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1
Successfully Implementing RTI and Early Intervening Services through Progress Monitoring
Jacki Bootel
Urban Special Education Leadership CollaborativeNovember 3, 2006
2
Questions to Answer
What is student progress monitoring and how does it fit within an accountability agenda?How does CBM help me as I work within a Response to Intervention model and in the identification of learning disabilities?Where can I learn more information about student progress monitoring?
3
What exactly is student progress monitoring?
How does it fit within an accountability agenda?
4
The Policy Basis for Adopting PM
No Child Left Behind focuses on the progress of sub-groups of students including SWDIDEA 2004 focuses on early intervening and response to intervention
5
Progress Monitoring
Conducted frequently – at least monthlyDesigned to:– Estimate rates of improvement– Identify students who are not
demonstrating adequate progress– Compare the efficacy of different forms of
instruction • Thereby design more effective, individualized
instructional programs for struggling learners
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What is the Difference Between Traditional Assessments and PM?
Traditional assessments:– Lengthy tests– Not administered on a regular basis– Teachers do not receive immediate
feedback– Student scores are based on
national scores and averages
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What is the Difference Between Traditional Assessments and PM?
Curriculum-Based Measurement (CBM) has the strongest evidence base.– Provides an easy and quick method to
gathering student progress– Teachers can analyze student scores and
adjust student goals and instructional programs
– Student data can be compared to teacher’s classroom or school district data
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9
Curriculum-Based Measurement
CBM is distinctive:– Each CBM test is of equivalent
difficulty• Samples the year-long
curriculum
– CBM is highly prescriptive and standardized• Reliable and valid scores
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The Basics of CBM
CBM monitors student progress throughout the school year
Students are given probes at regular intervals– Weekly, bi-weekly, monthly
Teachers use student data to quantify short- and long-term goals that will meet end-of-year goals
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The Basics of CBM
CBM tests are brief and easy to administer
All tests are different, but assess the same skills and the same difficulty level
CBM scores are graphed for teachers to use to make decisions about instructional programs and teaching methods for each student
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Hypothetical Fourth-Grade Math Computation Curriculum
Multidigit addition with regroupingMultidigit subtraction with regroupingMultiplication facts, factors to 9Multiply 2-digit numbers by a 1-digit numberMultiply 2-digit numbers by a 2-digit numberDivision facts, divisors to 9Divide 2-digit numbers by a 1-digit numberDivide 3-digit numbers by a 1-digit numberAdd/subtract simple fractions, like denominatorsAdd/subtract whole number and mixed number
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41x
98 297
95 22 575 26 8+
24 47x
B C D E
G H I J
L M N O
Q R S T
V W X Y
A
F
K
P
U
64 )37
27 =
61 4444 20
Sheet #1
Password: ARM
Computation 4
Name: Date
67 =31 +
47 =27 -
35
15 =+
786 ) 87 57x
67x
90x 486 ) 205 )
502 ) 3310x
60x
307 )
328 ) 11 5628 24
+ 83
3833x
95x 567 )
•Random numerals within problems
•Random placement of problem types on page
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79x
41 644
52 85 264 70 8+
13 07x
B C D E
G H I J
L M N O
Q R S T
V W X Y
A
F
K
P
U
92 )
23
13 =
15 0414 41
Sheet #2
Password: AIR
Computation 4
Name: Date
12 =64 +
47 =13 -
511
311 =+
249 )
10 73x 6
2x
86x
724 )
655 )
105 )
3574x
90x
306 )
819 )
82 8543 04
+ 90
3223x
45x
306 )
•Random numerals within problems
•Random placement of problem types on page
15
DonaldDonald’’s Progress in Digits Corrects Progress in Digits CorrectAcross the School YearAcross the School Year
0
10
20
30
40
50
60
70
Sep Oct Nov Dec Jan Feb Mar Apr May
Donald Ross Computation 4
DIGITS
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A A ““Correct DigitCorrect Digit”” Is the Right Is the Right Numeral in the Right PlaceNumeral in the Right Place
45074507 450721462461
21462361
21462441
3correct digits
4correct digits
2correct digits
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What We Look For in CBM
INCREASING SCORES: – Student is mastering the 4th
grade curriculum.
FLAT SCORES:– Student is not profiting from
instruction and requires a change in the instructional program.
