RTI: Developing a Process to Conduct Screenings With a ...€¦ · School-Wide Assessment Team (SWAT): t SNtN ext Steps Review Harn’s (2000) recommendations for setting up a School-Wide

Response to Intervention

RTI: Developing a RTI: Developing a Process to Conduct Screenings With a Screenings With a School-Wide Assessment Team (SWAT)

Jim Wrightwww.interventioncentral.org

www.interventioncentral.org


www.interventioncentral.org 2

Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from http://www.p12.nysed.gov/specialed/RTI/guidance-oct10.pdf; p. 8


RTI ‘Pyramid of Tier 3: Intensive interventionsInterventions’ Tier 3: Intensive interventions.Students who are ‘non-responders’ to Tiers 1 & 2 are

Tier 3

referred to the RTI Team for more intensive interventions.

Tier 2 Individualized interventions. Subset of students receive interventions Tier 2

Tier 1: Universal interventions

students receive interventions targeting specific needs.

Tier 1Tier 1: Universal interventions.Available to all students in a classroom or school. Can consist


of whole-group or individual strategies or supports.



Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from http://www.p12.nysed.gov/specialed/RTI/guidance-oct10.pdf; p. 13

Response to InterventionEducational Decisions and Corresponding Types of

AssessmentAssessment• SCREENING/BENCHMARKING DECISIONS: Tier 1: Brief

screenings to quickly indicate whether students in the general-screenings to quickly indicate whether students in the generaleducation population are academically proficient or at risk.

• PROGRESS-MONITORING DECISIONS: At Tiers 1, 2, and 3, ongoing ‘formative’ assessments to judge whether students on intervention are making adequate progress.

• INSTRUCTIONAL/DIAGNOSTIC DECISIONS: At any Tier detailed • INSTRUCTIONAL/DIAGNOSTIC DECISIONS: At any Tier, detailed assessment to map out specific academic deficits , discover the root cause(s) of a student’s academic problem.

• OUTCOME DECISIONS: Summative assessment (e.g., state tests) to evaluate the effectiveness of a program.


Source: Hosp, M. K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM: A practical guide to curriculum-based measurement. New York: Guilford Press.


RTI: Screening All Students (Stewart & Silberglit, 2008)

Screening data in basic academic skills are collected at least 3 times per year (fall winter spring)times per year (fall, winter, spring).

• Schools should consider using ‘curriculum-linked’ measures such as Curriculum-Based Measurement that will show such as Curriculum-Based Measurement that will show generalized student growth in response to learning.

• If possible schools should consider avoiding ‘curriculum-If possible, schools should consider avoiding curriculumlocked’ measures that are tied to a single commercial instructional program.


Source: Stewart, L. H. & Silberglit, B. (2008). Best practices in developing academic local norms. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 225-242). Bethesda, MD: National Association of School Psychologists.


Local Norms: Using a Wide Variety of Data (Stewart & Silberglit 2008)(Stewart & Silberglit, 2008)

Screening results can be compiled using: Fl h C i l B d • Fluency measures such as Curriculum-Based Measurement.Existing data such as office disciplinary referrals• Existing data, such as office disciplinary referrals.

• Computer-delivered assessments, e.g., Measures of Academic Progress (MAP) from www nwea orgAcademic Progress (MAP) from www.nwea.org


Source: Stewart, L. H. & Silberglit, B. (2008). Best practices in developing academic local norms. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 225-242). Bethesda, MD: National Association of School Psychologists.


Steps in Conducting a Screening Using CBM MMeasures

1. Identify personnel to assist in collecting data. A range of staff and school stakeholders can assist in the school of staff and school stakeholders can assist in the school norming, including:• Administrators• Administrators• Support staff (e.g., school psychologist, school social

worker specials teachers paraprofessionals)worker, specials teachers, paraprofessionals)• Parents and adult volunteers• Field placement students from graduate programs• Field placement students from graduate programs


Source: Harn, B. (2000). Approaches and considerations of collecting schoolwide early literacy and reading performance data. University of Oregon: Retrieved from https://dibels.uoregon.edu/logistics/data_collection.pdf



2. Determine method for screening data collection. The school can have teachers collect data in the classroom or school can have teachers collect data in the classroom or designate a team to conduct the screening:

• In-Class: Teaching staff in the classroom collect the data over a calendar week.

