RTI

Progress Monitoring

Module 6

RI RTI Initiative

2007

RTITopics of Session

1. Progress Monitoring Assessment

2. Importance of graphs

3. Decision Rules: Performance Level

4. Setting Goals

5. Decision Rules: Response rate to instruction

RTI Assessment in a RTI ModelProgress Monitoring

District/School Level(Benchmarking/Screening)

To screen and identify students who are at-risk and in need of interventions

All students

Three times a year

All areas

At grade-level

Intervention LevelTo monitor progress of individual students and determine rate of improvement and need for adaptation of intervention

Students who are not achieving benchmarks (PLP, IEP)

Weekly, biweekly, monthly assessments

In area of need

At instructional level

RTIActivity One

What can this data tell you?

TURN AND TALK

RTIDecision Making:

Performance Levels

• Who needs intervention support?

• 3 ways– Percentiles– Cut Points– Discrepancy ratio

RTI

Requires a Larger Normative Data Base, Preferably Benchmark Data

< 25th At Risk, Consider Problem-Solving at the Group Level

<10th Potential Severe Problem, Consider Individual Problem Solving

Percentiles

RTI

• A number which represents the point at which scores can be divided into different groups (for example does not meet, meets, and exceeds expectations) for decision-making purposes.

• May be based on research (e.g., a correlation between scoring at or above a certain level on a CBM or DIBELS task and future academic success) or expectation (e.g., grades at C or above, no more than 3 office referrals).

Cut Scores

RTI

How to calculate:1. Sample 5-7 Students or

Whole Class, Grade

2. Figure Median and Graph

3. Divide by 2 and Graph

4. Students Who Perform Below the Line May Need Problem Solving

Discrepancy Ratios

RTI

Can Compute…

Peer MedianTarget Student Median

145 40

= Discrepancy of 3.6x

RTI

Generally speaking… - A student who is 1.5x discrepant from his/her peers may benefit from intensive group interventions.– A student who is 2-2.5x discrepant from his/her

peers is appropriate for individualized problem-solving and intensive intervention resources may be appropriate.

Example: Jessica is 2.1x discrepant from peerson the Math CBM and may benefit from

intensive interventions in math.

Data-based decisions on performance level enables team to

make decisions about levels of support and resource from the start.

RTI Who needs intervention support?

0

5

10

15

20

25

30

35

40

3rd Grade Students (N=61)

Poi

nts

on M

ath

App

licat

ions

CB

M

2x discrepant

median

RTIData-Based Decisions

1. Performance Level • Gaps in Performance

• PLP Not at Grade Level• Special Education Significant Discrepancy

2. Progress Monitoring• Rate of Learning

• Trend in performance • Response to Instruction

RTI2. Rate of Learning

• Why?– Is what we are doing working?.... intervene

early – Better able to predict student success at

meeting goals– Better able to identify who needs more

intensive instruction

RTI Measure of Progress…rate of learning

Curriculum-Based Assessment

• Portfolio• Work Samples

• Mastery Measurement

• Curriculum-Based Measurement

RTIProgress Monitoring

CBMs• Are assessments to monitor progress

• Are designed to serve as ““indicatorsindicators”” of general reading/math achievement. CBM doesn’t measure everything, but measures the importantimportant things.

• Are Standardized testsStandardized tests to be given, scored, and interpreted in a standard way. standard way.

• Are researchedresearched with respect to psychometric properties to ensure accurate measures of learning.

• Are SensitiveSensitive to improvement in Short PeriodsShort Periods of time.

• Designed to be as short as possibleas short as possible to ensure its ““do abilitydo ability.”.”

• Are linked to decision makinglinked to decision making for promoting positive achievement and Problem-Solving

RTI Word Identification Fluency

ww

w.interventioncentral.org

Student:

Date: ____________________

Class: __________________________

Correct Items:_____ Total Items Attempted:______

as from how any

old think her has

could put some ask

fly going take once

him let over had

again round then when

walk just an may

after by where live

RTI

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

62x

86x

724 )

655 )

105 )

3574x

90x

306 )

819 )

82 8543 04

+ 90

3223x

45x

306 )

Taken from Fuchs, L. S., Hamlett, C. A., & Fuchs, D. (1998). Monitoring Basic Skills Progress: Basic Math Computation (2nd ed.). [computer program]. Austin, TX: ProEd.

Available: from

http://www.proedinc.com

Math Computation

RTI Concepts and Applications

Sample page from a three-page test for Grade 2 Math Concepts and Applications– From Monitoring

Basic Skills Progress

RTIVocabulary Matching

• To assess learning in the content areas• Middle and High School

TERMS ANSWER DEFINITIONS

Mastery measurement A. Assessments that are direct observations and recording of a student's performance in the local curriculum

Curriculum-based assessment

B. Standardized assessment that compares a student with a specified reference group.

Norm-referenced test C. An assessment based on a collection of student work over time

D. Assessments that measure students ability to meet short-term instructional objectives

RTI Progress Monitoring

National Center on Student Progress Monitoring www.studentprogress.org

RTIProgress Monitoring

Benefits of Progress Monitoring

Parents and students know what is expected

Teachers know what is working or not working with their instruction based on data

Easy to understand way to show parents progress

Teams have comprehensive data on student performance for decision making

RTI Setting Goals and Response to Instruction

• Setting Goals– Benchmarks– Rate of Improvement (ROI) norms– Intra-individual

• Decision Making Rules: Response rate to instruction– Data Point Rules– Trend Line Rules– Rate of Improvement (ROI) Slope

