Smart SRBI: Primary, Secondary and Tertiary Prevention

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Smart SRBI: Primary, Secondary Smart SRBI: Primary, Secondary and Tertiary Preventionand Tertiary Prevention

Doug FuchsDoug Fuchs

Vanderbilt UniversityVanderbilt University

2011 CREC Leadership Network2011 CREC Leadership Network

East Windsor, CTEast Windsor, CT

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I. Two Perspectives on RTII. Two Perspectives on RTI

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Two Perspectives: An OverviewTwo Perspectives: An Overview

IDEA and NCLB perspectives with IDEA and NCLB perspectives with implications for assessment, instruction, and implications for assessment, instruction, and disability identificationdisability identification

IDEA: instruction is evidence-based, IDEA: instruction is evidence-based, standardized, and top-down. LD/BD exist. SE standardized, and top-down. LD/BD exist. SE should have a distinctive role in RTI.should have a distinctive role in RTI.

NCLB: instruction is bottom-up, driven by NCLB: instruction is bottom-up, driven by problem-solving, and recursive as necessary. problem-solving, and recursive as necessary. LD/BD do not exist. Blur SE.LD/BD do not exist. Blur SE.

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Touchstone of the IDEA ViewTouchstone of the IDEA View

““In determining whether a child has a specific In determining whether a child has a specific learning disability, a local ed agency may use learning disability, a local ed agency may use a process that determines if [he or she] a process that determines if [he or she] responds to scientific, research-based responds to scientific, research-based intervention as part of the evaluation process” intervention as part of the evaluation process” (P.L. 108-446(b) (6) (A and B).(P.L. 108-446(b) (6) (A and B).

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IDEA: RTI’s PurposeIDEA: RTI’s Purpose

RTI should promote both early intervention RTI should promote both early intervention and more valid methods of disability and more valid methods of disability identification. These two aims are inextricably identification. These two aims are inextricably connected.connected.

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IDEA: GE InstructionIDEA: GE Instruction

Evidence-based, explicit, and top-down.Evidence-based, explicit, and top-down.

Primary prevention: “research principled” Primary prevention: “research principled” core curricula and evidence-based class-wide core curricula and evidence-based class-wide instructional programs (e.g., DI, PALS, instructional programs (e.g., DI, PALS, CIRC).CIRC).

Secondary prevention: Small-group tutoring Secondary prevention: Small-group tutoring with validated standard protocols.with validated standard protocols.

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IDEA Secondary Prevention: IDEA Secondary Prevention: Instruction is the “Test”Instruction is the “Test”

Secondary prevention (like primary prevention) Secondary prevention (like primary prevention) should (a) accelerate the progress of at-risk students should (a) accelerate the progress of at-risk students and (b) identify NRs who are candidates for multi-and (b) identify NRs who are candidates for multi-disciplinary team evaluation for special education.disciplinary team evaluation for special education.

Small-group tutoring is a test. Like all tests, the Small-group tutoring is a test. Like all tests, the tutoring protocol should be standard, replicable, and tutoring protocol should be standard, replicable, and implemented with fidelity.implemented with fidelity.

Without such standardization comparing students to Without such standardization comparing students to each other in a school is impossible.each other in a school is impossible.

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Advantages and Disadvantages of Advantages and Disadvantages of the Standard Protocolthe Standard Protocol

Advantages: Standard, tutoring protocols can be Advantages: Standard, tutoring protocols can be research-based and relatively easy to scale up.research-based and relatively easy to scale up.

Disadvantages: A limited number of them. Spelling? Disadvantages: A limited number of them. Spelling? Writing? Algebra? Writing? Algebra?

They can insult teachers’ and specialists’ sense of They can insult teachers’ and specialists’ sense of professionalism because they suggest others know professionalism because they suggest others know more than they do about instruction.more than they do about instruction.

2% to 6% of the general population do not respond 2% to 6% of the general population do not respond to evidence-based tutoring in researcher-conducted to evidence-based tutoring in researcher-conducted studies.studies.

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NCLB ViewNCLB View

Uniformally challenging standards for all.Uniformally challenging standards for all.

