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Screening and Progress Monitoring: The How To’s ….. BEAVERTON School District 10-23-09

Screening and Progress Monitoring: The How To’s ….. BEAVERTON School District 10-23-09. Dean Richards, Lisa Bates, Jon Potter. Objectives. Provide the philosophy behind universal screening Provide overview of why to use progress monitoring and its essential features

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Screening and Progress Monitoring: The How To’s ….. BEAVERTON School District 10-23-09

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  1. Screening and Progress Monitoring: The How To’s…..BEAVERTON School District10-23-09 Dean Richards, Lisa Bates, Jon Potter

  2. Objectives • Provide the philosophy behind universal screening • Provide overview of why to use progress monitoring and its essential features • Show how to use progress monitoring • Developing an aimline and phaselines • How to use the information in Tier 1 and Tier 2 meetings

  3. Managing Complex Change = Action Plan + + + + Change Confusion Vision Skills Incentives Resources = Resources Action Plan + + + + Incentives Skills = Action Plan Anxiety + + + + Incentives Resources Vision = Action Plan Resistance + + + + Skills Resources Vision = Action Plan Frustration + + + + Incentives Skills Vision = + + + + Skills False Starts Resources Incentives Vision Adapted from Knoster, T.

  4. CONSENSUS INFRASTRUCTURE CONSENSUS IMPLEMENTATION CONSENSUS INFRASTRUCTURE The Process is Ongoing and Long-Term

  5. Oregon RTI project’s role today • Create knowledge of one component of the RTI infrastructure (assessment) • Provide knowledge and skills of Universal Screening and Progress Monitoring

  6. Expectations • Let us know when you need a break • Write questions on sticky notes provided and we will answer them when we can

  7. The Importance of Data • Data are important

  8. Assessments • Universal Screening Tools • Why? • What?

  9. What is CBM? Curriculum Based Measures are usually composed of a set of standard directions, a timing device, set of materials, scoring rules, standards for judging performance, and record form or charts. These are also called General Outcome Measures (GOM)

  10. Purposes of CBMs • Evaluate overall effectiveness of program • Select students who need additional support • Monitor progress of students A universal screener should over-identify students who might need something more!

  11. Essential Features of CBM Tools • Robust indicator of academic health • Brief and easy to administer • Can be administered frequently • Must have multiple, equivalent forms • (If the metric isn’t the same, the data are meaningless) • Must be sensitive to growth

  12. Universal Screening • Quick general outcome measures • Should occur for ALL students 3x per year • Used for data-based decision making about: • How to create instructional change for ALL • Changes for Tier 1 • Which students need a closer look and/or intervention • Changes for Tier 2

  13. Why use a Universal Screener to Track Progress? • Reading trajectories are established early. • Readers on a low trajectory tend to stay on that trajectory without intervention. • Students on a low trajectory tend to fall further and further behind. • Early identification leads to early intervention. The later children are identified as needing support, the more difficult it is to catch up!

  14. Screeners Not Screeners • Maze • EasyCBM • AIMSweb ORF • DIBELS • Math Computation • Math Applications • Math Tests of Early Numeracy • Writing (Total Words Written) • Writing (Correct Word Sequences) • Quick Phonics assessment • QRI-IV • CORE Multiple Measures Assessment • DRA2 • Fountas and Pinnell • Report cards • Meeting OAKS standards • Read Well Unit Tests, core curriculum weekly tests on skills that are learned

  15. Purpose of Diagnostic Assessments • The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction. • Diagnostic tests should only be given when there is a clear expectation that they will providenew information about a child’s difficulties learning to read that can be used to provide more focused, or more powerful instruction.

  16. OAKS Passing OAKS 3rd grade (204) places a child in the 17th percentile Passing 3rd grade is not enough. By 5th grade, if these students stay at the same percentile they will fail OAKS By 10th grade, if these students stay at the same percentile they will fail OAKS This student will score a 236 and pass at the 37th percentile Based on 2008-2009 ODE percentiles

  17. Storytown Assessments • Assesses what was taught that week/unit • The metric changes each week (i.e. inferencing is more difficult than summarizing) • Not enough questions to truly guide individual student instruction

  18. Oral Reading Fluency • Same measure middle of first grade through eighth grade • ORF is not designed to provide an exhaustive assessment. • You can be fluent enough, unless you want to be an auctioneer! • Strong link to comprehension • Accuracy matters!

  19. Oral reading fluency and comprehension activity • Meet a new friend. Find a person who you do not know in the room. (This is important because this is how these assessments are often given to students.) • The person with the next birthday is the Test Administrator, paper A. The other person will be the Test Taker, paper B. • Test Administrator, read your directions to yourself. Give the test and score. • Test Taker, read the passage aloud and be prepared to answer questions.

