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Suffering from a scattered,
fragmented RTI plan?
Learn Tips for Creating a
Sustainable Intervention
Model
Welcome
Dale Webster, Ph.D.
Chief Academic Officer at the Consortium
on Reaching Excellence in Education
(CORE)
©2007ConsortiumonReadingExcellence,Inc.
Agenda for Today
• Essential components of RtI
• Important considerations for implementing RtI
• Evidence-based interventions for math and literacy
• Using progress monitoring data to inform instruction
1-3
©2007ConsortiumonReadingExcellence,Inc.
1-4
What is Response to Instruction and
Intervention (RtI)?
RtI is a process for:
• Providing quality instruction and timely interventions
matched to student need
• Monitoring student progress frequently to make
ongoing instructional decisions
©2007ConsortiumonReadingExcellence,Inc.
1-5
Why RtI?
• Supports quality instruction for ALL students
• Involves both general education and special
education
• Supports early intervention, prevention, and
intensive intervention for struggling older students
The primary purpose of RtI is to improve
teaching and outcomes for students.
©2007ConsortiumonReadingExcellence,Inc.
Contact Us!
To learn more about how Compass Learning can help your school or
district, contact us:
By email: successteam@compasslearning.com
By phone: 866.586.7387
Web: www.compasslearning.com
Twitter: @CompassLearning
View the on demand webinar here.
©2007ConsortiumonReadingExcellence,Inc.
1-7
Early ID
and
Prevention
SLD Based on
Lack of Response
to GE
Universal
Screening
Multitier
Systems
High-Quality
Instruction
for All
Frequent
Monitoring
GE and SE
Working
Together RtI
Elements
©2007ConsortiumonReadingExcellence,Inc.
1-8
Four Essential Components of RtI
• Multi-tiered model of service delivery
• Use of scientifically based materials and practices
to improve instruction
• Integrated data collection/assessment system
• Team problem solving to meet group and
individual student needs
©2007ConsortiumonReadingExcellence,Inc.
1-9
Three-Tier Model
Tier 3: Intensive intervention
Tier 2: Strategic assistance
Tier 1: Core program
©2007ConsortiumonReadingExcellence,Inc.
Seven Common Traits of
Successful Schools
• Strong Leadership
• Positive Belief and Teacher Dedication
• Data Utilization and Analysis
• Effective Scheduling
• Professional Development
• Scientifically Based Intervention Programs
• Parent Involvement
1-10
©2007ConsortiumonReadingExcellence,Inc.
1-11
Movement Through the Tiers
• Movement through tiers is dynamic.
• Interventions/services in each tier are based on specific
skills-based needs of students.
• Needs are determined by assessment, starting with
universal screening.
• Data-based monitoring of progress allows the system
to be responsive to the changing needs of students.
• Students enter and exit tiers as needed, and stay in
tiers above Tier 1 no longer than necessary.
©2007ConsortiumonReadingExcellence,Inc.
Contact Us!
To learn more about how Compass Learning can help your school or
district with intervention questions, contact us:
By email: successteam@compasslearning.com
By phone: 866.586.7387
Web: www.compasslearning.com
Twitter: @CompassLearning
View the on demand webinar here.
©2007ConsortiumonReadingExcellence,Inc.
1-13
Implementation Considerations for Each Tier in the
Three-Tier Model
• Type of learner
• Type of teacher
• Reading/language arts or math program
• Instructional support
• Instructional time
• Classroom setting/grouping
• Assessment plan
• Professional development needs
©2007ConsortiumonReadingExcellence,Inc.
1-14
• Use of teaching routines and
learning strategies
• Well-designed curriculum with
a “big ideas” focus or ability to
“distill” curriculum to big ideas
• Effective classroom
management
• Study and organizational
skills
• Curriculum modification
• Published math and language
arts/ literature programs
Continually Improving Tier 1 General Education
Instruction
©2007ConsortiumonReadingExcellence,Inc.
1-15
Use Research-Based Tier 2 &
Tier 3 Programs
National Center on Intensive
Intervention
www.intensiveintervention.org
©2007ConsortiumonReadingExcellence,Inc.
Great Resource!
1-16
©2007ConsortiumonReadingExcellence,Inc.