Assessments are aligned with standards.Assessments are aligned with standards.

Virtually all (including most SWD) participate in the Virtually all (including most SWD) participate in the assessments.assessments.

Student performance is the basis of accountability.Student performance is the basis of accountability.

Standards will close the achievement gap and Standards will close the achievement gap and eliminate nearly all high-incidence SWD.eliminate nearly all high-incidence SWD.

GE and SE need to merge (“blurring” SE).GE and SE need to merge (“blurring” SE).

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NCLB: Problem SolvingNCLB: Problem Solving

Problem solving is the engine of instruction at Problem solving is the engine of instruction at the various tiers.the various tiers.

Multiple meanings of problem solving:Multiple meanings of problem solving:− Differentiated instructionDifferentiated instruction

− Team collaboration (e.g. Teacher Assistance Team collaboration (e.g. Teacher Assistance Teams, Instructional Support Teams)Teams, Instructional Support Teams)

− Behavioral ConsultationBehavioral Consultation

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Achilles Heel: Achilles Heel: Absence of Intensive InstructionAbsence of Intensive Instruction

IDEA: Relies on the traditional continuum of IDEA: Relies on the traditional continuum of SE placements and services; ignores the SE placements and services; ignores the weakening of SE instruction in schools.weakening of SE instruction in schools.

NCLB: SE is blurred in GE and places too NCLB: SE is blurred in GE and places too much confidence in unvalidated problem much confidence in unvalidated problem solving for children with severe learning solving for children with severe learning problems. I will return to this point.problems. I will return to this point.

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My Bias Is An IDEA PerspectiveMy Bias Is An IDEA Perspective

RTI should stand for both RTI should stand for both preventionprevention and a and a more valid method of more valid method of disability identificationdisability identification..

Fewer tiers of instruction.Fewer tiers of instruction. Standard protocols over problem solving Standard protocols over problem solving

(except at the most intensive level).(except at the most intensive level). High-incidence disabilities existHigh-incidence disabilities exist Intensive instruction (SE?) must be part of Intensive instruction (SE?) must be part of

RTI.RTI.

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II. RTI Framework:II. RTI Framework:Typical PracticeTypical Practice

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Levels of PreventionLevels of Prevention

Tiers vs. levels of prevention.Tiers vs. levels of prevention.

Primary, secondary, and tertiary levels.Primary, secondary, and tertiary levels.

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Typical RTI: Primary PreventionTypical RTI: Primary PreventionTypical RTI: Primary PreventionTypical RTI: Primary Prevention

• Instruction based on research principles

• All children receive the universal, core instruction in the mainstream classroom.

• Use of classwide instructional programs.

• All children are screened once in early fall.

• Students falling below a cut-point are identified as “at-risk” for academic failure and move to secondary prevention.

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Typical RTI: Secondary PreventionTypical RTI: Secondary Prevention

Secondary prevention: Research-validated standard treatment (tutoring) protocol.

− Students’ progress is monitored during tutoring.

− “Dual-discrepancy” criteria, or other criteria, help identify non-responders.

− Responders return to classroom instruction with ongoing monitoring.

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Example of Secondary Example of Secondary Prevention in NashvillePrevention in Nashville

~ In 42 First-Grade Classes in 10 ~ In 42 First-Grade Classes in 10 Metro-Nashville Schools ~Metro-Nashville Schools ~

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Tutoring OverviewTutoring Overview

Small groups (groups of two to four students)Small groups (groups of two to four students)

4 times per week outside classrooms 4 times per week outside classrooms

Each session: Each session:

− 45 min of tutor-led scripted instruction45 min of tutor-led scripted instruction 10 minutes of sight words practice10 minutes of sight words practice

5 minutes of letter sounds practice5 minutes of letter sounds practice

15 minutes of decoding practice15 minutes of decoding practice

15 minutes of reading fluency practice15 minutes of reading fluency practice

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Tutoring LessonTutoring Lesson Steps included in the Steps included in the Sounds, Sight Words, and Decodable WordsSounds, Sight Words, and Decodable Words activities: activities:

