UNIVERSAL SCREENING & BENCHMARKING FOR SUCCESS Response to Intervention: Data Driven Decisions in a Three-Tier Problem–Solving Model SPONSORED BY: Wednesday

UNIVERSAL SCREENING & BENCHMARKING FOR

SUCCESS

Response to Intervention: Data Driven Decisions in a Three-Tier

Problem–Solving Model

SPONSORED BY:

Wednesday October 17, 2007

DR. BARBARA CURL • IASPIRE

5-year IDEA Part D State Personnel Development Grant 5-year IDEA Part D State Personnel Development Grant from OSEPfrom OSEP

Funding: $1.85 million per yearProject Goal: Establish and implement a coordinated, regionalized system of personnel development that will increase the capacity of school systems to provide early intervening services [with an emphasis on reading], aligned with the general education curriculum, to at-risk students and students with disabilities, as measured by improved student progress and performance.

Illinois ASPIREAlliance for School-based Problem-solving & Intervention Resources in Education

Illinois ASPIRE is a State Personnel Development Grant-funded initiative of ISBE. All funding is from federal sources.

Deliver research-based professional development and technical assistance

Increase the participation of parents in decision-making across district sites

Incorporate professional development content into IHE general and special education preservice curricula

Evaluate the effectiveness of project activities

Illinois ASPIREIllinois ASPIRE

Objectives:

Illinois ASPIRE is a State Personnel Development Grant-funded initiative of ISBE. All funding is from federal sources.

Foundational Concepts, Vocabulary, and Tools

Response-to-Intervention and Problem-Solving are about:

Thinking DifferentlyAbout Problems, Causes, and Solutions

(Concepts)

Talking DifferentlyAbout Problems, Causes, and Solutions

(Vocabulary)

Doing Some Things Differently (Tools and Behaviors)

Foundational Concepts, Vocabulary, and Tools

Response-to-Intervention and Problem-Solving are about:

Thinking DifferentlyAbout Problems, Causes, and Solutions

(Concepts)

Talking DifferentlyAbout Problems, Causes, and Solutions

(Vocabulary)

Doing Some Things Differently (Tools and Behaviors)

IT’S ALL ABOUT A MAJOR CHANGE

IN HOW WE GO ABOUT OUR

BUSINESS OF HELPING KIDS

All the principles and components of RtI are about building a better support system for

general education.• DOING IT BETTER

• DOING IT DIFFERENTLY

• PROVIDING MORE LEVELS OF SUPPORT TO HELP ALL STUDENTS

• REALLOCATING RESOURCES/SKILLS IN DIFFERENT WAYS

Blueprint Foundation

Better ToolsBetter TrainingMore Support

for Teachers, Parents, and Students to

Meet the Needs of ALL Students

Response to Intervention

Key, Critical Components

Let’s Start With a Name

Three-Tiered Model

Response to Intervention (RtI)

Problem-Solving

Are these the Same or Different?

Foundational Concepts:

The Data,The Interventions,The Problem Solving Process

What is Response to Intervention (RtI) ? (Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005)

•Identifying and providing high quality instruction and research-based interventions matched to students needs

• •Measuring rate of improvement (ROI) over time to make important educational decisions

• •Educators using ongoing student performance data to determine if an intervention is working. If it is not, it is time to do something different

What RTI Is and Is Not

Is: RtI is an overall integrated system of

service delivery- a systems change

Is Not: RtI is not just an eligibility system-a way

of finding students eligible and/or reducing the numbers of students placed into special education - This is ‘incidential’ to an RtI system

ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS

STUDENTS

The VISION: To Provide Effective Interventions to Meet the Needs of ALL Students Through Early and Scientifically Based Interventions Through Careful

Systems Planning

Tier 1 Core Instructional Interventions• All students• Preventive, proactive 80% 80%

Tier 1 Core Instructional Interventions• All settings, All students• Preventive, proactive

Tier 2 Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

15%Tier 2 Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

15%

Tier 3 Intensive, Individual Interventions• Individual Students• Assessment - based• Intense, durable procedures

5%

Tier 3 Intensive, Individual Interventions• Individual Students• Assessment - based• High intensity• Of longer duration

5%

Problem Solving Method

Plan Evaluation

Did our plan work?

