Responsiveness to Instruction (RtI)

1. Responsiveness to Instruction(RtI) The Problem-Solving Model & Analyzing the Core North Carolina Department of Public Instruction 2013 1

2. 1 2 Step 1 Define the Problem Develop a behavioral (observable) definition of problem 7 Step 2 Develop an Assessment Plan Generate a hypothesis and assessment questions related to the problem Step 7 Analysis of the Intervention Plan make a team decision on the effectiveness of the intervention 3 6 Data Step 6 Implement the Intervention Plan Provide strategies, materials, and resources: include progress monitoring Step 3 Analysis of the Assessment Plan Determine if problem is correctly defined 5 4 Step 5 Develop an Intervention Plan Base interventions on best practices and research-proven strategies Step 4 Generate a Goal Statement Specific Description of the changes expected in student behavior 2

3. Core Analysis Universal Screening Formative Summative 3

4. Introduction to Assessment • Assessment within RtI is equally as important as the intervention provided • No one intervention works for all students so it must be “tested” for effectiveness • Assessment is part of problem-solving 4

5. Introduction to Assessment Assessment within RtI should be: • Easily understood by teacher, parents, students • Provides early intervention • Solution driven: Not aimed at diagnosing a problem but the assessments conducted should drive solutions! • Provide a road map towards what strategies are effective for students 5

6. Assessment Student Needs Tier II Tier I Tier IV Tier III 6 6

7. Analyzing the Core Core instruction (your teachers’ “P” & “D”) should meet the needs of 80% of all your students. ALL 7

8. Core Analysis Universal Screening Formative Summative 8

9. Universal Screening Quick, low cost, repeatable examination of grade appropriate and basic skills of all students Purpose(s): • Assess your Core’s effectiveness • Who needs more intervention/enrichment? • “Temperature check” 9

10. Universal Screening • Conducted three times a year: Fall, Winter, Spring • Allows problem-solving of whole school/group/grade level skill gaps • Triangulate school data 10

11. Why Conduct Universal Screening? Determine how well your core instructional programs are working for all students Identify specific skill deficits/strengths of all students Add to summative assessments (EOG/benchmarks) to give specific enough data Provide timely data to make decisions 11

12. Oral Reading Fluency • Oral reading analyzing accuracy and speed • Measures words read correctly per minute • Highly correlated with overall reading achievement .91 • Correlation between weight and blood pressure- 0.40 • Correlation between glucose level and weight- 0.46 • Correlation between SAT and college grades- 0.50 12 (Fuchs, Fuchs, and Hosp, 2001)

13. Summative Assessment • Mastery Measure/Culmination Measure • Asks the question “Did they learn it?” • Useful for summary information • Evaluates if learning has taken place Examples of Summative Assessment: EOG testing, benchmark testing,GRE testing, SAT testing, Driver’s License tests, EOC tests, Unit Tests/Quizzes, Report Card Grades 13

14. Formative Assessment • Collected over time, rather than just at the end of a unit, semester, year • Not a mastery measure Examples of Formative Assessment: Curriculum-Based Measurement, Common Assessments, Descriptive Feedback 14

15. Formative Assessment Although summative assessments have a place….we need a way to measure performance over time with frequency Formative assessment is a key to good Instruction! 15

16. Analyzing the Core Core instruction (your teachers’ “P” & “D”) should meet the needs of 80% of all your students. ALL 16

17. Analyzing Your Core • Are at least 80% of your students proficient in each subgroup? • What is working? Why? How do you know? • What’s not working? Why? How do you know? • Do teachers have needed skills & content knowledge? 17

18. What is your Data showing? Or? 18

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21. Analyzing Your Core Program Is your curriculum aligned with standards and assessment? Are teachers using research-based strategies? Is your schedule working? 21

23. Develop an Assessment Plan Environment Instruction Strategies Pacing Schedule Size of Groups Curriculum Learner Order Materials 23

24. Develop an Assessment Plan Instruction Curriculum Environment Leaner 97% of all first grade students did not meet expectations in one area of phonemic awareness because the curriculum delivered between fall and winter was lacking content in this area. 24

