RtII and Tier I: An Overview for K-12

Pennsylvania Department of Education, Pennsylvania Training and Technical Assistance Network

PaTTAN’s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.

2

PDE’s Commitment to Least Restrictive Environment (LRE) Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

3

How this Module Is Organized • Introduction • Section One: Alignment • Section Two: Curriculum • Section Three: Instruction • Section Four: Assessment • Section Five: Tier 1 Effectiveness • Summary 4

Introduction and Overview 5

Module Focus and Outcomes

• How do we establish, enhance, and/or sustain positive outcomes for all students at Tier One and across all tiers?

– Curriculum, instruction, and assessment • What is the role – and power - of organizational structures in aligning curriculum, instruction and assessment?

– • Data teams – at building, grade, and student level Professional Learning Communities • How do we ensure implementation fidelity at Tier 1?

– Accountability formats 6

Participants will: • Understand the components of an effective Tier 1: – the WHAT and the HOW connection • Identify key issues: – alignment to SAS (PA’s Standards Aligned System) – – – – design of curriculum, delivery of curriculum through evidence-based instruction use of varied assessment techniques and tools to inform instruction and demonstrate outcomes fidelity of implementation suggested resources to further enhance skills and understandings relative to RtII, K-12 and specifically to Tier 1 7

Tier 1 Defined…

• A standards-aligned curriculum delivered with fidelity using differentiated, evidence-based instructional and assessment practices that meet the needs of at least 80% of students.

– The WHAT (what students need to know and be able to do) • SAS: Big Ideas, Concepts, and Competencies – The HOW (instruction and assessment) • How are you going to get them there and how will you know when they are there?

8

RtII Framework Supports SAS Active student engagement in a safe and positive learning environment is foundational to Tier I RtII requires the selection and use of materials and resources that align with standards based curriculum and research based standard protocols to address specific skill acquisition. Tier I of the RtII framework provides access to high quality standards based curriculum and instruction for all students. RtII organizes assessment practices and requires schools to use the four types of assessments to determine the effectiveness of curriculum/intervention and drive instructional adjustments. Examples, Summative: PSSA, ACCESS for ELLs, PVAAS Benchmark: 4 Sight Diagnostic: GRADE, GMADE Formative: Formal and Informal (progress monitoring, ticket out the door) High quality instruction and intervention are at the heart of RtII. The framework organizes instruction and intervention to ensure the use of high leverage, research-based instructional practices at each Tier. Processes are in place to ensure instructional fidelity.

RtII organizes curriculum and instruction to ensure all students receive the standards aligned core curriculum. ALL staff (Gen, Sp Ed, Title, ESL) assume responsibility and an active role in instruction in the core curriculum 9

PA SAS Web Portal

Why is Tier 1 so important?

• Provides the foundation for all students • Is key to school improvement • Facilitates moving systems from poor to good and from good to great! http://mckinseyonsociety.com/how-the worlds-most-improved-school-systems-keep getting-better/fair, fair to good, good to great 11

Section One: Alignment 12

Big Idea: RtII – A K-12 Systems Approach!

• RtII integrates curriculum, instruction, and assessment with organized school structures (ex: PLC’s, scheduled time/allocated time blocks, data teams) 13

4 Essential Questions that Integrate Curriculum, Instruction, & Assessment • What is it we want all students to know and be able to do? (curriculum) • How will we know when each student has mastered the essential learning? (assessment) • How will we deepen the learning for students who have already mastered essential knowledge and skills? (instruction/intervention) • How will we respond when a student experiences difficulty in learning? (instruction/intervention) 14

Tier 1 Core Instruction: Essential Questions • What constitutes a strong core at the elementary level?

• What constitutes a strong core at the secondary level?

15

Components of an Effective Tier 1 at Elementary • Core programs aligned to PA Standards (reading, math, science, ESL, etc. ) • Core at elementary level also includes high leverage instructional practices, standards aligned written, taught, and assessed curriculum • Infrastructure, including master schedule which allocates appropriate time for instruction/intervention, time for data analysis/PLC’s,etc.