Plan Evaluation

Did our plan work?

Problem AnalysisWhy is it happening?

Problem AnalysisWhy is it happening?

Problem IdentificationIs there a problem? WhatWhat is it?Problem IdentificationIs there a problem? WhatWhat is it?

Plan DevelopmentWhat shall we do about it?What shall we do about it?Plan DevelopmentWhat shall we do about it?What shall we do about it?

Problem Solving is…. A decision making process around

which development and evaluation (of tiers) of interventions and RtI occurs

Data based decision making: It is the CORE

Designed to improve the educational & behavioral outcomes of ALL students

IT’S THE THINKING/TEAMING THAT GO AROUND THE DATA AND INTERVENTIONS

SYSTEMS THAT MAKE THEM WORK!

In an RtI Model, Each of These….

Response to Intervention (RtI) Three-Tiered Model Problem-Solving

ASSUMES THE OTHER

An RtI Vision Any School

Data-Based Decisionsat each Tier

Intervention-rich environment at each Tier

Efficient Teaming and Problem Solving at each

Tier

The Educational Stars Are Aligning

No Child Left Behind Reading First IDEA Reauthorization President’s Commission on

Special Education Illinois Rules and Regulations

Creates tremendous opportunity for schools to make significant changes in how they help

students !

`(6) SPECIFIC LEARNING DISABILITIES-

`(A) IN GENERAL- Notwithstanding section 607(b), when determining whether a child has a specific learning disability as defined in section 602, the local educational agency shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning.

`(B) ADDITIONAL AUTHORITY- In determining whether a child has a specific learning disability, a local educational agency may use a process which determines if a child responds to scientific, research-based intervention as a part of the evaluation procedures in paragraphs (2) and (3).

RTI in IDEA 2004 Implies a Preference…

Individuals with Disabilities Education Improvement Act of 2004 (IDEIA)

RTI in IDEA 2004

“the local educational agency shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability”


RTI in IDEA 2004

In determining whether a child has a specific learning disability, a local educational agency may use a process which determines if a child responds to scientific, research-based interventions.

Process refers to “Problem Solving Process”Responds refers to “Response to Intervention”

PERMISSION AND ENCOURAGEMENT


IDEA 2004 CHANGES: Eligibility Determinations

A child shall not be determined to be a child with a disability if determinant factor is:•Lack of scientifically-based instructional practices and interventions that contain the essential 5 components of reading instruction•Lack of instruction in math•Limited English Proficiency


In Addition…

For a child suspected of having a specific learning disability, the group MUST consider,.. as part of the evaluation …data that demonstrates that--

…the child was provided appropriate high-quality, research-based instruction in regular education

settings, …


And…

For a child suspected of having a specific learning disability, the group MUST consider,.. as part of the evaluation …data that demonstrates that--

…Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child’s parents.


Not only is RtI Best Practices, it is now part of the Illinois Rules and Regulations(finalized June 28, 2007)

(Paraphrased)-No later than 2010-11, each district WILL USE RtI as part of the evaluation process for identifying those with learning disabilities.

(In order to effectively do this, RtI must be implemented at all 3 tiers.) No later than January 2009, each district will submit a professional development plan stating how they will accomplish this mandate.

Special Education

General Education

Sea of Ineligibility

Without A 3-Tiered Model

With a 3-Tiered Model: Bridging the Gap

Intensive support, Including Special Education

General Education

Interventions

Intensity of Problem

Amount of Resources

Needed to Solve Problem

1 2 3 4

The Vision: Building a System of Substantial Instructional Interventions to Reduce the Gap

3.2

Control

With research-based core but without extra instructional intervention

4.9

Interventio

n

With substantial instructional intervention

Grade level corresponding to age

Re

ad

ing

gra

de

lev

el 4

3

2

1

5

2.5

5.2

At Risk on Early Screening

Low Risk on Early Screening

Torgesen, J.K. ( 2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies. In A.J. Fawcett and R.I. Nicolson (Eds.). Dyslexia: Theory and Good Practice. (pp. 185-201). London: David Fulton Publishers. Slide coursety of W. Alan Coulter http://www.monitoringcenter.lsuhsc.edu

