Plan Evaluation

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. 1. UNIVERSAL SCREENINGAND BENCHMARKING: EARLY LITERACY MEASURES, ASDIBELS OR AIMSWEBCBM(KEY CRITICAL INDICATORS). . FRAMEWORK FOR READING ASSESSMENT. STRATEGIC MONITORING (ROI). . PROGRESS MONITORING (ROI)SYSTEMATIC PROBLEM SOLVINGPINPOINTING THE SPECIFIC AREA OF DIFFICULTY, DIA

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Plan Evaluation

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1. Plan Evaluation/Progress Monitoring

3. Tier 2: Strategic Monitoring of At Risk We monitor students in Tier 2, our at risk students more frequently, repeating the Benchmark assessment at least monthly. Here is a S who is improving at the same rate as other students in Title I, but Title I isn’t reducing the gap. The Tier 2 students’ scores are “disaggregated” or separated out from all the other students so we can see their growth relative to all the other students. We commit about 5 minutes each month when there isn’t Benchmark testing to get more information on these students’ progress. We monitor students in Tier 2, our at risk students more frequently, repeating the Benchmark assessment at least monthly. Here is a S who is improving at the same rate as other students in Title I, but Title I isn’t reducing the gap. The Tier 2 students’ scores are “disaggregated” or separated out from all the other students so we can see their growth relative to all the other students. We commit about 5 minutes each month when there isn’t Benchmark testing to get more information on these students’ progress.

5. Can also Progress Monitor Individual Tier 2 Students When special education is being considered, we recommend that students’ progress is monitored the same way as if a student RECEIVED special education, but on a shorter time frame; rather than an annual goal like on an IEP, we’d measure 1-2 times per week for a more limited time, like 6 weeks. This student is “responding” to the intervention and would not require SE.When special education is being considered, we recommend that students’ progress is monitored the same way as if a student RECEIVED special education, but on a shorter time frame; rather than an annual goal like on an IEP, we’d measure 1-2 times per week for a more limited time, like 6 weeks. This student is “responding” to the intervention and would not require SE.

6. Writing OBSERVABLE and MEASUREABLE Goals Goal Writing for Tier 2 (and Tier 3 and IEPs!)

7. Selecting Standards to Write Goals

8. 1. Using Norms (Local and National ) The desired outcome is to have the student read like a average reader at a certain period in the school year. Refer to local norms or national aggregated data for the goal. Example: Lily is a 3rd grade student who reads 42 WRC in the fall of the year. Her goal is to read like an average 3rd grade student by the end of the year.

9. Examples of Norms

10. 2. Using Linkages to High Stakes Tests The desired outcome is to have the student meet standards on High Stakes Tests. Refer to: Illinois AIMSweb Standards (Cut Scores for ISAT) Oregon DIBELS Standards (Cut Scores for Oregon State Test) Example: Lily is a 3rd grade student who reads 42 WRC in one minute in the fall of the year. Her goal is to meet standards on High Stakes Tests.

12. 3. Using Normative Growth Rates The desired outcome that that the rate of growth of the student equals or exceeds that of a same grade student. Refer to Researched Based Normative Growth Rates or Aimsweb local or normative aggregated growth rates. Use the equation: Goal= Current Performance + (Rate of Growth X Number of weeks) Example: Lily is a 3rd grade student who reads 42 WRC in one minute in the fall of the year. Her goal is to make an ambitious rate of growth when compared to her same grade peers.

13. Example

14. Realistic and Ambitious Reading Goals Based on Normative Sample of Student Receiving Standard Reading Instruction Fuchs, Fuchs, Fernstrom, Germann, and Hamlett (1993)

15. Plan Evaluation/Progres Monitoring

16. To Evaluate your Tier 2 plans, Grade Level Teams must know: Decision Rules Interpreting progress monitoring graphs. Interpreting boxplots to inform whether grade level discrepancy is reducing and amount of need.

17. To make these decisions about Movement through the Tiers, you need: Decision Rules

18. Decision Rules: Linking RtI to Intervention Decisions Positive, Questionable, Poor Response Intervention Decision Based on RtI (General Guidelines) Positive Continue intervention until student reaches benchmark (at least). Fade intervention to determine if student has acquired functional independence. Questionable Increase intensity of current intervention for a short period of time and assess impact. If rate improves, continue. If rate does not improve, return to problem solving. Poor Return to problem solving for new intervention

23. When analyzing and evaluating data, you look at progress, discrepancy, and need

25. Monitoring a Specific Student’s RTI For students who receive SE, we test them each week toward their annual IEP goal. This individualized goal is best practices in SE. SE students are still tested as part of Benchmarking, but that is not enough. We need to test more. The black line is the expected rate of progress. The dotted red line is the actual rate of progress. This student is exceeding the expected rate of progress and is benefiting from the intervention.For students who receive SE, we test them each week toward their annual IEP goal. This individualized goal is best practices in SE. SE students are still tested as part of Benchmarking, but that is not enough. We need to test more. The black line is the expected rate of progress. The dotted red line is the actual rate of progress. This student is exceeding the expected rate of progress and is benefiting from the intervention.

