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Agenda
Topics to be covered:• Selecting skills to assess and progress
monitoring tools• Collecting data• Graphically displaying data• Establishing decision rules
December 18, 2012 2Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
3
Problem-Solving Model
DO YOU HAVE A CONCERN?• Observe/record the student’s performance
IS IT SIGNIFICANT?• Compare the student to peers and grade/class expectations
WHAT SHOULD WE DO?• Explore solutions and develop an intervention plan for the student
IS IT WORKING?• Implement and monitor the student’s progress on important
outcomes
IS THE CONCERN RESOLVED?• Compare the student to peers and grade/class expectations
December 18, 2012
Essential Componentsof an RtI System
1. High-quality, differentiated classroom instruction aligned with State standards and grade-level expectations
2. Universal screening of academics and behavior using general outcomes measures (e.g., curriculum-based measurement) to identify students at-risk
3. Parental engagement in intervention process4. Continuum of research- or evidence-based interventions of increasing
intensity across the tiers5. Implementation of supplemental instruction or intensive interventions
with treatment integrity/fidelity6. Continuous progress monitoring using skill-specific and general
outcome measures to determine response to intervention and/or improvement in outcomes
7. Data Team to collect and analyze data and to determine appropriate changes in instruction or intervention
December 18, 2012 4Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
5Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
Steps for Progress Monitoring
1. Determine instructional level and target behaviors.
2. Select skills to assess.
3. Select measures to use.
4. Collect baseline data.
5. Set short- and long-term (end criteria) goals.
6. Select and deliver instruction/intervention.
7. Administer measures and graph data.
8. Review data regularly and change instruction/ interventions or goals based on results.
9. Continue to monitor progress.December 18, 2012
Determine Instructional Level and Target Behaviors
• Administer universal screener.• Analyze the results.
• TABE results will be used to determine the student’s instructional level.
• BASC-2 BESS results will be used to identify the student’s behavioral concerns.
• Identify any red flag items to follow-up!
December 18, 2012 6Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
Select Skills to Assess
• Not all standards are created equal!• Select the most powerful standards to
address, such as those that will:• Target foundational skills;• Target high leverage skills; and • Move the student closer to long-term goals.
December 18, 2012 7Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
Select Skills to Assess
• Direct measures of academic skills will provide the most accurate data for planning instruction.
• However, testing older students specifically on phonological awareness measures does not add power to the identification of reading and spelling difficulties (Hogan, Catts & Little, 2005).
December 18, 2012 8Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
MS LA Frameworks vs. Common Core ELA Standards
GRADE 3: READING STANDARDS FOR LITERATURE K–5 – KEY IDEAS AND DETAILS
CCSS for ELA 2006 MS LA Framework, Revised3. Describe characters in a story
(e.g., their traits, motivations; or feelings) and explain how their actions contribute to the sequence of events.
2b. The student will analyze texts in order to identify, understand, infer, or synthesize information. (DOK 3)3) Answer literal and inferential questions
about characters’ actions, motives, traits, and emotions.
5) Arrange in sequential order a listing of events found in narrative and/or informational text.
December 18, 2012 9Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
MS LA Frameworks vs. Common Core ELA Standards
GRADE 5: READING STANDARDS FOR LITERATURE K–5 – KEY IDEAS AND DETAILS
CCSS for ELA 2006 MS LA Framework, Revised3. Compare and contrast two or
more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
2d. The student will respond to or interpret increasingly complex literary text, literary nonfiction, and informational text to compare and contrast information, citing text-based evidence. (DOK 3)1) Story elements (e.g., setting, characters,
character traits, plot, resolution, point of view).
December 18, 2012 10Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
MS LA Frameworks vs. Common Core ELA Standards
GRADE 8: READING: LITERATURE– KEY IDEAS AND DETAILS
CCSS for ELA 2006 MS LA Framework, Revised3. Analyze how particular lines
of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
2d. The student will respond to, interpret, compare, contrast, critique, or evaluate increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence. (DOK 3)1) Story elements (e.g., setting, characters,
character traits, plot, resolution, point of view).
