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Building Daily Success in the Classroom with RtI . J. Randall Davidson, Ed.D. Educational Consultant November 14, 2009. Building Daily Success In the Classroom. Objectives for this session Building Daily Success In the Classroom by using the fundamental components of RtI
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Building Daily Success in the Classroom with RtI J. Randall Davidson, Ed.D. Educational Consultant November 14, 2009
Building Daily Success In the Classroom Objectives for this session • Building Daily Success In the Classroom • by using the fundamental components of RtI • by using the RtI problem solving model • by using curriculum based measures (CBM)
Response to Intervention orResponse to Instruction • What is RtI? • A comprehensive, multi-tiered intervention strategy to enable early identification of and intervention for students at academic or behavioral risk. • An alternative to discrepancy model for the identification of students with learning disabilities.
The fundamental components of RtI (Objective 1) • Primary Characteristics of RtI • Systematic • Data-based
The fundamental components of RtI • Basic Characteristics of RtI • Universal Screening of academics and behavior • Multiple tiers of increasingly intense interventions • Differential curriculum-based interventions • Continuous monitoring of student performance • Benchmark/Outcome assessment
Optimum RtI Configuration Intensive Tier 3 5% Strategic Tier 2 15% Proficient/Advanced Tier 1 80%
How It Really Turned Out:Embrace Your Configuration Intensive Strategic Proficient/Advanced
Student Progress Monitoring: Is the student making progress from the intervention?
Aimline= 1.50 words/week Trendline = 0.55 words/week Poor RtI
RtI • A Standard Protocol Intervention…. • Is scientifically research-based • Has high probability of producing change for large numbers of students • Is designed to be used in a standard manner across students…..
Universal Design for Learning calls for ... Multiple means of representation, to give learners various ways of acquiring information and knowledge, Multiple means of action and expression, to provide learners alternatives for demonstrating what they know, Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation. Differentiated Instruction calls for… Tailoring instruction to meet the various needs of students Based on a students Readiness to learn a concept Interest in the concept Use their interest to motivate them to learn Style of learning Use strategies that adjust the content, process and products requested to determine student achievement Universal Design for Learning /Differentiated Instruction
Using curriculum based measures (CBM) are at the heart of the RtI model (Objective 3) • CBM is a method of monitoring student educational progress through direct assessment of academic skills. • When using CBM, the instructor gives the student brief, timed samples, or "probes," made up of academic material taken from the child's school curriculum.
Using curriculum based measures (CBM) as the heart of the RtI model • These CBM probes are given under standardized conditions. • The child's performance on the CBM probe is scored for speed, or fluency, and for accuracy of performance.
Using curriculum based measures (CBM) as the heart of the RtI model • Since CBM probes are quick to administer and simple to score, they can be repeated (for example, twice per week). • The results are then charted to offer the instructor and child a visual record of a targeted rate of academic progress.
Using curriculum based measures (CBM) as the heart of the RtI model • “Test what you teach and teach what you test.” • The CBM is an alignment with the curriculum. • CBM will look very much like a teaching activity.
Other Attributes of CBM • Alignment • Content is the same, stimulus is the same, expected response is the same • Measures are technically adequate • Criterion-referenced measures • Standard procedures • Performance sampling • Decision rules • Repeated measurement • Efficient • Data can be summarized efficiently
How is CBM different from other Measurements? • Curriculum • Sample the things students are being taught • Function within a problem-solving paradigm based on systematic instructional interventions and student mastery of performance goals • System needs direct measurement of student learning
How is CBM different from other Measurements? • Alterable Variables (something that can be changed through instruction) • CBM tells teacher about students knowledge of a skill • Poor knowledge can be improved by instruction
How is CBM different from other Measurements? • Low-Inference Measures • CBM scores are not designed to inferences or conjecture how a student learns • Curriculum-based measures employ direct (low-inference) observations during which correct and incorrect responses to real tasks are counted within a set time interval.
How is CBM different from other Measurements? • Criterion-Referenced Measures • Provides information about an individuals knowledge on a specific, independently defined criterion. • Aligned with curriculum • Sensitive to instruction • Repeatable so that progress monitoring could occur • Criterion-Referenced so that it could be determined when a student masters a task
Advantages of CBM • Efficiency • Alignment • Usefulness in progress monitoring
What Kind of Decisions Can be Made with CBM? • Screening decisions to decide which students need help and which don't; • Progress-monitoring decisions to decide when to move on to new goals or modify instruction; • Diagnostic decisions to decide what kind of help a student needs; and • Outcome decisions to decide when special services can be discontinued and to document the overall effectiveness of efforts across all students.
What Kind of Decisions Can be Made with CBM? Survey-level assessment • Find the student's instructional level; and • Check quickly the student's level of performance in order to narrow the scope of additional testing. (see the thee types of CBMs)