16

Elementary Core Programs, con’t. • Serve as the base of reading/math/behavior instruction • Provide complete instruction in the key components of reading/math/behavior • Are designed for all settings and all students • Are preventive and proactive • Incorporate a high probability of student proficiency (80%) 17

Core at Tier 1 also requires: • Alignment of materials and assessments • Small and large group instruction • Scaffolding instruction to support initial learning and transference of skills • Ongoing cumulative review • Differentiated instruction (awareness of heterogeneity of classroom) • Universal Design for Learning (UDL) ( http://www.udlcenter.org/ ) 18

Reading MUST Explicitly Address: • Key elements of scientifically-based core programs includes explicit and systematic instruction in the following: – Phonological Awareness – Phonics – Fluency – Vocabulary – Comprehension (National Reading Panel, 2000) 19

Math MUST Explicitly Address: • Concept Standards; – Numbers and Operations – Measurement – Geometry – Algebraic Concepts – Data Analysis and probability • (pdesas.org) 20

As well as: • Process Standards: – Problem Solving – Reasoning and Proof – Communication – Connections – Representations • (NCTM: National Council of Teachers of Mathematics) 21

As Well as: • The Five Strands of Mathematical Proficiency – Conceptual Understanding – Procedural Fluency – Strategic Competence – Adaptive Reasoning – Procedural Disposition • (NCTM: National Council of Teachers of Mathematics) 22

Other Considerations: • ELLs (English Language Learners) – Two essential components to Tier 1 instruction for ELLs: (a) Quality instruction using research-based strategies, and (b) Instruction by knowledgeable, skilled teachers who have developed culturally

responsive attributes

23

Research-based Methods that Support Second Language Learners in Literacy Development • Instruction in the key components of reading (phonemic awareness, phonics, fluency, vocabulary, and text comprehension) is necessary —but not sufficient—for teaching language-minority students to read and write proficiently in English. – (National Literacy Panel, 2006) • ESL instruction is CORE instruction 24

Math Instruction for ELLs based on. . .

• Student’s level of English language proficiency aligned to ELP standards, ELL Overlay and WIDA Can Do Descriptors • Building from student’s background knowledge • Consideration given to student’s cultural, linguistic, socioeconomic and experiential background • Culturally responsive school and classroom environment 25

Components of an Effective Tier 1 at Secondary • Core curriculum that serves as foundation for reading/English/language arts classroom – College and career ready written curriculum • Comprehensive & aligned core and supplemental literacy instruction to enhance and/or remediate reading difficulties across the content areas (math, science, social studies, etc.) 26

Components, con’t.

• Universal instructional design principles (effective teaching principles; UDL) • High leverage instructional strategies & principles (Marzano, 2009; Ellis 1994) • Infrastructure and organization: – Team processes – Schedules (master schedule & student schedules) – Course schedules and requirements – Formative and summative assessment maps • PA’s Secondary RtII Toolkit: Secondary RtII Tier I Core Instruction document; www.pattan.net

27

Other Considerations: • Rigorous and relevant courses available to all students, aligned to PA Standards • Range of courses, with vertical stretch appropriate to students’ needs • Relevance to 21 st century school and work • Aligned to desired outcomes – AP exams, Keystones, PSSA, PASA, SAT, NOCTI, ACCESS for ELLs, college and career outcomes 28

English Courses - Considerations • Focus on non-fiction and informational text • Media literacy • Reading, writing, speaking, and listening • Critical thinking; analysis and interpretation • Complex texts • ELL’s English language proficiency • Other?

What are YOUR thoughts about the English/LA courses in your building?

29

Mathematics Courses – Considerations • Algebra – gateway, not gatekeeper – Algebra – when do most of your students take Algebra? What is the data to support that? How can PVAAS and other data tools inform your course enrollments?

• Conceptual understanding vs. rote procedures • ELLs English language proficiency as it impacts mathematics skill acquisition • ELLs content knowledge and skills in first language & their impact on math skill acquisition • Other? • What are YOUR thoughts about the math courses in your district?