Characteristics of Effective Interventions
• Increased intensity of instruction (2 ways)
– Increased instructional time
– Reduced instructional group size
• To allow more opportunities to practice and respond
• Provided skillful instruction including good error correction
procedures
– Opportunities for immediate positive feedback and reward
• Guided by, and responsive to, data on student progress
• Motivating, engaging, and supportive
1-17
©2007ConsortiumonReadingExcellence,Inc.
Literacy Interventions
1-18
(Kilpatrick,
2015)
©2007ConsortiumonReadingExcellence,Inc.
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
The Many Strands that are Woven into Skilled Reading
(Scarborough, 2001)
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE
LANGUAGE STRUCTURES
VERBAL REASONING
LITERACY KNOWLEDGE
PHON. AWARENESS
DECODING (and SPELLING)
SIGHT RECOGNITION
SKILLED READING:
fluent execution and
coordination of word
recognition and text
comprehension.
LANGUAGE COMPREHENSION
WORD RECOGNITION
Skilled Reading-
fluent coordination
of word reading and
comprehension
processes
©2007ConsortiumonReadingExcellence,Inc.
Literacy Interventions – Word Reading
3 keys for successful word reading intervention:
1. Eliminating the phonological awareness deficits and
teaching phonemic awareness to the advanced level
2. Teaching and reinforcing phonics skills and phonic
decoding
3. Providing ample opportunities for reading connected
text (i.e., authentic reading) to apply these developing
skills
1-20
©2007ConsortiumonReadingExcellence,Inc.
Contact Us!
To learn more about how Compass Learning can assist intervention
students, contact us:
By email: successteam@compasslearning.com
By phone: 866.586.7387
Web: https://compasslearning.com/pathblazer/
Twitter: @CompassLearning
View the on demand webinar here.
©2007ConsortiumonReadingExcellence,Inc.
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
The Many Strands that are Woven into Skilled Reading
(Scarborough, 2001)
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE
LANGUAGE STRUCTURES
VERBAL REASONING
LITERACY KNOWLEDGE
PHON. AWARENESS
DECODING (and SPELLING)
SIGHT RECOGNITION
SKILLED READING:
fluent execution and
coordination of word
recognition and text
comprehension.
LANGUAGE COMPREHENSION
WORD RECOGNITION
Skilled Reading-
fluent coordination
of word reading and
comprehension
processes
©2007ConsortiumonReadingExcellence,Inc.
(Clarke, Truelove,
Hulme, & Snowling,
2014)
1-23
©2007ConsortiumonReadingExcellence,Inc.
Literacy Interventions - Comprehension
1-24
©2007ConsortiumonReadingExcellence,Inc.
Math Intervention
1-25
©2007ConsortiumonReadingExcellence,Inc.
Math Intervention
• For students in kindergarten through grade 5, tier 2 and
tier 3 interventions should focus almost exclusively on
properties of whole numbers and operations
– K-2: significant attention to counting (e.g., counting up),
number composition, and number decomposition (to
understand place-value multidigit operations)
– Interventions should also include materials to build fluent
retrieval of basic arithmetic facts
1-26
©2007ConsortiumonReadingExcellence,Inc.
Contact Us!
To learn more about how Compass Learning can help your school or
district, contact us:
By email: successteam@compasslearning.com
By phone: 866.586.7387
Web: www.compasslearning.com
Twitter: @CompassLearning
View the on demand webinar here.
©2007ConsortiumonReadingExcellence,Inc.
Math Intervention
• For tier 2 and tier 3 students in grades 4 through 8,
interventions should focus on in-depth coverage of
rational numbers as well as advanced topics in whole
number arithmetic (such as long division).
1-28
©2007ConsortiumonReadingExcellence,Inc.
Math Intervention Materials
Should meet 4 criteria:
1. Integrate computation with solving problems and pictorial
representations
2. Stress the reasoning underlying calculation methods and
focus student attention on making sense of the mathematics
3. Ensure that students build algorithmic proficiency
4. Include frequent review for both consolidating and
understanding the mathematical principles
1-29
©2007ConsortiumonReadingExcellence,Inc.
Math Intervention Materials
Need to…
– Be systematic and explicit and include numerous clear models
of easy and difficult problems, with accompanying teacher
think-alouds.