− Introducing new sound or wordIntroducing new sound or word− Choral practiceChoral practice− Individual practiceIndividual practice

2 opportunities to produce correct sounds or words2 opportunities to produce correct sounds or words

− Writing practiceWriting practice

Reading Reading activitiesactivities− Choral reading of previous storyChoral reading of previous story

Echoing the tutor, one line at a timeEchoing the tutor, one line at a time Choral reading of story Choral reading of story

− Choral reading of new storyChoral reading of new story Echoing the tutor, one line at a timeEchoing the tutor, one line at a time Choral reading of storyChoral reading of story

− Individual speed readingIndividual speed reading Each student reads new story 3 times, for 30 secondsEach student reads new story 3 times, for 30 seconds Opportunity to earn incentives for increasing reading fluencyOpportunity to earn incentives for increasing reading fluency

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Topic Mastery/ReviewTopic Mastery/Review

Mastery of the topic was assessed each day. Mastery of the topic was assessed each day. If every student in the group achieved mastery of sight If every student in the group achieved mastery of sight

words on the first day of that set, the group moved to the words on the first day of that set, the group moved to the next set on the following day.next set on the following day.

Each student had two trials to master sight words during the Each student had two trials to master sight words during the session.session.

The group progressed to the next set regardless of mastery The group progressed to the next set regardless of mastery status after two sessions on the same set.status after two sessions on the same set.− To ensure that the group would be able to cover more To ensure that the group would be able to cover more

words and soundswords and sounds

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Sequence of Sounds and WordsSequence of Sounds and Words

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Tutoring Fidelity ChecklistTutoring Fidelity Checklist

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Typical RTI: Tertiary PreventionTypical RTI: Tertiary Prevention

NRs to secondary prevention either stay there NRs to secondary prevention either stay there despite poor progress, or they move to tertiary despite poor progress, or they move to tertiary (SE), which often means back to GE with (SE), which often means back to GE with accomodations/modifications.accomodations/modifications.

NLTS: 40% of teachers of LD students do not NLTS: 40% of teachers of LD students do not know students’ instructional needs; 11% of know students’ instructional needs; 11% of these students get modifications.these students get modifications.

NLTS: Majority of high school LD students 3 NLTS: Majority of high school LD students 3 or more grade levels behind.or more grade levels behind.

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III. Challenges to III. Challenges to Typical RTI PracticeTypical RTI Practice

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Challenges for Primary PreventionChallenges for Primary Prevention

Curricula are based on principles from Curricula are based on principles from research; not research-validated.research; not research-validated.

Quality control at district level in choice of Quality control at district level in choice of curricula.curricula.

Professional development.Professional development.

One-stage screening for “at-risk” produces One-stage screening for “at-risk” produces too many false positives.too many false positives.

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Challenges for Secondary Challenges for Secondary PreventionPrevention

Too many children.Too many children. Quality control of choice of tutoring Quality control of choice of tutoring

protocols.protocols. Professional development for tutors.Professional development for tutors. Duration of secondary prevention.Duration of secondary prevention. Must all students with severe learning Must all students with severe learning

problems pass thru secondary or should they problems pass thru secondary or should they proceed directly to tertiary prevention?proceed directly to tertiary prevention?

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Challenges for Tertiary PreventionChallenges for Tertiary Prevention

The “blurring” of special education.The “blurring” of special education.

Modifications and accommodations are not Modifications and accommodations are not intensive enough for children with severe intensive enough for children with severe learning problems.learning problems.

Millions of SWD are not learning. (NLTS-1 Millions of SWD are not learning. (NLTS-1 and NLTS-2.)and NLTS-2.)

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IV. A Primer on CBMIV. A Primer on CBM

Teachers assess students’ academic performance, using brief Teachers assess students’ academic performance, using brief measures.measures.

Each alternate form of the CBM test assesses performance Each alternate form of the CBM test assesses performance on a measure of what is expected by end of year.on a measure of what is expected by end of year.

The CBM score is viewed as an indicator of overall The CBM score is viewed as an indicator of overall performance.performance.

