Overview of RtI Assessment
Brief history and review of RtI Description of Tiers Assessment Tools Instructional Materials to Use based
on Assessment Data Resources Available
IDEA 1997 v. IDEA 2004
IDEA 1997– Student has SLD if: Student failed to achieve commensurate with age and
ability if provided appropriate teaching experiences AND- IEP team found SEVERE DISCREPANCY between
achievement and intellectual ability
IDEA 2004– No longer required to find severe discrepancy
IEP team may use a process that determines if the child responds to a SCIENTIFIC RESEARCHED BASED INTERVENTION
Problems with the Discrepancy Model
Critics have described the model as a wait to fail model. Students must be at least 2 years behind before receiving help.
Easier to catch students up at an earlier age but they would not qualify.
By the time they qualify emotional damage and self concept issues are harder to get rid of.
Multi Tiered Model of Service Delivery
Tier 1 - Universal Interventions
Tier 2 - Selected Interventions
Tier 3 - Intensive Interventions
3 tiered model
1-5% 1-5%
5-10% 5-10%
80-90%80-90%
Tier 3: Intensive, Individual Interventions (5%)• Individual Students• Assessment-based• High Intensity• Of longer duration
Tier 2: Targeted Group Interventions (15%)• Some students (at-
risk)• High efficiency• Rapid response
Tier 1: Universal Interventions (80%)• All students• Preventive,
proactive
Students
RtI Decision-Making Guide
TIER I Universal screening: fall, spring,
winter Cut-off score = 25th percentile. Principal chairs a meeting with RtI
team. Data are analyzed to identify trends in students falling below cutoff score. Consultation with teachers occurs regarding curriculum and instructional practices.
Tier I (cont.)
Teachers implement core curriculum and strategies for 6–8 weeks. Review classroom data and analyze progress of struggling learners with CBMs or classroom-based assessments.
* Decision point: Identify students who continue to fall below cutoff score and demonstrate a lack of progress, falling within the bottom 10 percent of students based on district norms. Schedule RtI meeting to discuss their move to Tier 2.
TIER II
Strategic interventions: 9–12 weeks; repeat Use researched fluency learning rates (Fuchs, Deno,
Shapiro, AIMSweb, etc.).– Establish baseline scores and develop aimline (goal).– Determine number of weeks of intervention, a 30-minute
session 2 or 3 days per week.– Problem-solve intervention.– Assign case manager, assessment support, and
intervention support.– Begin intervention.– Progress monitoring 2 times per week.
Tier II (cont.)
* Decision point: Weeks 4–6. Use a 3- or 4-data-point decision rule to monitor progress, and problem-solve if intervention needs to be altered.– Continue intervention.
* Decision point: Weeks 9–12. Reconvene RtI team, and analyze data. If learning rate improves according to aimline, continue intervention. If not, change intervention and monitor for a repeat of weeks 9–12 ; or if learning rate continues to fall significantly below that of peers (10th percentile), refer student to Tier III.
TIER III
Intensive interventions Increase intensity of intervention to
two 30-minute sessions per day, 5 days a week, conducted by trained support personnel. RtI team may also add to standard protocol interventions.
Increase progress monitoring to 3 times per week.
Tier III (cont.)
Decision point: Weeks 9–12. If learning rate increases, continue intervention. If learning rate does not increase or if intensity of intervention is judged to be long-term based upon resources, refer student for a comprehensive evaluation.
* Decision point: IEP (individualized education plan) team convenes to review comprehensive evaluation and determine special education eligibility. If student is deemed eligible, IEPs are developed based on all data. Progress monitoring continues. Student receives Tier 1 and Tier 3 interventions
Tier 1 Program(Primary Prevention; General Education; Universal core instructional program)During the Tier I pull-out program, focus in on the “BIG IDEAS” of reading instruction:•Phonemic Awareness•Alphabetical Principal•Accuracy and fluency reading to connected text•Vocabulary development•Reading Comprehension
Tier III
Most intensive instruction Weekly progress monitoring Programs are individualized and
adjusted as needed Usually preliminary to a referral
Referral
Maintain tracking sheets when students switch levels
Put tracking sheets in reg ed cum Can now use tracking sheets to
establish interventions No longer need a discrepancy
School Psych Report
Answers the following questions:– Does xxx qualify for special education
based on the criteria set forth under Federal RtI guidelines?