Example of 3-Tier Level Interventions

Time

Curricular Focus

Curricular Breadth

Frequency of Progress Monitoring

Tier I

90

5 areas

Core

3X Yearly or greater

Tier 2

120

Less than 5

Core+

Supplemental

Monthly or

greater

Tier 3

180

2 or less

Core+

Intensive

Weekly

Reading

UNIVERSAL SCREENING AND BENCHMARKING….

Always needs to occur in the

context of all the problem solving/RTI components in

place in the school

Purposes of Assessment

Who has problems? (Problem Identification)

Why is the problem is occurring? (Problem Analysis)

Is our instruction working to fix the problem? (Plan Development & Implementation)

How well are we doing overall?

(Plan Evaluation)

Taken from Heartland AEA 11

Essential components

Screening (Problem

Identification)

Diagnostic (Problem Analysis)

Progress Monitoring

(Plan Development & Implementation)

Outcome/ Accountability

Reading

Behavior

Assessment Systems Used in RtI Models


Essential components

Screening (Problem

Identification)

Diagnostic (Problem Analysis)

Progress Monitoring

(Plan Development & Implementation)

Outcome/ Accountability

Reading

Behavior

Assessment Systems Used in RtI Models


AimswebDIBELS

CBE -RSLA, ISEL,QRIMAP, Run.Rec.Inform. Phonics

AimswebDIBELS

ISATMAPSAimswebDIBELSITBS, Terra Nova

Functional Beh.Assessment

Sopris Westtool

Use Scientifically Based Problem Identification & Progress Monitoring Tools

NATIONAL CENTER ON STUDENT PROGRESS MONITORING www.studentprogress.org

Reliability Quality of Good Test

Validity Quality of Good Test

Sufficient Number of Alternate Forms and of Equal Difficulty

Essential for Progress Monitoring

Evidence of Sensitivity to Improvement or to Effects of intervention

Critical for Progress Monitoring

Benchmarks of Adequate Progress and Goal Setting

Critical for Progress Monitoring

Rates of Improvement are SpecifiedCritical for Progress

Monitoring

Evidence of Impact on Teacher Decision Making instruction or Student Achievement;

Critical for Formative Evaluation

Evidence of Improved Instruction and Student Achievement;

Gold Standard for Progress Monitoring

Logistically Feasible--Low Cost, Efficient, Accurate

Critical for IMPLEMENTATION

Standards for Scientifically Based Problem ID and Progress Monitoring Have Been Established

Not All Assessment Tools Schools Use Meet Accepted Psychometric Standards

Members of the CBM “Family” Do

www.studentprogress.org/tools

ASSESSMENT TOOLS

1. UNIVERSAL SCREENINGAND BENCHMARKING: EARLY LITERACY MEASURES, AS

DIBELS OR AIMSWEBCBM

(KEY CRITICAL INDICATORS)

FRAMEWORK FOR READING ASSESSMENT

STRATEGIC MONITORING (ROI)

PROGRESS MONITORING

(ROI)SYSTEMATIC PROBLEM SOLVING

PINPOINTING THE SPECIFIC AREA OF DIFFICULTY,

DIAGNOSTIC INFORMATION

TIER III

TIER II

TIER I 3 X PER YEAR

MONTHLY

EVERY WEEK OR 2

Integrated Assessment Systems

Assessment

Instruction

Assessment Instruction

This is what we want..

Aligning Assessment and Instruction

Not this

What is Universal Screening and Benchmarking?

• Given to everyone• Measures Critical

Skills• Brief and Repeatable• Cheap and easy to

administer and score• Tells us where each

student is compared to peers

• Tells us who needs intervention

Aimsweb Literacy Measures:

•Letter Naming Fluency •Letter Sound Fluency•Phoneme Segmentation Fluency•Nonsense Word Fluency•Oral Reading Fluency

Ear

ly L

iter

acy

HEY,…WHY AREN’T WE CALLING THIS DIBELS?!

