identifying trends in tier 1 data

Materials sponsored by the Office of English Language Learners, New York City Department of Education

RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway

IDENTIFYING TRENDS IN TIER 1 DATA




Session Goals

RTI Groundwork

Examining Assessment

Systems

Data Analysis and

Instructional Design

Advancing your RTI Model

Link assessment to instruction:

Considering the needs of ELLs’

Working with data:

Organizing data to understand trends

Understanding student performance in context

Analyzing school data for trends and patterns



Today’s Focus in Relation to an RTI Model

RTI Model Tiered Instruction

Excellent Tier 1 (Core) Instruction

Ongoing student

assessment

• Literacy Block

Tier 1Core of Instruction

• Extra exposure to instruction focused on the student’s needs

Tier 2"Double Dose" of Instruction

• One-on-one Tutoring• Special services

Tier 3

Intensive

Intervention


RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips GallowayTier 1

Tier 2Tier 3

Architecture of a Tier 1 Literacy System

Formative Measures Screening Measures Outcome Assessment

Code Based

Meaning Based

Data Informs Instruction



Assessment and Instruction

• In the classroom:• Patterns in the data shape

priorities for the core of instruction

• Students who are struggling receive a “double dose” targeted to their specific needs

• Students who struggle despite intervention are evaluated for increasingly specialized services

The Three-Tiered ModelThe Three-Tiered Model

• Literacy Block


• Extra exposure to instruction focused on the student’s needs


• One-on-one Tutoring• Special services

Tier 3

Intensive

Intervention

5





Principles for Tier 1: ELLs

ELLs in mainstream classroom settings

included in assessments designed for the RTI

system

Assessment used to guide instructional planning and

support – NOT for high stakes decisions or to label

students

ELLs flagged as at-risk or below-benchmark should

receive targeted instructional support



Instructional Opportunities or Individual Difficulty?

Instructional Opportunity

• More than 20% of class shares the same difficulty

• Limited formal schooling opportunities• Newcomer to the U.S. with

limited schooling• Young child who has just

entered school settings (PreK & K)

• Limited schooling due to health or contextual factors

Individual Difficulty

• Difficulty is different from the performance of most peers

• In addition:• Student has a history of

experience in strong instructional environment

• We have ruled out contextual, emotional, physical, or social impediments to learning



Today’s Focus• Identifying patterns in a classroom of students

• Shaping the core of instruction to the needs of the group



Tier 3Intensive

Intervention

8



ORGANIZING DATA TO UNDERSTAND TRENDS



Looking at sample data:

Test Report

Student # Score

1 11

2 29

3 6

4 37

5 6

6 41

7 57

8 44

Thinking about the data

• Which students would you worry about?

• What do you need to know before you can fully understand student performance?





What scores are reported?Raw Score

• The number of words read correctly -or-

• The number of questions answered correctly

Standard Score

• A score created to show how students perform relative to the mean for that age or grade level. • Standard scores

can be compared over time to see if the student is progressing at a normal developmental rate.

Percentile Rank

• A score that tells what percentage performed more poorly than the student on the test.• Example: if a

student scores 40%, that means that 40% of students score lower and 60% score higher than that child on that test

Formative Screening



Looking further…

Words Correct Per Minute

Student # Raw ScorePercentile Rank

1 11 7

2 29 27

3 6 5

4 37 37

5 6 5

6 41 42

7 57 66

8 44 48

Flagging students

The Percentile Rank now gives a basis of comparison: 0-25: below average 25-35: low average 35-75: average 75-99: above average

Who do you worry about now? What questions remain?





Understanding Scores

Standard Score

Less than 85: below average

85-90: low average

90-115: average

115+: above average

Percentile Rank

0-25: below average

25-35: low average

35-75: average

75-99: above average

Criterion-Referenced

At Risk / Emerging

Some Risk / Developing

Low Risk / Established



What do we expect to see?

Norm-Referenced Assessment

Most students score around the 50th percentile

Very few students score above the 90th percentile or below the 10th

What is the distribution in your classroom?

Criterion-Referenced Assessment

Nearly all or all of students meeting the benchmark



UNDERSTANDING STUDENT PERFORMANCE IN CONTEXTThe case of Carter





The Case of CarterCarter is from a Puerto Rican family, but has lived his whole life in New York City with his mother and grandmother, both of whom are fully bilingual and switch easily between English and Spanish in their daily conversations. Carter was a bit shy when he entered kindergarten, and his father died tragically that year. However, like many children, he displayed resiliency. His dimpled smile and good-natured way made him a favorite among teachers and his classmates, and he continued to have a warm and loving home life. He did very well in his mainstream classrooms in the primary grades; he was considered a strong student and read far more fluently than his peers, even though his expression and phrasing were a bit off. Still, it came as a surprise when he scored a 1 on the New York ELA exam at the end of 3rd grade. Now, as a 4th grader, he seems to encounter challenges on a regular basis. He has not done well on comprehension tests at the end of units or chapters, and is often found talking with peers rather than doing the work he is supposed to be doing. The other day his teacher noticed that he has a bunch of magazines hidden in the back of his desk, and that he hasn’t yet started their latest class novel, Charlotte’s Web. Many other students are well into the book and have started their book reports.





Case AnalysisTier 1

1. Is the reading difficulty this student is experiencing different in type or severity than the difficulty experienced by his or her classmates?

If the answer is NO, engage with these questions: 1. How might regular classroom instruction be altered to support this student and his

or her classmates experiencing similar difficulties? 2. For what period of time will we provide this whole-class instruction before we

evaluate its success? (X weeks)





Carter’s Classroom

What domains of literacy are being measured? What types of assessments are in place? How is the overall group of students fairing? Is Carter’s performance unusual?



Analyzing Classroom Data• Fill out the matrix for Carter’s classroom – 4th Grade

• What do you notice?





Percent of Students at RiskPPVT:

Receptive Vocabulary

DIBELS:Passage Fluency

TOWRE:Sight Word and

Decoding Fluency

NYS ELA Test:

Comprehension

Percentage of

students

identified as

“at risk”

60% 60% 52% 82%





A Common Scenario Calling for Tier 1 Instruction

In isolation, Carter’s vocabulary scores are concerning

In the context of his peers, they are typical

In high-risk settings, we often need to focus on

intensifying Tier 1 instruction





Other Students in Carter’s Classroom

Look for student cases where their challenges appear unusual given the performance patterns of the group

Can you identify any potential small groups of students who might benefit from the same instructional approach?



ANALYZING OUR SCHOOL’S DATA FOR TRENDS



Identifying the Trends at Our School1. Each classroom or

grade-level team should fill out the percentage of students flagged as at-risk for each measured domain of literacy

2. As a group we will come together to fill out the entire table for our school






For Discussion:What major

trends do we see in the data?

What are the trends over time? What are the connection between scores in early grades and later grades?

What data is missing or needed to have a complete picture?

Is there a school-wide priority area that

emerges from the data?



CLOSING AND REFLECTION






Closing Discussion:

What are the priority areas for instruction for Tier 1, given the

student population and the needs uncovered by data?

What are the “next steps” in the

classroom? What questions do you have?


identifying trends in tier 1 data

Documents

instruction assessment

additional instruction

ell academic successlesaux

high quality instruction

general classroom instruction

multiple tiers of instruction

sort of intense instruction

contextanalyzing school