– Provide materials that help interventionists model or think
through difficult and easy examples.
1-30
©2007ConsortiumonReadingExcellence,Inc.
Assessment as a Road Map
31
Adapted from California Reading Language Arts Framework for
Public Schools K-12. CDE, 1999. Page 215
Assessment provides a road map to
achieving your standards: the starting
place, the routes to take, the points at
which to change routes, and the
destination.
©2007ConsortiumonReadingExcellence,Inc.
Contact Us!
To learn more about how Compass Learning can help your school or
district with intervention questions, contact us:
By email: successteam@compasslearning.com
By phone: 866.586.7387
Web: www.compasslearning.com
Twitter: @CompassLearning
©2007ConsortiumonReadingExcellence,Inc.
Types & Purposes of Assessments
33
Screening
or
Benchmarking
Students are assessed using grade-level materials & performance is
compared to norms. Anticipated performance on high stakes tests is
predicted.
Diagnostics or
Placement
Testing
Students of concern may need to be individually assessed to
gauge specific strengths and/or weaknesses. Students may be
administered an Intensive Intervention Placement Test.
Progress
Monitoring
Internal – Program embedded tests that occur intermittently and
show a students’ response to the specific instruction
provided.
External – Frequent & short assessments that indicate a
students’ overall reading health or show progress on
very specific math skills.
Outcome
End of year, high-stakes assessments administered across many
schools (i.e. state tests) and used to determine overall school
performance compared to other schools.
©2007ConsortiumonReadingExcellence,Inc.
The Assessment & Instruction Cycle
Student
Success
Screen (All)
Diagnose or
Placement Test
(Some)
Tiers &
Schedules
Arranged
Teach &
Intervene
Monitor
Progress
Analyze
Progress &
Adjust
Instruction
34
©2007ConsortiumonReadingExcellence,Inc.
2-35
Johnson and Pool, RtI Action Network.
Screening Process Flow Chart
©2007ConsortiumonReadingExcellence,Inc.
2-36
Assessment Functions
in Three-Tier Models
1. Universal screening, to identify students who
need assistance and to determine initial
placement. Also, to determine effectiveness of
core programs.
2. Progress monitoring, to determine whether
instruction is meeting student needs or requires
adjustments.
3. Diagnostic, to individualize instruction for students
who do not respond to instruction, especially tier 3
students.
©2007ConsortiumonReadingExcellence,Inc.
2-37
What Is Progress Monitoring?
• The frequent measurement of student performance in
certain targeted skills, with a criterion applied to the
rate of improvement shown by these scores to
determine whether that rate constitutes a
responsiveness to instruction.
• Progress monitoring is a scientifically based practice
that teachers can use to evaluate the effectiveness of
their instruction, and to make adjustments if needed.
U.S. Department of Education, Office of Special Education Programs Technical
Assistance and Dissemination Center 2006.
©2007ConsortiumonReadingExcellence,Inc.
Important Considerations for
Progress Monitoring
1. Program-specific tests to answer the
question: “Are the students learning
what I am teaching?”
2. External or general progress-monitoring
tests such as oral fluency measures to
answer the question: “Are the students
learning to read?”
©2007ConsortiumonReadingExcellence,Inc.
Steps for Frequent
Progress Monitoring
• Set appropriate goals for the student.
• Create an aim line and compare to the
trend line.
• Decide on monitoring frequency.
• Assess and record data.
• Evaluate progress and change instruction
if indicated.
39
©2007ConsortiumonReadingExcellence,Inc.
Monitoring and Adjusting Goal
0
5
10
15
20
25
30
35
40
45
50
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
CorrectDigitsin5Minutes
Weeks
Rhonda’s Data and Goal Line for
Math Computation After 5 Weeks
Her last four data points are
above the goal line; therefore, a
higher end goal, or steeper goal
line, needs to be targeted. X
2-40
©2007ConsortiumonReadingExcellence,Inc.
Contact Us!
To learn more about how Compass Learning can assist intervention
students, contact us:
By email: successteam@compasslearning.com
By phone: 866.586.7387
Web: https://compasslearning.com/pathblazer/
Twitter: @CompassLearning
View the on demand webinar here.