•DIBELS (Dynamic Indicators of Basic Early Literacy Skills) are early literacy measures developed by the University of Oregon.

•AIMSWeb also has a set of Early Literacy Measures. They are almost identical to the DIBELS measures. The differences are not significant. Most RtI Aspire sites are using the administration, scoring, and probes from Aimsweb.

COMPARISON OF DIBELS AND AIMSWEB MEASURES EARLY LITERACY MEASURES

DIBELS

AIMSWEB

COMMENTS

Letter Naming Fluency

X

X

Identical administration and scoring

Phonemic Segmentation Fluency

X

X


Nonsense Word Fluency

X

X


Oral Reading Fluency

X

X


Initial Sound Fluency

X

Difficult and timely to administer Unreliable scoring and results

Letter Sound Fluency

X

Easy to administer High reliability of results

g N E Y R l V d H ZN d x S C n j H s SE n G h c i h B b OY F p D L i q c D QR v F J Z M P o p ul G A f V B P k m IV M e r y z a L U Ad y q v w u T w N UH j K e r X T z Y XZ x f m W W s J I kl E R K g N E Y R l


1. Aimsweb Letter Naming Fluency(Measures the number of letters a student can name

in one minute.)

Here are some letters. Begin here (point to the first letter) and tell me the names of as many letters as you can. If you come to a letter you don’t know, I’ll tell it to you. Are there any questions? Put your finger under the first letter. Ready, begin.

In general, does the student have automaticity?fluency of naming?



2. Aimsweb Letter Sound Fluency(Measures the number of letter sounds a student can

name in one minute.)

Here are some letters. Begin here and tell me the sounds (with emphasis) of as many letters as you can. If you come to a sound you don’t know, I’ll tell it to you. Are there any questions? Put your finger under the first letter. Ready, begin.

In general, can the student efficiently convert the visual symbol into an auditory one..with automaticity?

3. Aimsweb Phoneme Segmentation Fluency(Measures the number of phonemes students can

segment in 1 minute.)bad that mine coat meet wild woke fat side jet land beach

/b/ /a/ /d/ /TH/ /a/ /t/ /m/ /ie/ /n/ /k/ /oa/ /t/ /m/ /ea/ /t/ /w/ /ie/ /l/ /d/ /w/ /oa/ /k/ /f/ /a/ /t/ /s/ /ie/ /d/ /j/ /e/ /t/ /l/ /a/ /n/ /d/ /b/ /ea/ /ch/

lock pick noise spin ran dawn sign wait yell of wheel globe

/l/ /o/ /k/ /p/ /i/ /k/ /n/ /oi/ /z/ /s/ /p/ /i/ /n/ /r/ /a/ /n/ /d/ /o/ /n/ /s/ /ie/ /n/ /w/ /ai/ /t/ /y/ /e/ /l/ /o/ /v/ /w/ /ea/ /l/ /g/ /l/ /oa/ /b/

Total

______/6 ______/6 ______/6 ______/7 ______/6 ______/7 ______/6 ______/6 ______/6 ______/5 ______/7 ______/7 ______/75

I am going to say a word. After I say it, you tell me all the sounds in the word.

So, if I say, “sam,” you would say /s/ /a/ /m/.

Let’s try one. (one second pause). Tell me the sounds in “mop”

Ok. Here is your first word.In general, does the student understand that words can be broken into its component phoneme/parts?

4. Aimsweb Nonsense Word Fluency(Measures the number of phonemes students

can read in 1 minute.)

Here are some more make-believe words (point to the student probe). Start here (point to the first word) and go across the page (point across the page). When I say, “begin”, read the words the best you can. Point to each letter and tell me the sound or read the whole word. Read the words the best you can. Put your finger on the first word. Ready, begin.

In general, does the student have automaticity with mapping/recalling the sound-letter relationships?Can they ‘CRACK THE CODE’?

kik woj sig faj yis kaj fek av zin zez lan nul zem og nom yuf pos vok viv feg bub dij sij vus tos wuv nij pik nok mot nif vec al boj nen suv yig dit tum joj yaj zof um vim vel tig mak sog wot sav

5. Aimsweb CBM Oral Reading Fluency(Measures student’s ability to read grade level

passages accurately and fluently.)