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Sarah’s Progress on Digits Correct Across School Year
0
10
20
30
40
50
60
70
DIG
ITS
Sarah Smith Computation 4
Sep Oct Nov Dec Jan Feb Mar Apr May
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Jessica’s Progress on Digits Correct Across School Year
0
10
20
30
40
50
60
70
80
DIG
ITS
Jessica Jones Computation 4
Sep Oct Nov Dec Jan Feb Mar Apr May
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CBM Research
CBM research has been conducted over the past 30 years
Research has demonstrated that when teachers use CBM for instructional decision making:– Students learn more– Teacher decision making improves– Students are more aware of their
performance
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How does CBM help me as I work within a
Response to Intervention model?
22
Progress Monitoring in the Context of
Responsiveness-to-Intervention
Dr. Lynn S. Fuchs and Dr. Douglas Fuchs
Excerpt from 2006 Summer Institute on Student Progress Monitoring RTI Manual
23
IDEA 2004 and RTI
IDEA 2004 permits use of IDEA funds for early intervening services; requires early intervening to address disproportionalityIDEA 2004 permits LEAs to use RTI as an alternative to IQ/achievement discrepancy model
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SLD Determination and IDEA 2004 (P.L. 108-446)
New language in IDEA:“… a local educational agency may use a
process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures….”Sec. 614(b)6B• The language of IDEA 2004 does not specifically
use the term “responsiveness to intervention (RTI).”• In the special education research literature, the
process mentioned in this language is generally considered as referring to responsiveness to intervention (RTI).
• RTI is not mandated (e.g., “. . . a local agency mayuse a process. . .”).
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Distinct Uses of RTI
Prevent academic problems through early identification (kdg& early 1st grade)
• Intervention for students with achievement or behavior problems
• Assist in identifying students with Severe Learning Disabilities
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IQ/Achievement Discrepancy Model
Over-identifies studentsIQ tests do not necessarily measure intelligenceIQ and academic achievement are not independent from one anotherStudents must fail before they are identified with LDs
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Response to Intervention
Students are provided with an early interventionStudents are identified as LD only after they have not responded to instruction that is effective for the vast majority of studentsAssessment data is collected frequently
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Approaches To Implementing RTI: Five Dimensions
1. Number of tiers (2–5)2. How at-risk students are identified:
– Percentile cut on norm-referenced test– Cut-point on curriculum-based measurement (CBM) with and
without progress monitoring (PM)3. Nature of Tier 2 preventative treatment:
– Individualized (i.e., problem solving)– Standardized research-based protocol
4. How “response” is defined:– Final status on norm-referenced test or using a benchmark– Pre–post improvement– CBM slope and final status
5. What happens to nonresponders:– Nature of the abbreviated evaluation to categorize learning
disability (LD), behavior disability (BD), and mental retardation (MR)
– Nature of special education
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Several Viable Approaches To Implementing RTI
In this presentation, we feature the most widelyresearched model.1. Three tiers2. Designating risk with benchmark + PM3. Standardized research-based Tier 2
preventative tutoring4. Defining response in terms of CBM
slope/final status5. Nonresponders undergo abbreviated
evaluation to answer questions and distinguish LD, BD, and MR
– Receive reformed Tier 3 special education
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Basics of RTI
RTI relies on a multi-tier prevention system to identify students with LDs:– Primary prevention– Secondary prevention– Tertiary prevention
Two or more tiers of increasingly intensescientific, research-based interventions (Intensity dimensions include duration, frequency and time of interventions, group size, and instructor skill level)
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Continuum of School-wide Support
Primary Prevention:School-wide
and class-widesystems for all
students,staff, and settings
Secondary Prevention:
Specialized groupsystems for students with at-risk behavior
Tertiary Prevention:Specialized
individualizedsystems for students with intensive needs
~80% of students
~15%
~5%
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Basics of RTI
Primary Prevention (Tier 1):– All students screened to find
suspected at-risk students– Suspected at-risk students remain in
primary prevention and are assessed using progress monitoring
– Responsive students remain in primary prevention
– Unresponsive students move to next tier
33
Basics of RTI
Secondary Prevention (Tier 2):– Research-based tutoring.– Provided in small groups.– Student progress is monitored
weekly.– Responsive students return to
primary prevention.– Unresponsive students move to
next tier.