  20. Oral Reading Fluency Oral Reading Errors per Page at Different Levels of Accuracy Richard Allington, 2009

  21. Evaluate Overall Effectiveness of Program • Are 80% of students reaching benchmarks and “on track” for next goal? • 90 minutes of reading daily? • Protected allocated reading time each day? • Skill grouping by class or grade? • Core and supplemental programs implemented with fidelity? • More professional development needed?

  22. Indicators of the health of the core

  23. Assessment Walls

  24. Intensive at Beginning of the year Strategic at Beginning of the year Benchmark at Beginning of the year 13 16 66 1 60 6 12 3 0 3 10 0

  25. Which students do you need to take a closer look at? • Lowest 20% (?) of students • What do your resources allow?

  26. Find the Students Belowthe Proficiency Guide Point About 65% Meeting Minimum Proficiency Lowest 20% identified to receive interventions

  27. Screening Indicates Math Problem in Grade 5Given The Standard – Do We Have a Problem With Our Core? Fifth Grade Math About 60% Meeting Minimum Proficiency Lowest 20% identified to receive interventions

  28. Make a School Plan • Who will conduct Universal Screening? • Who will train the screeners? • Who will prepare materials? • Who will organize at the school? • Where will the data go? • Who will organize the data and present it to teaching teams? • Who will keep track of which students are in interventions?

  29. Purpose of a Tier 1 meeting • To determine the effectiveness of the core program • Make necessary adjustments if the core is not meeting the needs of most students

  30. Talk Time • Directions for 3-2-1 Activity • 3 connections between the video and what you heard today • 2 things you think would work in your school • 1 question

  31. Oregon RTI Video Clip

  32. Talk Time • Directions for 3-2-1 Activity • 3 connections between the video and what you heard today • 2 things you think would work in your school • 1 question

  33. Assessments • Progress Monitoring Tools • Why? • What?

  34. Progress Monitoring Tools Not Progress Monitoring Tools • Maze • EasyCBM • AIMSweb ORF • DIBELS • Math Computation • Math Applications • Math Tests of Early Numeracy • Writing (Total Words Written) • Writing (Correct Word Sequences) • Quick Phonics Screener • QRI-IV • CORE Multiple Measures Assessment • DRA2 • Fountas and Pinnell • Report cards • Meeting OAKS standards • Read Well Unit Tests, core curriculum weekly tests on skills that are learned

  35. Progress Monitoring: Key Features • Administration is standardized • Student performance is measured frequently (e.g., once a week, or every other week) and results in quantitative data • Progress is monitored toward an observable, measurable, and ambitious goal • Progress is graphed and viewed regularly • Data decision rules are used consistently

  36. Essential Features of Reliable and Valid Progress Monitoring Tools • Robust indicator of academic health • Brief and easy to administer • Can be administered frequently • Must have multiple, equivalentforms • (If the metric isn’t the same, the data are meaningless) • Must be sensitive to growth

  37. Why Monitor Progress? • It’s the GPS for educators • It improves achievement • It’s the law

  38. Our Goal Desired Course We are Here Actual Course Where are we? What is our goal? What course should we follow? How are we doing?

  39. Effects of Progress Monitoring • Progress monitoring has been extensively researched in Special Education (Fuchs & Fuchs, 1986) • Students showed improved reading scores when teachers: • monitored their progress (+.70 effect size; ≈ 25th 50th %ile. Like it!) • graphed their reading scores (+.80 effect size. Love it!) • used decisions rules to determine whether to make a change in instruction (+.90 effect size. Gotta have it!)

  40. Progress Monitoring leads to good things…..

  41. It’s the Law! • Teams must include for all SLD evaluations • “data that demonstrate that prior to or as part of the referral process the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; and • Data based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child’s parents.” • This information is to be used to prompt evaluation as appropriate.

  42. Sources for Reliable and Valid Monitoring Tools • National Center on Student Progress Monitoring (studentprogress.org) • DIBELS(dibels.uoregon.edu - Free to Oregon Schools) • AIMSWEB(www.aimsweb.com) • Easy CBM (www.easycbm.com) • Monitoring Progress of Basic Skills (Fuchs & Fuchs; Reproducible masters) • The ABC’s of CBM (Hosp, Hosp,& Howell)

  43. TTSD EBIS DECISION RULES - Grades 1-5

  44. So.. How do you progress monitor? • Key components • Aimlines • Tell you where you need to go • Phase lines • Tell you that you made a change • Trendlines • Tell you if you are o the right track

  45. Aimlines: Tell you where you need to go

  46. Step 1: Aimlines • Plot the student’s score from the screening data using a X. • Draw a red line from the screening score to the end of year benchmark score (bullseye).

  47. Aimlines Brandon, first grade/Identify Goal and Draw Aimline Correct words per Minute Aimline The aimline connects where you are to where you want to get to, and shows the rate of progress needed to get there.

  48. Step 2: Phase Lines • Plot the data on the chart by week • When there are four data points in a row below the aimline (TTSD rule, BSD will make own decision rules) you need to make a change in your intervention.

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