Transcript Document

Benchmark Screening:
Using Screening Data
A module for pre-service and in-service
professional development
MN RTI Center
Author: Lisa H. Stewart, PhD
Minnesota State University Moorhead
www.scred.k12.mn.us click on RTI Center
MN RtI Center
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MN RTI Center Training Modules


This module was developed with funding from the MN legislature
It is part of a series of modules available from the MN RTI Center
for use in preservice and inservice training:
Module Title
Authors
1. RTI Overview
Kim Gibbons & Lisa Stewart
2. Measurement and RTI Overview
Lisa Stewart
3. Curriculum Based Measurement and RTI
Lisa Stewart
4. Universal Screening (Benchmarking): (Two
parts)
Lisa Stewart
What, Why and How
Using Screening Data
5. Progress Monitoring: (Two parts)
Lisa Stewart & Adam Christ
What, Why and How
Using Progress Monitoring Data
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6. Evidence-Based Practices
Ann Casey
7. Problem Solving in RTI
Kerry Bollman
8. Differentiated Instruction
Peggy Ballard
9. Tiered Service Delivery and Instruction
Wendy Robinson
10. Leadership and RTI
Jane Thompson & Ann Casey
11. Family involvement and RTI
Amy Reschly
12. Five Areas of Reading
Kerry Bollman
13. Schoolwide Organization
Kim Gibbons
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Overview
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This module is Part 2 of 2
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Module 1: Benchmark Screening: What, Why
and How
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What is screening?
Why screen students?
Criteria for screeners/what tools?
Screening logistics
Module 2: Using Benchmark Screening Data
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Assessment: One of the Key
Components in RTI
Curriculum and
Instruction
Assessment
School Wide
Organization &
Problem Solving
Systems
(Teams, Process, etc)
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Adapted from Logan City School District, 2002
Screening Data can be linked to
Progress Monitoring

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The goal is
to have a
cohesive
system.
If possible, use the
same measures for
both screening and
progress
monitoring
(e.g, CBM).
MN RtI Center
Screen ALL students 3x per year (F, W, S)
Strategic Support and Monitoring
Students at Some Risk
Intensive Support &
Monitoring for
Students at Extreme
Risk
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Using Screening Data
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Interpreting the Data and Reports

Norm-referenced Target Scores
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Students at or below a certain percentile on local
or national norms are determined to be “at risk”
1.
2.
3.

>50%ile = on target
15-49%ile = some risk
0-14%ile = high risk
Can be problematic if a lot of students are having
difficulty or if local norm group is very small
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Interpreting the Data and Reports

Criterion-Referenced “Benchmark” or Target Scores
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Target scores are set based on how well they predict success on
another measure
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Success on the next screening or success on a high stakes
test
1.) Established, Low Risk or “Benchmark”:
 80% of the students would achieve subsequent goals
2) Emerging, Some Risk or “Strategic”:
 50/50 odds so no clear prediction
3) Deficit, High Risk or “Intensive”:
 20% or fewer of the students would meet subsequent goals
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Example: DIBELS Benchmark Goals K-6
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Phoneme Segmentation Fluency
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Nonsense Word Fluency
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35 sounds per minute by Spring of K
50 sounds per minute by Winter Gr 1
Oral Reading Fluency (in grade level material)
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40 words per minute by Spring Gr 1
90 words per minute by Spring Gr 2
110 words per minute by Spring Gr 3
118 words per minute by Spring Gr 4
124 words per minute by Spring Gr 5
125 words per minute by Spring Gr 6
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Targets Tied to High Stakes Test
Grade Measure
Target
1
January = 52 letter sounds
Nonsense Word Fluency
correct/min
1
2
CBM Grade Level Oral
Reading Fluency (ORF)
Spring = 52 words
CBM ORF
Spring = 90 words
correct/min
correct/min
3
CBM ORF
Spring =109 words
correct/min
4
CBM ORF
Spring =127 words
correct/min
5
CBM ORF
Spring =141 words
correct/min
6
CBM ORF
Spring =166 words
correct/min
MN RtI Center
Based on St. Croix River Education District 08-09 Targets linked
to success on Minnesota Comprehensive Assessment – II 10
Screening is Used to:

Monitor “gross” progress of all students
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Evaluate instructional programs
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Establish school norms
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Call attention to students having difficulty or
at risk of having difficulty
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Box and Whisker Charts
Student is above the
90 %ile and is well
above average.
90th %ile
75th %ile
50th %ile
25th %ile
Target
10th %ile
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Monitoring “Gross” Progress as a Group & Individually:
Gr 2 CBM ORF Fall and Winter Screening Data
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Jimmy
Marisol
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Screening Data and Curriculum &
Instruction Decisions
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Where do students move from Fall to Winter
to Spring?
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Chutes and ladders chart 
What do the data look like across years?
Using screening data to drive discussions
about allocating resources and shifting
curriculum and instruction to respond to
student needs
MN RtI Center
DRAFT May 27, 2009
14
Target:
43
72
Fall
Benchmark
45 students
05-06 66%
04-05
03-04
Winter
2nd grade
Benchmark
47 students
05-06 70%
42
61%
56%
04-05
03-04
90
Spring
Goal
70%
Benchmark
05-06
04-05
03-04
69%
61%
68%
54%
Peggy N 43-71
Tom T 65-70
Strategic <43, >=26
6 students
9%
Intensive <26
17 students
25%
MN RtI Center
Total
Enrollment:
2
10
68
Strategic
10 students
15%
Strategic
Intensive
10 students
15%
Intensive
67
Credit: SCRED
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Benchmark “Bonus”!  Using Data to
Evaluate Instructional Effects Over Time
Each color represents a different year (oldest to most recent)
(Missing
Fall data
because
ORF not
collected
Fall Gr. 1)
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Screening Data and Curriculum & Instruction
• Should both of these classrooms have the same resources?
• Same curriculum, instruction and schedule?
Kin de rgarte n C lass List Re port
District:Hope County School District
School: Melody Mountain School
Date: Fall
Class: MrFrizzleAM
Initial Sound Fluency
Letter Nam ing Fluency
Goal: 8 initial sounds
Goal: 8 letter names
Student
Am anda
Bo
Cassius
Dario
Estelle
Filene
Georgie
Hall
Iy la
Jake
Kay lie
Luke
McKenna
Neela
Owen
Parsons
Quinn
Rowen
Ty son
Usher
Vince
Windy
Yancy
Zane
Status
8
9
11
12
15
15
17
20
21
22
24
24
25
25
25
25
26
27
29
29
31
33
38
42
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
23 Mean
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
Low Risk
13
2
20
17
1
11
20
32
22
23
36
43
4
18
20
38
30
33
23
32
18
6
15
2
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Status
Instructional Recom m endations
Low risk
Som e risk
Low risk
Low risk
At risk
Low risk
Low risk
Low risk
Low risk
Low risk
Low risk
Low risk
Som e risk
Low risk
Low risk
Low risk
Low risk
Low risk
Low risk
Low risk
Low risk
Som e risk
Low risk
Som e risk
Benchm ark - At Grade Level
Strategic - Additional Intervention
Benchm ark - At Grade Level
Benchm ark - At Grade Level
Strategic - Additional Intervention
Benchm ark - At Grade Level
Benchm ark - At Grade Level
Benchm ark - At Grade Level
Benchm ark - At Grade Level
Benchm ark - At Grade Level
Benchm ark - At Grade Level
Benchm ark - At Grade Level
Strategic - Additional Intervention
Benchm ark - At Grade Level
Benchm ark - At Grade Level
Benchm ark - At Grade Level
Benchm ark - At Grade Level
Benchm ark - At Grade Level
Benchm ark - At Grade Level
Benchm ark - At Grade Level
Benchm ark - At Grade Level
Strategic - Additional Intervention
Benchm ark - At Grade Level
Strategic - Additional Intervention
20 Mean
Kindergarten Class List Report, 08/24/2004, 15
Classroom 1:
19/24 children (79%) are on track
5/24 children (21%) have some risk
0 children (0%) are at risk
Classroom 2:
8/23 children (35%) are on track
11/23 children (48%) have some risk
3/23 children (13%) are at risk
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Establishing School Norms