Please read this (point) out loud. If you get stuck, I will tell you the word so you can keep reading.

When I say, “stop” I may ask you to tell me about what you read, so do your best reading.

Start here (point to the first word of the passage). Begin. In general, has the student developed automatic phonemic awareness, phonics skills, and word recognition skills to be a fluent reader?

The Robin’s Nest

There was a robin’s nest outside our kitchen window. The

nest was in a tall bush. The mother robin sat in the nest all day

long. One day when I was watching, the mother bird flew

away. I saw the eggs she was sitting on. There were four blue

eggs.

I watched and watched. The eggs moved. I watched some

more. The eggs started to crack. Finally, the eggs hatched. I

saw four baby birds. The baby birds opened their beaks wide.

I heard them peeping. Soon the mother bird came back. Then

the mother robin put worms in their mouths.

Every day I watched the baby birds and their mother.

Pretty soon the babies were so fat there was no room for the

mother. Then one morning the nest was gone from the bush.

DIBELS Oral Reading Fluency First Grade Benchmark 2 © 2001 Dynamic Measurement Group Revised: 03/28/02

Why THESE Literacy Measures?•Torgesen says that “Measures of letter knowledge continue to be the best single predictor of reading difficulties.”•Marilyn J. Adams, in her article, “The Elusive Phoneme”, says that “a child’s level of phonemic awareness on entering school is widely held to be the strongest single determinant of the success that he or she will experience in learning to read.”•Research has shown that Oral Reading Fluency is the best reading General Outcome Measure (GOM).

Stepping Stones of Literacy

Preschool Kindergarten

1st Grade 2nd Grade 3rd Grade

Letter Sound

Letter Naming

Phoneme Segmentation

Nonsense Word

Oral Reading Fluency (CBM-Reading)

Aimsweb Early Literacy Measures

Early Literacy Experiencesand

Oral Language Development

• Automaticity with the code• Structure of the language• Alphabetic principle• Phonological awareness

• Background Knowledge

• Predictions

• Clarification/ questioning

• Monitoring for Meaning

• Summarizing

• Making Personal Connections

COMPREHENSION

FluentReflectiveReaders/Writers

Reading

Is

Rocket

Science

Louisa Cook Moats

BIG IDEAS IN READING(National Reading Panel)

PHONEMIC AWARENESS PHONICS FLUENCY VOCABULARY COMPREHENSION

BIG IDEAS IN EARLY LITERACY SKILLS

Phonemic Awareness: The awareness and understanding of the sound structure of our

language, that ‘cat’ is composed of the sounds: /k/ /a/ /t/

Alphabetic Principle: Based on 2 parts: Alphabetic Understanding. Words are composed of letters that

represent sounds, and Phonological Recoding. Using systematic relationships between

letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown printed string or to spell

Accuracy and Fluency with Connected Text. Readers who are not fluent at decoding are not able to focus their

additional resources on comprehension

Big Ideas Drive the Train Big ideas drive the curriculum and instruction

Big ideas drive the measures we use

• Phonemic Awareness

• Alphabetic Principle

• Accuracy and Fluency with Connected Text

• Risk indicator that acquisition of crucial skills may be difficult

• Phoneme Segmentation Fluency

• Letter Sound Fluency• Nonsense Word Fluency

• CBM Oral Reading Fluency

• Letter Naming Fluency

IN GENERAL, ORAL READING FLUENCY MEASURES PROVIDE QUALITATIVE INFORMATION ABOUT

3 BROAD COMPETENCIES:

• 1. RATE: Words read correctly-Above 75th%- consider differentiating instruction-Below 25%- consider need for Tier 2 interventions-Below 10%- further assess, do problem analysis, and consider need for Tier 2 and/or 3 interventions

