Responsiveness to Instruction(RtI)

The Problem-Solving Model &

Analyzing the CoreNorth Carolina Department of Public Instruction

20131

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7Step 7

Analysis of theIntervention Plan

make a team decision on the effectiveness of

the intervention

1Step 1Define the

ProblemDevelop a behavioral (observable) definition

of problem 2Step 2

Develop an Assessment Plan

Generate a hypothesis and assessment questions related to the problem

3Step 3Analysis of the

Assessment PlanDetermine if problem is

correctly defined

4Step 4

Generate a Goal Statement

Specific Description of the changes expected in student

behavior5Step 5

Develop an Intervention Plan

Base interventions on best practices and research-

proven strategies

6Step 6

Implement the Intervention PlanProvide strategies,

materials, and resources: include

progress monitoring

Data

Universal Screening

Core Analysis

Formative Summative3

Introduction to Assessment

• Assessment within RtI is equally as important as the intervention provided

• No one intervention works for all students so it must be “tested” for effectiveness

• Assessment is part of problem-solving

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Introduction to AssessmentAssessment within RtI should be:

•Easily understood by teacher, parents, students

•Provides early intervention

•Solution driven: Not aimed at diagnosing a problem but the assessments conducted should drive solutions!

•Provide a road map towards what strategies are effective for students

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Tier III

Tier IV

Student Needs

Ass

ess

men

t

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Analyzing the Core

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Core instruction (your teachers’ “P” & “D”) should meet the needs of 80% of all your students.

ALL

Universal Screening

Core Analysis

Formative Summative8

Universal Screening

Quick, low cost, repeatable examination of grade appropriate and basic skills of all students

Purpose(s):

1)Assess your Core’s effectiveness

2)Who needs more intervention/enrichment?

3)“Temperature check”

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Universal Screening

• Conducted three times a year: Fall, Winter, Spring

• Allows problem-solving of whole school/group/grade level skill gaps

• Triangulate school data

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Why Conduct Universal Screening?

• Determine how well your core instructional programs are working for all students

• Identify specific skill deficits/strengths of all students

• Add to summative assessments (EOG/benchmarks) to give specific enough data

• Provide timely data to make decisions

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Oral Reading Fluency

• Oral reading analyzing accuracy and speed

• Measures words read correctly per minute

• Highly correlated with overall reading achievement .91 – Correlation between weight and blood pressure- 0.40– Correlation between glucose level and weight- 0.46– Correlation between SAT and college grades- 0.50

(Fuchs, Fuchs, and Hosp, 2001) 12

Summative Assessment

• Mastery Measure/Culmination Measure• Asks the question “Did they learn it?”• Useful for summary information• Evaluates if learning has taken place

Examples of Summative Assessment:

EOG testing, benchmark testing, GRE testing, SAT testing, Driver’s License tests, EOC tests,

Unit Tests/Quizzes, Report Card Grades13

Formative Assessment• Collected over time, rather than just at the end

of a unit, semester, year

• Not a mastery measure

Examples of Formative Assessment:

Curriculum-Based Measurement, Common Assessments, Descriptive Feedback

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Formative Assessment

• Although summative assessments have a place….we need a way to measure performance over time with frequency

• Formative assessment is a key to good Instruction!

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Analyzing the Core

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Core instruction (your teachers’ “P” & “D”) should meet the needs of 80% of all your students.

ALL

Analyzing Your Core

• Are at least 80% of your students proficient in each subgroup?

• What is working? Why? How do you know?

• What’s not working? Why? How do you know?

• Do teachers have needed skills & content knowledge?

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What is your Data showing?

Or?

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• Is your curriculum aligned with standards and assessment?

• Are teachers using research-based strategies?

• Is your schedule working?

Analyzing Your Core Program

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Core Curriculum Details School Name: Grade Level:

Content Area: Date:

Complete one form for each content area at each grade level

Tools Training Support Initial Training Date:

Principal observations/Walk-throughs

Staff at Initial Training: Most Recent Refresher Core Training Date:

Fidelity Checklist(s) Used:

Staff at Refresher Core Training:

Staff with Skills to Provide Coaching Support in Core Curriculum:

Staff in Need of Training in Core Curriculum:

Core Program

Projected Date for New Staff Training in Core:

Plan of Action:

Develop an Assessment Plan

Instruction

Curriculum

Environment

Learner

Strategies

Materials

Pacing

Order

Schedule Size of

Groups

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Develop an Assessment Plan

97% of all first grade students did not meet expectations in one area of phonemic awareness because the curriculum delivered between fall and winter was lacking content in this area.