• Schoolwide/Single Day: A trained team of 6-10 sets up a testing area, cycles students through, and collects all data in one school day., y g , y

• Schoolwide/Multiple Days: Trained team of 4-8 either goes to classrooms or creates a central testing location, completing the assessment over multiple daysassessment over multiple days.

• Within-Grade: Data collectors at a grade level norm the entire grade, with students kept busy with another activity (e.g., video) when not being screened


being screened.Source: Harn, B. (2000). Approaches and considerations of collecting schoolwide early literacy and reading performance data. University of Oregon: Retrieved from https://dibels.uoregon.edu/logistics/data_collection.pdf



3. Select dates for screening data collection. Data collection should occur at minimum three times per year in collection should occur at minimum three times per year in fall, winter, and spring. Consider:• Avoiding screening dates within two weeks of a major • Avoiding screening dates within two weeks of a major

student break (e.g., summer or winter break).• Coordinate the screenings to avoid state testing periods Coordinate the screenings to avoid state testing periods

and other major scheduling conflicts.





4. Create Preparation Checklist. Important preparation steps are carried out including:are carried out, including:• Selecting location of screening

R iti i l• Recruiting screening personnel• Ensure that training occurs for all data collectors

Li d t t l ( f id t • Line up data-entry personnel (e.g., for rapid computer data entry).



Response to InterventionDefining ‘Discrepant’ Academic Performance: Do

We Use External Norms or Local Norms?We Use External Norms or Local Norms?External (Research or Benchmark) Norms: Used to compare the performance of a student or instructional compare the performance of a student or instructional program to objective external/research/national norms. External norms can help to answer these questions:p q– Is the school’s core program successful (comparison of

local to research norms)?)– Is a child performing at a minimum level of competency

in the academic skill to allow us to predict future success?

– What objective academic performance cut-off should be


set to determine student entry into and exit from Tier 2 and 3 intervention programs?

12


Defining ‘Discrepant’ Academic Performance: Do W U E t l N L l N ?We Use External Norms or Local Norms?

L l N R k d d il ti f f t d t Local Norms: Rank-ordered compilation of scores of students within a particular grade level/school. Local norms are used to help answer these questions:used to help answer these questions:– What is the typical range of student ability in the grade

level or school?level or school?– How is a particular student performing relative to other

children in the grade level or school?children in the grade level or school?– How much effort must a teacher exert to instruct this

student relative to other students in the class?


Response to InterventionBaylor Elementary School : Grade Norms: Correctly Read Words Per Min : Sample Size: 23 Students January Benchmarking

Group Norms: Correctly Read Words Per Min: Book 4-1: Raw DataGroup Norms: Correctly Read Words Per Min: Book 4-1: Raw Data31 34 34 39 41 43 52 55 59 61 68 71 74 75 85 89 102 108 112 115 118 118 131G N C t d

National Reading Norms: 112 CRW

Median (2nd Quartile)=71

Group Norms: Converted to Box-Plot

Source: Tindal, G., Hasbrouck, J., &

Norms: 112 CRW Per Min

3rd Quartile=1081st Quartile=43

, ,Jones, C. (2005).Oral

reading fluency: 90 years of

measurement[Technical report

Billy=19[Technical report

#33]. Eugene, OR: University of Oregon.

Low Value=31 Hi Value=131

0 20 40 60 80 100 120 140 160


0 20 40 60 80 100 120 140 160Correctly Read Words-Book 4-1


School-Wide Assessment Team (SWAT): N t StNext Steps

Review Harn’s (2000) recommendations for setting up a School-Wide Assessment Team to conduct universal screenings.

• Assemble a list of personnel who should participate on the SWAT.

