RtI Team 2009
description
Transcript of RtI Team 2009
4251
0011 0010 1010 1101 0001 0100 1011
RtI Team 2009
Progress Monitoring with Curriculum-Based Measurement in Reading - AIMS
4251
0011 0010 1010 1101 0001 0100 1011
Outcomes for Today
1. Understand the purpose of progress monitoring in an RtI model.
2. Know the procedures to: • Establish the correct level for measuring
student progress
• Set a “realistically ambitious” goal
• Analyze basic graphs for instructional decision-making
4251
0011 0010 1010 1101 0001 0100 1011
Selecting the Right Assessment
Who needs intervention?Screening
Diagnostic
Progress Monitoring
Outcome
What specific instruction or intervention is needed?
Is the instruction working?
What has the student learned over an extended period of time?
4251
0011 0010 1010 1101 0001 0100 1011
Are we ready to begin using CBMs to measure progress?
We have already . . . • Screened our students to find which students
need more intense instruction/intervention.• Sorted students into interventions based on
identified instructional need.• Begun implementation of our interventions.
Now . . .
We need to know if the instruction is working!
4251
0011 0010 1010 1101 0001 0100 1011
Is My Instruction Working?
• Progress monitoring with CBM is – A scientifically based practice– Used to assess students’ academic
performance as a means to evaluate the effectiveness of instruction.
4251
0011 0010 1010 1101 0001 0100 1011
Progress monitoring is designed to:
• Increase student achievement• Identify students who are not demonstrating
adequate progress• Provide timely and ongoing feedback to help
teachers identify when instructional changes are needed
• Design more effective, individualized instruction for students who need it
• Document achievement progress • Support accurate special education decision
making• Improve communication with parents,
teachers, students
4251
0011 0010 1010 1101 0001 0100 1011
How does it work?• You need to compare the student’s current rate of progress with the expected rate of progress!
0
5
10
15
20
25
Baseli
ne
Wee
k 1
Wee
k 2
Wee
k 3
Wee
k 4
Wee
k 5
Wee
k 6
Wee
k 7
Wee
k 8
Wee
k 9
Wee
k 10
Wee
k 11
Wee
k 12
AimlineData PointsActual growth
Actual growth versus expected growth
Expected growth
4251
0011 0010 1010 1101 0001 0100 1011
You need to measure growth at the student’s:
•Instructional level - Is my instruction working?
•Targeted (Tier II) every three weeks•Intensive (Tier III) weekly
•Grade level - Is the gap closing?
•Every 4-6 (Especially in for student who are in the SIT process)
4251
0011 0010 1010 1101 0001 0100 1011
Steps for Setting Up Progress Monitoring
ORF
Test back to determine the instructional level (5th grader monitored at a 4th grade-level)
Student reads a 4th gradePassage at 84 WPM
The benchmark goal for students reading a 4th grade passage fluently is 131 WPM
1. Select a Tool (Guided by Grade Level)
1. Establish student’s instructional level
2. Obtain a baseline
score
4. Set a goal
4251
0011 0010 1010 1101 0001 0100 1011
Steps for Setting Up Progress Monitoring
1. Select a Tool
Grade K Beginning in Fall with LSF
Grade 1 Use the highest subtest that was below benchmark (LNF,
LSF,PSF, NWF from benchmark testing) Grades 2-5 Use R-CBM (ORF).
ORF - 10NWF – 36PSF – 35LSF - 35LNF- 45
4251
0011 0010 1010 1101 0001 0100 1011
Steps for Setting Up Progress Monitoring
2. Establish Student’s Instructional Level for Progress Monitoring
Grade K Beginning in Fall with LSF
Grade 1 Use the highest subtest that was below benchmark (LNF, LSF, PSF, NWF from benchmark testing)
K & 1 Use Guidelines
set in “Select a
Tool” Step
ORF - 10NWF – 36PSF – 35LSF - 35LNF- 45
4251
0011 0010 1010 1101 0001 0100 1011
Steps for Setting Up Progress Monitoring
2. Establish Student’s Instructional Level for Out-Of-Grade-Level Progress Monitoring (cont.)
Grades 2-5 Test back to find student’s instructional level1. Start with grade level probe or can
estimate with DRA2 level.2. Test with successively easier probes
until student scores in the 25th%ile-75th%ile range.
3. If student is below Gr 1 25%ile, use Early Literacy Skills (Test back: NWF, PSF, LSF)
2-5 will need to “Test back” to determine Instructional
Level
4251
0011 0010 1010 1101 0001 0100 1011
Steps for Setting Up Progress Monitoring
2. Establish student’s instructional level
Example:5th grader: Allen Fall Benchmark Scores • 5th Grade Level ORF score 64 wcpm
• 4th Grade Level ORF score 84 wcpm
Too low
Instructional Range
Let’s look at the progress monitoring worksheets . . .
4251
0011 0010 1010 1101 0001 0100 1011
Alan 5th October 1
64 X
64
84
4251
0011 0010 1010 1101 0001 0100 1011
Steps for Setting Up Progress Monitoring
3. Obtain a Baseline Score
Grades K&1 Administer the selected Early Literacy Screening subtest and use that score.
Grades 2-5 Use score obtained when
you were testing back for ORF (If you have a student who has to go
back lower than ORF (i.e., NWF), you would use the score obtained during testing back).