30

Tier 1 & Other Core Subjects

Academic literacy in all content areas

– Reading, writing, listening, and speaking skills must be addressed in all subjects • Literacy skills are necessary to access information in school and career – Lifelong learning • Emphasis on literacy skills facilitate the mastery of content in all subjects – Writing to learn 31

Critical Resources - Tier 1 Design • • • • • • Anita Archer (explicitinstruction.org) Center on Instruction (www.centeroninstruction.org) Danielson framework ( www.danielsongroup.org

) – PA Keystone Exams Blueprints (SAS: http://www.pdesas.org) – PA Standards SAS http://www.pdesas.org/Standard/Views ; – – – Unpacking the Anchors ( http://www.pdesas.org/module/sas/standards/anchors/unpack ) English Language Proficiency Standards http://www.pdesas.org/Standard/Views Alternate Achievement Standards ( http://www.pdesas.org/Standard/Views ; ) Universal Design for Learning ( http://www.udlcenter.org/ ) 32

Universal Design for Learning What is it?

• UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn.

• UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

– http://www.cast.org/udl/faq/index.html

33

Universal Design for Learning • Supports teachers’ efforts to differentiate instruction by providing options for: – presenting information and content in different ways (the "what" of learning) – differentiating the ways that students can express what they know (the "how" of learning) – stimulating interest and motivation for learning (the "why" of learning) • A universally designed curriculum is designed from the outset to meet the needs of the greatest number of users, making costly, time-consuming, and after the-fact changes to curriculum unnecessary.

34

Some Typical Challenges: • Building & maintaining a school culture that embodies the belief that all students can achieve & grow – Inconsistent outcomes and expectations for all students • Ineffective or disjointed curriculum – Lack of rigor and relevance – Range of courses too limited – What is written does not match what is taught and/or assessed • Lack of instructional planning and delivery model • Ineffective grade level transitions • Guessing at what might work for struggling students • Waiting for students to fail • Non-culturally responsive instruction 35

Disconnect…

Curriculum Assessment Instruction

36

37

Challenges at Tier 1: • What Tier 1?

challenges do you have in your own school at 38

Action Planning Graphic

Action Planning:

1. Alignment 39

Section Two: Curriculum

40

The Curriculum Process • “Curriculum development is an ongoing process which requires collaboration, conflict-resolution and reflection. Too often, schools approach curriculum development as a product to be created. When teachers come to a fork in the road, they often blame weaknesses in the document and resort to their own curriculum. It is difficult, if not impossible, to have curriculum alignment when each teacher chooses essential skills and key concepts in isolation.” • (ASCD Edge, http://edge.ascd.org/_Five-Questions-for-Curriculum Developers/blog/1911201/127586.html

) 41

Foundations of an Effective Curriculum • Guaranteed and viable » Marzano, What Works in Schools, 2003) – Opportunity to learn • All students have access to curriculum – Appropriate allocated time • Identify and communicate essential content • Sequence and organize essential content • Ensure that content can be addressed within allocated time 42

Foundations, con’t. • Unconditional delivery of this curriculum by individual teachers • Ensure tight alignment with * PA Standards/Common Core • Unpack the standards – Sharp focus on learning targets exists in all written curricula • Develop course maps, unit maps, pacing guides – Collaborative planning, PLCs 43

Foundations, con’t. • Curriculum collaboration – Teachers have a tool or method for communicating the strengths and weaknesses of the curriculum.

– Teachers meet on a regular basis to reflect on the written, taught, and assessed curricula.

• Curriculum and Assessment Alignment – Vertical and horizontal curriculum alignment • Teachers develop common formative and summative assessments, using the district's curriculum as a guide for developing assessments • Culturally responsive curriculum 44

Learning Targets • Critical: Clear learning targets • If you don’t know where you are going, you are liable to end up someplace else (Mager, 1984) 45

Clear learning targets • Begin with end in mind (Understanding by Design; McTighe & Wiggins, www.authentic

education.org

) – Targets stated? (PA Standards/SAS) – Right amount? (Goldilock’s Rule) – Clear? Would colleagues agree on what they are?

– Appropriate? Relevant? Enduring? Rigorous?

– Sequenced as part of overall curriculum?

• Horizontal and vertical articulation – Aligned with what was taught?

• Written, taught, assessed 46

An Alignment Example • Students will understand the concept of culture and be able to explain in writing the definition of culture.

