RtI
redmondantonio4
RtIandCBMs.pptxCurriculum Based Measurement Seeking success for all
Dr. Pam Jessee
National Louis University
Fall, 2020
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One Perspective on History
Our education system has grown up through a process of “Disjointed Incrementalism” (Reynolds, 1988)
The current
Education
System’s
Programmatic
Evolution
K-12 Education
Gifted
Title 1
SPED
Migrant
ELL
At Risk
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Unintended Effects
Conflicting programs
Conflicting funding streams
Redundancy
Lack of coordination across programs
Nonsensical rules about program availability for students
Extreme complexity in administration and implementation of the programs
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Responsiveness to Intervention
Definition: A problem solving model to monitor the progress of all students on academic targets
Uses: Identify struggling students and intervene with research based methods
Legal mandate: By the year 2010 all school districts in the State of Illinois will employ a Responsiveness to Intervention model to determine the severity of academic deficiency and the need for specially designed instruction.
Not a SPECIAL EDUCATION INTIATIVE. Although it will be used to assist in the identification of students with disabilities, the main use of RtI is to identify struggling students and intervene with research based methods
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Three-tiered system
Tier One: Universal Screening- Administer CBMs three times a year: Fall, Winter, Spring
Tier Two: Research- Based Intervention, generally in the general education classroom and Progress Monitoring using CBMs.
Tier Three: Intensive, Individual instruction with progress monitoring using CBMs
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Why RtI?
Requires schools to monitor progress and identify students who are at risk
Guarantees intervention to all students who are struggling
Provides schools the tools for data driven educational decision making and goal setting for all students
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Once Behind – Always behind UNLESS you intervene
Research:
“The probability of remaining a poor reader at the end of 4th grade, given a child was a poor reader at the end of 1st grade was .88.” (Juel, 1994)
74% of children who are poor readers in 3rd grade remain poor readers in 9th grade. (Francis, et al, 1996)
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There have been many studies conducted to follow the outcome of children who struggle
These 2 studies are frequently cited:
The first study was conducted in 1994 by Connie Juel
She found that the probability of being a poor reader in 4th grade for children who leave 1st grade behind is 88% - that’s very, very likely
David Francis and colleagues at the University of Houston found 2 years later (in 1996) that the trajectory established early continues
Not only are students who are behind in first grade also behind in 4th grade
But 74% of the students behind in 3rd grade are still behind in 9th grade
This body of converging findings during the mid-1990’s led to a shift in research focus
what it takes to change a student’s nearly assured outcome of problems
This evidence is what led to focusing on designing assessment instruments that can help us find children early – before they are on a path of failure
Who has an extra two hours !!
According to the NICHD Branch of the National Institutes of Health
It takes 4 times as long to intervene in 4th grade as it does to intervene in late Kindergarten
2 hours per day
15/30mins.day
Late K
4th grade
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Another body of research studied the effectiveness of intervention offered at many different points in time
The result is that
Although it is possible to intervene later and still teach children to read
It is less efficient
It takes 4 times as long to intervene in 4th grade as in late kindergarten
Another way to look at this is that it takes 2 hours per day of intervention in 4th grade to move a student’s skills the same distance as if we had provided 30 minutes per day in K
And it is sometimes less effective
Dr. Joseph Torgesen from Florida and others have been raising concerns about difficulties in helping students achieve fluency even if they can be taught to accurately decode words IF the intervention comes later
New Model Prediction and Prevention
Old Model - Wait to Fail
intervention instruction was tied to special education qualifications
Services tied to achieving an IQ-Achievement discrepancy
Many children failed to qualify until 3rd grade or later
New Model – Preventive and an RTI approach
Help is not tied to special education
Receive intervention instruction as soon as they red flag
Diagnostic testing only after the student’s lack of progress in intervention
Enables help to be given immediately - early
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Grade level corresponding to age
1 2 3 4
Reading grade level
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3
2
1
5
2.5
5.2
Early Intervention DOES Change Reading Outcomes
At Risk on Early Screening
Low Risk on Early Screening
3.2
Control
With research-based core but without extra instructional intervention
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Intervention
With substantial instructional intervention
Slide from Reading First Leadership Academy
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At-risk students randomly assigned to 1 of 2 groups:
control group – improved classroom reading program only
or a group that received more intensive reading instruction in first and second grade.