December 18, 2012 11Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
Common Core Math Standards
GEOMETRYGrade 3: Reason with shapes and their attributes.1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)
may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Grade 5: Classify two-dimensional figures into categories based on their properties.3. Understand that attributes belonging to a category of two-dimensional figures also
belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
Grade 8: Understand congruence and similarity using physical models, transparencies, or geometry software.4. Understand that a two-dimensional figure is similar to another if the second can be
obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
December 18, 2012 12Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
Select Measures to Use:CBM Procedures and Scoring
Area Timing Procedures Scoring Unit
Early Literacy:• Letter Naming Fluency• Letter Sound Fluency• Phoneme Segmentation• Nonsense Word Fluency
• 1 minute• 1 minute• 1 minute• 1 minute
IndividualIndividualIndividualIndividual
Correct:• Letter Names• Letter Sounds• Phonemes• CVC Words
Reading:• Oral Reading Fluency • 1 minute Individual
Words Read CorrectlyErrors
Reading:• MAZE / CLOZE • 3 minutes
Group or Individual
Answers Correct Errors
Spelling:• Grade 1-2 Words• Grade 3-8 Words
Total 2 minutes• (every 10 sec) • (every 7 sec)
Group or Individual
Correct Letter SequencesWords Correct
December 18, 2012 13Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
Select Measures to Use:CBM Procedures and Scoring
Area Timing Procedures Scoring Unit
Written Expression:• Grade 1-3 Writing• Grade 4-6 Writing• Grade 7-12 Writing
• 3 minutes• 5 minutes• 7 minutes
Group or Individual
Total Words WrittenWords Spelled CorrectlyCorrect Writing SequencesWriting Elements
Early Numeracy:• Oral Counting• Number Identification• Quantity Discrimination• Missing Number
• 1 minute• 1 minute• 1 minute• 1 minute
IndividualIndividualIndividualIndividual
Correct:• Oral Counts• Numbers Identified• Phonemes• CVC Words
Math Calculation:• Grade 1-3 Skills• Grade 4-8 Skills
• 2 minutes• 4 minutes
Group or Individual
• Digits Correct • Digits Correct
Content Areas:• Area-specific vocabulary • 5 minutes
Group or Individual • Correctly Matched Terms
December 18, 2012 14Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
Collect Baseline Data
Reading:• Select probes that correspond to instructional
levels at and above those indicated by the TABE (e.g., if reading is 2.2 select probes from 2-5+).
• Administer the probes increasing the levels.• If the student has more than 50 WRC with 10% or
fewer errors, move to a higher level probe.• Stop once the student has between 10-50 WRC with
no more than 10% errors. Administer 2 more probes at this level and use this level to monitor progress.
• Record WRC and errors.
December 18, 2012 15Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
Collect Baseline Data
Writing:• Select probes with writing prompts.
• Be sure to select appropriate prompts that reflect the experiences of a wide range of students. Eliminate topics that will be challenging for students or that are not part of their experiences.
• Administer probe increasing to best time.• Read the prompt aloud, provide 30 seconds to think about
writing, and reread the prompt.• Collect a 3-minute writing sample. Increase to 5-minute and
7-minute samples as tolerated by the students. • Examine student performance rates to determine best time
for administration.
• Record the number of CWS, WSC, and TWW.December 18, 2012 16Copyright © 2012 Mississippi Department of Education Office of
Instructional Programs/Office of Special Education
Collect Baseline Data
Math:• Select probes that include items at and above
instructional level indicated by the TABE.• Identify skills expected to be mastered by the end
of the year and include on mixed-skill probes.
• Administer 3 probes.• If the student is working on grade 1-3 level skills,
provide 2 minutes for each probe.• If the student is working on grade 4 or above level
skills, provide 4 minutes for each probe.
• Record DC and errors.December 18, 2012 17Copyright © 2012 Mississippi Department of Education Office of
Instructional Programs/Office of Special Education
Collect Baseline Data
Content Areas (Science/Social Studies):• Create probes that reflect content-specific
vocabulary to be covered over the year. • Each probe should contain vocabulary listed in alphabetic
order on the left side with blanks and definitions listed on the right side with numbers indicating each item.
• Administer 3 probes. • Read the names of each vocabulary term aloud.• Give students 5 minutes to match definitions and
vocabulary terms.
• Record CMT (and time, if completed in less than 5 minutes).
December 18, 2012 18Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
Collect Baseline Data
Target Behaviors:• Select one or more behavior(s) to address for
each student. Be sure to select pro-social behaviors and, if any, behaviors to decrease.
• Create a method for measuring behavior(s) that are appropriate.
• Depending upon the behavior selected, measure frequency, duration, intensity, or latency.
• Collect baseline data in the time/setting in which the behavior will be monitored.