©2007ConsortiumonReadingExcellence,Inc.
2-42
Review: Progress Monitoring
in Each Tier
Evidence-based assessment that
works for most: CBM benchmarking
at least 3x per year
More intensive (and likely more
expensive) evidence-based programs
that work for groups who need more:
CBM strategic monitoring 1–2x per
month
Most intensive (and likely most
expensive) evidence-based programs
that work for students who need more:
CBM intensive monitoring 1x per week
©2007ConsortiumonReadingExcellence,Inc.
• What is your school assessment plan?
• How is your school assessment plan shared with
all staff? With new staff?
• Do all teachers know the purposes for each
assessment and how the types of assessments
work together?
• How are teachers maintaining & organizing the
data?
43
Assessment Plan
©2007ConsortiumonReadingExcellence,Inc.
• Do all teachers know how to interpret the
data?
• Do teachers and coaches respond
instructionally to the data as it’s collected on
an ongoing basis?
• What action steps are needed to support the
administration and analysis of data at your
school?
44
Data Analysis
©2007ConsortiumonReadingExcellence,Inc.
Helpful Document and Website
• RtI Framework for Secondary Schools: Guidelines and
Recommendations (Pennsylvania Dept. of Education; 2008)
National Center on Response to Intervention
www.rti4success.org/
1-45
Compass Learning® is a
learning acceleration company.
Instructional tools purpose-built to help
educators accelerate learning:
Accelerating Struggling Learners
to On-Level Proficiency
• Intervene for math and reading/ELA
• Screen, diagnose, and prescribe
• Engage and instruct
• Accelerate and monitor progress
Purpose-Built for Intervention
Pathblazer®: One Math Student’s Experience
• 6th-grader Alicia has trouble with math. To determine
where her math proficiency level is, she completes
the adaptive screener
• The screener says that Alicia falls into the grade 4
proficiency level
• Alicia automatically receives the grade 4 math
diagnostic assessment, starting her at her
independent proficiency level to help her confidence
• The system generates a learning path to address
Alicia’s skill gaps based on her diagnostic results
Pathblazer®: Purpose-Built for Intervention
Adaptive
screener
Diagnostic
assessment
Tailored
learning path
Day 1
Proficiency
Level
Monitor
progress
Tracking &
reporting
tools
Learning
Acceleration
Struggling Learner
On Grade Level
Pinpoint skill gaps
Explicit Instruction Supported Practice
Instructional Design
Independent Practice Assessment
Contact Us!
Compass Learning
By email: successteam@compasslearning.com
By phone: 866.586.7387
Web: www.compasslearning.com
Twitter: @CompassLearning
View the on demand webinar here.
Tips for Creating a Sustainable Intervention Model

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Tips for Creating a Sustainable Intervention Model

  • 1. Suffering from a scattered, fragmented RTI plan? Learn Tips for Creating a Sustainable Intervention Model
  • 2. Welcome Dale Webster, Ph.D. Chief Academic Officer at the Consortium on Reaching Excellence in Education (CORE)
  • 3. ©2007ConsortiumonReadingExcellence,Inc. Agenda for Today • Essential components of RtI • Important considerations for implementing RtI • Evidence-based interventions for math and literacy • Using progress monitoring data to inform instruction 1-3
  • 4. ©2007ConsortiumonReadingExcellence,Inc. 1-4 What is Response to Instruction and Intervention (RtI)? RtI is a process for: • Providing quality instruction and timely interventions matched to student need • Monitoring student progress frequently to make ongoing instructional decisions
  • 5. ©2007ConsortiumonReadingExcellence,Inc. 1-5 Why RtI? • Supports quality instruction for ALL students • Involves both general education and special education • Supports early intervention, prevention, and intensive intervention for struggling older students The primary purpose of RtI is to improve teaching and outcomes for students.
  • 6. ©2007ConsortiumonReadingExcellence,Inc. Contact Us! To learn more about how Compass Learning can help your school or district, contact us: By email: successteam@compasslearning.com By phone: 866.586.7387 Web: www.compasslearning.com Twitter: @CompassLearning View the on demand webinar here.