ORF - 10NWF – 36PSF – 35LSF - 35LNF- 45
4251
0011 0010 1010 1101 0001 0100 1011
Steps for Setting Up Progress Monitoring
4. Set a Goal
Grades K-5
Set goal by determining End of Year Goal for the identified progress monitoring test (i.e. at first grade NWF = 62 cls)
4251
0011 0010 1010 1101 0001 0100 1011
Steps for Setting Up Progress Monitoring
4. Set a Goal
Example:5th grader: Allen Test Back Score • 4th Grade Level ORF score 84 wcpm
End of Year Goal for 4th Grade• 131 wcpm when reading a 4th grade level passage
(50th %ile)
Determine # of weeks to get there
131 - 84 = 47 ÷ 1.2 = 39 weeks
4251
0011 0010 1010 1101 0001 0100 1011
Alan 5th October 1
64 X
64
84
4251
0011 0010 1010 1101 0001 0100 1011
•Let’s try another one!
4251
0011 0010 1010 1101 0001 0100 1011
Setting Up Progress Monitoring for Sara:Use end of year benchmark score for a goal
1. Select a Tool 2. Establish student’s instructional
level
3. Obtain a baseline score
4. Set a goal - Spring NWF Gr 1 benchmark score
5. Determine # of weeks to get there 62 - 36 = 26 ÷ 1.5 = 17 weeks
36
17 wks
62
ORF - 10NWF – 36PSF – 35LSF - 35LNF- 45
4251
0011 0010 1010 1101 0001 0100 101136 35 35
Sara 1st October 1
X
36
35
35
4251
0011 0010 1010 1101 0001 0100 1011
Let’s Graph It!
We have:
• Baseline: Current level performance
• Goal : Desired level of performance
• Aimline: Connect the dots
4251
0011 0010 1010 1101 0001 0100 1011
Baseline, Goal, Aimline
0
5
10
15
20
25
Baseli
ne
Wee
k 1
Wee
k 2
Wee
k 3
Wee
k 4
Wee
k 5
Wee
k 6
Wee
k 7
Wee
k 8
Wee
k 9
Wee
k 10
Wee
k 11
Wee
k 12
Aimline
4251
0011 0010 1010 1101 0001 0100 1011
How do you make an Aimline?
4251
0011 0010 1010 1101 0001 0100 1011
4251
0011 0010 1010 1101 0001 0100 1011
4251
0011 0010 1010 1101 0001 0100 1011
Progress-Monitoring at Progress-Monitoring at InstructionalInstructional Level: Level: Data Point Decision-MakingData Point Decision-Making
• If 3 weeks of instruction have occurred and at least 4 data points have been collected,
ask:
“Are 4 consecutive data points at or above the Aimline?”
0
5
10
15
20
25
AimlineData Points
4251
0011 0010 1010 1101 0001 0100 1011
44 Point RulePoint Rule
• “Are 4 consecutive data points at or above the Aimline?”
If all 4 points are above the line, increase goal.
If all 4 points are below the line, adjust intervention.
If the points are both above and below the Aimline, keep collecting data until a rule can be applied.
4251
0011 0010 1010 1101 0001 0100 1011
Data Point Decision MakingData Point Decision Making Example 1: Poor Progress So . . .
0
5
10
15
20
25
Aimline
Data Points
Increase Intensity of Intervention1)Increase Intervention Fidelity2)Increase Time3)Smaller Group Size
4251
0011 0010 1010 1101 0001 0100 1011
Data Point Decision MakingData Point Decision Making Example 2: Good Progress So . . .
0
5
10
15
20
25
Baseli
ne
Wee
k 1
Wee
k 2
Wee
k 3
Wee
k 4
Wee
k 5
Wee
k 6
Wee
k 7
Wee
k 8
Wee
k 9
Wee
k 10
Wee
k 11
Wee
k 12
AimlineData Points
4251
0011 0010 1010 1101 0001 0100 1011
Data Point Decision MakingData Point Decision Making Example 3: Very Good Progress So . . .
0
5
10
15
20
25
Baseli
ne
Wee
k 1
Wee
k 2
Wee
k 3
Wee
k 4
Wee
k 5
Wee
k 6
Wee
k 7
Wee
k 8
Wee
k 9
Wee
k 10
Wee
k 11
Wee
k 12
AimlineData Points
4251
0011 0010 1010 1101 0001 0100 1011
Progress monitoring at Grade Level:Trendline Decision Making
A Good Response Is:Gap is closing
A Questionable Response Is:Gap stops widening but closure does not occur
A Poor Response Is:Gap continues to widen with no change in rate
4251
0011 0010 1010 1101 0001 0100 1011
Advantages of Charting Progress
• Small gains are visible.
• Steady growth over time is visible.
• Student is competing against him/herself only.
• Teacher can tell if improvement is occurring and can change something if it is not.
• A clear benchmark is in sight.
p. 35
4251
0011 0010 1010 1101 0001 0100 1011
Next Steps…1. Establish progress monitoring tools
and goals for all students in targeted and intensive intervention
2. Create and chart goals
3. Monitor progress using district frequency guidelines
4. Prepare to share your data at a progress monitoring data team meeting in the near future.