LIGHTS, CAMERA ….

ACADEMIC DATA

at the Secondary Level Robin Clark Forsyth County Schools School Psychologist, Intervention Specialist Lynne Patrick Metro RESA School Improvement Coordinator

Georgia Regulations

 (2) …. a specific learning disability ….must be directly related to a pervasive processing deficit and to the interventions demonstrated by a child’s response to scientific, research-based ….This is clearly documented by the child’s response to instruction as review of the progress monitoring and Student Support Team intervention plans….

available in general education

STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS

Georgia Department of Education Offices of Curriculum and Instruction and Teacher/Student Support

TIER 4 SPECIALLY DESIGNED INSTRUCTION/LEARNING Targeted students participate in: -Specialized programs -Adapted content, methodology, or instructional delivery -GPS access/extension TIER 3: SST DRIVEN INSTRUCTION/LEARNING Targeted students participate in: -Individual assessment -Tailored interventions to respond to their needs -Frequent formative assessments -Consideration for specially designed instruction only when data indicates a need (e.g. gifted or special education services) TIER 2: NEEDS BASED INSTRUCTION/LEARNING: STANDARD INTERVENTION PROTOCOLS Targeted students participate in instruction that: -Is different from Tier 1

-

Uses established intervention protocols

-

Provides enhanced opportunities for extended learning -Uses flexible, small groups -Includes more frequent progress monitoring -Addresses needs in all developmental domains (academic, communication/language, social etc.) TIER 1 STANDARDS BASED CLASSROOM INSTRUCTION/LEARNING All students participate in instruction that is: -In the general education classroom

-

Standards-based

-

Differentiated

-

Evidenced-based

•

Guided by progress monitoring & balanced assessment -Planned to address all developmental domains (academic, communication/language, social etc.)

Sum mative Assessment:

Focus is on mastery/culmination of learning. Provide static, general impressions a “snapshot” High-stakes tests (e.g., State assessments) End of chapter tests Final Exams

Form ative Assessment:

Focus is on student achievement during instruction. Determines effectiveness of instruction A “moving picture” Weekly quizzes Running record Curriculum-Based Assessment/Measurement

Thinking Point

 If the purpose of grading and reporting is to communicate to parents and students, is it more important to communicate accurate information in a format that is unfamiliar to them or is it more important to communicate faulty information in a format that they like?

Dawn Souter

Formative Data

 shows how much a student has learned over time even if he/she does not pass high stakes testing  tells us exactly how the student is performing at any given time  guides the choices teacher make in knowing what needs to be taught or re-taught

Formative Data cont.

 reveals which teaching and learning activities are working and which ones are not  provides specific and continuous feedback to students and parents on academic performance and behavior

Response To Intervention (RTI)

 RTI must incorporate the use of a process that determines if the child responds to scientific, research-based intervention…(‘RTI’ Model).



Data is the Response in RTI



RTI

should be naturally embedded within the framework of the

Pyramid of Interventions

.

Pyramid of Interventions Tier IV Tier III Tier II Tier I

Tier 1 Universal Screening (Benchmarking)

 Measures student skills and progress three times a year – all students  Identifies curriculum vs. class vs. student needs

Progress Monitoring (measuring improved outcomes)

 Ongoing and systematic  Frequency is dependent upon the Tier level  Used to develop instructional goals and make instructional change decisions in “real time”

Curriculum Based Measurement (CBM)

 the method of monitoring student progress through direct, continuous assessment of basic skills.  Designed to serve as but measure the “

indicators”

achievement. CBM doesn’t measure everything,

important

things.

of general

Curriculum Based Measurement

 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 Assessments have proven to be sensitive to improvement

CBM Focus

 CBM tests are brief and easy to administer  CBM tests assess at the skills level  CBM scores are graphed for teachers to use to make decisions about instructional programs and teaching methods for each student  Are sensitive to improvement in brief intervals of time

CBM Basics

 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

CRCT GPS Reading Domains Middle School

 Reading for Literacy (16)  Reading for Information (18)  Reading Skills and Vocabulary Acquisition (6)

Reading

    

Phonemic awareness Phonics Fluency Vocabulary



Comprehension Based on Center for the Improvement of Early Reading Achievement (CIERA) & National Reading Panel

Samples for Fluency

After moving to a new town, nine-year-old Samantha and her twelve-year-old brother Robert had heard of an old toboggan slide from some of the other neighborhood children. They decided they needed to check it out. Supposedly, it was on the northern side of the peninsula in the middle of the lake behind their new home. Paddling lazily, they headed across the lake in their canoe. Just as they had been told, there was the decrepit, wooden-framed toboggan slide. The slide itself was barely wide enough to fit a toboggan. It left only a couple of inches to spare on either side before adjoining a short, wooden sidewall about six inches in height that kept the toboggans from falling off. Hundreds of steep steps climbed the shoreline to the top of the slide. Looking down from the top, it was evident that the slide abruptly ended approximately six feet above the water.

Licensed to Forsyth County Schools For the 2007-2008 School Year, Grade 8, Passage 4 Copyright 2001 Edformation, Inc.