  • 7. ©2007ConsortiumonReadingExcellence,Inc. 1-7 Early ID and Prevention SLD Based on Lack of Response to GE Universal Screening Multitier Systems High-Quality Instruction for All Frequent Monitoring GE and SE Working Together RtI Elements
  • 8. ©2007ConsortiumonReadingExcellence,Inc. 1-8 Four Essential Components of RtI • Multi-tiered model of service delivery • Use of scientifically based materials and practices to improve instruction • Integrated data collection/assessment system • Team problem solving to meet group and individual student needs
  • 9. ©2007ConsortiumonReadingExcellence,Inc. 1-9 Three-Tier Model Tier 3: Intensive intervention Tier 2: Strategic assistance Tier 1: Core program
  • 10. ©2007ConsortiumonReadingExcellence,Inc. Seven Common Traits of Successful Schools • Strong Leadership • Positive Belief and Teacher Dedication • Data Utilization and Analysis • Effective Scheduling • Professional Development • Scientifically Based Intervention Programs • Parent Involvement 1-10
  • 11. ©2007ConsortiumonReadingExcellence,Inc. 1-11 Movement Through the Tiers • Movement through tiers is dynamic. • Interventions/services in each tier are based on specific skills-based needs of students. • Needs are determined by assessment, starting with universal screening. • Data-based monitoring of progress allows the system to be responsive to the changing needs of students. • Students enter and exit tiers as needed, and stay in tiers above Tier 1 no longer than necessary.
  • 12. ©2007ConsortiumonReadingExcellence,Inc. Contact Us! To learn more about how Compass Learning can help your school or district with intervention questions, contact us: By email: successteam@compasslearning.com By phone: 866.586.7387 Web: www.compasslearning.com Twitter: @CompassLearning View the on demand webinar here.
  • 13. ©2007ConsortiumonReadingExcellence,Inc. 1-13 Implementation Considerations for Each Tier in the Three-Tier Model • Type of learner • Type of teacher • Reading/language arts or math program • Instructional support • Instructional time • Classroom setting/grouping • Assessment plan • Professional development needs
  • 14. ©2007ConsortiumonReadingExcellence,Inc. 1-14 • Use of teaching routines and learning strategies • Well-designed curriculum with a “big ideas” focus or ability to “distill” curriculum to big ideas • Effective classroom management • Study and organizational skills • Curriculum modification • Published math and language arts/ literature programs Continually Improving Tier 1 General Education Instruction
  • 15. ©2007ConsortiumonReadingExcellence,Inc. 1-15 Use Research-Based Tier 2 & Tier 3 Programs National Center on Intensive Intervention www.intensiveintervention.org
  • 17. ©2007ConsortiumonReadingExcellence,Inc. Characteristics of Effective Interventions • Increased intensity of instruction (2 ways) – Increased instructional time – Reduced instructional group size • To allow more opportunities to practice and respond • Provided skillful instruction including good error correction procedures – Opportunities for immediate positive feedback and reward • Guided by, and responsive to, data on student progress • Motivating, engaging, and supportive 1-17
  • 19. ©2007ConsortiumonReadingExcellence,Inc. Reading is a multifaceted skill, gradually acquired over years of instruction and practice. The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION SKILLED READING: fluent execution and coordination of word recognition and text comprehension. LANGUAGE COMPREHENSION WORD RECOGNITION Skilled Reading- fluent coordination of word reading and comprehension processes
  • 20. ©2007ConsortiumonReadingExcellence,Inc. Literacy Interventions – Word Reading 3 keys for successful word reading intervention: 1. Eliminating the phonological awareness deficits and teaching phonemic awareness to the advanced level 2. Teaching and reinforcing phonics skills and phonic decoding 3. Providing ample opportunities for reading connected text (i.e., authentic reading) to apply these developing skills 1-20
  • 21. ©2007ConsortiumonReadingExcellence,Inc. Contact Us! To learn more about how Compass Learning can assist intervention students, contact us: By email: successteam@compasslearning.com By phone: 866.586.7387 Web: https://compasslearning.com/pathblazer/ Twitter: @CompassLearning View the on demand webinar here.