Gives an idea of the range of student skills in your
building and how much growth students are making
MN RtI Center
DRAFT May 27, 2009
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Identifying Students in Need of
Additional Instruction

Primary Purpose of Screening!
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Overall, how many “at risk” students do we have
who need help?
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Which students need help?

Are there logical “groups” of student needs that
can help us focus our efforts?
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How Many Students Need Help?
Grade or Class “Histograms” (Spring Gr 1)
 38% “Low Risk” (>=40 wrc)
 22% “Some Risk” (20-39 wrc)
 40% “At-Risk” (0-19 wrc)
CBM Reading
18
16
Frequency
14
12
10
8
6
4
2
0
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Correct Words
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Who Needs Help?
Tier 1
Tier 2
Tier 3
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DRAFT May 27, 2009
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Benchmarking Class Lists!!!!
Where the Rubber Hits the Road for Teachers,
Teams and Individual Instructional Decision
Making….
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Who Needs Help?
Class Lists and Forming Instructional Groups
Example Fall Gr 1
Phonemic Awareness
Alphabetic Principle
From DIBELS® Data System, ©University of Oregon Center on Teaching and Learning
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Credit: R. Kaminski DMG
Credit: R. Kaminski DMG,
Stephanie Stoller, OISM
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Remember: Screening is Just That…

The “Yep, Yep, Yep, …HUH?” Test….
Make sure you THINK about the student and
the data.
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Build in Time to USE the Data!
Schedule data “retreats” or grade level
meeting times immediately after screening
so you can look at and USE the data for
planning.
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Remember: Screening is just ONE part
of a solid RTI assessment system

A core feature of RTI is identifying a
measurement system

Screen large numbers of students
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Identify students in need of additional intervention
Monitor students of concern more frequently

1 to 4x per month
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Typically weekly
Diagnostic testing used to help target interventions
as neede
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Decision-Tree for Screening Instructional DecisionMaking & Progress Monitoring w/ DIBELS
*Decision-Tree for Screening, Instructional Decision-Making, & Progress Monitoring with DIBELS
Did the student meet or exceed the Low Risk/Benchmark goals on the
most recent DIBELS testing?
YES
NO
Did the student fall into the "Some
risk" category or the "At-risk"
category? An intervention plan may
be needed.
Next progress check is
regularly scheduled DIBELS
testing for all students
Some
risk
Do other data (e.g., OS,
BMRR, DRA) indicate
some concern?
NO
Make sure a good curricula is
in place in the classroom and
consider monitoring monthly.
At
risk
Do other data (e.g., OS, BMRR,
DRA) indicate high level of
concern? (important here to get
good info)
YES
Put the student in strategic
instruction (e.g., small group
with supplemental curricula).
Be SURE TO CONTINUE TO
USE DATA to make changes
as needed. Monitor monthly.
NO
YES
Put the student in intensive instruction
(e.g., 1:1 or very small group with
supplemental and direct instruction
curricula). Be SURE TO CONTINUE
TO USE DATA to make changes as
needed. Monitor weekly!
MN RtI Center
*Note: The concept and content of this model was provided by Dr. Lisa Stewart of MSUM
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Remember:
Garbage IN…. Garbage OUT….