Major RTI purposesMajor RTI purposes− To designate risk (measured on 1 occasion near beginning of the To designate risk (measured on 1 occasion near beginning of the

year)year)

− To describe rate of response to instruction (measured weekly on To describe rate of response to instruction (measured weekly on alternate forms, with a slope of improvement calculated)alternate forms, with a slope of improvement calculated)

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What We Look For in CBMWhat We Look For in CBM

INCREASING SCORES: INCREASING SCORES:

SStudent is responding to the tudent is responding to the instructional program.instructional program.

FLAT SCORES:FLAT SCORES:

SStudent is not responding to the tudent is not responding to the instruction program.instruction program.

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Sarah’s Progress on Words Sarah’s Progress on Words Read CorrectlyRead Correctly

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Jessica’s Progress on Words Read Jessica’s Progress on Words Read CorrectlyCorrectly

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CBM Indicators of CBM Indicators of Reading CompetenceReading Competence

Kindergarten: Letter-Sound FluencyKindergarten: Letter-Sound Fluency

Grade 1: Word-Identification FluencyGrade 1: Word-Identification Fluency

Grades 2-3: Grades 2-3: Passage Reading FluencyPassage Reading Fluency

Grades 4-6: Maze FluencyGrades 4-6: Maze Fluency

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KindergartenKindergartenLetter-Sound FluencyLetter-Sound Fluency

Teacher: Teacher: Say the sound Say the sound that goes with each that goes with each letter.letter.

Time: 1 minuteTime: 1 minute

p U z u yp U z u y

i t R e wi t R e w

O a s d fO a s d f

v g j S hv g j S h

k m n b Vk m n b V

Y E i c xY E i c x……

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Grade 1Grade 1Word-Identification FluencyWord-Identification Fluency

Teacher: Teacher: Read these Read these wordswords..

Time: 1 minute.Time: 1 minute.

twotwo

forfor

comecome

becausebecause

lastlast

fromfrom ......

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Grades 2-3 Grades 2-3 Passage Reading FluencyPassage Reading Fluency

Number of words read aloud correctly Number of words read aloud correctly in 1 minute on end-of-year passagesin 1 minute on end-of-year passages

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Jason Fry ran home from school. He had to pack his

clothes. He was going to the beach. He packed a swimsuit and

shorts. He packed tennis shoes and his toys. The Fry family was

going to the beach in Florida.

The next morning Jason woke up early. He helped Mom

and Dad pack the car, and his sister, Lonnie, helped too. Mom and

Dad sat in the front seat. They had maps of the beach. Jason sat in

the middle seat with his dog, Ruffie. Lonnie sat in the back and

played with her toys.

They had to drive for a long time. Jason looked out the

window. He saw farms with animals. Many farms had cows and

pigs but some farms had horses. He saw a boy riding a horse.

Jason wanted to ride a horse, too. He saw rows of corn growing in

the fields. Then Jason saw rows of trees. They were orange trees.

He sniffed their yummy smell. Lonnie said she could not wait to

taste one. Dad stopped at a fruit market by the side of the road.

He bought them each an orange.

CBM CBM passage passage for for Correct Correct Words Words Per Per MinuteMinute

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CBM Passage Reading FluencyCBM Passage Reading Fluency Not interested in making kids read fasterNot interested in making kids read faster Interested in kids becoming better readersInterested in kids becoming better readers The CBM score is an overall indicator of reading The CBM score is an overall indicator of reading

competencecompetence Students who score high on CBMStudents who score high on CBM

− Are better decodersAre better decoders− Are better at sight vocabularyAre better at sight vocabulary− Are better comprehendersAre better comprehenders

Correlates highly with high-stakes testsCorrelates highly with high-stakes tests

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Grades 4-6 Grades 4-6 Maze FluencyMaze Fluency

Number of words replaced correctly in Number of words replaced correctly in 2.5 minutes on end-of-year passages 2.5 minutes on end-of-year passages from which every 7from which every 7thth word has been word has been deleted and replaced with 3 choicesdeleted and replaced with 3 choices

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Computer MazeComputer Maze

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CBM Indicators of CBM Indicators of Math CompetenceMath Competence

At each grade level, the items on the test At each grade level, the items on the test systematically sample the skills expected for systematically sample the skills expected for mastery at the end of the year.mastery at the end of the year.

