Transcript Slide 1

I-RtI Network
Tier 2: Progress
Monitoring
and Evaluation Tools
12-16-13
Facilitated/Presented by:
Ruth Poage-Gaines and Terry Schuster
The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of
Education. All funding (100%) is from federal sources.
The contents of this presentation were developed under a grant from the U.S. Department of Education, #H325A100005-12.
However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not
assume endorsement by the Federal Government. (OSEP Project Officer: Grace Zamora Durán)
Making
What
Check-in
connections
Applying
Progress Monitoring and
Evaluation
What I know
What I want to know
Review of
November
One of the best
ways to remember
something is to
test yourself.
November’s
Fidelity
Checklist
Action Plans
Outcomes
Review
Pre-Meeting
Survey
Results
I-RtI Network
PROGRESS MONITORING
TOOLS
Read and Respond
Big Idea
Teachers can use systematic progress
monitoring in reading, mathematics, and
spelling to identify students in need of
additional or different forms of instruction,
to design stronger instructional programs,
and to effect better achievement outcomes
for their students.
The science of monitoring
progress
•Progress monitoring
has a scientific base in
assessment with over
30 years of research.
•There are technical
aspects to these tools
that make them
technically adequate
for monitoring the
academic progress of
students.
Core Standards of Technical Adequacy
• Foundational Psychometric Standards:
1.
2.
3.
4.
5.
6.
7.
Reliability
Validity
Sufficient number of alternate forms
Sensitivity to learning
Evidence of instructional utility
Specification of adequate growth
Description of benchmarks for adequate endof-year performance or goal-setting process
Progress Monitoring Rubric
Header on cover page
Iowa Department of Education
Progress Monitoring Rubric (Revised 10/24/11)
Why use Progress Monitoring Tools:
They quickly and efficiently provide an indication of a student’s response to instruction. Progress monitoring tools are sensitive to student growth
(i.e., skills) over time, allowing for more frequent changes in instruction. They allow teachers to better meet the needs of their students and
determine how best to allocate resources.
What feature is most critical:
Sufficient number of equivalent forms so that student skills can be measured over time. In order to determine if students are responding positively
to instruction, they need to be assessed frequently to evaluate their performance and the rate at which they are learning.
Descriptive info on each work group’s section
Information Relied on to make determinations: (circle all that apply, minimum of two)
Manual from publisher
NCRtI Tool Chart
Buros/Mental Measurement Yearbook
On-Line publisher Info.
Outside Resource other than Publisher or Researcher of Tool
Name of Progress Monitoring Tool:
Grades: (circle all that apply)
Name of Criterion Measure:
K
1
Skill/Area Assessed with Progress Monitoring Tool:
2
3
4
5
6
Above6
How Progress Monitoring Administered: (circle one)
How Criterion Administered: (circle one)
Group
Group
or
or
Individual
Individual
Create a Rubric to Evaluate Progress
Monitoring Tools
• Break into groups of four by Large/Small or
Elementary/MS-HS
• Look at sample tools
• Work together to create a checklist or rubric
for evaluating PM tools based on the samples
and information from today
Use Existing Data
• What existing data could you use to progress
monitor in Reading? In Math?
• How could you use the rubric you just created
to assess the strengths and weaknesses of
that data?
Time to Reflect
One thing I learned during this section…
One thing I would like to have clarified
is…
One thing I way I could apply this
learning is…
Questions/Comments
I-RtI Network
COACHING PROGRESS
MONITORING
Coaching Progress Monitoring
Partnership Principle –
• Dialogue
– Be humble about what you know
– Balance advocacy with inquiry
– Ask open ended questions that
prompt thinking
I-RtI Network
EVALUATION TOOLS
RESPONSE
TYPES
Positive
Questionable
Poor
Parts of a Goal…
Timeline
Condition
Behavior
Criterion
• The standard
to which the
behavior is
expected to be
performed
• When the
• Specific
• The specific
expected
progress will be
accomplished
circumstances
under which the
behavior will
occur
action that is
expected
*Stem for setting a goal
-In (#) weeks, when (condition) occurs, (student) will (the behavior) to
(criterion).