Avoid Common Mistakes
Make sure your data are reliable and
valid indicators or they won’t be good
for nuthin…
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Training
Assessment Integrity
checks/refreshers
Well chosen tasks/indicators
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Articles available with this module
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Kovaleski & Pedersen (2008). Best practices in data-analysis teaming. In
A. Thomas & J. Grimes (Eds.) Best Practices in School Psychology, V,
NASP Publications.(p. 115-129).

Especially beginning on page 119 & case study on p.123
Kovaleski, Roble, & Agne. The RTI data analysis teaming process.
Retrieved June 23, 2009, from RTI Action Network Web site:
http://www.rtinetwork.org/Essential/Assessment/DataBased/ar/TeamProcess
Stewart & Silberglitt. (2008). Best practices in developing academic local
norms. In A. Thomas & J. Grimes (Eds.) Best Practices in School
Psychology, V, NASP Publications.(p. 225-242).
Gibbons, K (2008). Necessary Assessments in RTI. Retrieved from
http://www.tqsource.org/forum/documents/GibbonsPaper.doc on 6/26/09
NCRLD RTI Manual (2006). Chapter 1: School-wide screening Retrieved
fromMN
http://www.nrcld.org/rti_manual/pages/RTIManualSection1.pdf
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6/26/09
RTI Related Resources

National Center on RTI
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RTI Action Network – links for Assessment and
Universal Screening
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http://www.scred.k12.mn.us/ and click on link
National Center on Student Progress Monitoring
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http://www.rtinetwork.org
MN RTI Center
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http://www.rti4success.org/
http://www.studentprogress.org/
Research Institute on Progress Monitoring
http://progressmonitoring.net/
MN
RtI Center
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RTI Related Resources (Cont’d)

National Association of School Psychologists
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National Association of State Directors of Special
Education (NADSE)
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www.nasdse.org
Council of Administrators of Special Education
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www.nasponline.org
www.casecec.org
Office of Special Education Programs (OSEP) toolkit
and RTI materials

http://www.osepideasthatwork.org/toolkit/ta_responsiveness_in
tervention.asp
MN RtI Center
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Key Sources for Reading Research,
Assessment and Intervention…

University of Oregon IDEA (Institute for the Development of
Educational Achievement) Big Ideas of Reading Site
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Florida Center for Reading Research
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http://www.texasreading.org/utcrla/
American Federation of Teachers Reading resources (what works
1999 publications)
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http://www.fcrr.org/
Texas Vaughn Gross Center for Reading and Language Arts
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http://reading.uoregon.edu/
http://www.aft.org/teachers/pubs-reports/index.htm#reading
National Reading Panel
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http://www.nationalreadingpanel.org/
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Recommended Sites with Multiple Resources

Intervention Central- by Jim Wright (school psych
from central NY)
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Center on Instruction
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http://www.interventioncentral.org
http://www.centeroninstruction.org
St. Croix River Education District
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http://scred.k12.mn.us
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Quiz (Cont’d)



1) How can Screening Data be linked to progress
monitoring decisions and data?
2) What are the three ways target scores could be
determined?
3) Students are generally considered high risk on
norm-referenced Target Scores at or below _____
percentile.




A.) > 50
B.) 15-49
C.) 25-50
D.) 0-14
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

4) List at least 2 different ways screening data can be
used
5) The primary use of screening data is to _______.



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A.) identify students in need of additional instruction.
B.) develop local norms.
C.) send data to the state.
D.) none of the above.
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Quiz (cont’d)

6) How can a school encourage the use
of screening data once it is collected?
MN RtI Center

Note: The MN RTI Center does not endorse any particular
product. Examples used are for instructional purposes only.

Special Thanks:


Thank you to Dr. Ann Casey, director of the MN RTI Center, for
her leadership
Thank you to Aimee Hochstein, Kristen Bouwman, and Nathan
Rowe, Minnesota State University Moorhead graduate
students, for editing, writing quizzes, and enhancing the quality
of these training materials
MN RtI Center