– What is an appropriate assessment task/question that is aligned with the learning target?

47

Which Is It?

• Name 3 things that are important to the culture of indigenous Americans.

• Give a short talk to the class comparing three different cultures. In your talk, make sure you describe the similarities and differences among the cultures you have chosen.

• Write a paragraph telling in your own words what is meant by the term culture.

48

Issues and Challenges – What are some concerns and issues in your district/school in regards to curriculum? 49

Examples of Issues and Challenges: • There is an absence of pacing within the curriculum documents. • Curriculum intended for regular classroom use lacks sample differentiated activities.

• Curriculum management in the school and district is not clear and efficient.

• Easy access to curriculum documents does not exist.

• Curriculum lacks rigor and relevance.

• Curriculum in core subject areas not reviewed annually.

• Lack of curriculum review cycle/process; no mapping.

50

More Examples of Issues and Challenges: • Vertical and horizontal alignment holes – Repetitions and redundancies • Over- reliance on textbooks • Use of district curriculum widely varies by teachers • Learning targets are unclear, leading to a lack of focus • Teacher isolation in design and operation of curriculum • Absence of consistent assessment tools in same subject areas 51

Program Evaluation Resources • PA Standards Aligned System (SAS) www.pdesas.org

• PSSA Blueprint • Florida Center for Reading Research http://www.fcrr.org/ • Oregon Reading First. [Website] http://oregonreadingfirst.uoregon.edu/ • What Works Clearinghouse www.whatworks.ed.gov/ • Best Evidence Encyclopedia www.bestevidence.org

52

Program Evaluation Resources    K-12 Mathematics Curriculum Center  National Council of Teachers of Mathematics National Science Foundation  www.comap.com/elementary/projects/arc National Math Panel  www.ed.gov/about/bdscomm/list/mathpanel/ index.html

53

Action Planning Graphic

Action Planning:

2. Curriculum 54

Section Three: Instruction 55

Effective Teaching Principles (Secondary RTII Toolkit: Ellis, Worthington, Larkin) • Engagement time • Success rates • Content coverage/opportunities to learn • Grouping for instruction • Scaffolded instruction • Addressing forms of knowledge • Activating and organizing knowledge • Teaching strategically • Making instruction explicit • Teaching sameness in the curriculum 56

Examining one closely…Engagement Time • What is engaged time?

• What does it mean for students to be actively engaged?

57

Engagement Time Quiz: Yes, No, Maybe 1. Students are making eye contact with teacher as teacher speaks; no students have their heads down.

2. Students are taking notes on a structured outline while watching a series of video clips on photosynthesis.

3. Students are working on laptops on a computer-based program.

58

What DOES engagement mean?

• • “Children who are engaged show sustained behavioral involvement in learning activities accompanied by a positive emotional tone. They select tasks at the border of their competencies, initiate action when given the opportunity, and exert intense effort and concentration in the implementation of learning tasks; they show generally positive emotions during ongoing action, including enthusiasm, optimism, curiosity, and interest.” Publication Date: 2003-09-00 Author: Chapman, Elaine Source: ERIC Clearinghouse on Assessment and Evaluation 59

Reflect and Discuss: Effective Teaching Principles – Are (any of) these principles new to you and/or others in your building?

– Are these practices consistent and pervasive in your building? If so, how do you know? If not, why do you think that is?

• Are they regularly addressed as potential “root causes” in analyzing data?

• Are they regularly discussed by collaborative groups of teachers?

• Are they part of the district’s induction program?

• Is there accountability for these practices to be operationalized?

60

Reflect and Discuss: Effective Teaching Principles • What specific suggestions do you have for “ramping up” the implementation of these proven principles in your building?

61

High Leverage Strategies (Marzano) • Current research provides educators with information on instructional strategies that work 62

Current Trends • Educators are at a special place in time. The “art” of teaching is rapidly becoming the “science” of teaching.