  • 22. ©2007ConsortiumonReadingExcellence,Inc. Reading is a multifaceted skill, gradually acquired over years of instruction and practice. The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION SKILLED READING: fluent execution and coordination of word recognition and text comprehension. LANGUAGE COMPREHENSION WORD RECOGNITION Skilled Reading- fluent coordination of word reading and comprehension processes
  • 26. ©2007ConsortiumonReadingExcellence,Inc. Math Intervention • For students in kindergarten through grade 5, tier 2 and tier 3 interventions should focus almost exclusively on properties of whole numbers and operations – K-2: significant attention to counting (e.g., counting up), number composition, and number decomposition (to understand place-value multidigit operations) – Interventions should also include materials to build fluent retrieval of basic arithmetic facts 1-26
  • 27. ©2007ConsortiumonReadingExcellence,Inc. Contact Us! To learn more about how Compass Learning can help your school or district, contact us: By email: successteam@compasslearning.com By phone: 866.586.7387 Web: www.compasslearning.com Twitter: @CompassLearning View the on demand webinar here.
  • 28. ©2007ConsortiumonReadingExcellence,Inc. Math Intervention • For tier 2 and tier 3 students in grades 4 through 8, interventions should focus on in-depth coverage of rational numbers as well as advanced topics in whole number arithmetic (such as long division). 1-28
  • 29. ©2007ConsortiumonReadingExcellence,Inc. Math Intervention Materials Should meet 4 criteria: 1. Integrate computation with solving problems and pictorial representations 2. Stress the reasoning underlying calculation methods and focus student attention on making sense of the mathematics 3. Ensure that students build algorithmic proficiency 4. Include frequent review for both consolidating and understanding the mathematical principles 1-29
  • 30. ©2007ConsortiumonReadingExcellence,Inc. Math Intervention Materials Need to… – Be systematic and explicit and include numerous clear models of easy and difficult problems, with accompanying teacher think-alouds. – Provide materials that help interventionists model or think through difficult and easy examples. 1-30
  • 31. ©2007ConsortiumonReadingExcellence,Inc. Assessment as a Road Map 31 Adapted from California Reading Language Arts Framework for Public Schools K-12. CDE, 1999. Page 215 Assessment provides a road map to achieving your standards: the starting place, the routes to take, the points at which to change routes, and the destination.
  • 32. ©2007ConsortiumonReadingExcellence,Inc. Contact Us! To learn more about how Compass Learning can help your school or district with intervention questions, contact us: By email: successteam@compasslearning.com By phone: 866.586.7387 Web: www.compasslearning.com Twitter: @CompassLearning
  • 33. ©2007ConsortiumonReadingExcellence,Inc. Types & Purposes of Assessments 33 Screening or Benchmarking Students are assessed using grade-level materials & performance is compared to norms. Anticipated performance on high stakes tests is predicted. Diagnostics or Placement Testing Students of concern may need to be individually assessed to gauge specific strengths and/or weaknesses. Students may be administered an Intensive Intervention Placement Test. Progress Monitoring Internal – Program embedded tests that occur intermittently and show a students’ response to the specific instruction provided. External – Frequent & short assessments that indicate a students’ overall reading health or show progress on very specific math skills. Outcome End of year, high-stakes assessments administered across many schools (i.e. state tests) and used to determine overall school performance compared to other schools.
  • 34. ©2007ConsortiumonReadingExcellence,Inc. The Assessment & Instruction Cycle Student Success Screen (All) Diagnose or Placement Test (Some) Tiers & Schedules Arranged Teach & Intervene Monitor Progress Analyze Progress & Adjust Instruction 34
  • 35. ©2007ConsortiumonReadingExcellence,Inc. 2-35 Johnson and Pool, RtI Action Network. Screening Process Flow Chart
  • 36. ©2007ConsortiumonReadingExcellence,Inc. 2-36 Assessment Functions in Three-Tier Models 1. Universal screening, to identify students who need assistance and to determine initial placement. Also, to determine effectiveness of core programs. 2. Progress monitoring, to determine whether instruction is meeting student needs or requires adjustments. 3. Diagnostic, to individualize instruction for students who do not respond to instruction, especially tier 3 students.