• 2. ACCURACY: Error rates-0-5 error rate= acceptable accuracy (skilled readers are 95% or better accurate)..-5-10% error rate= accuracy in question (90% accuracy)->10% error rate=unacceptable accuracy (<90% accuracy)

• 3. COMPREHENSION-ADEQUATE FLUENCY AND RATE CORRELATE STRONGLY WITH ADEQUATE COMPREHENSION

ORF Informs Qualitative Features of Good Reading

1. Is highly fluent (rate and accuracy)?

2. Uses effective strategies to decode words?effective word attackContext

3. Adjusts pacing (i.e., slows down and speeds up according to level of text difficulty)?

of word(s)syntax (word order)semantics (word meaning)


4. Attends to prosodic features?inflection (pause, voice goes up and down)reads with expressionpunctuation (commas, exclamation points, etc.)predicts level of expression according to syntax

5. Possesses prediction-orientation?seems to look ahead when readingreads at a sentence or paragraph level


6. Self-monitors what she/he is reading?Self-corrects if makes meaning distortion errors

7. Makes only meaning preservation errors?more errors that preserve meaning (e.g., “house” for “home”)fewer meaning distortion errors (e.g., “mouse” for “house”)

8. Automaticity on reread words.words that appear throughout text are read automatically (e.g., become “sight words”)

Qualitative

Features

Worth Noting

Source: AIMSweb/M ark Shinn

Phonemic Awareness

Alphabetic Understanding

Fluency

Vocabulary

Comprehension

What Does R-CBM Measure?

ALL These Skills

General Reading Skill

http://www.nationalreadingpanel.org/

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension

ALL These Skills =

General Reading Skill

What Does R-CBM Measure?

Common Characteristics of GOMs

The same kind of evaluation technology as other professionsThe same kind of evaluation technology as other professions

PowerfulPowerful measures that are:

• SimpleSimple

• AccurateAccurate

• EfficientEfficient indicators of performance that guide and inform a variety of decisions decisions

• GeneralizableGeneralizable thermometer that allows for reliable, valid, thermometer that allows for reliable, valid, cross comparisons of datacross comparisons of data

General Outcome Measures (GOMs) From Other Fields

Medicine measures height, weight, temperature, and/or blood pressure

Federal Reserve Board measures the Consumer Price Index

Wall Street measures the Dow-Jones Industrial Average

Companies report earnings per share

McDonald’s measures how many hamburgers they sell

Things to Always Remember About CBM-GOM

Designed to serve as ““indicatorsindicators”” of general reading achievement: CBM probes don’t measure everything, but measure the importantimportant things

Standardized testsStandardized tests to be given, scored, and interpreted in a standard waystandard way

ResearchedResearched with respect to psychometric properties to ensure accurate measures of learning

Things to Always Remember About CBM- GOM (continued)

Are sensitive to improvement in brief intervals of time

Also tell us how students earned their scores (qualitative information)

Designed to be as short as possible to ensure its “do ability”

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

District or School Level Decisions

Classroom or Group Decisions

Individual Student Decisions

Once Screening Data is Collected You Begin to Make Informed Decisions…

Data-Based Decisions!

ALWAYS THINK ABOUT STUDENT NEEDS IN THIS FRAMEWORK:

TIER III.

TIER II.

TIER I.•DISTRICT NEEDS •SCHOOL NEEDS

•GRADE LEVEL NEEDS

•CLASS NEEDS •SMALL GROUP NEEDS

INDIVIDUAL NEEDS

Special Education

General Education

General Education with Support

Old System of Problem Solving

Severity of Educational Need or Problem

Am

oun

t of

Res

ourc

es N

eed

ed T

o B

enef

it

Why hasn’t this old system of problem solving been very

effective?

Because we’ve been trying to solve students’ problems one student at a time.

This has been impractical and too time intensive to be effective.

Data-Based Decision Making Steps

Plan EvaluationDid our plan work?

Plan EvaluationDid our plan work?

Problem AnalysisWhy is it happening?Why is it happening?

Problem AnalysisWhy is it happening?Why is it happening?

Problem IdentificationWhat is the Problem and Is it Significant?What is the Problem and Is it Significant?