– Art: no specific script for teachers to follow, characteristics of effective teachers vary in terms of behavior and personality – Science: there are strategies that research over time has shown “to have a high probability of enhancing student achievement” – Marzano: The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction, 2007 63

The Turning Point • Up until 30 years ago, teaching “had not been systematically studied” (Marzano) – Coleman report, 1966 – the quality of the school accounts for only about 10% of variance in student achievement 64

1970’s:

–70’s - the quality of the teacher greatly impacts student learning

• “the myth that teachers do not make a difference in student learning has been refuted” (Brophy and Good, 1986 ) 65

1990’s… • S. Paul Wright, Sandra P. Horn & William L. Sanders have noted significant impact of teacher quality on student learning – “The results of this study will document that the most important factor affecting student learning is the teacher. In addition, the results show wide variation in effectiveness among teachers. The immediate and clear implication of this finding is that seemingly more can be done to improve education by improving the effectiveness of teachers than by any other single factor…” (Sanders, 1997).

66

Charlotte Danielson: The Framework for Teaching

Domain 1: Planning and Preparation

•Demonstrating Knowledge of Content and Pedagogy •Demonstrating Knowledge of Students •Setting Instructional Outcomes •Demonstrating Knowledge of Resources •Designing Coherent Instruction •Designing Student Assessments

Domain 3: Instruction

•Communicating With Students •Using Questioning and Discussion Techniques •Engaging Students in Learning •Using Assessment in Instruction •Demonstrating Flexibility and Responsiveness

Domain 2: The Classroom Environment

•Creating an Environment of Respect and Rapport •Establishing a Culture for Learning •Managing Classroom Procedures •Managing Student Behavior •Organizing Physical Space

Domain 4: Professional Responsibilities

•Reflecting on Teaching •Maintaining Accurate Records •Communicating with Families •Participating in a Professional Community •Growing and Developing Professionally •Showing Professionalism Danielson, 2011

And now…Meta-Analysis • A research technique that combines the results from a number of studies to determine the average effect of a given technique • Results reported as effect size: the increase or decrease in achievement of the experimental group in standard deviation units • Effect sizes then converted to percentile gains – Marzano’s goal: to identify those strategies that have a high probability of enhancing student achievement for all students in all subject areas at all grade levels.

– Hattie (in Visible Learning, 2009) identifies best practices through meta-analyses 68

Resources & References • Classroom Instruction that Works: Research Based Strategies for Increasing Student Achievement; Marzano, Pickering, & Pollock (2001) • A Handbook for Classroom Instruction That Works (Marzano et al, 2001) • What Works in Schools: Translating Research into Action; Marzano (2003) • The Art and Science of Teaching, Marzano (2007) • A Handbook for the Art and Science of Teaching, Marzano and Brown (2009) • Mid-continent Research for Education and Learning (McREL) • Anita Archer,Ph,D., Educational Consultant ( [email protected]

) • • CAST www.cast.org/publications/ncac/ncac_explicit.html http://www.netc.org/focus/strategies/summ.php

• • www.marzanoresearch.com/.../meta_analysis_database.aspx www.pattan.net

• Visible Learning (Hattie, 2009) 69

Nine categories of instructional strategies that are proven (Marzano, 2001) • Identifying similarities and differences • Summarizing and note taking • Reinforcing effort and providing recognition • Homework and practice • Nonlinguistic representations • Cooperative learning • Setting objectives and providing feedback • Generating and testing hypotheses • Cues, questions, and advance organizers • (refer to recent research findings(2009) on effect sizes of

strategy categories)

70

Effect Size and Percentile Gains (2001) 71

2009 Percentile Gains

www.marzanoresearch.com/.../meta_analysis_database.aspx

72

Reflect and Discuss: Instructional Strategies – Are (any of) these instructional strategies new to you and/or others in your building?

– Are these strategies used consistently and pervasively in your building? If so, how do you know? If not, why do you think that is?

• Are they regularly addressed as potential “root causes” in analyzing data?

• Are they regularly discussed by collaborative groups of teachers?

• Are they part of the district’s induction program?

• Is there accountability for these practices to be operationalized?

73

Now, more on Instruction… • Differentiated Instruction seeks to “...

some important ways from one another.” Responding to the Needs of All Learners, 1999) provide varied learning options in a classroom to make curriculum and instruction the best possible fit for learners who, though they have many things in common, differ in (Tomlinson, The Differentiated Classroom: 74

Differentiation means: Meeting the needs of all students through: • Whole Group Instruction • Small Group Instruction – Same Ability • Small Group Instruction- Mixed Ability • Student Pairs • One on One – Tomlinson 75

What Happens in a Differentiated Classroom?