Let’s see what happened
[click] The dotted red line shows the progress of the children who did not receive extra instructional intervention, and you can see that improved classroom instruction produced slightly better outcomes for them than in the earlier study in the same schools – 3.2 reading level vs. 2.5
[click] However, the children who were identified by the screening tests and received substantial instructional intervention did almost as well as average children by the end of fourth grade.
Improved classroom instruction will help our most at-risk children learn to read better, but most will require more intensive interventions if we expect them to read at grade level by the end of fourth grade.
Curriculum Based Measurements are….
Formative assessments that monitor progress of math, reading and writing skills
A repeated assessment that measures a specific skill the same way over a period of time
Valid, reliable and normed on large populations of students
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Things to remember about CBMs
Serve as signs of general achievement
Measure skills not knowledge
Are standardized tests
Are reliable, valid and normed on thousands of students across the country
Quick and easy to administer and score
Provide information for decision making
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Progress Monitoring
We want to answer two questions?
Is the child showing progress?
How does the child compare to his peers?
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Tools for Monitoring Progress
Chart where the child starts (baseline)
Chart where we want the child to be at the end of the intervention period (aimline)
Chart scores on the CBM
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BASELINE
Beginning point for monitoring progress
Administer three prompts
Two methods:
Let’s say that a student scores a 5, 8, 7 on the prompts
Average the three scores
Baseline = 5 + 8 + 7 = 20 20 ÷ 3 = 6.7 ( 7 rounded)
Take the score in the middle
Of the three scores 7 is the one in the middle
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Charting the Baseline
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7 ☻
B 1 2 3 4 5 6 7 8
Aimline
This is where we predict how much progress we want the student to make during the intervention period.
Compute:
Weeks of intervention × progress each week
Example: 8 weeks of intervention and increase score by 2 each week (8 × 2 = 16)
Add to Baseline 7 + 16 = 23
Plot the end score and draw the line
Here’s what aimline would look like on a chart
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19
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15
13
11
9
7 ☻ AIMLINE
B 1 2 3 4 5 6 7 8
Progress Monitoring
Once the aim line has been plotted, the student’s score is marked after each assessment.
The next slide illustrates the scores of a student after several measurements have been charted.
Progress Monitoring
Students Scores
| Week #1 | 9 |
| Week #2 | 11 |
| Week #3 | 15 |
| Week #4 | 12 |
| Week #5 | 19 |
| Week #6 | 17 |
| Week #7 | 21 |
Chart the progress
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21 ☻
19 ☻
17
15 ☻
13
11 ☻ ☻
9 ☻
7 ☻ AIMLINE
B 1 2 3 4 5 6 7 8
Question #1
Is the student making progress?
Question #2
How does the student compare to his same age peers?
Growth Tables
Aimsweb provides growth tables that show
Scores at the 10th, 25th, 50th, 75th & 90th percentiles
Scores and percentiles at each grade level
Scores and percentiles for Fall, Winter and Spring testing
Rate of Improvement information
Winter testing: 4th grader Score 12 How does this student compare to his peers?
Sample Classroom Data Chart
A word about this process
It is not about the testing
It is about the interventions you are doing to help kids improve
The testing is tool to help you validate that what you are doing is working
Important to continually review the interventions that you are using and change direction if kids are not making progress
This may really be a way that we can insure that we leave no child behind!
CBM areas
READING MAZE: comprehension task
MATHEMATICS COMPUTATION: ability to add, subtract, multiply and divide
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Aimsweb READING MAZE
TEACHER KEY
Alan was a very brave and adventurous boy. He enjoyed learning new things and (exploring) the land behind his house. One (morning) before he went exploring, he packed (his) backpack. He put many things inside. (He) packed a flashlight, a candle, matches, (a) compass, popcorn, a hard hat, and (his) lunch. Then he journeyed into the (woods) to his new secret spot.
STUDENT PROMPT:
Alan was a very brave and adventurous boy. He enjoyed learning new things and (adventure, backpack, exploring) the land behind his house. One (learned, morning, things) before he went exploring, he packed (him, his, it) backpack. He put many things inside. (One, He, It) packed a flashlight, a candle, matches, (a, an, or) compass, popcorn, a hard hat, and (went, his, he) lunch. Then he journeyed into the (hard, woods, candle) to his new secret spot
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Reading Maze Practice Test
Recommended for first time testing especially with younger children as they may not understand the task.