All Rights Reserved

Samples for Comprehension

AIMSweb 3 minute MAZE Probe Miguel is an award-winning chef at the Santa Rosa Hotel in Santa Rosa, New Mexico. Miguel's grandmother had taught him when (he, to, in) was a little boy that cooking (are, was, one) a form of magic. She had (most, much, none) faith in his abilities and knew (on, by, he) could excel as a great chef (be, so, as) he got older. Miguel's grandmother also (believed, average, summers) that when done correctly, good cooking (spend, amaze, could) fill the stomach and soothe the (some, excel, soul). From his years of experience in (sanctuaries, restaurants, temperature) and cafes all over New Mexico, (decade, Miguel, arrive) had confirmed that his grandmother was (right, hills, wing). Miguel had witnessed bickering families shout (orange, vibrant, across) the table before being served. Then, (he, as, so) if it were a miracle, their (first, round, anger) would disappear as they ate his (planet, dishes, design). By the end of the meal, (family, expects, locate) members who had been arguing before (low, the, fir) meal were kind and compassionate to (and, the, one) another.

Licensed to Forsyth County Schools, For the 2007-2008 School Year, Grade 8, Passage 19 Copyright 2001 Edformation, Inc.

All Rights Reserved

CRCT GPS CRCT Math Domains Middle School

    Numbers and Operations (9) [12] Measurement (12 - grade 6 only) Geometry (12) [15] Algebra (18) [24]   Data Analysis and Probability (9) [9] Process Skills (embedded in other domains) ( )=Grade 6 [ ] = Grade 7

 Basic facts  Computation

Math

• Random numerals within problems • Random placement of problem types on page

Improving Student Outcomes through Progress Monitoring Nancy Safer,Jacki Bootel,Rebecca Holland Coviello

Virginia Department of Education, September 28, 2006 www.studentprogress.org

A “Correct Digit” Is the Right Numeral in the Right Place

4507 2146

2361 4 correct digits

4507 2146

2

4

61 3 correct digits

4507 2146

2

44

1 2 correct digits

•Improving Student Outcomes through Progress Monitoring Nancy Safer,Jacki Bootel,Rebecca Holland Coviello Virginia Department of Education, September 28, 2006 www.studentprogress.org

Writing

 Written Expression  Spelling

Written Expression

AIMSweb – 3 minute writing prompts * Scored for : Total Words Written (TWW) Correct Writing Sequences (CWS) Words Spelled Correctly (WSC) * AIMSweb

Spelling

* Scored for - Correct Letter Sequence CLS * AIMSweb

SETTING GOALS Rates of Improvement (ROI)

7 th Grade Oral Fluency Goal 7 th Grade Average WPM 128 (Fall) Student Benchmark – 80 wpm Average ROI for 7 th = 0.6 words per week Ambitious goal 1 wpw 12 week improvement 12 words or 92 wpm (catch-up time – 2 years?)

At-a-Glance Views of Student Ranking & Growth

AIMSweb Progress Monitoring Graph

Creating Your Own Graph

     Get Baseline data (at least 3 data points) Take Median (middle) score Set a long-range goal Connect the 2 points to form an aim line Decision making 3-4 consecutive points below intervention 6 above - change goal - change

TUKEY Method

 Graphed scores are divided into 3 groups  Median data point taken in 1 st group and 3 rd  Line drawn between these two points and extended out to form a “trend” line

Discuss Handouts and YOUR Assessment Resources HAVEs vs. NEEDs

ACT 1

Resources

 http://easycbm.com/ - assessment tools  http://aimsweb.com/ - assessment tools  http://www.studentprogress.org/default.asp

- assessment of assessment tools  http://iris.peabody.vanderbilt.edu/browsebytopic04.html

- tools & interventions  http://www.jimwrightonline.com/php/rti/rti_wire.php

- interventions  http://exploringdata.cqu.edu.au/ – data analysis  http://www.interventioncentral.org/ - EVERYTHING ! !

 http://www.betterhighschools.org

– school improvement programs  http://www.whatworks.ed.gov/ - assessment of programs  http://www.bestevidence.org/ - assessment of programs

MS/HS Programs

 Language! – reading  Transmath  Check & connect – drop-out prevention  Positive Behavioral Support  RENEW  Kansas Strategies – Strategies Intervention Model

Resources – (Low to No Cost Products)

    http://ntuaft.com/Departments/Research___Communication/Special Ed/Training%20Modules/Training%20Modules/CBA%20Training%20 Module/NPS%20 %20CBA%20Reading%20Probes/Table%20of%20Contents%20for% 20Reading%20Probes.htm

(Reading CBM probes - free) http://www.proedinc.com/customer/productView.aspx?ID=1348 (Math blackline masters - $30) http://dibels.uoregon.edu/ (Reading - $1 per student for data base, but can download free materials for data collection) [email protected]

(MAZE orders - $25 per grade level)

Discussion and Questions

 What next . . . ???

RTI Toolkit by Jim Wright Chapter 2: Launching RTI in Your School: Gauging School Readiness, Education Stakeholders and Inventorying Resources; Chapter 5: Methods To Monitor Academic & Behavioral Interventions The RTI Guide: Developing and Implementing a Model in Your Schools by John E. McCook Part III: So You Want to Implement an RTI Model?; Part VIII: Data, Data, and More Data; Part IX: Decison-making and the Progress Monitoring Process Dr. Andy Roach CBAM Stages of Concern survey Contact information: [email protected]

Georgia State University P.O. Box 3980 Atlanta, GA 30302 404-413-8176

Presenter Contact Information

 Lynne Patrick: [email protected].

770-432-2404 extension 225  Robin Clark: [email protected]

770 887-2461, x202370

MS/HS Programs

 Language! – reading  Transmath  Check & connect – drop-out prevention  Positive Behavioral Support  RENEW  Kansas Strategies – Strategies Intervention Model