Tier One – Core Instruction & Universal Screening

Nancy Thomas Price, SDENovember 30 2010 November 30, 2010

This training is adapted from SDE / NCRTI Idaho Module 1 Training, 2010.

RTI is a preventive framework

RTI is a multi-level instructional framework aimed at improving outcomes for ALL students.

RTI is preventive and provides immediate support to students who are at risk for poor learning outcomes.

RTI is a component of a comprehensive evaluation for students with specific learning disabilities in Idaho.

RTI is not the same as a pre-referral process.

Essential Components of RTI

1. Screening:–Answers questions about program effectivenessAnswers questions about program effectiveness –General outcome measures in core access skill areas–Identification of “risk” as defined by the district

2. Progress Monitoring:– Occurs at all levels of instruction– Standardized research-based protocol

3. Multi-level prevention system. –Tiered System of Support - tiers within levels–The ‘triangle’CBM l d fi l t t–CBM slope and final status

4. Data-based decision-making:–State, district, school, grade, class, student levels.

What is Tier 1?What is Tier 1?

Data–Based Decision-Making3

2

1

Universal Screening

Practice- Examing Fidelity4

Purpose & Objectives

• Purpose of Tier 1

• Determine risk and effectiveness of core instruction

• Use data to make decisions

FOCUS: all students

Primary Level of Prevention

INSTRUCTION: District curriculum and instructional practices that are evidence-based; aligned with state or district standards; incorporate differentiated instruction

SETTING: general education classroom

ASSESSMENTS: screening, continuous progress monitoring, and outcome measures

Size of instructional group: Whole class. Mastery requirements of content.

Frequency/focus of screening: 3 x per year, school wide

Tier 1: Definition & Features

o Identify students at risko Inform school, or class-wide instruction and curriculum

decisions. Frequency and focus of progress monitoring: Some students,

Three weeks-weekly to verify or rule out risk. Duration: Whole school year unless found eligible for special

services and need instruction that cannot be provided in the general classroom.

Frequency: Occurs according to school schedules and curriculum guidelines.

Instructor qualifications: Tier 1 instruction is provided by general educators who are “highly qualified” as defined by NCLB 2001 legislation.

Standards For High Quality Tier 1

NCRTIFidelity Rubric

Three Elements of Effective Pedagogy

I t ti l

Effective Pedagogy Management

Techniques

Instructional Strategies

Curriculum Design

Identifying similarities and differences

Categories of Instructional Strategies That Affect Student Achievement*

Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Non-linguistic representations Cooperative learning Setting objectives and providing feedback

G ti d t ti h th Generating and testing hypotheses Questions, cues, and advance organizers

* In order of greatest effect size.

Marzano, Pickering, Pollock, Classroom Instruction That Works, ASCD, 2001

Domain 1: Planning and Preparation

Danielson’s Framework for Teaching

Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

• Communicating with Students• Using questioning and Discussion Techniques• Engaging Students in Learning• Using Assessment in Instruction• Demonstrating Flexibility and Responsiveness

Differentiated Instruction

“Differentiated instruction is an approach to planning so that one lesson is taught to the entire class while

ti th i di id l d f h hild ”meeting the individual needs of each child.”

• Readiness• Interest• Learning Needs

• Content• Process• Product

Verna Eaton, 1996

Activity: Sample Worksheet Questions Select one area & complete thinking about your district

or school; share with someone at a near table.

• When instructional materials were selected, how much attention id t th id di ff ti f th t i lwas paid to the evidence regarding effectiveness of the materials

when used with fidelity?

• What efforts have been made in your school to articulate teaching and learning from one grade to another?

• Do teachers use student assessment data and knowledge of student readiness, learning preferences, language, and culture to offer different teaching and learning strategies to address student needs?

• Do the teachers in this school regularly participate in school-based professional development to improve instructional practice?

