Tier One Core Instruction & Universal Screening Nancy Thomas - - PDF document

Tier One – Core Instruction & Universal Screening

Nancy Thomas Price, SDE November 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 effectiveness Answers 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-Making 3 2 1 Universal Screening Practice- Examing Fidelity 4

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
• f content.
• Frequency/focus of screening: 3 x per year, school wide

Tier 1: Definition & Features

• Identify students at risk
• 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 NCRTI Fidelity 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

• r 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 l was 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

• ffer 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 outcomes

y 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 for Learning

Summative or Formative?

Educational researcher Robert Stake used the following analogy to explain the difference b t f ti d ti between 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

Measures vs.

10 8 6

Multidigit Addition

Multidigit Subtraction

Multiplicati

• n

Facts rrect in 5 minutes

er Minute

Sample Progress Monitoring Chart

6 4 2 WEEKS 2 4 6 8 10 12 14

Number of problems co

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
• ver time (both “current status” and “rate of

development”)

• Provides a decision-making model for designing and

l ti i t ti evaluating interventions

• Is used for individual children and for groups of children

Characteristics of GOMs

• Simple and efficient

Simple and efficient

• Classification accuracy can be established
• Sensitive to improvement
• Provide performance data to guide and inform a variety
• f 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

performance performance

• Makes no assumptions about

instructional hierarchy for determining measurement

• Incorporates automatic tests of retention

and generalization and 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

• utcome 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

• utcome.

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 risk students 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 sk At risk

Screen

True Positive False Positive True False

Outcome

students correctly identified at-risk False Positive – students incorrectly identified at-risk False Negative –

Not at ris

S

True Negative False Negative

g students 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 95

Poor Readers Good Readers

80 80

80 20 FN 20 TN 80 TP 95 FP

5

FN 35 TN 65

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 indicating

Logical 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
• bjective) 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, NOT

Focus is on grade level data, NOT individual students

• Data analysis procedures should be

efficient, systematic practices

• Must guide and inform core instructional

decisions decisions

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 questions

Select 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

screenings screenings. “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