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V. Smart Primary and V. Smart Primary and Secondary PreventionSecondary Prevention

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Smart Primary Prevention: Smart Primary Prevention: Identifying At-Risk StudentsIdentifying At-Risk Students

All students are tested once in the fall.All students are tested once in the fall.

Students scoring below a cut-score are Students scoring below a cut-score are designated at risk.designated at risk.

For these at-risk students, response to GE is For these at-risk students, response to GE is monitored using CBM.monitored using CBM.

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Smart Primary Prevention: Smart Primary Prevention: Finding At-Risk StudentsFinding At-Risk Students

Administer weekly CBM to all at-risk Administer weekly CBM to all at-risk students for 5 weeks.students for 5 weeks.

At end of 5 weeks, identify children whose At end of 5 weeks, identify children whose slope (rate of improvement) is inadequate.slope (rate of improvement) is inadequate.

These students enter Tier 2.These students enter Tier 2.

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Smart Secondary Prevention: Smart Secondary Prevention: The Non-RespondersThe Non-Responders

Dual Discrepancy: Slope and LevelDual Discrepancy: Slope and Level Administer weekly CBM to tutored students Administer weekly CBM to tutored students

each week during Tier 2 tutoring.each week during Tier 2 tutoring. At end of tutoring, identify children whose At end of tutoring, identify children whose

slope (rate of improvement) and final level slope (rate of improvement) and final level are inadequate.are inadequate.

These students receive the multi-disciplinary These students receive the multi-disciplinary evaluation.evaluation.

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VI. Smart Tertiary PreventionVI. Smart Tertiary Prevention

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““Preventing” What?Preventing” What?

In health care, what is your internist trying to In health care, what is your internist trying to prevent? prevent?

What are we trying to prevent by using RTI?What are we trying to prevent by using RTI? SE referrals and placements?SE referrals and placements? Or, dropping out of school, unemployment, Or, dropping out of school, unemployment,

incarceration, poor health…?incarceration, poor health…? We need a “unified” approach to RTI, that includes a We need a “unified” approach to RTI, that includes a

reformed GE and SE, to increase all children’s reformed GE and SE, to increase all children’s quality of life.quality of life.

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Smart Tertiary PreventionSmart Tertiary Prevention Tertiary Prevention: Individualized, Data-based, Recursive

− Non-responders to secondary prevention are evaluated by a multidisciplinary team and are identified for SE.

− Tertiary prevention:Student goals are individualized and ambitious.Progress monitoring is used to “formatively” (or

“recursively”) develop effective programs.Progress monitoring is used to determine whether and

when students meet benchmarks and should re-enter secondary or primary prevention

Smart Tertiary Prevention

Comprehensive service delivery like Gawande’s “full spectrum” health care.

Schools implementing RTI need specialists with expertise, not generalists, to make it work.

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Determine Whether Grade-Level Determine Whether Grade-Level Material is Appropriate for PM at Material is Appropriate for PM at

Tertiary PreventionTertiary Prevention

1. Administer three passages at grade level:1. Administer three passages at grade level:− Fewer than 10 correct words, use Word Fewer than 10 correct words, use Word

Identification FluencyIdentification Fluency

− Between 10 and 50 words, but less than 85–90% Between 10 and 50 words, but less than 85–90% correct, move to next lower level of test and correct, move to next lower level of test and administer three passages at this leveladminister three passages at this level

2. Maintain appropriate level for entire year.2. Maintain appropriate level for entire year.

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Set An Ambitious GoalSet An Ambitious Goal

Format of CBM Goal SettingFormat of CBM Goal Setting Current Performance LevelCurrent Performance Level

Given passages representing 3Given passages representing 3rdrd-grade material, Kelsey -grade material, Kelsey reads 43 words correct in 1 minute.reads 43 words correct in 1 minute.

GoalGoalGiven passages representing 3Given passages representing 3rdrd-grade material, students -grade material, students

will read 100 words correct in 1 minute.will read 100 words correct in 1 minute.