27. Educational Benefit/Progress? When special education is being considered, we recommend that students’ progress is monitored the same way as if a student RECEIVED special education, but on a shorter time frame; rather than an annual goal like on an IEP, we’d measure 1-2 times per week for a more limited time, like 6 weeks. This student is “responding” to the intervention and would not require SE.When special education is being considered, we recommend that students’ progress is monitored the same way as if a student RECEIVED special education, but on a shorter time frame; rather than an annual goal like on an IEP, we’d measure 1-2 times per week for a more limited time, like 6 weeks. This student is “responding” to the intervention and would not require SE.

28. Educational Benefit? This student is NOT “responding” to the intervention and would require a modified intervention or consideration of an IEP for the student to benefit in reading. This student is NOT “responding” to the intervention and would require a modified intervention or consideration of an IEP for the student to benefit in reading.

29. Amy’s score of 140 WRC is the blue dot. Green box is average range--scores between the 25th and 75th percentile--this is a convention The Blue line is above average 75-90; Amy’s Reading is ABOVE Average The Orange Line is Below Average or Most At Risk;; between the 25th and 10th percentile Below the Orange Line is the bottom 10th percentile; We would want to begin problem solving for these students to ensure they benefit. Above the Blue line...top 10%Amy’s score of 140 WRC is the blue dot. Green box is average range--scores between the 25th and 75th percentile--this is a convention The Blue line is above average 75-90; Amy’s Reading is ABOVE Average The Orange Line is Below Average or Most At Risk;; between the 25th and 10th percentile Below the Orange Line is the bottom 10th percentile; We would want to begin problem solving for these students to ensure they benefit. Above the Blue line...top 10%

32. Amy’s score of 140 WRC is the blue dot. Green box is average range--scores between the 25th and 75th percentile--this is a convention The Blue line is above average 75-90; Amy’s Reading is ABOVE Average The Orange Line is Below Average or Most At Risk;; between the 25th and 10th percentile Below the Orange Line is the bottom 10th percentile; We would want to begin problem solving for these students to ensure they benefit. Above the Blue line...top 10%Amy’s score of 140 WRC is the blue dot. Green box is average range--scores between the 25th and 75th percentile--this is a convention The Blue line is above average 75-90; Amy’s Reading is ABOVE Average The Orange Line is Below Average or Most At Risk;; between the 25th and 10th percentile Below the Orange Line is the bottom 10th percentile; We would want to begin problem solving for these students to ensure they benefit. Above the Blue line...top 10%

33. Billy is below the 10th percentile. We need to do some serious problem solvingBilly is below the 10th percentile. We need to do some serious problem solving

38. Decision Rules: What is a “Good” Response to Intervention? Positive Response Gap is closing Can extrapolate point at which target student will “come in range” of peers--even if this is long range Questionable Response Rate at which gap is widening slows considerably, but gap is still widening Gap stops widening but closure does not occur Poor Response Gap continues to widen with no change in rate.

40. A. Is the student making progress toward the goal?

41. Monitoring a Specific Student’s RTI When special education is being considered, we recommend that students’ progress is monitored the same way as if a student RECEIVED special education, but on a shorter time frame; rather than an annual goal like on an IEP, we’d measure 1-2 times per week for a more limited time, like 6 weeks. This student is “responding” to the intervention and would not require SE.When special education is being considered, we recommend that students’ progress is monitored the same way as if a student RECEIVED special education, but on a shorter time frame; rather than an annual goal like on an IEP, we’d measure 1-2 times per week for a more limited time, like 6 weeks. This student is “responding” to the intervention and would not require SE.

42. Monitoring A Specific Student’s RTI This student is NOT “responding” to the intervention and would require a modified intervention or consideration of an IEP for the student to benefit in reading. This student is NOT “responding” to the intervention and would require a modified intervention or consideration of an IEP for the student to benefit in reading.

43. B. Is the student decreasing the discrepancy between him/her and the general education peers?

46. C. Is the plan able to be maintained in the general education setting ?

49. Problem ID and Analysis (through the lens of consensus building and building infrastructure)…After lunch, will look at some real teams and how they implement their interventions. Logistics and scheduling. How they make this work….Problem ID and Analysis (through the lens of consensus building and building infrastructure)…After lunch, will look at some real teams and how they implement their interventions. Logistics and scheduling. How they make this work….

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