Data must be collected to establish a pattern.
Examples of High School Assessment Tools
Ideas for assessment– Group Reading Assessment and
Diagnostic Evaluation (GRADE)– Woodcock Reading Mastery Tests
Revised– Research going on using Strategies
Intervention Model
Example of Middle School Assessment Tools
Use CST and CELDT as screening tools Students are placed into reading
strategies classes and further testing is continued
San Diego quick is used to measure word in isolation decoding
Scholastics 3-minute fluency is used to measure oral reading fluency
Reading Specialist does most of the individual assessments
Performs these assessments during lunch, prep period and class time.
District used to hire a substitute to help in order to finish assessments, now uses PEP/Tutorial time
Example of Elementary School Assessment Tools
Dibels Pseudoword Decoding (GL WIAT) AR- STAR Color coded tracking sheet for ease
of selection Learn to trust data!!! Check with reg ed teachers
Examples of Interventions at Elementary Level
Rewards 6-Minute Solution (ORF) Read Naturally Pilot Site for Reading Plus (on
computer)
Who Gets Assessed?
Students scoring as Basic (below 325 CST) Below Basic and Far Below Basic.
Teacher or Parent Concerns can trigger an assessment.
Students scoring below a 2.0 GPA. Students placed in an intervention class
receive additional testing. Students scoring on grade level are then
moved out of intervention class.
Logistics
Students grouped by grade level or ELD label but not on data
Students stay for a year, can be moved at semester
Interventions for 7th and 8th graders delivered in a double block period combining the intervention with the core Language Arts Instruction
Tier I
Assessment– CELDT– AR STAR– Read Naturally– Rewards
Delivery– Gen Ed classroom/ small group instruction
Monitor– DIBLES monthly, AR STAR monthly, Unit Assessments
Tier II Assessment
– Quick phonics screener– Phonics for Reading– Rewards – Literature Connection/complete
Delivery– 4 days a week 30 min time blocks
Monitor– Tier 2+ weekly DIBLES, Biweekly program progress– Tier 2 Monthly DIBLES, AR STAR M, Program Progress
Tier III Assessment
– EL- IPT listening/speaking– Test used in other Tiers
Delivery– Small group (3 - 4)
Monitor– Weekly DIBLES– Biweekly program monitor– IEP Quarterly Check
San Diego Quick
May
08
ORF
Ta
rget
3rd
110
Post Test Pre Test post test Pre Test
(Highest
Unit Complet
ed)Year: Year: Date test
givenDate test
given:Date test
given:Date test
given:Date test
given:
2007 2007 2008 2008 Jan 09' May 09' Aubg 08'May 09'
Aug 08' Jan 09' May 09'
score scoreTarget
93 CWPM
Target 105
CWPM
Target 118
CWMP
Passage/ Grade Level
Target 118
CWPM
Inst Passage
Grade Level CW
Inst Passage
Grade Level CW
Grade Level of Passage
Grade Level of Passage
Example
6 SE EL 300 340 50 4 0 0 6 6