  • 37. ©2007ConsortiumonReadingExcellence,Inc. 2-37 What Is Progress Monitoring? • The frequent measurement of student performance in certain targeted skills, with a criterion applied to the rate of improvement shown by these scores to determine whether that rate constitutes a responsiveness to instruction. • Progress monitoring is a scientifically based practice that teachers can use to evaluate the effectiveness of their instruction, and to make adjustments if needed. U.S. Department of Education, Office of Special Education Programs Technical Assistance and Dissemination Center 2006.
  • 38. ©2007ConsortiumonReadingExcellence,Inc. Important Considerations for Progress Monitoring 1. Program-specific tests to answer the question: “Are the students learning what I am teaching?” 2. External or general progress-monitoring tests such as oral fluency measures to answer the question: “Are the students learning to read?”
  • 39. ©2007ConsortiumonReadingExcellence,Inc. Steps for Frequent Progress Monitoring • Set appropriate goals for the student. • Create an aim line and compare to the trend line. • Decide on monitoring frequency. • Assess and record data. • Evaluate progress and change instruction if indicated. 39
  • 40. ©2007ConsortiumonReadingExcellence,Inc. Monitoring and Adjusting Goal 0 5 10 15 20 25 30 35 40 45 50 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 CorrectDigitsin5Minutes Weeks Rhonda’s Data and Goal Line for Math Computation After 5 Weeks Her last four data points are above the goal line; therefore, a higher end goal, or steeper goal line, needs to be targeted. X 2-40
  • 41. ©2007ConsortiumonReadingExcellence,Inc. Contact Us! To learn more about how Compass Learning can assist intervention students, contact us: By email: successteam@compasslearning.com By phone: 866.586.7387 Web: https://compasslearning.com/pathblazer/ Twitter: @CompassLearning View the on demand webinar here.
  • 42. ©2007ConsortiumonReadingExcellence,Inc. 2-42 Review: Progress Monitoring in Each Tier Evidence-based assessment that works for most: CBM benchmarking at least 3x per year More intensive (and likely more expensive) evidence-based programs that work for groups who need more: CBM strategic monitoring 1–2x per month Most intensive (and likely most expensive) evidence-based programs that work for students who need more: CBM intensive monitoring 1x per week
  • 43. ©2007ConsortiumonReadingExcellence,Inc. • What is your school assessment plan? • How is your school assessment plan shared with all staff? With new staff? • Do all teachers know the purposes for each assessment and how the types of assessments work together? • How are teachers maintaining & organizing the data? 43 Assessment Plan
  • 44. ©2007ConsortiumonReadingExcellence,Inc. • Do all teachers know how to interpret the data? • Do teachers and coaches respond instructionally to the data as it’s collected on an ongoing basis? • What action steps are needed to support the administration and analysis of data at your school? 44 Data Analysis
  • 45. ©2007ConsortiumonReadingExcellence,Inc. Helpful Document and Website • RtI Framework for Secondary Schools: Guidelines and Recommendations (Pennsylvania Dept. of Education; 2008) National Center on Response to Intervention www.rti4success.org/ 1-45
  • 46. Compass Learning® is a learning acceleration company.
  • 47. Instructional tools purpose-built to help educators accelerate learning:
  • 48. Accelerating Struggling Learners to On-Level Proficiency • Intervene for math and reading/ELA • Screen, diagnose, and prescribe • Engage and instruct • Accelerate and monitor progress Purpose-Built for Intervention
  • 49. Pathblazer®: One Math Student’s Experience • 6th-grader Alicia has trouble with math. To determine where her math proficiency level is, she completes the adaptive screener • The screener says that Alicia falls into the grade 4 proficiency level • Alicia automatically receives the grade 4 math diagnostic assessment, starting her at her independent proficiency level to help her confidence • The system generates a learning path to address Alicia’s skill gaps based on her diagnostic results
  • 50. Pathblazer®: Purpose-Built for Intervention Adaptive screener Diagnostic assessment Tailored learning path Day 1 Proficiency Level Monitor progress Tracking & reporting tools Learning Acceleration Struggling Learner On Grade Level Pinpoint skill gaps
  • 51. Explicit Instruction Supported Practice Instructional Design Independent Practice Assessment
  • 52. Contact Us! Compass Learning By email: successteam@compasslearning.com By phone: 866.586.7387 Web: www.compasslearning.com Twitter: @CompassLearning View the on demand webinar here.