1 / 91

Assessment – An Integral Part of RTI

Assessment – An Integral Part of RTI. Weighing cows won’t make ‘em fatter … just as, assessing children will not increase student learning!. Module 1 Model Tier 1 Framework Review. Purpose of Training Modules. RTI is not a program; RTI is a process State provides a framework and process

jasmine
Download Presentation

Assessment – An Integral Part of RTI

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Assessment – An Integral Part of RTI Weighing cows won’t make ‘em fatter … just as, assessing children will not increase student learning!

  2. Module 1 Model Tier 1 Framework Review

  3. Purpose of Training Modules • RTI is not a program; RTI is a process • State provides a framework and process • Through regulations • Through professional development • Through technical assistance • District/School develops unique implementation • RTI implementation must take into consideration unique characteristics of local culture • RTI should build on existing systems/initiatives • District Leadership • Diversity in contribution/input/skills • Distribution in workload • Everyone is knowledgeable and supportive • Share framework and provide guidance for school implementation

  4. Tier 1 ? ? All Students, All Staff, All Settings, All Year ? ? ? ? ?

  5. Why Focus on Tier 1? • Federal Law and State Regulations must ensure • student has received quality instruction • need for intervention is not due to poor/inconsistent/ or lack of core instruction • Research/Previous RTI Implementation • Spend Sufficient time on Tier 1 – Quality Instruction - before implementation of Interventions Most IMPORTANT RTI Component

  6. RTI Framework • Where have we been? • Established District Leadership Team • Overview of RTI • Needs Assessment of District and School Level Implementation • Tier 1 Framework • Where are we going? • Assessment Framework • Assessments (December) • Data Management (December) • Data Analysis (February) • Team Problem Solving (February) • Interventions (April) • SLD Determination (TBD) • Secondary Focus (2008-2009)

  7. AssessmentIn The 3 Tier Model RTI Module II Delaware Department of Education

  8. Purposes of Assessment in RTI • To inform instruction • To provide early intervention • To monitor progress at the student, class, school, and district levels • To evaluate instructional programs/strategies

  9. Objectives for the Day • T o identify ways to implement a comprehensive assessment plan • To develop an understanding of screening, progress monitoring, diagnostic, and outcome assessments • To identify the critical components of reading, math, early childhood, and behavior as related to assessment

  10. Objectives for the Day (Continued) • To evaluate current assessment tools • To review available assessment tools • To develop an understanding of a data management system

  11. Leadership is Key

  12. Questions?

  13. Assessment is the collection of data to make decisions. (Salvia & Ysseldyke, 1997) It is useless if we do not use it to guide our actions.

  14. Tier III: Students not responding to Tier I or II interventions – Sustained Intensive Small Group & Individual Interventions Possible Special Education Identification for non-responders of Tier III interventions Three Tiered Model ~5% Tier II: Students not responding to Tier I efforts – group interventions, Specialized Research-based Interventions Increasing Support ~15% Tier I: Classroom/All Students - Core Class Instruction possible Special Services ~80% of Students

  15. Assessment in a 3 Tier RTI Model • Tier I /Core Instruction • Universal Screening • Progress Monitoring • Diagnostic • Outcome

  16. Assessment in 3 Tier RTI Model

  17. Comprehensive Assessment Plan • Universal Screening • Progress Monitoring • Diagnostic Testing • Outcome Testing • Data Management System

  18. Where Should the Assessment Go?

  19. The assessment should measure the critical skills/components of the subject area it is assessing. The assessment should yield similar scores if students were tested on a different day, by a different tester, or on a minimally different set of items. Which Assessment Term?

  20. The appraisal of student progress by using materials and procedures directly from the curriculum taught. A simple set of procedures for repeated measurement of student growth toward long range instructional goals. Which Assessment Term?

  21. A specific criterion level of skills specified as an indication of an acceptableproficiency or mastery A test used to determine the overall developmental level of a child with respect to other students Which Assessment Term?