ObjectiveObjectiveEach week, given passages representing 3Each week, given passages representing 3rdrd-grade material, -grade material,

students will read 2 additional words correct in 1 minute.students will read 2 additional words correct in 1 minute.

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Reading Graph for Kelsey

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CBM Goal Setting:CBM Goal Setting:Three OptionsThree Options

1.1. Norms for end-of-year performanceNorms for end-of-year performance

2.2. Norms for weekly rate of improvement (slope)Norms for weekly rate of improvement (slope)

3.3. Intra-individual frameworkIntra-individual framework

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Setting IEP Goals:Setting IEP Goals:Norms for End-of-Year PerformanceNorms for End-of-Year Performance

1.1. Identify appropriate end-of-year grade-Identify appropriate end-of-year grade-level norm.level norm.

2.2. Mark end-of-year norm on student Mark end-of-year norm on student graph with an X.graph with an X.

3.3. Find median of first 3 CBM scores.Find median of first 3 CBM scores.

4.4. To draw goal line, connect median with To draw goal line, connect median with X.X.

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Setting IEP Goals:Setting IEP Goals:Norms for End-of-Year PerformanceNorms for End-of-Year Performance

GradeGrade ReadingReading ComputationComputation Concepts andConcepts and ApplicationsApplications

KindergartenKindergarten 40 sounds/minute (LSF)40 sounds/minute (LSF) ------ ------

Grade 1Grade 1 60 words/minute (WIF)60 words/minute (WIF) 20 digits20 digits 20 points20 points

Grade 2Grade 2 75 words/minute (PRF)75 words/minute (PRF) 20 digits20 digits 20 points20 points

Grade 3Grade 3 100 words/minute (PRF)100 words/minute (PRF) 30 digits30 digits 30 points30 points

Grade 4Grade 4 20 replacements/2.5 minutes20 replacements/2.5 minutes(Maze)(Maze)

40 digits40 digits 30 points30 points

Grade 5Grade 5 25 replacements/2.5 minutes25 replacements/2.5 minutes (Maze)(Maze)


Grade 6Grade 6 30 replacements/2.5 minutes30 replacements/2.5 minutes(Maze)(Maze)


Note: These figures may change pending additional research.

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Sam’s Case Study Sam’s Case Study Sam developed sizeable reading deficits in by the end of 2Sam developed sizeable reading deficits in by the end of 2ndnd grade. grade.

In 3In 3rdrd grade, he was identified as having a reading disability. grade, he was identified as having a reading disability. His tutor, Mrs. Hayes, implemented the Orton program but with His tutor, Mrs. Hayes, implemented the Orton program but with

limited success. His weekly CBM performance demonstrated limited success. His weekly CBM performance demonstrated inadequate slope and inadequate final level.inadequate slope and inadequate final level.

Mrs. Hayes concluded that Sam’s response to the validated, Mrs. Hayes concluded that Sam’s response to the validated, standard tutoring protocol was inadequate and that he required an standard tutoring protocol was inadequate and that he required an individualized program.individualized program.

Given his large reading deficits, Mrs. Hayes set his IEP goal as Given his large reading deficits, Mrs. Hayes set his IEP goal as competent 2competent 2ndnd-grade performance at the end of 3-grade performance at the end of 3rdrd grade. grade.

− Rationale: The 2Rationale: The 2ndnd-grade curriculum is similar to the 3-grade curriculum is similar to the 3rdrd-grade -grade reading curriculum, but includes less challenging reading reading curriculum, but includes less challenging reading skills that create a basis for learning harder, third-grade skills that create a basis for learning harder, third-grade reading skills.reading skills.

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Sam’s Case Study Sam’s Case Study

Mrs. Hayes used CBM to slowly build an effective Mrs. Hayes used CBM to slowly build an effective individualized reading program.individualized reading program.

She began with Orton, but conducted sessions twice She began with Orton, but conducted sessions twice daily, each time for 30 minutes, on a 1:1 basis.daily, each time for 30 minutes, on a 1:1 basis.