In a differentiated classroom, the teacher plans and carries out with assistance varied approaches to content, process, and product in anticipation of and response to student differences in readiness

and/or interest.

Tomlinson 76

Action Planning Graphic

Action Planning:

3. Instruction 77

Section Four: Assessment

78

Standards Aligned System (SAS) Fair Assessments Assessments aligned to PA standards: Standards Summative Safe and Supportive Schools Materials & Resources Student Achievement Assessments Curriculum Framework Formative Benchmark Diagnostic Instruction 79

Summative Assessment  Seeks to make an overall judgment of progress made at the end of a defined period of instruction.

 Often used for grading, accountability, and/or research/evaluation 80

Examples of Summative Assessments PSSA, PSSA-M, PASA PVAAS (Growth and Projections using PSSA) W-APT, WIDA Access Placement Test TerraNova ACCESS for ELLs SAT or ACT Stanford 10 End of Unit or Final Exams Final Exams-Keystones 81

Benchmark Assessment  Designed to provide feedback to both the teacher and the student about how the student is progressing towards demonstrating proficiency on grade level standards.

82

Examples of Benchmark Assessment • 4Sight • DIBELS • AIMSweb • Riverside Assess2Know 83

Diagnostic Assessment  Ascertains, prior to instruction, each student’s strengths, weaknesses, knowledge, and skills to inform instruction.

84

Examples of Diagnostic Assessments • GRADE • G-MADE • CORE Phonics Survey • DRA

• CDT (Classroom Diagnostic Tool)

85

Formative Assessment  A planned process  Used by teachers and students during instruction to provide feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes  Classroom-based  Formal and Informal Measures 86

Formative Assessment Strategies • Questioning techniques • Response cards • Thumbs-up or Thumbs-down • Think-Pair-Share • Random Reporter • Observation • Exit tickets • White boards • Clickers 87

What is data-based decision making? • Data-based decision making is making instructional decisions based on all types of assessment data.

• RTII links assessment with instruction and intervention.

School Structures for Data-Informed Decision Making

District-Level Support (Budgetary Support, Professional Development, Resources and Time)

Demographic l Perceptual l Process Data

Building Level

•

School Demographic Data

•

PennData

•

Discipline Data

•

Attendance Data

•

Mobility Rate Data

•

Parent Surveys Annual Building-Wide Planning Process

Focus: All Students Who: School-Wide Team How: PDE Getting Results, Data Retreat, School/Continuous Planning Process Student Learning Data

Building Level

•

PSSA & PVAAS

•

Final 4Sight Benchmark Test

•

Standardized Assessments

•

District End-of-Year Tests

•

EAP/Tutoring Assessments Grade/Course Level

•

Class Demographic Data

•

Class Engagement Data

•

Satisfaction Data

•

Attendance Data

•

Walk Through Data Classroom Level Qualitative Data

•

Student Historical Information

•

Student Medical Information

•

Student Learning Information Periodic Grade-Level Planning Process

Focus: Groups of Students Who: Teacher Teams How: Regular 1-2 Hour meetings

Student-Planning Process

Focus: Classroom of Students Who: Teacher

Grade/Course Level Initial: PSSA/PVAAS/Final Tests

•

Class/Subgroup Levels Cyclical:

•

4Sight Benchmark Data – Grade Level

•

District Quarterly Assessments

•

Common Classroom Data

•

Classroom Summaries

•

EAP/Tutoring Assessments Classroom Level Initial: PSSA/PVAAS/Final Tests

•

Student-Level Achievement and Growth Data Cyclical:

•

4Sight Benchmark Data – Student Level Continuous

•

Individual Classroom Assessments

•

EAP/Tutoring Assessments

•

Progress Monitoring

Interpreting the Data • Fifteen years ago, we were looking at data one student at a time (time consuming). • The RtII model promotes a system that looks at all data of all students. It has focused data analysis on school level and grade level to build a strong Tier 1, followed by and complemented by focus on individual students at risk for proficiency.