Use administration manual for script and directions
You model the first sentence
You do the second sentence together
You have students do the third sentence independently and you check for accuracy
The dog (apple, broke, ran) after the cat. The cat ran (fast, green, for) up the hill. The dog barked (in, at, is) the cat.
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READING MAZE
DIRECTIONS FOR ADMINISTERING
Whole group or individually administered
Students read the passage to themselves and choose the word that best fits into the sentence
3 minute time limit
Script is in your handout!
SCORING
Correct answer: matches the scoring template
Number of correct answers
Record: Correct Responses/Errors i.e. 24/2
See the handout or the website for more information!
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Aimsweb Mathematics
Grade levels 1-12
Single process
Addition
Subtraction
Multiplication
Division
Double Process:
Addition/Subtraction
Multiplication/Division
All Facts
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Mathematics
Directions for administration
Whole group or individually administered
2 minutes for grade 1-3
4 minutes for grades 4-8
Script is in your handout!
Scoring
CORRECT DIGITS (not correct answers)
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Mathematics Scoring
Scoring Key:
Student prompt:
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Math scoring
Correct Digits - Each correct digit that a student writes is marked with an underline and counted
Incomplete Problems - Sometimes students don’t finish a problem. Score for the number of correct digits that are
written
X-ed Out Problems - Sometimes students start a problem and then cross it out. Sometimes students go back and write answers for problems they have crossed out. Ignore the X and score what you see.
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Math Scoring
Legibility and Reversed or Rotated Numbers - Sometimes trying to figure out what number the student wrote can be challenging, especially with younger students or older students with mathematics achievement problems. To make scoring efficient and reliable, we recommend attention to three rules.
1. If it is difficult to determine what the number is at all, count it wrong.
2. If the reversed number is obvious, but correct, count it as a correct digit.
3. If the numbers 6 or 9 are potentially rotated and the digit is currently incorrect, count it as an incorrect digit.
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Error Analysis
Error Analysis is looking at the types of mistakes the student is making in order to determine what needs to be taught and retaught!
What kinds of errors are these?
5 + 0 = 0
37 314
+23 +397
6 × 5 = 11 14 601
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Comments
Questions
Chart1
| 0 | 0 |
| Baseline | Baseline |
| Wk1 | Wk1 |
| Wk2 | Wk2 |
| wk3 | wk3 |
| wk4 | wk4 |
| wk5 | wk5 |
| wk6 | wk6 |
| wk7 | wk7 |
| wk8 | wk8 |
| wk9 | wk9 |
| wk10 | wk10 |
Sheet1
| Baseline | Wk1 | Wk2 | wk3 | wk4 | wk5 | wk6 | wk7 | wk8 | wk9 | wk10 | |
| Aimline | 16 | 19 | 22 | 25 | 28 | 31 | 34 | 37 | 40 | 43 | 46 |
| Sam | 16 | 19 | 17 | 22 | 26 | 28 | 30 | 37 | 36 | ||
| To resize chart data range, drag lower right corner of range. |
Chart1
| Sam | Sam | Sam |
| Alex | Alex | Alex |
| Gloria | Gloria | Gloria |
| Herbert | Herbert | Herbert |
| William | William | William |
| Susie | Susie | Susie |
| Tracy | Tracy | Tracy |
| Phil | Phil | Phil |
| Patricia | Patricia | Patricia |
| Walter | Walter | Walter |
| Ann | Ann | Ann |
| Thomas | Thomas | Thomas |
| Jose | Jose | Jose |
| Amanda | Amanda | Amanda |
| Lorene | Lorene | Lorene |
| Michael | Michael | Michael |
Sheet1
| Fall | Winter | Spring | |
| Sam | 15 | 40 | |
| Alex | 21 | 62 | |
| Gloria | 39 | 80 | |
| Herbert | 21 | 59 | |
| William | 21 | 63 | |
| Susie | 22 | 39 | |
| Tracy | 39 | 99 | |
| Phil | 37 | 65 | |
| Patricia | 38 | 74 | |
| Walter | 42 | 81 | |
| Ann | 34 | 66 | |
| Thomas | 29 | 43 | |
| Jose | 58 | 95 | |
| Amanda | 62 | 79 | |
| Lorene | 19 | 47 | |
| Michael | 25 | 42 |