Add to Resource List

http://www.bestevidence.org/index.cfm

The Best Evidence Encyclopedia (BEE) presents reliable, unbiased reviews of research-proven

educational programs

FOCUS: all students

Primary Level Prevention

INSTRUCTION: District curriculum and instructional practices that are evidence-based; aligned with state or district standards; incorporate differentiated instruction

SETTING: general education classroom

ASSESSMENTS: screening, continuous progress monitoring, and outcome measures

Purpose of Screening

Identify students at risk for poor learning outcomesy p g

Identity students who need additional assessment (i.e., progress monitoring) and instruction (i.e., secondary or tertiary)

Provide data on the effectiveness of the core instruction and curriculum.

Provides data to support SLD determination

Types of Assessment

Type When? Why?Summative After Assessment of

Learning

Diagnostic Before Identify skill deficits

Formative During Assessment forLearning

Summative or Formative?

Educational researcher Robert Stake used the following analogy to explain the difference b t f ti d tibetween formative and summative assessment:

“ When the cook tastes the soup, that's formative. When the

t t t th th t'guests taste the soup, that's summative.”

(Scriven, 1991)

Formative Assessments

Educational Decisions:Educational Decisions: Rates of improvement (progress monitoring)

Identification of students who are nonresponsive to instruction or interventions (screening)

Curriculum and instructional decisions

Program evaluation

Resource allocation (proactive)

Comparison of instruction and interventions efficacy

Common Formative Assessments

Mastery General Outcome Mastery Measurement Measuresvs.

10

8

6

Multidigit Addition

MultidigitSubtraction

Multiplication Facts

rrect in 5 m

inutes

40

50

60

70

er Minute

Sample Progress Monitoring Chart

6

4

2

0

WEEKS2 4 6 8 10 12 14N

umber of problems co

0

10

20

30

Words Correct Pe

Words Correct

Aim Line

Linear (Words Correct)

General Outcome Measures (GOM)

• A GOM is a measure that reflects overall competence in• A GOM is a measure that reflects overall competence in the annual curriculum.

Describes individual children’s growth and development over time (both “current status” and “rate of development”)

Provides a decision-making model for designing and l ti i t tievaluating interventions

Is used for individual children and for groups of children

Characteristics of GOMs

• Simple and efficientSimple and efficient

• Classification accuracy can be established

• Sensitive to improvement

• Provide performance data to guide and inform a variety of educational decisions

N ti l/l l ll f i f• National/local norms allow for cross comparisons of data

Advantages of GOMs

• Focus is on repeated measures of performanceperformance

• Makes no assumptions about instructional hierarchy for determining measurement

• Incorporates automatic tests of retention and generalizationand generalization

• Curriculum independent

General Outcome Measures

GOM Example: CBM

Curriculum Based Measure (CBM)( )

• A general outcome measure (GOMs) of a student’s performance in either basic academic skills or content knowledge

• CBM tools available in basic skills and core subject areas grades K-8 (e.g., DIBELS, AIMSWeb)AIMSWeb)

Universal Screening• Video: Principal Perspectives

http://www.youtube.com/watch?v=HaHWoN-LVFc

Screening Tools

Schools must choose Typically includes

Focus of Screening

Schools must choose age-appropriate outcome measures that capture student ability.

May have different

Typically includes screening of all students.

Should be an educationally valid y

screeners to assess different outcome measures

educationally valid outcome.

NCRTI Screening Tools Chart

www.rti4success.org

Requirements for Educational Decisions: Screening

• How do you know who is at risk?

• Cut Score

A cut score is a score on a screening test that divides students who are considered potentially at risk from those who considered not at risk

Identifying Students at Risk

RTI success depends on accurate identification of the students identified as at riskstudents identified as at-risk.

Perfect screening would result in 100% accurate identification of “True Positives” (those who truly need additional support) and “True Negatives” (those who do not need additional support).

S i t l t d t id tif t d t t i k Screening tools tend to over identify students at risk

Can be ‘categorical’ or ‘continuous.’

Clinical Decision Making Model

True Positive –students correctly

At risk Not at risk

skAt risk

Screen

True Positive

False Positive

TrueFalse

Outcomestudents correctly identified at-risk

False Positive –students incorrectly identified at-risk

False Negative –

Not at risS True 

NegativeFalse 

Negative

gstudents incorrectly identified not at-risk

True Negative –students correctly identified not at-risk

Comparison based on changing the cut-score

TP FP

Overlapping distributions

TP FP

Overlapping distributions

Poor Readers

Good Readers

65 95Poor 

ReadersGood 

Readers

80 80

80 20

FN

20

TN

80

TP95

FP

5

FN35

TN65

Number of items correct on screening instrument

5 35

Readers

Number of items correct on screening instrument

20 20

Resulting over or under identification is costly….