Achievement Data Analysis at Tier 1 • How did all students perform at Tier 1 level?

– PSSA?

– Keystone Exams?

– Terra Nova?

Growth Data at Tier 1 – Did a group or subgroup of students make a year’s worth of growth for a year’s worth of schooling?

– What is the percent likelihood of a group of students or an individual student being proficient on a future PSSA?

92

The Power of Achievement Data AND Growth Data Together – Achievement tells a valuable story, but growth AND achievement together provide critical information – PVAAS Reports aligned to Tier 1: • School Value Added Reports • Performance Diagnostic Reports • Projection Reports 93

Universal Screening Process What is Universal Screening?

• Administered to all students at all levels, K-12 • Universal screening is a process that includes assessments, but also includes record review and historical information – Brief measure – Its use is limited; only determines who might be at-risk, not why or what to do about the risk factors

Reviewing the data

• Universal screening data are typically collected in the fall, winter, and spring. Teams meet right after to ask the “big questions” about the whole group: – Identify how the group is doing as a whole to determine who is individually in need of more intensive intervention

Student involvement with their data

• Collecting their data is a good opportunity to teach students about math and what graphs mean.

• Students can be taught to set goals for themselves: – Understanding what their highest score has been can prompt the following questions: • How can I beat my highest score?

• How can I ask my teacher for some help in order to meet my own goal?

Understanding of data • Students tend to pick it up pretty quickly: – Get students in touch with their own data and their own awareness of growth.

– Stay positive about their growth, even it they are only advancing in small increments. They will catch up eventually.

• Help parents understand the importance of assessment.

Assessment Tools - Resources • Resources to help schools select reliable, valid tools: – studentprogress.org

– rti4success.org

– RTINetwork.org

– Secondary RtII Toolkit (Assessment document) • www.pattan.net

98

Your Turn: Planning Your Assessment Map

In Place? Specify tool/process/use Need to Put in Place…

Formative Summative Diagnostic Benchmark 99

Assessment Map Design Sept Oct Nov Dec Jan Feb Mar Apr May June July Aug

K 1 2 3 4 5 6 7 8 9 10 11 12

100

Assessment Schedule Example

Month September Assessment

AIMS Web Maze #1 (Week of September 27, 2010) 4Sight Benchmark Assessment #1 Form #1 (Week of Sept.1, 2010 – Secondary –Sept7, 2010- Elem)

October

DIBELS Benchmark (Baseline) Daze (September 2-7, 2010) Core Phonics TOWRE (Reading) (Week of September 27, 2010) PSSA Gr. 12 Retest (October 25- November 5, 2010) 4Sight Benchmark Assessment #2 Form #2 – High School (Week of October 25, 2010) Benchmark Writing Assessment #1 – High School (October 12-15, 2010)

K 1 2 3 4 5 6 7 8 9 10 11 12

× × ×    × × ×       × × × × ×  × × × × × ×          ×    × × × 

Action Planning Graphic

Action Planning:

4. Assessment 102

Section Five: Tier 1 Effectiveness 103

Core Program Review • Improving the Core – Systematic analysis of components of core 104

Core Program Review

• Improving the Core – Foundational Questions (http://www.pasip.org/Getting_Results.aspx) • Team analysis of status relative to foundational questions – Requires specific evidence to respond to each question!

105

Foundational Questions: Evidence and Actions

Evidence/Comments Actions Needed Foundational Question

1.

2. 3. 4. 5. 6. 7. 8. 9. 10.

106

Comprehensive Action Plan

What Who Alignment Curriculum Instruction Assessment Other When

107

Contact Information PaTTAN Consultants:

Laura C. Moran

Educational Consultant [email protected]

;

Sharon Leonard

Educational consultant [email protected]

Ana Sainz de la Pena

Educational Consultant [email protected]

Content Developer:

Cindy Goldsworthy, Ed. D.

Evidence to Action: K-12 Consulting [email protected]

www.pattan.net

Commonwealth of Pennsylvania

Tom Corbett, Governor

Pennsylvania Department of Education

Ronald J. Tomalis, Secretary Carolyn C. Dumaresq, Ed. D., Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education 108