Problem IdentificationWhat is the Problem and Is it Significant?What is the Problem and Is it Significant?

Plan DevelopmentWhat shall we do about it?What shall we do about it?Plan DevelopmentWhat shall we do about it?What shall we do about it?

Targeted/Supplemental

7%-15%

Universal80%-90%

Intensive3%-5%

Problem Identification

ProblemAnalysis

PlanDevelopment

Plan Implementation

PlanEvaluation

Targeted/Supplemental

15%

Universal 80%

Intensive5%

We want these percentages:

Tier 1.: 50% or better on Aimsweb norms.

Tier 3.: 25% or lower on Aimsweb norms.

Tier 2: Everyone in between.

School-Wide Reading Improvement in a School Using Problem-Solving

Courtesy of Christine Martin, Indian Prairie School District, IL

Class Distribution by Scores and PercentileLaGrange District 105 - Spring Avenue Elementary

Grade 1 - (Janet Caylor ) Winter 2005-2006


Name Corrects Performance Summary Potential Instructional Action

Miranda, James 114 Well Above Average Consider Need for Individualized Instruction

Well Above Average >= 80 (90th %ile)

Prendergast, Madeline 72 Above Average Consider Need for Individualized Instruction

Above Average >= 69 (75th %ile)

Lux, Maximillian 60 Average Continue Current Program

Gilchrist, Alec 57 Average Continue Current Program

Relaz, Madison 56 Average Continue Current Program

Sloyan, William 52 Average Continue Current Program

Westrick, Kathleen 46 Average Continue Current Program

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F in l e y , B r e n da n 4 2 Average Continue Current Program

Williams, J ason 41 Average Continue Current Program

O'Malley, Sarah 40 Average Continue Current Program

Sheehan, Brenna 37 Average Continue Current Program

Average >= 37 (25th %ile)

Berzanskyte, J ovita 28 Below Average Further Assess and Consider Individualizing Program

Below Average >= 25 (10th %ile)

McQuillan, Michael 24 Well Below Average Begin Immediate Problem Solving

Presley, J eremiah 16 Well Below Average Begin Immediate Problem Solving

Collins, Malachy 12 Well Below Average Begin Immediate Problem Solving

Nat’lNorms

90th

%ile

75th

%ile

50th

%ile

25th

%ile

10th

%ile

Educational Need is Measured by a

PERFORMANCE DISCREPANCY

No Significant Discrepancy/Educational

Need

More Severe Educational NeedSignificant Discrepancy

Educational NeedSignificant Performance Discrepancy

Some Potential Educational Need, Significant Educational Benefit: Maintain the General Education Program (Tier 2)IS THIS STUDENT REDUCING THE DISCREPANCY BETWEEN HIMSELF AND GRADE LEVEL PEERS?

Rate of Improvement that is REDUCING the Gap

Data Review Intervention Group 1

Median GOAL ROI = 1.3

Median TREND ROI = 4.71

InterventionEffective?

SRA DI PROGRAMS-READING MASTERY,HORIZONSCORRECTIVE READINGGREAT LEAPS REWARDS, 6 MIN. SOLUTIONSREPEATED PHRASESEARLY SUCCESSLIPS, EAROBICSCOLLABORATIVE STRATEGIC READING.

K PALS, 1ST GR. PALSM. HEGGERTY PROGRAMGREAT LEAPS, HORIZONSREWARDS, QUICK READSJOLLY PHONICS, JOLLY GRAMMAR,6 MINUTE SOLUTIONSMETACOGNITIVE STRAT., EARLY SUCCESSVOCABULARY THROUGH MORPHEMESREPEATED PHRASESLIPS, EAROBICSREAD NATURALLYCOLLABORATIVE STRATEGIC READINGELEMENTS OF READING-VOCABULARY

K PALS, 1st GR. PALS, M. HEGGERTY PROGRAMJOLLY PHONICS, JOLLY GRAMMAR,6 MINUTE SOLUTIONSVOCABULARY THROUGH MORPHEMESREWARDSMETACOGNITIVE STRAT., COLLABORATIVE STRATEGIC READINGELEMENTS OF READING-VOCABULARY