She also implemented CBM. Each weekly test of She also implemented CBM. Each weekly test of passage reading fluency assessed overall competence passage reading fluency assessed overall competence in the 2in the 2ndnd-grade reading curriculum.-grade reading curriculum.

Each weekly score was an overall indicator of Each weekly score was an overall indicator of reading competence at 2reading competence at 2ndnd grade. grade.

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Passage Reading FluencyPassage Reading Fluency

Number of words read Number of words read correctly in 1 minutecorrectly in 1 minute

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Reading Graph for Sam

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CBM Decision-Making FrameworkCBM Decision-Making Framework

Trend-Line RuleTrend-Line Rule

If 4 weeks of instruction have occurred AND at least If 4 weeks of instruction have occurred AND at least 8 data points have been collected, draw a trend line 8 data points have been collected, draw a trend line through most recent 8 scores. Compare this trend through most recent 8 scores. Compare this trend line against the goal line.line against the goal line.

− If trend line is steeper than goal line, raise goal.If trend line is steeper than goal line, raise goal.− If trend line is less steep than goal line, make a teaching If trend line is less steep than goal line, make a teaching

change.change.

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What Is the Data-Based What Is the Data-Based Decision Rule?Decision Rule?

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Make an instructional change.

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Use Goal to Monitoring Progress and Formatively Use Goal to Monitoring Progress and Formatively

Evaluating the Instructional Program: Evaluating the Instructional Program: Enhancing Student OutcomesEnhancing Student Outcomes

Most important aspect of CBM:Most important aspect of CBM:USE THE DATA!!!USE THE DATA!!!

We don’t throw out the base program but we We don’t throw out the base program but we build upon it.build upon it.

The following instructional elements may be The following instructional elements may be altered to enhance student performance:altered to enhance student performance:

− Instructional componentsInstructional components− Size of instructional groupSize of instructional group− Time allocated for instructionTime allocated for instruction− Materials usedMaterials used− ReinforcementReinforcement

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Instructional Interventions for Progress Monitoring Documentation

Date Instructional Strategies (Procedures and Skills)

Size of Instructional Group (# Teachers:

# Students)

Allocated Instructional Time

and Frequency

Instructional Resources (Curriculum, Level,

Materials)

Reinforcement Strategies (Optional)

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Sam: Time to Make A ChangeSam: Time to Make A Change

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Initial Instruction

Instructional Change

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SamSam To determine the nature of the instructional change for To determine the nature of the instructional change for

Sam, Mrs. Hayes conducts a Quick Miscue Analysis Sam, Mrs. Hayes conducts a Quick Miscue Analysis during Sam’s next CBM testing. during Sam’s next CBM testing.

The Quick Miscue Analysis represents one strategy for The Quick Miscue Analysis represents one strategy for conducting a diagnostic analysis of Sam’s reading conducting a diagnostic analysis of Sam’s reading strategies and gaining insight into productive strategies and gaining insight into productive directions for supplementing the Orton program and directions for supplementing the Orton program and for building Sam’s individualized program.for building Sam’s individualized program.

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Larry was very excited! His father 6

had just brought home a new puppy. Larry’s 14

brother and sister were going to be very 22

surprised, too. 24

The little puppy was black and brown 31

with a few white patches. Her ears were long 40

and floppy. Her tummy nearly touched the 47

ground. Dad said this dog was a beagle. 55

Larry thought their new dog was cute. 62

He couldn’t decide what he wanted to name 70

saw him (T provided)

our b

for much His hair was

pup blue

mother was much

sorpray

funny teeth were torn

growl our puppy boy

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Word WrittenWord Written Word Word SpokenSpoken

Grapho-Grapho-phonemicphonemic

SyntaxSyntax SemanticsSemantics

waswas sawsaw nono yesyes nono

veryvery himhim nono nono nono

excitedexcited ---------- nono nono nono

just just ourour nono nono nono

broughtbrought bb minimalminimal nono nono

brotherbrother mothermother yesyes yesyes nono

werewere waswas minimalminimal yesyes yesyes

veryvery muchmuch nono yesyes yesyes

surprisedsurprised sorpraysorpray yesyes nono nono

puppypuppy puppup yesyes yesyes yesyesQuick Miscue AnalysisQuick Miscue Analysis 30%30% 50%50% 30%30%

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Sam’s Instructional ChangeSam’s Instructional Change

Given Sam’s inadequate reliance on the semantics of Given Sam’s inadequate reliance on the semantics of the passage, Mrs. Hayes decides to introduce a tape the passage, Mrs. Hayes decides to introduce a tape recorder activity, whereby Sam will monitor recorder activity, whereby Sam will monitor semantic miscues in his own reading.semantic miscues in his own reading.