25. 1 2 Step 1 Define the Problem Develop a behavioral (observable) definition of problem 7 Step 2 Develop an Assessment Plan Generate a hypothesis and assessment questions related to the problem Step 7 Analysis of the Intervention Plan make a team decision on the effectiveness of the intervention 3 6 Data Step 6 Implement the Intervention Plan Provide strategies, materials, and resources: include progress monitoring Step 3 Analysis of the Assessment Plan Determine if problem is correctly defined 5 4 Step 5 Develop an Intervention Plan Base interventions on best practices and research-proven strategies Step 4 Generate a Goal Statement Specific Description of the changes expected in student behavior 25

26. Scheduling: Considerations • Create master schedule based on student needs • Do students receive core instruction? • Typically we rely on students to make the connection to core • How do we connect the varying programs/interventions for children? 26

27. Core Analysis: Learner Curriculum Based Measurement (CBM) Universal Screening Formative Summative 27

28. Curriculum-Based Measurement (CBM) • Assessment approach emphasizing repeated direct measurement of student performance • High levels of validity and reliability • Multiple forms at the same grade level allow for comparison across time • Over 25 years of educational research indicating it promotes positive student outcomes 28

29. Curriculum-Based Measurement "any set of measurement procedures that use direct observation and recording of a student’s performance in a local curriculum as a basis for gathering information to make instructional decisions”Deno (1987) Method of monitoring student educational progress through direct assessment of academic skills 29

30. Curriculum-Based Measurement Characteristics: Simple Accurate Efficient Generalizable Reliable and Valid Predictive Sensitive Flexible 30

31. Curriculum Based Measurement Purposes Types • Survey Level Assessment • Determine student’s instructional level • Specific Level Assessment General Outcome Measures Skill based measures Mastery measures 31

32. Curriculum Based Measurement: Types 32

33. CBM as a General Outcome Measure This is a general thermometer of academic health It is complimentary to any curriculum- not curriculum-specific Examples of GOM measures outside of education • Height • Weight • Blood pressure • Stock Market • McDonald’s measuring number of hamburgers sold 33

34. Curriculum Based Measurement: Examples Early Literacy Oral Reading Fluency Comprehension-MAZE Multiple Choice Reading Comprehension Written Expression Early Numeracy Math Computation Math Applications 34

35. Finding Curriculum Based Measurements http://rti4success.org/progressMonitoringTools 35

36. Oral Reading Fluency • Oral reading analyzing accuracy and speed • Measures words read correctly per minute • Highly correlated with overall reading achievement .91 • Correlation between weight and blood pressure- 0.40 • Correlation between glucose level and weight- 0.46 • Correlation between SAT and college grades- 0.50 36 (Fuchs, Fuchs, and Hosp, 2001)

37. Oral Reading Fluency • Students read aloud for one minute • Words read correctly per minute are computed • What is correct? • Self-corrects (within 3 seconds), correctly read words, incorrectly read words that are dialectical in nature 37

38. Oral Reading Fluency • Read connected text accurately and fluently • Passages available from first to ninth grade levels 38

39. Fluency Rubrics • Smoothness • Pacing • Confidence • Accuracy • Expression • Gives more robust assessment of fluency http://www.nwaea.k12.ia.us/documents/resources/rubricfluencyTimothy_Rasinski_A02D8D54358FF.pdf 39

40. Reading Comprehension: MAZE • Student reads passage silently for 3 minutes • Every 7th word is replaced with three choices • Student circles correct choice • Can be group administered 40

41. Reading Comprehension: Multiple Choice • For screening for grades 6-8 • Students can take online or pencil/paper • No set time limit (estimate 45 minutes)- questionable reliability/validity at this point (Natl. Center on RtI) 41

42. Math Computation Administered for two to eight minutes Single Skill or Multi Skill 42

43. Math Applications Concepts and Problem Solving Measures the application of math concepts Administration times vary- typically 8-10 minutes 43

44. Written Expression • Spelling • Correct Spelling Sequences • Writing (typically 4 minutes total) • Correct Writing Sequences or Correct Words Written scoring 44

45. Types of Assessment: Early Literacy Letter Naming Phoneme Segmentation Decoding Letter Sounds 45

46. Types of Assessment: Early Numeracy • Oral Counting • Number Identification • Quantity Discrimination • Missing Number 46

47. Types of Assessment: Curriculum Based Measurement Reflection: • Why would you want to use CBM? • What are the benefits of CBM in the classroom? • What are the benefits of CBM for a school? Turn and Talk!!! 47