Setting Realistic Cut Scores

Poor Readers Good Readers

Number of items correct on screening instrument

Screening: Establishing Cut Scores

Logical practices to establish cut score indicatingLogical practices to establish cut score indicating skill proficiency• National Targets (e.g., AIMSweb, DIBELS)

• Local Norms

• Targets Based on Likelihood of Demonstrating Mastery on Core Testing

Typically based on analysis to determine cut points

Benefits of District vs. School Established Cut Scores

More effective and efficient allocation of resources More effective and efficient allocation of resources

Increased buy-in and use of data by schools/teachers

Common message and focused PD & TA activities

Increase equity in access to supplemental supports

S h l P t At Ab

Problems with Schools Independently Establishing Targets

School Percent At or Above School Target

School 1 50%School 2 63%School 2 63%School 3 48%

Problems with Schools Independently Establishing Targets

63%

50%48%

63%

Importance of District Targets

20%

4%

20%

44%

Data Analysis

Interpreting Screening Data

Norm Referenced

Criterion Referenced

Target Scores

Norm-Referenced

Students are measured against those undertaking the test, NOT a defined criteria.

Permits a fixed proportion of students to pass and fail.

• This means that standards may vary from year to year, depending on the quality of the cohort;

Effective way of comparing students. y p g

Norm-Referenced: Box and Whisker Graphs

90th

%tile

50th

%tile

75th

%tile

25th

%tile

10th

%tile

Norm-Referenced: Box and Whisker Graphs

Criterion Referenced

Students are measured against defined (and objective) criteria.

Criterion-referenced assessment is often, but not always, used to establish a person’s competence (whether s/he can do something).

Criteria typically do not vary from year to year (unless the criteria change).

Example: Percentile Ranks. Below 10%tile = deficient

10%tile - 25%tile = emerging

Above 25%tile = established

Norm vs Criterion Referenced

District Level Analysis

• General trends

• Comparisons across schools

• Effectiveness of policies, procedures, and supports

• Gap analysis

District

District wide performance by grade level over the year.

District Level by Service Code

52

53

54

School Level Analysis

General school trends or issues

Effectiveness of school wide curriculum and Effectiveness of school wide curriculum and instruction delivery system

Areas of need

Gap analysis

School Analysis

57

Grade and Classroom Level Data Analysis

Focus is on grade level data, NOTFocus is on grade level data, NOT individual students

Data analysis procedures should be efficient, systematic practices

Must guide and inform core instructional decisionsdecisions

Analyzing Core Effectiveness -Grade

Analyzing Core Effectiveness -Class

Grade Level Comparisons

School Example #1

Average Scores by Service Code

Student Level Analysis-Norm & Target

Screening and SLD

Screening and SLD

Student Level Analysis

Showing effectiveness of core

NCRTI Fidelity Rubric

• What tools do you use for screening?

Activity: Sample worksheet questionsSelect one area & complete thinking about your district or school; share with those at your table.

What tools do you use for screening?

• Are all students at the target grade levels screened at the beginning of the school year?

• Describe the process for conducting screeningsscreenings.

“Ravens’ defense shuts out struggling

7 Word Summary

Ravens defense shuts out struggling Browns offense.”

“Seattle led early. Cardinals ruled

second half.”

Write a 7 word summary about Tier 1…

We’ll ask you to share those after lunch!

In Summary – Tier 1

Universal screening for ALL students, 3 x year Progress monitoring to confirm or disconfirm risk Data analysis to determine level of problem and

effectiveness of core curriculum Continual monitoring of curriculum, instruction,

adequate time Research based core curriculum delivered with fidelity

Q lifi d l Qualified personnel Professional development

www.sde.idaho.gov

nthomasprice@sde.idaho.gov ~ 208-332-6979