Given Sam’s poor use of grapho-phonemic strategies Given Sam’s poor use of grapho-phonemic strategies during his reading of the passage, Mrs. Hayes during his reading of the passage, Mrs. Hayes decides to conduct a diagnostic assessment of Sam’s decides to conduct a diagnostic assessment of Sam’s decoding skills.decoding skills.

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Decoding BatteryDecoding Battery

− 60 nonsense words60 nonsense words− Ordered from easiestOrdered from easiest− Basals and ceilings Basals and ceilings − 6 words for each of 10 decoding skills6 words for each of 10 decoding skills− Mastery criterion for each skill, at each grade Mastery criterion for each skill, at each grade − Student reads from paperStudent reads from paper− Teacher marks on computer, which prompts teacher re. Teacher marks on computer, which prompts teacher re.

basals/ceilingsbasals/ceilings− ComputerComputer

Codes each word as right/wrongCodes each word as right/wrong Sorts words into 10 skillsSorts words into 10 skills Applies mastery criteriaApplies mastery criteria Identifies 2 nonmastered skills at lowest point in developmental sequenceIdentifies 2 nonmastered skills at lowest point in developmental sequence

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Sam’s Instructional ChangeSam’s Instructional Change

With the results of the diagnostic decoding With the results of the diagnostic decoding assessment in hand, Mrs. Hayes decides to assessment in hand, Mrs. Hayes decides to target vowel teams for intensive review in and target vowel teams for intensive review in and out of contextualized reading.out of contextualized reading.

This emphasis along with the tape recorder This emphasis along with the tape recorder activity are added to the Orton program.activity are added to the Orton program.

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0

20

40

60

80

100

120

140

Date

Nu

mb

er o

f w

ord

s re

ad c

orr

ectl

y in

1 m

inu

te

Baseline

Goal Line

Guided-reading

Guided-reading + decoding practice

Guided-reading + decoding practice + comprehension

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Sam’s Next Instructional ChangeSam’s Next Instructional Change

After 7 additional weeks with this After 7 additional weeks with this instructional modification, Sam increases his instructional modification, Sam increases his rate of improvement but his trend line remains rate of improvement but his trend line remains less steep than his goal line.less steep than his goal line.

Mrs. Hayes decides to introduce a systematic Mrs. Hayes decides to introduce a systematic reinforcement program to reward on-task reinforcement program to reward on-task behavior and accurate work during tutoring. behavior and accurate work during tutoring.

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In This Way …,In This Way …,

Mrs. Hayes continues this iterative process Mrs. Hayes continues this iterative process over time, using the data to formatively over time, using the data to formatively design an individualized program that works design an individualized program that works for Sam.for Sam.

Experimental studies show that when teachers Experimental studies show that when teachers use CBM in this way, they plan more use CBM in this way, they plan more differentiated and effective instruction for differentiated and effective instruction for students with severe learning problems. students with severe learning problems.

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Effect Sizes for CBMEffect Sizes for CBM

1.2

0.75

0.6

0

0.2

0.4

0.6

0.8

1

1.2

1.4E

ffec

t S

ize

Reading Math Spelling

Domain

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Websites Worth VisitingWebsites Worth Visiting

RTI4success.orgRTI4success.org

Progressmonitoring.orgProgressmonitoring.org

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Contact InformationContact Information

[email protected]

615-343-4782 or 322-8254615-343-4782 or 322-8254

mailto:[email protected]

Smart SRBI: Primary, Secondary and Tertiary Prevention

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Transcript of Smart SRBI: Primary, Secondary and Tertiary Prevention