1 4 \ B 334 B 300 88 109 4 4 8 1 1 3.3 4.42 4 139 PRO 367 PRO 383 163 160 4 2 2 5.7 43 4 EI I I 64 BB 267 BB 285 53 69 4 2 10 3 3 2.5 2.54 4 EI EI EI 57 FBB 251 B 307 38 74 4 2 9 4 4 2.1 2.45 4 I I I 104 B 327 B 314 89 104 4 4 9 5 5 3 4.86 4 SE 122 BB 282 BB 285 68 92 4 2 10 6 6 2.5 3.37 4 78 PRO 387 \ \ 107 134 4 7 7 4.5 4.18 4 80 PRO 367 B 318 67 83 4 8 8 4.6 5.49 4 74 106 4 9 9 3.6 3.910 4 103 PR0 354 B 307 93 114 4 10 10 4,7 5.611 4 A A EA 95 PRO 362 B 326 66 93 4 11 11 4.9 4.112 4 97 B 317 B 330 70 96 4 4 10 12 12 2.5 3.813 4 133 171 4 13 13 5.8 6.614 4 EA 59 79 4 2 10 14 14 3.1 4.515 4 114 PRO 376 PRO 361 88 111 4 15 15 3.9 5.116 4 EA I EA 112 BB 285 BB 285 89 124 4 3 9 16 16 3.6 4.317 4 126 B 342 B 338 97 141 4 17 17 3.4 4.518 4 81 91 4 18 18 4.4 4.419 4 102 B 306 B 318 90 97 4 3 10 19 19 3.2 3.619 4 122 Pro 381 Pro 381 105 109 136 4 19 19 6.620 4 I 126 Pro 381 Pro 375 89 102 111 4 20 20 3.620 4 100 \ \ PRO 366 118 153 4 20 20 4.8 5.121 4 SE 113 PRO 362 B 307 109 103 4 21 21 5 4.622 4 140 B 334 B 300 110 130 4 22 22 4.623 4 93 95 4 23 23 4.6 5.624 4 63 78 4 4 9 24 24 2.3 4.525 4 85 BB 278 BB 281 65 82 4 4 10 25 25 3.8 3.526 4 96 B 323 BB 270 83 4 4 8 26 26 3.8 5.727 4 33 BB 274 FBB 242 26 45 4 3 10 5 5 1.5 2.628 4 SE 62 \ \ BB 285 63 79 4 1 10 6 6 2.3 2.729 4 71 BB 289 BB 262 62 86 4 2 10 2 2 2.8 330 4 4 30 3131 4 4 31 3232 4 4 32 3333 4 4 34 34
OAKHURST ELEMENTARY OAKHURST Screening for Program Placement Worksheet Interventions
= entry field
School Name: Oakhurst Elementary School Oakhurst Elementary School
Star ARDibles Grade 4
Grade Level grade level
District Name: Bass Lake Joint Union Elementary District Bass Lake Joint Union Teacher/Test Gr 4 / Gr 4 /
Decoding Intervention Programs Fluency Intervention Programs
Jane Doe A D
Pre Test Post Test
Date test given: Date test given:
Aug 08' May 09'
Student Name
Stud
ent G
rade
Leve
l
Indic
ate
if
Speci
al
Educa
tion S
tudent
ELL
CELD
T 0
7'
ELL
CELD
T 0
8'
ELL
CELD
T 0
9'
CST - English-
Language Arts
Score
CST - English-
Language Arts
Score
Pseudoword Decoding
3.11.3
Planning Instructional Groupings
Team process Relied heavily on Dibels data
– Must determine most important indicator
Analyzed other diagnostic measures Analyzed STAR CST testing levels
Examples of Elementary Tier I Instructional Materials
Teachers have the freedom to use their professional judgment in providing differentiated instruction– Open Court: Reteach– Open Court: ELD component– Hampton Brown– SRA– Readers Theater– Literature Circles– Partner Reading– Teacher directed grouping – Team teaching
Examples of Elementary Tier II Instructional Materials
Lexia: primary reading/ CD Rom, -(phonemic awareness and phonics)
Rewards: Intermediate level, -(multisyllabic decoding)
Read Naturally: tapes and CD Rom, -(fluency)
Drops in the Bucket/Frog Games-(language skills)
After School Achievers Reading Club - (reading strategies/language skills/comprehension)
Hampton Brown: (language Development for EL’s)
Guided Reading Book Sets
Examples of Elementary Tier III Instructional Materials
Orton Gillingham/Zoophonics Steck Vaughn Power up (intermediate
CD Rom/online) Read Naturally Edmark reading (CD) Some students/Language focus
For More Information National High School Center-
www.betterhighschools.org National Center on RTI-
www.rti4success.org Center on Instruction-
www.centeroninstruction.org RTI Wire www.jimwrightonline.com Iris Center- Vanderbilt University http://iris.peabody.vanderbilt.edu/
resources.htmlhttp://iriscenter.com/about_brochures/IRIS_RTI_Brochure.pdf
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