PSM/RtI Formal Evaluation Curriculum Based Assessment

1. PSM/RtI Formal Evaluation Curriculum Based Assessment Determining Level of Intensity and Type of Services Needed

2. Objectives • Define and discuss the following tools used in Responsiveness to Instruction: • Curriculum-based Assessment and Norms • Baseline data, Goals and Aimlines, Progress Monitoring • Graphing data • Decision-making rules • Revisions of Hypotheses/Interventions (Level IIIe)

3. EVALUATION THATINFORMS INSTRUCTION • Baseline Data: How do the student’s skills compare to those of peers (normative sample) • Goals and Aimlines: Where would we like the student’s skills to be at the end of the designated intervention period? • Progress Monitoring: Is the student developing the skills we are teaching? • Decision Rules: Do we need to change what we are doing?

4. Curriculum Based Assessment (CBA) Data collection tools derived directly from the curriculum that student is expected to learn The T in RIOT. (Documentation: Level IIIb. Develop an Assessment Plan)

5. Curriculum Based Assessment (CBA) • CBM is believed to reduce the gap between assessment and instruction • Aides teachers in improving instruction • Improved communication • Higher level of sensitivity • Administration time is shorter • More cost effective

6. To Use CBAs in RtI: Normative Data is Required • Why do we do it? How is it useful? • To provide comparison data on skill levels of students with the same curriculum and demographics of our county • When or how often do we do it? • Every 5 years • How do we do it? • Stratified Random Sample • Fall, Winter and Spring Windows

7. ACADEMICS Reading, Math and Written Language Probes; e.g., CBAs

8. Probes: Measuring Academic Skills • Reading: The Big Five Areas • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

9. Probes: Measuring Academic Skills • Math • Calculation • Numbers and Operations • Measurement and Geometry • Algebra • Data Analysis (Grades 6 and 8) • Probability (Grade 7) • Written Expression • Conventions • Spelling

10. Collecting Baseline Data Documentation: Grade Level Data Sheet

11. Baseline Data: Comparison to Peers How is Baseline Data Collected? • Student is given the grade level probes used in norming • Administration starts with the first item on the page each time • 3 administrations over 3 days in one week • Median scores in each probe area are compared to the grade level norms

12. Determining Where to Intervene • Skills of student compared to peers • Lowest level skills (the building blocks)

13. Back Sampling and Diagnostic Assessment • Back Sampling • If the student’s skills in the lowest skill areas on grade level are weak, then baseline data is collected on the probes for the previous grade level to inform instruction. • Diagnostic Assessment • Can be completed by reviewing actual skills in an area. Ex. Which sounds/blends/digraphs does the student know? Which math facts are known?

14. Skills: Discrete or Complex • Discrete Skills are generally taught by practice and over learning. These might include as phonemic awareness, blends, sight recognition, fluency, math calculation, etc. • Complex Skill Sets required a combination of skills to perform. These might include fluency, vocabulary, reading comprehension, math concepts, written expression, etc

15. Fluency: Discrete or Complex? • Fluency might be considered • Complex if it is the highest level skill on which the staff are intervening with the student because the student is still working on building blocks or prerequisite skills such as phonological awareness, phonics and/or sight words • Discrete if it is the lowest level skill on which the staff are intervening because the requisite skills are there, but the student needs practice for speed

16. Progress Monitoring Graphs Plotting Baseline Data Points

17. Plotting Baseline Data Points • Student A--0, 5, 3 • What is the median score? • Where do you plot it on the graph? • Student B—25, 20, 23 What is the median score? • What is the median score? • Where do you plot it on the graph? • Student C—0, 0, 10 • What is the median score? • Where do you plot it on the graph?

21. Setting Goals and Drawing Aimlines Documentation Graphs Tier 3: Level IIIc

22. Goals: What should we use? Where would we like the student’s skills to be at the end of the designated intervention period? Considerations: • Is the skill a building block to higher level skills? • Is the skill discrete or complex? • Is it likely to take more or less time and/or intensity to bring the skills up to proficiency?

23. Types of Goals • District (NHCS) Norms • Growth Rates • NHCS Data - Can be done for any skill, any grade level for which norm data is available • Minimum Celeration Finder • Class Norms • District Behavior Standards

24. 1. Using District Norms • Goals are selected from the norms tables by grade level. The norms tables are located in the Special Education and Related Services manual on the web. • Often the Proficiency standard is chosen, but there are times when that is too ambitious for a student and the Well Below Proficiency standard is used instead.

25. 1. Using District Norms • Goals should be selected to represent the next season usually Winter norms when interventions start in the Fall and Spring norms when interventions start in the Winter. • Fall (Beginning of Year – November) • Winter (December – February) • Spring (March – End of Year)

26. Plotting Baselines, Goals and Aimlines • Student A--0, 5, 3 (Grade 6, Vocabulary, Fall to Winter) • District Norm - 18 (Proficient for Winter) • Analysis of Assessment Plan

28. Plotting Baselines, Goals and Aimlines • Student B— 25, 20, 23 (Grade 6, Reading Mazes, Winter to Spring) • District Norm - 40 (Proficient for Spring) Analysis of Assessment Plan

30. 2. Growth Rate: Using Growth Rate to Set a Goal • Gives you a growth expectancy for each week of school year • Allows for obtaining student’s baseline then monitoring progress while comparing to growth expectancy. • Determine the number of weeks of intervention. • Multiply the calculated growth rate by number of weeks of intervention • Add to baseline median.

