RtI Assessment

1. RtI Assessment CED 613

2. Universal Screening • What is it and what does it Evaluate? • What is the fundamental question it is asking? • What is the ultimate goal of Universal Screening?ltimate Goal?

3. Universal Screening (cont.) • When should it take place? • Who will it identify? • What tools can be used for universal screening?

4. Fidelity • What does Fidelity mean? • Why is it important?

5. What Should be Measured at the Universal Screening Level? • Effectiveness of Core Curriculum • Required developmental and prerequisite skills • Student background information • Skills that are building blocks for acquiring higher order skills

6. Purpose of this information • Provides information useful for evaluating class performance and identifying needed teacher supports. • Identifies students who need further evaluation and increased intensity of intervention (Tier II). • Identifies students who may slip through the cracks at one level of assessment but be caught by another.

7. Guidelines to Follow • The assessment instrument ensures the validity of the information collected. • The assessment is research-based, per NCLB standards. • The assessment is easy to administer. • Teachers know how to administer the assessment and interpret the data. • The data are presented in an easy to follow format for decision making.

8. Examples of Curriculum-based measurements • AIMSweb • CBM Warehouse (reading and math CBM probe development) • DIBELS (Dynamic Indicators of Basic Early Literacy Skills) • STEEP (System to Enhance Educational Performance

9. Examples of Norm/Criterion-referenced assessments (reading) • Bader Reading and Language Inventory, 5th edition • Brigance Diagnostic Comprehensive Inventory of Basic Skills- Revised (CIBS-R) • Comprehensive Test of Phonological Processing • Stanford Achievement Test (SAT), 10th edition • STAR Early Literacy Computer-Adaptive Diagnostic Assessment

10. Identifying Struggling Learners from the Data • Cut Off Score • Analyzing the patterns • Who are the Struggling Learners? • Universal Instruction focus

11. Scientifically -Based -Research • What does it mean? • What are the 6 components?

12. Fidelity of Implementation • What does it mean? • What must the District Level Team do to ensure the fidelity of their program? • What is crucial for staff to be aware of?

13. Monitoring Academic Progress with Curriculum Based Measurement • What is Progress monitoring? • How does it help the RtI team? • Describe the most typical kind of Progress monitoring

14. Curriculum Based Measurement • Recommended schedule for administering CBM assessment in Tier II • What is a CBM probe? • Underlying philosophy driving CBM

15. Graphing the Data • How is it done? • Baseline data points • Student Outcome Goal • Target Date

16. Graphing the Data • RTI: Data-Based Decision Making • Level A – Case 1 • Background • Student: Emil • Age: 6 • Grade: 1 • SCENARIO • Emil is a first-grade student at Mitchell Elementary School. His teacher, Ms. Perry, administered a universal screening measure a few weeks after school began. Emil’s score indicated that he may be struggling in reading. As a result, Ms. Perry monitors his reading performance once per week for five weeks using a measure of read­ing fluency. The five-week goal (or benchmark) is 22 words per minute (wpm).Emil’s scores are in the graph and table on the next slide.

17. Graphing the Data • Week of Instruction • Score on Probe • Week 1 • 13 • Week 2 • 17 • Week 3 • 22 • Week 4 • 26 • Week 5 • 30

18. Graphing the Data

19. Last Thoughts • Do you think Emil is responding adequately to Tier I instruction? • Based on your evaluation, what tier of instruction would you recommend for Emil? What should his tier teacher do? How often should he be assessed according to what you have learned?

20. Answers to Emil’s Case study questions • Do you think Emil is responding adequately to Tier I instruction? Yes. Emil reached benchmark on week 3 (22wpm) and has continued to make progress ( by week 5 reached 30 wpm) . • Based on your evaluation, what tier of instruction would you recommend for Emil? Based on the data, Emil is responding to Tier I instruction and should continue in this placement. What should his tier teacher do? Continue Emil’s placement and continue to monitor him. How often should he be assessed according to what you have learned? At least 2 more times in the school year (possibly winter and spring).

21. Summary • The goal of RtI is to improve academic outcomes for all students by intervening early when any student shows signs that he or she is struggling. This begins with Universal screening process. Data are gathered so that instruction is matched to the individual student and so that research based interventions focus on the unique needs of the struggling learner. The student’s progress – his or her response to the interventions- is monitored through the use of assessment tools used for progress monitoring and is used to make decisions about strategies for the student’s success.

22. Resources • AIMSweb: • www.aimsweb.com • Dynamic Indicators of Basic Early Literacy Skills (Dibels): • www.dibels.uoregon.edu • Intervention Central (CBM Warehouse): • www.interventioncentral.org • National Center on Student Progress Monitoring: • www.studentprogress.org • Screening to Enhance Educational Performance (STEEP): • www.isteep.com • IRIS RtI Assessment module • http://iris.peabody.vanderbilt.edu/rti02_assessment/chalcycle.htm