rti data basics facilitators: john donegan, larry hunt and neal capone

1

RTI Data Basics

Facilitators: John Donegan, Larry Hunt and Neal Capone

District Data CoordinatorCNYRIC RTI Support

Objectives

Reviewing key ideas of RTI

RTI Data Management

“The RTI Team that tries to accurately pinpoint the reasons why

a student is struggling in school and to design an effective

intervention plan without good data is like the pilot who tries to fly across an unknown continent

without navigation instruments”

RTI Toolkit: A Practical Guide for SchoolsJim Wright

Definition“RTI is the practice of providing high quality instruction and/or

intervention matched to student needs and monitoring progress

on a frequent basis by examining learning rate over

time and level of performance to inform educational decisions.”

NASDSE, 2005

NYS Commissioner’s Regulations

Authorizes the use of RTI in the State's criteria to determine learning disabilities (LD) and requires, effective July 1, 2012, that all school districts have an RTI program in place as part of the process to determine if a student in grades K-4 is a student with a learning disability in the area of reading

What RTI IS

• A way to provide tailored effective instruction to students at risk of falling behind

• A way to provide instructional feedback to the teacher so that classroom (Tier I) instruction continuously improves so that fewer students need interventions

What RTI Is NOT

• A way to move At Risk students out of the classroom into intervention programs

• AIS

Key FeaturesHigh quality, research-based

instruction

Universal screening for all students and progress monitoring for at-risk students

Data-based decision-making

Multi-tiered intervention model

TIER 1TIER 1

Scientifically-based, High Quality, Core Instruction

General education

classroom

90-120 minutes of

daily ELA instruction

Scientifically-based

core instruction in

basic academic skills

Should meet needs of 80%

of students

Universal screening – 3x

per year

Progress monitor between

benchmarks for those

students who fall below the

cut point (varied frequency)

TIER 2

Core Instruction + Supplemental Instruction

Students who have not responded to core instruction

Small group instruction usually in the classroom by the classroom teacher (1:3 – 1:5)

20-30 minutes, 3-4 times per week

Instruction is matched to individual student needs

Progress monitoring – generally more frequent than Tier I

Examine level and rate of performance

10-15% of students

TIER 3

Core instruction + intensive, customized intervention

Students who have not adequately responded to core

instruction or Tier 2

Small group customized instruction (1:3) or (1:1)

45-60 minutes per day

Weekly progress monitoring

Tier 2Intervention

General EducationCore Instruction

Special Education

Tier 3Intervention

RTI in your school

Having an RTI Attitude

• Every student can improve

• Every teacher can improve

• Every administrator can improve

• Every parent can improve

Example of One District’s Decision on How to Manage Their Data

• All students must be benchmarked at grade level

• Students being successful (3 consecutive data points above the aim line) must be discontinued

• Progress Monitoring scores must be turned in on a weekly basis

• Tier 2 and 3 interventions must be given a minimum of 8 weeks to measure effectiveness

16

Examples of Assessment Packages

• DIBELS

• Fountas and Pinnell

• Homegrown CBM

• AimsWeb

• AutoSkills

• Specifically Designed Supplemental Tests

• DRA

• Other…

What is an Indicator?

19

Curriculum-Based Measurement

Things to Remember About CBM

• ReliableReliable and validvalid indicator of student achievement

• Research Based – Almost 30 years of research has produced consistent and meaningful evidence of its utility as a valid progress monitoring tool

• Simple, efficientSimple, efficient, and of shortshort duration to facilitate frequent administration

• Provides assessment information that helps teachers plan better instructionhelps teachers plan better instruction

• Sensitive to the improvementSensitive to the improvement of students’ achievement over time

• Designed to serve as ““indicatorsindicators”” of general basic skills achievement: CBM probes don’t measure everything, but measure the importantimportant things

• Measures General Curriculum Measures General Curriculum - Curriculum Independent

20

21

22

23

RTI Tools Chart

• RTI Tools Chart - CNYRIC website Data Warehouse and Testing RTI Home Documents and Resources

Where Does this Data Go?

Data and Assessment Advanced Session

Where are we going?