  22. An assessment that provides information about student progress in order to make mid- course corrections or improvements to instruction. The final assessment, usually quantitative in practice, of the degree to which the goals and objectives of a program have been attained. Which Assessment Term?

  23. Tier I: Universal Screening(NASDSE, 2005) Universal Screening (of ALL students) occurs at least three times per year. • Beginning, middle, end Procedures must identify which students are: • proficient in the target skill, • developing the target skill, and • deficient in the target skill. Basic question to be answered: • Should student be judged “at risk”?

  24. Tier I Universal Screening Criteria • Efficient – brief, accurate, inexpensive • Generally administered individually • Multiple probes • Clearly defined procedures for administering and scoring • Broad Index – measures the Big Ideas • School-wide • Valid and Reliable

  25. Universal Screening Progress Monitoring Diagnostic Information Outcome / Summative Data Management System

  26. Progress MonitoringCriteria • Measures rate of growth toward an observable, measurable, and targeted goal • Measures small increments of growth • Has multiple forms

  27. Progress Monitoring Criteria(Continued) • Is efficient • Is individually administered • Is graphed and viewed regularly • Is comparable across students

  28. Trend line or Aim line?

  29. DIBELS REPORTS

  30. DIBELS REPORTS

  31. Universal Screening Progress Monitoring Diagnostic Information Outcome / Summative Data Management System

  32. Diagnostic Information • Knowledge about a child’s skills and abilities that is useful in planning instruction • Can be derived from student work, teacher observations, or other tests, as well as diagnostic tests

  33. Universal Screening Progress Monitoring Diagnostic Information Outcome / Summative Data Management System

  34. Outcome Assessment • Outcome assessments are important because they give school leaders and teachers feedback about the overall effectiveness of their curriculum.

  35. Universal Screening Progress Monitoring Diagnostic Information Outcome / Summative Data Management System

  36. Tier II Weekly Progress Monitoring Diagnostic assessments may need to be considered.

  37. Tier IIDiagnostic Assessments • Provide in-depth, reliable assessment of component skills • Are relatively lengthy • Are given when there is a clear expectation that it will provide new, reliable information about a child’s difficulties to inform more powerful instruction

  38. Tier III • Progress Monitoring • Diagnostic Testing

  39. A Comprehensive Plan Universal Screening Progress Monitoring Diagnostic Information and Assessments Outcome Assessment Data Management System

  40. Taking Stock

  41. Math

  42. Transforming Our Vision of How to Increase the Mathematics Proficiency of All Our Children RTI

  43. Effective Math Assessment Tools • How do the characteristics of mathematical proficiency shape the design of effective screening and progress monitoring tools? • What are the elements of effective math assessment?

  44. Mathematical Reasoning Proficiency Adaptive reasoning (Reasoning) –capacity for logical thought, reflection, explanation, and justification. • Analyze • Compare/Contrast • Make an Inference • Evaluate • Classify * In order to access reasoning the item must be “novel”

  45. Pilots for Progress Monitoring • America’s Choice • mCLASS:Math • Keymath3

  46. Effective Mathematics Assessment Although there is a purpose for assessments that compare the mathematical skills of a student or group of students to others in the district, state, nation, or world, these assessments are not created to facilitate an individual student’s learning.

  47. Working Inside the Black Box:Assessment for Learning in the Classroom A follow up study to the original article by William and Black

  48. Effective use of formative assessment has shown a direct correlation to student learning and include the following characteristics: • The learning targets are shared clearly with students from the beginning of the learning • Classroom assessments accurately measure achievement of the important learning targets • Students are given continuous, descriptive feedback that includes evidence about what they currently do understand and what they still need to work on • Students are involved in the assessment, record keeping, and communication of learning • Students understand how to close the gap between the goal and where they currently “are” (Black & William, 1988;Stiggins in DuFour et al., 2005)

  49. Can a Universal Screening Tool be formative in design yet still set benchmarks that help to identify students in need of intervention?

More Related