per student. Most are 1 – 3 minutes.) • Cost must be affordable and sustainable with current funds. • Should align with the CORE • Should provide quick availability of the data collected and be displayed in a usable format

Diagnostic Assessment Intensive Interventions Diagnostic Assessment Targeted Interventions

Diagnostic Tools • Answers the Question: • What specific skills does this student need to be taught in order to learn the content outlined in the Iowa Core? • Frequency: • Rarely and only when data from summative, universal screening, formative assessments, and progress monitoring have not identified what specific skills a student needs to learn.

Diagnostic Tools- Cont. • Critical Features: • Provide in-depth analysis of a student’s strengths and weaknesses on specific skills • Provide student with multiple opportunities to respond to demonstrate skill • Should assess those skills critical to learning in a larger content domain (e.g., reading: phonological awareness, decoding, fluency, vocabulary, and comprehension) • Should be criterion referenced

Session Goals • Understand there are different levels of data collected and used in an RTI system • Understand that each data level serves a different purpose but all move learning of the Iowa Core forward

Colleen Anderson Consultant, Student Assessment Iowa Department of Education Bureau of Teaching & Learning Services Grimes State Office Building Des Moines, Iowa 50319 Phone: 515.281-3249 Email: colleen.anderson@iowa.gov For More Information on Using Data to Implement RtI Michelle K. Hosp, Ph.D. Consultant, Data Based Decision Making/Program Monitoring Iowa Department of Education Bureau of Student and Family Support Services Grimes State Office Building Des Moines, Iowa 50319 Phone: 515.954.5652 Email: michelle.hosp@iowa.gov

Using Data to Implement RtI