34
Basics of RTI
Tertiary Prevention (Tier 3):– Special education services.– Individualized education program (IEP)
goals.– Individualized instructional programs.– Student progress is monitored weekly.– Responsive students return to secondary
or primary prevention.– Unresponsive students remain in tertiary
prevention.
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Three Tiers of RTI
TIER 2: Secondary Prevention- Validated or researched-based tutoring- PM to assess responsiveness
RESPONSIVE
UNRESPONSIVE
AT RISK
TIER 3: Tertiary Prevention- Special education- CBM to set IEP goals- PM to formulate individualized programs- PM to assess responsiveness
RESPONSIVE
UNRESPONSIVE
TIER 1: Primary Prevention- General education setting- Research-based instruction- Screening to identify students suspected to be at risk- PM to (dis)confirm risk status
or
36
Typical RTI Procedure
1. All students screened to identify suspected at-risk students.
2. Progress of suspected at-risk students is monitored and students with confirmed risk require more intensive tutoring.
3. At-risk students receive secondary prevention tutoring and progress is continually monitored.
37
Typical RTI Procedure (continued)
4. Students unresponsive to secondary prevention tutoring move to tertiary prevention and receive comprehensive evaluation to answer questions and determine disability.
5. Progress is monitored in tertiary prevention to set IEP goals, formulate effective programs, and decide responsiveness-to-intervention.
38
Progress Monitoring and RTI
PM is an essential tool for RTI.With PM, student academic performance is assessed using brief measures.PM takes place frequently (generally weekly) using alternate forms.Decisions are made based on PM
39
Progress Monitoring (PM)
CBM benchmarks used for screeningCBM slopes used to confirm or disconfirm student risk status in Tier 1CBM used to define responsiveness-to-intervention in Tier 2CBM used to set IEP goals, formulate individualized programs, and determine responsiveness-to-intervention in Tier 3
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Case Study: Joshua
0
20
40
60
80
100
120
140
160
180
200
1 3 5 7 9 11 13 15 17 19 21 23
Weeks of Instruction
PRF:
Wor
ds R
ead
Cor
rect
ly P
er M
inut
e
Joshua’s trend-lines
instructional changes
Joshua’s goal-line
X
41
Decisions in Developing EI/RTI Models
What is our purpose?What is our scope?How will we define and monitor students at risk?What is our EI/RTI model?How does our EI/RTI model relate to special education eligibility?
42
What is our purpose?
To maximize performance on end of year tests?To reduce inappropriate referrals to special education?To identify students with LDs earlier?To move away from the discrepancy model?
43
What is our scope?
Academic or academic plus behavior?Which academic subjects?What grades?What schools?
44
How will we define and monitor students at risk?
Relates to your purpose.What tools will we use for screening?What progress monitoring tools will we use?
45
What is our EI/RTI model?
How many tiers will we have?Do we have a research-based curriculum in place?Who will deliver services at each tier and what will they be?How long is the intervention at each tier?Can students repeat a tier? How many times?
46
How does EI/RTI model relate to special education eligibility?
How will EI/RTI information be used in referral?What other information will be gathered?Does failure to progress at Tier 2=learning disability?What about procedural safeguards?
47
Where can I learn more information about student progress monitoring?
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National Center on Student Progress Monitoring
Websitewww.studentprogress.org
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Which Tool Should I Choose?
A Look at Possible Decision Making Scenarios
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I’m interested in monitoring student progress in mathematics in my district for grades 1-3. Which tools would be appropriate?AIMSWeb
Monitoring Basic Skills Progress (MBSP)
Yearly Progress Pro
STAR
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Which tools offer accommodations for students with special needs ( e.g. English Language Learners, hearing impaired)?
Dynamic Indicators of Early Basic Literary Skills (DIBELS)
EdCheckup
STAR
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Center TrainersDr. Todd Busch, Minnesota State University, Mankato Dr. Joe Dimino, Instructional Research GroupDr. Pam Fernstrom, University of North Alabama Dr. Tracey Hall, Center for Applied Special Technology Dr. John Hintze, University of Massachusetts Dr. Michelle Hosp, University of Utah Dr. Erica Lembke, University of Missouri Dr. Laura Saenz, The University of Texas Pan American Dr. Pam Stecker, Clemson University
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National Center on Student Progress Monitoring
www.studentprogress.org
(866) 770-6111 (Toll Free)
Questions?