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ESU #1 Matthew Burns, Ph.D. - PowerPoint PPT Presentation

ESU #1 Matthew Burns, Ph.D. RTI = MTSS. The systematic use of assessment data to most efficiently allocate resources in order to enhance learning for all students. Burns & VanDerHeyden, 2006. MTSS and Problem-Solving. TIER III. Measurement Precision. TIER I I.

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ESU #1Matthew Burns, Ph.D.

The systematic use of assessment data to most efficiently allocate resources in order to enhance learning for all students.

Burns & VanDerHeyden, 2006

MTSS and Problem-Solving

TIER III

Measurement Precision

TIER I I

Measurement Frequency

Problem-Analysis

TIER I

• Tier I – Identify discrepancy between expectation and performance for class or individual (Is it a classwide problem?)

• Tier II – Identify discrepancy for individual. Identify category of problem. (What is the category of the problem?)

• Tier III – Identify discrepancy for individual. Identify causal variable. (What is the causal variable?)

Specificity = d / (b + d) = .78 for ORF and .66 for F&P,

Overall Correct Classification = (a + d) / N = .80 for ORF and .54 for F&P

Program evaluation: How is the education system working for students overall?

• State test

Screening: Which of my students are not meeting grade level expectations given Universal Instruction?

• E.g., MAP

Diagnostic: What are the specific needs of students who struggle with math?

E.g., measures of specific skills

Monitoring Progress: What does the student’s growth look like?

E.g., CBM

Path to Reading Excellence in School Sites

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• Is there a classwide problem?

• Who needs Tier 2?

• Did we miss anyone?

• What should we do for Tier 2?

• Should we go to Tier 3?

First Question – Classwide or Individual Problem

ClasswideInterventionhttp://kc.vanderbilt.edu/pals

Partnerships

Minnesota Center for Reading Research

Minnesota Center for Reading Research

Collect Data: Pre-test (fluency and comprehension)

• Day 1: Train Students on Set Up Procedures and Partner Reading, Practice Reading for 10 minutes, Error Correction

• Day 2: Train Students on Paragraph Shrinking, Practice Reading for 10 minutes

• Day 3-10: Partner Reading, Paragraph Shrinking 15 minutes every day

Collect Data: Post-test(fluency and comprehension)

Minnesota Center for Reading Research

RULES

• First Reader reads for 5 minutes.

• Second Reader reads the same text for 5 minutes.

• Second Reader retells for 1 minute.

Talk only to your partner and only talk about Partner Reading

Keep your voice low

Minnesota Center for Reading Research

Paragraph Shrinking

• Name the most important who or what.

• Tell the most important thing about the who or what.

• Say the main idea in 10 words or less.

Minnesota Center for Reading Research

What word?

______________________

Correction Procedures

Good Job!

Go back and read that line again.

Minnesota Center for Reading Research

What we found: 3rd grade Partner Reading data

Minnesota Center for Reading Research

What we found: 3rd grade Partner Reading data

Minnesota Center for Reading Research

Growth from Winter to SpringClass-Wide Interventions10 Classrooms K-3

Growth from Winter To SpringNO Class-Wide Interventions11 Classrooms K-3

Class-wide Interventions Implemented in 10 of the 21 Classes Below Winter Benchmark:9 of the 10 Above Spring Benchmark

NO Class-wide Intervention Implemented in 11 Classes Below Winter Benchmark2 of the 11 Above Spring Benchmark

Step 2 – Who Needs Tier IIAlso – Did we miss anyone?

• PALS

• HOSTS

• Rewards

• Etc., etc., etc.

• Is phonemic awareness instruction effective in helping children learn to read?

• Reviewed 52 studies of PA instruction.

• Three general outcomes were explored

• PA tasks such as phoneme manipulation,

• spelling,

• and reading tasks such as word reading, pseudoword reading, reading comprehension, oral text reading, reading speed, time to reach a criterion of learning, and miscues

• PA instruction demonstrated better efficacy over alternative instruction models or no instruction

• Improved PA measures (strong), reading (d = .53) and spelling skills

• Teaching one or two PA skills was preferable to teaching three or more

• PA instruction benefited reading comprehension (Ehri et al.).

• PALS

• HOSTS

• Rewards

• Etc., etc., etc.

Phonemic Awareness

Phonics

Fluency

Vocabulary and Comprehension

• Phonemic Awareness

• Phoneme segmentation fluency

• Phonics

• Nonsense word fluency (WJ Pseudoword)

• Fluency

• Oral reading fluency (TOSCRF)

• Vocabulary/Comprehension

• 306 second-grade and 303 third-grade students

• Attended one of six elementary schools in an urban school district

• 51.4% females, 14% white students, and 80% were eligible for the FRPL

• Leveled Literacy Intervention

• PRESS Interventions (comprehension, fluency, decoding, phonemic awareness)

> 93%

Fluency intervention

Minnesota Center for Reading Research