- EX: In 32 weeks, when given a 4th grade Reading Curriculum Based Measure (RCBM), Sarah
will read 80 correct words per minute with 3 or fewer errors, 2 out of 3 trials.
Setting Group-Level Goals
• Determine an ambitious, yet achievable ROI for your
grade level (1.5-2.0 times the expected ROI) =
ambitious ROI
• Multiply the ambitious ROI by the total number of
weeks between benchmark periods (Danville CCSD 118 Fall – Winter = 13
weeks) = expected gain
• Subtract this expected gain from the next benchmark
goal = target score
• Determine the percentage of students at the target
score for the previous benchmark period = expected
percentage at benchmark
Setting Group-Level Goals
3rd Grade ORF Data
120
100
WRC per minute
80
Benchmark Scores
Expected ROI
1.5 x Expected ROI
2.0 x Expected ROI
60
40
20
0
1
2
3
Benchmark Periods
• Remember: The at risk student’s rate of improvement must be greater
than the rate of improvement of a typical student in order to “close the
gap” and return to grade level functioning.
How well is Tier 2 working?
Curriculum
• Are we adhering to the
curriculum as planned?
Instruction
• Are we using
instructional
strategies/ routines
as planned?
Assessment
• Are we administering &
scoring assessments
reliably?
Process
• Are we adhering to the
process as planned?
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Resource: Intervention Evaluation & Alignment Chart
Implementation Check
Teacher:___________________________
Date:______________________
Location:___________________________
Group:_____________________
Comments By:______________________
Time:______________________
Organization
Materials organized and ready
Begins lesson promptly
Finishes lesson on time
Students on task
Yes No
N/A Comments
Collaborative Team
Progress Planning
Tool
Collaborative Team Progress Planning Tool: Tier 2
Is supplemental support sufficient?
(Analyze the number and percentages of
students needing less supplemental
support. (For DIBELS and Aims Web this
can be found on the Summary of
Effectiveness Report or Summary of
Impact Report.)
How many students have met
benchmark as a result of supplemental
support?
How many students have not made
adequate progress?
Respond to the following questions to
reflect on the sufficiency of specific
aspects of supplemental support.
For each student that has not made
adequate progress, were decision rules
followed and appropriate instructional
adjustments made (refer to decision
rules documentation and ICEL tool)?
Are students receiving adequate time
for supplemental support (e.g. 30
minutes for supplemental reading
support in addition to the Core)?
Is group size appropriate for
supplemental support (e.g. for reading
3-5 students per targeted intervention
group)?
Is supplemental instruction aligned with
core instruction?
No
Take a look at the process
• To consider whether a practice has
been implemented with fidelity, the
practice must first be clearly defined
(Century, Rudnick & Freeman, 2010).
• By clearly defining a practice,
expectations are spelled out
creating an understanding of what
needs to be accomplished. From
that understanding, educators are
able to reflect on the integrity of
their work and then plan for next
steps to improve implementation
(Fixsen, Blasé, Horner & Sugai, 2009).
Time to Reflect
One thing I learned during this section…
One thing I would like to have clarified
is…
One thing I way I could apply this
learning is…
Questions/Comments
SAPSI-S
•
•
•
•
Timelines
BLT
Administration
Measurement
of Growth
• Evaluation and
Action
Planning
7/20/2015
Illinois RTI Network
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Key Ideas from Today
1. PM data can be used to i.d. at
risk students and strengthen
Tier 2 supports
2. Effective PM tools are built on
research based standards.
3. Open ended questions
facilitate dialogue
4. Evaluation tools can be used
to continuously improve Tier 2
Closing
Activities
On-Site
Coaching