RTISetting Goals

1. End of the Year Benchmarks

• GLEs for Reading Fluency – 2nd grade 80-100 WPM

– 5th grade 125-150 WPM

• WIF – 50 words per minute

• AIMSweb Math Computation Norms – 1st grade 17 Correct Digits

– 5th grade 52 Correct Digits

RTI Research Norms for Improvement

Grade Modest Reasonable Ambitious

1-2 1 WRC/week 1.5 WRC/week 2.0 WRC/week

3-6 .5 WRC/week 1.0 WRC/week 1.5 WRC/week

**Deno, 2005

READING FLUENCY**

Grade Reasonable Ambitious

1-3 .3 CD/Week .5 CD/Week

4-6 .7 CD/Week 1.1 CD/Week

*Fuchs, 2006

MATH CALCULATIONS*

RTIIntraindividual ROI

• Weekly rate of improvement in “baseline slope” calculated from 8 data points (Slope: Difference of highest and lowest/#weeks)

• Baseline multiplied by 1.5• Product multiplied by number of weeks until end of year• Add to student’s final baseline score to produce end of year goal.

Baseline Reading scores: 52, 54, 52, 53, 55, 58, 55, 56

Difference: 58-52 =5Divide by number of weeks: 5/8 =.625 (SLOPE)

Baseline multiplied by 1.5: .625 × 1.5 = .9375Number of weeks left (6 weeks): .9375 ×6 =5.6

Add to final baseline score: 56+5.6 = 61.6

GOAL 62

RTI

Carlos – 5th grader

Math Calculation

December-January Monitoring

36, 37, 36, 36, 37, 38, 39, 37

What math goal would you set for Carlos for the end of year --

18 weeks from now?

RTI

Carlos – 5th grader

End of Year Benchmarks 52 CD (.77 ROI)

National Norms 51 CD (.7 ROI) (38+18*.7)

58 CD (1.1 ROI)(38+18*1.1)

Individual ROI 48 CD (.56 ROI)3/8*1.5 =.56 ROI 38 + (18*.56)

What goal would you set for Carlos in math for the end of

year?

RTI Decision Making: Response rate to instruction

1. Data Points

2. Trend Analysis

3. ROI – Using Tukey to Find Slope

RTI Decisions based on data-points

Derived from: Fuchs and Fuchs (2006) and Shapiro (2006)

4 scores…

Above goal-line Responding to Instruction…

increase if continues for 4 more points

Hovering about Continue what you are doing

Parallel Wait for 4 more points…

Does it accelerate?

Below goal-line Not Responding to Instruction…Change!

RTI Decisions based on trend lines

Trend lines based on 6-8 data-points

• If trend line is steeper than goal line, increase the goal.

• If trend line is flatter than goal line, revise instruction

• If trend line equals goal line, make no change at this time.

Maze Monitoring

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Baseline Week 1-a Week 1-b Week 2-a Week 2-b Week 3-a Week 3-b Week 4-a Week 4-b

Num

ber C

orre

ct

TREND

AIMLINE

RTI Liz: Did she respond?

010

20304050

607080

90100

0 2 4 6 8 10 12

Intervention Weeks

R-CB

M Co

rrect

Wor

ds P

er M

inute

Goal

Liz

Linear (Liz)Trend

RTI Matt: Did he respond?

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Intervention Weeks

R-C

BM

: Co

rrec

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Rea

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Min

ute Matt

Goal

RTI Kate: Did she respond?

010

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607080

90100

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Intervention Weeks

R-C

BM

: Cor

rect

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inut

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Kate

Goal

RTI Bob: Did he respond?

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120

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Intervention Weeks

R-C

BM

: Cor

rect

Wor

ds in

a

Min

ute

Goal

Bob

Linear (Bob)Trend

RTI Tukey Method for Finding Slope

Step 1: Divide the data points into three equal sections by drawing two vertical lines. (If the points divide unevenly, then group them approximately.)

Step 2: In the first and third sections, find the median data point and median instructional week. Locate the place on the graph where the two values intersect and mark that spot with an X.

Step 3: Draw a line through the two Xs and extend that line to the margins of the graph. This represents the trend-line or line of improvement.

Step 4: Calculating Slope

Third median point – First median pointNumber of data points – 1

RTI Sample to practice Tukey

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1015

2025

3035

4045

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Intervention Weeks

WIF

: C

orr

ect

Read

Wo

rds in

On

e

Min

ute

X

X

20-1412-1

611 .55 slope ROI

RTI Practice Interpreting ROI:

Determining slope by Tukey method

Ethan

0102030405060708090

0 2 4 6 8 10 12

Intervention Weeks

R-C

BM

: C

orr

ec

t W

ord

s p

er

Min

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Ethan

0102030405060708090

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Intervention Weeks

R-C

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per

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ROI:(75-56)/(12-1) = 1.72

RTIIs Carlos

responding to the

intervention?

RTI End of March: 8 Week Check-In

Carlos

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60

18-Jan 7-Feb 27-Feb 19-Mar 8-Apr 28-Apr 18-May 7-Jun 27-Jun

Weeks of Intervention

Cor

rect

Dig

its X X

CHANGE INTERVENTION

RTI June: Did Carlos meet the

goal?

Carlos

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18-Jan 7-Feb 27-Feb 19-Mar 8-Apr 28-Apr 18-May 7-Jun 27-Jun

Weeks of Intervention

Co

rrec

t Dig

its

INTERVENTION CHANGE

X

X

RTI

When making decisions you can be informed by data or

driven by data.

TURN AND TALK

1. What is the difference between data-driven and data informing?2. What are your current practices for decision making?3. What do you need to do to use data to more effectively meet students'

needs?

RTI3 - 2 - 1

3 things you learned today

2 things you still have questions about

1 statement about how you feel about PM now