FRAMEWORK for READING INTERVENTIONS

TIER I

TIER IIAt-risk students-Supplemental interventions

TIER IIIHighly at-risk studentsIntensive interventions

FIVE BIG AREAS OF READING EVIDENCE/RESEARCH-BASED INTERVENTIONS- K-6

PHONEMIC AWARENESS

KPALS Michael Heggerty Phonemic Awareness Curriculum Great Leaps- K-2 LIPS

PHONICS/WORD ANALYSIS KPALS, 1st GR. PALS Great Leaps- Gr. K-2; 3-6 Jolly Phonics, Jolly Grammar REWARDS-Gr. 3-5, Gr. 4-6, Plus Reading Mastery, Horizons Corrective Reading-Decoding LIPS

FLUENCY

6 Minute Solutions- Great Leaps- Gr. K-2, 3-6 REWARDS-Gr. 3-5, Gr. 4-6 Quick Reads Read Naturally Repeated Phrases Vocabulary through Morphemes

VOCABULARY Bringing Words to Life-Robust Vocabulary Instruction (resource) Elements of Reading-Vocabulary Vocabulary through Morphemes

COMPREHENSION Early Success Metacognitive Strategies/Think Alouds Corrective Reading-Comprehension Collaborative Strategic Reading

LINKING ASSESSMENT DATA INFORMING THE 5 BIG AREAS OF READING TO INSTRUCTION AND

INTERVENTIONS

Measures: 5 Big Areas: Interventions: LNF PHONEMIC AWARENESS KPALS LSF PHONICS MHEGGERTY PSF FLUENCY GREAT LEAPS NWF VOCABULARY SLANT ORF COMPREHENSION REWARDS WRITING 6 MIN. SOLUTIONS SPELLING READ NATURALLY READ 180

JOLLY PHONICS

ELEMENTS OF READ-VOCAB.

COLLABORATIVE STRAT. READ.

MEASURE 5 BIG AREAS INTERVENTIONS

Letter Naming Fluency

Fluency(Rapid Automatic Naming-RAN)

PALS (K & 1st Gr.)MheggertyGreat Leaps(RAN interventions)

Letter Sound Fluency

PhonicsFluency

Jolly PhonicsPALS (K & 1st Gr.)Great Leaps

Phonemic Segmentation Fluency

Phonemic Awareness

MheggertyGreat Leaps


Phonics Fluency

Jolly Phonics, GrammarGreat Leaps1st Gr. PALS

Oral Reading Fluency

Phonemic AwarenessPhonicsFluencyComprehension

REWARDS6 Minute SolutionQuick ReadsCollab. Strat. Reading

LINKING ASSESSMENT DATA INFORMING THE 5 BIGAREAS OF READING TO INSTRUCTION AND

INTERVENTIONS

Measures: 5 Big Areas: Interventions:LNF PHONEMIC AWARENESS KPALS

LSF PHONICS MHEGGERTY

PSF FLUENCY GREAT LEAPS

NWF VOCABULARY SLANT

ORF COMPREHENSION REWARDS

6 MIN. SOLUTIONS

READ NATURALLY COLLAB. STRAT. READ

BIG IDEA

Use assessment data to determine

student need and link that to research-based interventions

thatmatch the need

DATA INFORMS NEED INTERVENTION

ACCOUNTABILITY

“If there is NOT a scientific basis for what you are doing with your students, you should not be doing it.”

“You must be able to articulate the research that demonstrates that your methods have the greatest likelihood of producing positive student outcomes.”

Dr. Chris Koch, State Superintendent (Directors’ Conference, 2005)

UNIVERSAL SCREENING AND BENCHMARKING

USING EARLY LITERACY AIMSWEB MEASURES and ORAL READING FLUENCY

(CBM-R)

SPONSORED BY:

PRESENTER: DR. BARB CURL

Documents

UNIVERSAL SCREENING & BENCHMARKING FOR SUCCESS Response to Intervention: Data Driven Decisions in a Three-Tier Problem–Solving Model SPONSORED BY: Wednesday