Mechanics of Storing and Managing Data

RTI Management Tools

Manage Student Scores

Manage Intervention Plans Assess Intervene

Literacy Progress Manager      

RTIm    

AIMSweb  

AutoSkill

RTI Management Tools

Manage Student Scores

Manage Intervention Plans Assess Intervene

Literacy Progress Manager      

RTIm    

AIMSweb  

AutoSkill

RTI Management Tools

Manage Student Scores

Manage Intervention Plans Assess Intervene

Literacy Progress Manager      

RTIm    

AIMSweb  

AutoSkill

38

AIMSweb systems include:

• Curriculum-Based Measurement (CBM) testing materials

• Web-based Progress Monitoring and RTI software

39

CBM testing materials developedfor AIMSweb include…

• Test of Early Literacy (K-1) Letter Naming Fluency Letter sound fluency Phonemic Segmentation Fluency Nonsense Word Fluency

• Test of Early Numeracy (K-1) Oral Counting Number identification Quantity discrimination Missing number

• Reading-CBM (K-8)Oral Reading (English and Spanish)

• Maze-CBM (1-8)Reading comprehension

• Math-CBM (1-8)Computation/Facts

• Spelling-CBM (1-8)

• Written Expression-CBM (1-8)

• MIDE-CBM (K-1)Spanish Early Literacy

Quick, Simple MeasuresQuick, Simple Measures

1-4 minutes to complete!1-4 minutes to complete!

40

Curriculum-Based Measurement

How is CBM administered?

• AIMSweb CBM testing is administered electronically

• Measures: 1-4 minutes to complete

• Testing is done individually or in groups, depending on the measure

• Scores are entered or uploaded into the AIMSweb Progress Monitoring and RTI Data system

41

DIBELS™ Compatible

• In addition to the included AIMSweb measures, AIMSweb supports data management, charting and reporting of DIBELS brand measures

• Customers may use DIBELS measures, AIMSweb measures, or any combination of both

42

Reporting Hierarchy

• AIMSweb provides different reporting levels for different users:

Customer/State District Administrator Building Administrator Classroom Teacher Progress Monitor

Teacher RTI user Parent user

Customer/State

District 1 District 2

School A School B

Class/Caseload 1

Class/Caseload 2

Parent

43

Tier 1 Benchmark – Student Report

Spring Benchmark Scores

• Data to Know that Changes Made a Difference

44

Tier 1 Benchmark

Prediction for Success on State Testing

45

Tier 1 Benchmark – Class Report

Scores by Period and Service Code

• Identifies Students At Risk for Not Passing Your State’s High Stake Test and Those on Trajectory to Pass

46

Tier 1 Benchmark - Class Report

Score and Percentile Table

• Rank Orders Students by Performance

• Color-Codes Individual Educational Needs

• Provides Instructional Decisions to Think About

47

Tier 1 Benchmark - Grade Report

Average Score by School Year

• Allows Evaluation of Year-to-Year Improvement

48

Tier 1 Benchmark - District Report

Compare Schools

• Allows Comparison of Scores School by School

49

Tier 1 Benchmark - District Report

Compare Schools by Specific Grade

• Allows Comparison of Scores School by School by Specific Grades

50

Tier 1 Benchmark - District Report

Yearly Improvement

• Evaluate District Improvement Across Years

51

Tier 1 Benchmark - District Report

Scores by Risk Category• NCLB Risk Category

Reporting Service Code ELL/ESL Meal Status Ethnicity

52

Tier 2 Strategic Monitor

Individual Student Report

• Allows for More Frequent Evaluation of Progress for Both Individual Students and Programs Designated to Impact Achievement for Those At Risk

53

Tier 3 Progress Monitor

Student Report

• Once Data are Entered, a Graph is Updated Automatically, with: Trend Line

Calculation of Rate of Progress

Interpretation of Progress

54

Tier 3 Progress Monitor

Student Report

• Necessary Revisions are Identified and Documented Graphically

55

Tier 3 Progress Monitor

Student Report

• Revisions can be evaluated to determine response

56

Tier 3 Progress Monitor

Student Report

• And Revised as Necessary!!

57

Tier 3 Progress Monitor

Student Report

• Successful Revision and Adequate Progress Documented

58

Tier 3 Progress Monitor

Assessment Schedule Completed

• Report Includes Progress Graph

Goal Statement

Score Table

Revision Notes

RTI Management Tools

Manage Student Scores

Manage Intervention Plans Assess Intervene

Literacy Progress Manager      

RTIm    

AIMSweb  

AutoSkill

AutoSkill

Questions?

Contact Information

Our Email addresses:

John Donegan = jdonegan@cnyric.org

Larry Hunt = lhunt@cnyric.org

Terry Ward = tward@cnyric.org

Neal Capone= ncapone@cnyric.org