December 18, 2012 19Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
Set Long-Term Goals
Set long-term goals (end criteria) for the year based on reasonable/ambitious goals given the difference between the student’s current performance and appropriate expectations.
• Goals should use the following general format: • In (number of weeks until the end of annual review), when
given a randomly selected (description of probe with time element), the student will (behavior expected) at (the expected level of performance).
• In 30 weeks, when given a randomly selected sixth-grade level reading passage, Thomas will read aloud at 120 WRC with 6 or fewer errors.
December 18, 2012 20Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
Set Short-Term Goals
Short-term goals are based on reasonable to ambitious rates of progress and/or rate needed to achieve long-term goal over the time period.
• Ensure that the student has a good chance to be successful.• Base expected rate of growth on research or data collected on
student’s progress.• Reading – begin with 2 WRC per week• Math – begin with 1 DC per week (range: 0.5-1.5)• Writing – determine rate of growth of CWS per week (range: 0.2-0.5)
or consider WSC/TWW if CWS is low• Content areas – determine rate of growth needed to achieve 90%
CMT• Behavior – determine rate of improvement or decrease as needed to
be successful
December 18, 2012 21Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
Select and Deliver Instruction/Interventions
• Conduct error analysis to determine targets for instruction/intervention.• If student does not demonstrate skill, focus on skill
acquisition.• If student can demonstrate skill but with a high error
rate, focus on improving accuracy.• If student can demonstrate skill with accuracy but has
a slow rate, focus on improving fluency.
• Select approaches that address deficits.• Focus on skill development for skill deficits.• Increase motivation for performance deficits.
December 18, 2012 22Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
Administer Measuresand Graph Data
Set up the progress monitoring graph.• Indicate units on axes (y=units and x=time).• Record student name and measure given.• Record baseline data (median of 3 samples).• Draw a goal line.• Record progress (median of 3 samples) and
review at weekly to bi-weekly intervals.• Draw a vertical line to indicate changes in
instruction/interventions or goals.
December 18, 2012 23Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
Reading Progress Monitoring
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 240
20
40
60
80
100
120
Weeks
ORF
: Wor
ds R
ead
Corr
ect
December 18, 2012 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 24
Incentive Incentive + PDEC
Chan
ge In
terv
entio
n
Incr
ease
Goa
l
Incr
ease
Goa
l
Behavior Progress Monitoring
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 240
10
20
30
40
Weeks
Off-
Task
Beh
avio
r
December 18, 2012 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 25
Token Token + Self Monitor
Chan
ge
Inte
rven
tion
Dec
reas
e G
oal
Dec
reas
e G
oal
Review Data and Make Changes as Indicated by the Data
Review data every four data points.• If the data points are below the line, change
the frequency, duration, or intensity of the instruction/intervention provided.
• If the data points are above the line, change the goal to reflect the increased performance and/or new rate of improvement.
• If the data points are below and above (or follow) the goal line, continue the intervention until the long-term goal is achieved.
December 18, 2012 26Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
Identification of Nonresponders
Determine the criteria for referral to special education.
• If the data shows little or no progress after changes of intensity, frequency, and/or duration to intervention, you may refer the student for a comprehensive evaluation for special education.
• If the data shows little or no progress after 18 weeks, you must refer to special education.
• Continue providing interventions to attempt to improve the student’s performance even when being evaluated for special education.
December 18, 2012 27Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
28Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education
References and Resources
• References• Brown-Chidsey R. & Steege, M.W. (2010). Response to Intervention:
Principles and strategies for effective practice (2nd Ed.) New York: Guilford Press
• Burns, M.K., Riley-Tillman, T.C., & VanDerHeyden, A.M. (2012). RTI Applications, Volume 1: Academic and Behavioral Interventions. New York: Guilford Press
• Information Centers• National Center for Progress Monitoring: www.studentprogress.org • National Center for RTI: www.rti4success.org • National Research Center on Learning Disabilities: www.nrcld.org • Pennsylvania Training/Technical Assistance Network: www.pattan.net • Vanderbilt University’s IRIS Center:
iris.peabody.vanderbilt.edu/rti02_assessment/cresource.htm
December 18, 2012
OSE Technical Assistance Staff:Stacy Callender, Prog. [email protected]
Desma McElveen, Division [email protected]
Tanya Bradley, Bureau Director [email protected]
MS Dept. of Education
Office of Special Education
359 N. West Street
P. O. Box 771
Jackson, MS 39205
(601) 359-3498
Contact Information
December 18, 2012 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 29