• Discuss when you would schedule fall/winter/spring screenings.g

• Select one of Harn’s data collection approaches (e.g., Approach #1: In-Class; Approach # 2: One-Day


Approach #1: In Class; Approach # 2: One Day Schoolwide Approach) for your school’s screeining plan.


RTI: Creating a Data Analysis Team to

Manage Tier 2 ServicesManage Tier 2 Services

Jim Wrightwww.interventioncentral.org


Response to InterventionWorkshop Agenda: Tier 2 Data Analysis Teams

What is the purpose of the Data Analysis Team?

Who should serve on the team?

p p y

How should a Data Analysis Team meeting be structured?structured?

How are the key steps to getting a Data Analysis How are the key steps to getting a Data Analysis Team started in your building?



Workshop PPTs and Handout Available at:p

http://www jimwrightonline com/hbcsd phphttp://www.jimwrightonline.com/hbcsd.php



Tier 2 Data Analysis Team: The Tier 2 Data Analysis Team: The Basics



RTI ‘Pyramid of Tier 3: Intensive interventionsInterventions’ Tier 3: Intensive interventions.Students who are ‘non-responders’ to Tiers 1 & 2 are

Tier 3

referred to the RTI Team for more intensive interventions.

Tier 2 Individualized interventions. Subset of students receive interventions

Data Analysis

Tier 2

Tier 1: Universal interventions

students receive interventions targeting specific needs. Team

Tier 1Tier 1: Universal interventions.Available to all students in a classroom or school. Can consist


of whole-group or individual strategies or supports.


Data Analysis Team: Definition

The Data Analysis Team (DAT) is the gatekeeper for Tier 2 services.

The DAT meets at least 3 times per year, after fall, winter, and spring schoolwide academic screenings to review screening spring schoolwide academic screenings, to review screening results and to select students for Tier 2 intervention services.

O ti ll th DAT l t i di ll b t i Optionally, the DAT also meets periodically between screenings (e.g., once per month) to review the progress of students on Tier 2 intervention. If appropriate, students can be moved into, across,

d t f Ti 2 b t i if th d t t and out of Tier 2 groups between screenings if the data support such moves.



Data Analysis Team: Objectivesy j

The DAT’s objectives during fall/winter/spring reviews of screening data are to:screening data are to:

1. Review with classroom teachers whether at least 80% of t d t h d b h k/ fi i students reached benchmark/proficiency

2. Brainstorm core instructional strategies that can help to address patterns of weakness found at the Tier 1 group p g plevel.

3. Sort students found to be at risk into two groups:Mild i k Cl t h id i t ti d – Mild risk: Classroom teacher can provide interventions and progress-monitor at Tier 1

– More severe risk: Student is placed in supplemental (Tier 2)


o e se e e s S ude s p aced supp e e a ( e )intervention.


Data Analysis Team: Membership & Meeting TimesIn your teams:

• Decide how frequently that your building’s DAT would meet during the school year. NOTE: At g yminimum, the DAT meets at least 3 times—Fall, Winter, Spring—to analyze schoolwide screening d d l d i Ti 2 i data and place students into Tier 2 services. Optionally, it may also meet periodically to review student progress in Tier 2student progress in Tier 2.

• Discuss how your school can find the time to th ti b t DAT d t


arrange these meetings between DAT and teams of grade-level teachers.


Data Analysis Team: SkillsetCore members serving on the DAT should be knowledgeable about:

• The interpretation of RTI screening and progress-monitoring data.

• The range of Tier 2 programs/groups in the school (and any available slots within those programs/groups).The setting of academic performance goals for individual • The setting of academic performance goals for individual students.

• Strong instructional practices that support groups (core g p pp g p (instruction) and individual students (classroom or supplemental intervention).



Data Analysis Team: Membership

In your teams:Core members serving on the DAT should be knowledgeable about:

• List personnel (positions) that might • The interpretation of RTI screening and

progress-monitoring data(p ) gserve as ‘core members’ of the Data A l i T

progress-monitoring data.• The range of Tier 2 programs/groups in

the school (and any available slots ithi th / )Analysis Team.