Instruction Curriculum Environment Leaner

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7Step 7

Analysis of theIntervention Plan

make a team decision on the effectiveness of the

intervention

1Step 1Define the

ProblemDevelop a behavioral (observable) definition

of problem 2Step 2

Develop an Assessment PlanGenerate a hypothesis and

assessment questions related to the problem

3Step 3Analysis of the

Assessment PlanDetermine if problem is correctly

defined

4Step 4

Generate a Goal Statement

Specific Description of the changes expected in student

behavior5Step 5

Develop an Intervention PlanBase interventions on best

practices and research-proven strategies

6Step 6

Implement the Intervention Plan

Provide strategies, materials, and resources: include progress monitoring

Data

Scheduling: Considerations• Create master schedule based on student

needs

• Do students receive core instruction?

• Typically we rely on students to make the connection to core– How do we connect the varying programs/interventions

for children?

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Universal Screening

Core Analysis: Learner

Curriculum Based

Measurement (CBM)

Formative Summative27

Curriculum-Based Measurement (CBM)

• Assessment approach emphasizing repeated direct measurement of student performance

• High levels of validity and reliability

• Multiple forms at the same grade level allow for comparison across time

• Over 25 years of educational research indicating it promotes positive student outcomes

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Curriculum-Based Measurement

• "any set of measurement procedures that use direct observation and recording of a student’s performance in a local curriculum as a basis for gathering information to make instructional decisions”Deno (1987)

• Method of monitoring student educational progress through direct assessment of academic skills

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Curriculum-Based Measurement

Characteristics:Simple

Accurate

Efficient

Generalizable

Reliable and Valid

Predictive

Sensitive

Flexible

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Curriculum Based Measurement

Purposes• Survey Level

Assessment– Determine student’s

instructional level

• Specific Level Assessment

Types• General Outcome

Measures

• Skill based measures

• Mastery measures

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Curriculum Based Measurement: Types

General Outcome Measures

Skills –Based Measures

Mastery Measures

Screening Screening Diagnostic Evaluation

Survey-level assessment

Survey-level assessment

Specific-level assessment

Progress Monitoring Progress Monitoring To target content areas of concern

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CBM as a General Outcome Measure

This is a general thermometer of academic health

It is complimentary to any curriculum- not curriculum-specific

Examples of GOM measures outside of education•Height•Weight•Blood pressure•Stock Market•McDonald’s measuring number of hamburgers sold

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Curriculum Based Measurement: Examples

• Early Literacy

• Oral Reading Fluency

• Comprehension-MAZE

• Multiple Choice Reading Comprehension

• Written Expression

• Early Numeracy

• Math Computation

• Math Applications34

Finding Curriculum Based Measurements

http://rti4success.org/progressMonitoringTools

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Oral Reading Fluency

• Oral reading analyzing accuracy and speed

• Measures words read correctly per minute

• Highly correlated with overall reading achievement .91 – Correlation between weight and blood pressure- 0.40– Correlation between glucose level and weight- 0.46– Correlation between SAT and college grades- 0.50

(Fuchs, Fuchs, and Hosp, 2001) 36

Oral Reading Fluency

• Students read aloud for one minute

• Words read correctly per minute are computed

• What is correct?– Self-corrects (within 3 seconds), correctly

read words, incorrectly read words that are dialectical in nature

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• Read connected text accurately and fluently

• Passages available from first to ninth grade levels

Oral Reading Fluency

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Fluency Rubrics

• Smoothness

• Pacing

• Confidence

• Accuracy

• Expression

• Gives more robust assessment of fluency

http://www.nwaea.k12.ia.us/documents/resources/rubricfluencyTimothy_Rasinski_A02D8D54358FF.pdf 39

• Student reads passage silently for 3 minutes

• Every 7th word is replaced with three choices

• Student circles correct choice

• Can be group administered

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Reading Comprehension: Multiple Choice

• For screening for grades 6-8

• Students can take online or pencil/paper

• No set time limit (estimate 45 minutes)- questionable reliability/validity at this point

(Natl. Center on RtI)

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• Administered for two to eight minutes

• Single Skill or Multi Skill

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• Concepts and Problem Solving

• Measures the application of math concepts

• Administration times vary- typically 8-10 minutes

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• Spelling– Correct Spelling Sequences

• Writing (typically 4 minutes total)– Correct Writing Sequences or Correct Words

Written scoring

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• Letter Naming

• Phoneme Segmentation

• Decoding

• Letter Sounds

Types of Assessment: Early Literacy

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• Oral Counting

• Number Identification

• Quantity Discrimination

• Missing Number

Types of Assessment: Early Numeracy

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Types of Assessment: Curriculum Based Measurement

Reflection:

• Why would you want to use CBM?

• What are the benefits of CBM in the classroom?

• What are the benefits of CBM for a school?

Turn and Talk!!!

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