31. 2. Growth Rate Calculations: Fall to Spring • Grade 6, Reading Comprehension (Proficient) • Spring Norm minus Fall Norm, divided by 20 weeks • 40- 30/ 20 = 0.5 words per week • For this reading comprehension measure, students are acquiring about 0.5 words per week, thus if a intervention plan is for six weeks then the student should acquire a about 3 words in the six weeks

32. Plotting Baselines, Goals and Aimlines • Student B— 25, 20, 23 (Grade 6, Paragraph, Winter to Spring) • Growth Rate - 0.5 words/wk over 4 weeks is 2 • Add 2 to the Median • Goal is 25 Analysis of Assessment Plan

33. 3. Minimum Celeration Finder • Celeration rates from the Precision Teaching program can be used for goal setting consideration • The lines on the overlay indicate different celeration slopes or rates of progress • Depending on how ambitious the team wants the goal to be different rates of progress can be used

34. Minimum Celeration

35. 4. Classroom Norms: Why? • You may choose to norm a class or grade level on a probe that was not used for state or local norming. This is most likely to be done when probes representing skills from previous grade levels need to be used to determine entitlement. • To do class or grade level norms, the school must: • Give the probe(s) to the entire group, • Administer each probe 3 times in a week. • You will probably want to do this Fall, Winter and Spring.

36. 4. Classroom Norms: How do you get one? • To do class or grade level norms, the school must: • Give the chosen probe(s) to a sample that is representative of the school population • In a school with heterogeneous grouping, the student’s classroom will do • In a school with homogeneous grouping you may have to balance out the student’s classroom with another or even norm the entire grade • Administer each probe 3 times in a week.

37. 4. Classroom Norms: How do you get one? • Once you have the class or grade level data • Add all the students’ scores for all 3 days together. • Compute the Mean score by dividing by the total of the students’ scores by the total number of probe administrations. • Ex. 3 administrations with 25 students would equal a divisor of 75. • You may want to do a mean for more than one season: Fall and Winter, Winter and Spring

38. 4. Using Classroom Norms • Setting Goals: • Class or Grade Level Mean • Minimum Celeration Finder • Determining Whether a Student’s Skills are Discrepant After Intervention: • Divide the class or grade level Mean by the Median of the Student’s last 3 data points. • Class Mean ÷ Student’s Median ≥ 2

39. Computing Two Times Discrepant Ex. Class Mean is 40. Student Median is 20. 40 ÷ 20 = 2 Student is discrepant. Non Ex. Class Mean is 40. Student Median is 22. 40 ÷ 22 = 1.89 Student is not discrepant.

40. Progress Monitoring

41. Progress Monitoring: Why? • Time and cost efficient • Sensitive to changes over short periods of time • Frequent and repeated data collection (dependent upon student’s level/tier) and analysis of student performance • Use data to inform instruction in specific skills.

42. Progress Monitoring • How does it differ from collection of baseline data? • Use alternative probes with the baseline probe included as the cycle of alternative probes allows. • For probes such as blends or sight words, you may start at the line after the last line used on the third baseline probe or use alternative probe. • Alternate probes have been sent to Interventionists and PSM contact persons. We are still working on alternatives for Grade 8 Reading Mazes.

43. Progress Monitoring: When? • Tier 1 including differentiated instruction: • May use ClassScapes, Reading or Math Assessment, Progress Monitoring materials as part of standard protocol intervention program, Probes, etc. • Generally less frequent or even pre-intervention and post-intervention.

44. Progress Monitoring: When? • Tier 2: • Grade Level Probes Normed by the County, • At least two probe areas • Recommend weekly progress monitoring • Tier 3: • Grade Level Probes Normed by the County, • At least two probe areas • Minimum of 5 times per 2 week period.

45. Type of Progress Monitoring Tier 2b Normed Probes in 2 Areas: NHCS Tier 2 a Depends on Intervention Plan Evaluation Design Tier 1 Depends on Intervention Plan Evaluation Design

46. Frequency of Progress Monitoring Tier 2b Every Other Day NHCS Tier 2 a Depends on Intervention Plan Evaluation Design Tier 1 Depends on Intervention Plan Evaluation Design

47. DECISION-MAKING RULES AND REVISIONS OF HYPOTHESES/INTERVENTIONS How do we know when to change the intervention?

48. Decision-making rules: What type of skill is involved? • Discrete Skills such as blends, sight recognition, fluency: • Consider 3 to 4 below the line to change hypothesis/intervention • 4 to 6 above the line to raise goal and aimline or discontinue (at Proficiency level) and move on the next skill in the hierarchy

49. Decision-making rules: What type of skill is involved? • Complex Skill Sets such as fluency, vocabulary, reading comprehension, math, written expression, etc: • Consider how many days/weeks it might take to show improvement or be certain skill is developed Given probe administration 5 times in two weeks: • How many data points below the line should be considered before changing hypothesis/intervention? • How many data points above the line should be considered before changing the goal or considering a change back to Tier 1 or 2?

50. REVISIONS OF HYPOTHESES/INTERVENTIONS How do you know what to change?