• Which core

within those programs/groups).• The setting of academic performance

goals for individual students.member(s) should facilitate DAT

ti ith d

goals for individual students.• Strong instructional practices that

support groups (core instruction) and individual students (classroom or


meetings with grade-level teacher teams?

individual students (classroom or supplemental intervention).


Tier 2 Data Analysis Team: The Tier 2 Data Analysis Team: The Data



Data Analysis Team: Data Preparationy p

In preparation for a DAT screening data meeting (Fall, Winter, Spring):Spring):

• Building-wide screening data are entered into electronic format t f ilit t t d t i l ( E l d h t RTIto facilitate storage and retrieval (e.g., Excel spreadsheet, RTI-M Direct, AIMSWeb).

• Reports are generated listing students at risk (below p g g (benchmark)—organized by ‘strategic’ (moderate risk) and ‘intensive’ (higher risk).

• Copies of benchmark criteria (e g DIBELS NEXT) are brought • Copies of benchmark criteria (e.g., DIBELS NEXT) are brought to the DAT meeting.



Benchmark Example: DIBELS NEXT Grade 3Benchmark Example: DIBELS NEXT Grade 3



Data Analysis Team: Data Preparation

In your teams:In preparation for a DAT screening data meeting (Fall, Winter, Spring):

• Create a plan to ensure that building-

• Building-wide screening data are entered into electronic format to g

wide screening data are prepped (Fall, Wi S i ) f h

entered into electronic format to facilitate storage and retrieval (e.g., Excel spreadsheet, RTI-M Direct, AIMSWeb)Winter, Spring) for the

use of the Data Analysis Team

AIMSWeb).• Reports are generated listing students

at risk (below benchmark)—organized by ‘strategic’ (moderate risk) and Analysis Team. by ‘strategic’ (moderate risk) and ‘intensive’ (higher risk).

• Copies of benchmark criteria (e.g.,


p ( g ,DIBELS NEXT) are brought to the DAT meeting.


Tier 2 Data Analysis Team: Structuring Screening-Data

Meetingsg



Data Analysis Team: Structure of Screening Data Meetings

During screening data meetings, the DAT meets with teams of grade-level teachers to:g– systematically look at the impact of core instruction (goal: at

least 80 percent of students reaching the screening benchmark)benchmark)

– offer recommendations for classroom instructional practice to boost student performance at Tier 1

– identify those students who need supplemental (Tier 2) intervention services.


Source: Kovaleski, J. F., Roble, M., & Agne, M. (n.d.). The RTI Data Analysis Teaming process. Retrieved on May 3, 2011, from http://www.rtinetwork.org/essential/assessment/data-based/teamprocess


Data Analysis Team: Meeting Structure/ScriptIn your teams:

• Review the script for DAT • Review the script for DAT meetings, Data Analysis for Instructional Decision Making: gTeam Process.

• Study the section on using Study the section on using screening data (pp.1-2) to evaluate Tier 1/classroom student performance.

• Edit this script as needed to be


Edit this script as needed to be used by your DAT.


Data Analysis Team: Meeting Structure/ScriptIn your teams:

• Review the script for DAT • Review the script for DAT meetings, Data Analysis for Instructional Decision Making: gTeam Process.

• Study the section on using Study the section on using screening data (pp.3-4) to evaluate Tier 2/supplemental ppstudent performance.

• Edit this script as needed to be


Edit this script as needed to be used by your DAT.


Data Analysis Team: Next StepsIn your teams:

• DAT Needs: List the specific district-level assistance • DAT Needs: List the specific district-level assistance that you believe your school will need to help you to be ready to implement the DAT by fall of the coming y p y gschool year:

• DAT Next Steps: List the critical 3-5 ‘next steps’ between now and the opening of school in Sept between now and the opening of school in Sept 2011 that your school should undertake to get your DAT process ready for the fall:


DAT process ready for the fall:

Documents

RTI: Developing a Process to Conduct Screenings With a ...€¦ · School-Wide Assessment Team (SWAT): t SNtN ext Steps Review Harn’s (2000) recommendations for setting up a School-Wide