December 10th, 2013 After reviewing the Big Ideas of RtI on Page 37 of the yellow sheets, have a team conversation around: How are each of the topics/concepts currently being dealt with in your building? Which topics/concept areas will be easier/difficult to implement? Which of the topics/concepts will be your next steps? Our Mission To assure high levels of learning for all students! Our Goal To create a systematic process that ensures every child receives the additional time and support needed to learn at high levels Traditional School Targeted Instruction + Time = Learning (Constant) (Constant) (Variable) RTI/PLC School Targeted Instruction + Time = Learning (Variable) (Variable) (Constant) RtI/MTSS in Iowa is an every-education decision- making framework of evidence-based practices in instruction and assessment that addresses the needs of all students starting in general education. Robust Universal Instruction at Universal Tier (Content/Instruction) Universal Screening (Assessment) Evidence-Based instructional interventions at the Targeted and Intensive levels (Instruction) Progress Monitoring (Assessment) Data-Based Decision-Making (System) December 2011, Iowa DE, Response to Intervention Guidance Document CIA Needs Assessment PlanningImplementation Evaluation The process we use to get even better! The cornerstone of any school improvement effort is the relentless pursuit of excellence through the application of the Continuous Improvement Process. 1. Consensus Building (Exploring and Adopting) 2. Building the Infrastructure (Planning) 3. Implementation (Initial and Full Implementation) 4. Sustainability and Innovation There are clear parameters that must be attended to in building your RtI house. They are all critical in that if any of them are neglected or ignored, the integrity of the final product could be compromised. RTI Blueprint: School Building Level, NASDSE, 2008 1.Is the Universal Tier sufficient? 2.If the Universal Tier is not sufficient, what are the needs that must be addressed? 3.How will Universal Tier needs be addressed? 4.How will the implementation of the Universal Tier actions be monitored over time? 5.Have Universal Tier actions been effective? Collaborative Inquiry Questions: Operationalizing RtI Practices- Universal Tier/Core Instruction Needs Assessmen t Planning Implementa tion Evaluation 6.Which students need support in addition to the Universal Tier? 7.Which of the Targeted and/or Intensive Tier options is needed to meet the needs of identified students? 8.How will the Targeted and/or Intensive Tier options be implemented? 9.How will the implementation of the Targeted and Intensive Tiers be monitored over time 10.Using the data and information, which students need changes to the Tiers they are receiving? Collaborative Inquiry Questions: Operationalizing RtI Practices - Targeted /Intensive Tiers Needs Assessmen t Planning Implementa tion Evaluation I can identify the four types of data, categorize my schools quantitative data according to these four types, and use appropriately for data analysis. I can provide user-friendly definitions for common assessment and statistical terms and am able to apply these concepts to my work. I understand the attributes that are present in an effective data analysis team at the classroom level. I can use screening data to evaluate the sufficiency of Universal Tier Instruction I understand the importance of the Predictive Power of a screening measure . Critical elements to consider with staff when building your instructional decision making process. Stiggins, 2005 Five Quality Assessment Standards Who has needs?Screening What are the needs?Diagnostic Is our instruction working? Is learning moving forward? Formative Progress Monitoring How well did our instruction work? Summative Types of data Frequency Daily/Weekly Real time; whenever needed 1-4 times per Mo. 2 4 times per yr. Formative Classroom Assessments Common Classroom Assessments Benchmark Common Assessments State Assessments 1 time per yr. Examples : Common grade level/class tests targeting current learning of unit skills Common Grade level interim and screening Assessments (growth, and item analysis); measuring more global /integrated skills in domain District and State Tests (trends, sub- group, item analysis) Self and peer assessments, feedback, student product &performance using rubrics/criteria, checks for understanding; measuring real- time learning The data most valuable for accountability purposes and the data most valuable for the improvement of student performance are not the same In fact, they are completely opposite do not get upside down! Adapted from: Love, N. etal., (2008) At your table, make a list of all the types of numeric data (scores) that your school, collects, organizes, analyzes, etc For example Percentile Rank Scores Just because you can doesnt mean you should! Add Subtract Multiply Divide + - X / NominalOrdinalIntervalRatio Definitions and Data Quiz Why did we just spend all this time talking about: Types of Assessments Types of data? Statistical/Assessment terms? Reflection opportunity!! What is meant by data analysis? Data analysis simply means that a set of data (typically numeric) is separated or broken apart in several ways in order to gain insight. Needs Assessment PlanningImplementation Evaluation data analysis occurs in every phase of the continuous improvement process DATA-BASED DECISION MAKING IS BEST DONE AT THE TEACHER TEAM LEVEL Mental Model/Framework for Data Analysis Engaging in the act of organizing and analyzing data without a specific question in mind is like driving at night.without headlights!! Data Dialogue Protocols What does this quote mean to you? The RtI Collaborative Inquiry questions can provide the spring-board for developing these questions of inquiry. Processing activity What key points would you read about in this article? 23 Data Based Decision-Making -Collaborative Inquiry: Asking the Right Questions at the Right Time Q1. Is the Universal Tier Sufficient Q3. How will the Universal Tier needs be addressed? Q2. If the Universal Tier is not sufficient, what are the needs that must be addressed? Q4. How will the implementation of Universal Tier action be monitored over time? Q5. Have Universal actions been effective? Big Idea- Use screening data to determine if universal/core instruction is meeting the needs of students and to begin identifying students who are at-risk. Connection with CIP - Needs Assessment What data should we use as a thermometer for evaluating the sufficiency of core and for identifying students whose needs are not being adequately addressed? 26 Universal Screening The new High Stakes Assessment Purpose: Identifies if universal tier instruction is sufficient. Identifies high and low performing students whose needs are not being met in the universal/core curriculum and may require targeted or intensive support Identify students who are at-risk for dropping out of school (secondary level) Questions Answered: How are students responding to universal tier instruction? (i.e., are at least 80% of the students making adequate progress and performing above At- Risk levels?) Which students are in need of additional assessment and support? Typically conducted 3 or more times per year Screening Assessments Are Screening Assessments Are Not Administered to entire gradeAdministered to isolated group A sampling at one point in time Diagnostic or Formative assessments Used to determine which and how many students may need additional support Used to answer questions about instructional programs A sample of critical skills (depending upon grade level) An in depth assessment of many skills Used proactively and frequently Used reactively and only at the start of the year Brief, easy to administer, and score and technically adequate Time consuming or difficult to score Teachers ratings of students Performance on readiness measures Criterion and Norm Referenced assessments State tests Commercial screening assessments Informal Assessments At-Risk indicators Iowas RtI model will include some specific recommendations surrounding Universal Screening tools and procedures. Assessment Matrix It is important that all staff become very familiar with the data/data sources that are available in your school.Risk factors Refer to page B- 52 & 54 for additional resources Sensitivity index 100%; specificity index 100% Classification index 100% Neg. Predictive Power 100% Pos. Predictive Power 100% Our Goal is to ruin the prediction through our targeted and intensive instruction What type of performance is expected given the skills students have been exposed to and will need to be ready for in the near future? How would experts in the field (research) define performance on this skill given the grade level? What does typical performance look like in our school, AEA, state, etc Consider your schools vision and mission statement, long term goals (what do you want for your students?). What guide point will decrease the chances that we will misidentify a student as in need (specificity and sensitivity)? Initially, make this a consensus based process Thereafter make this an empirical process Caution resist the temptation to lower standards/expectation so that your instructional groupings look closer to the 80/15/5 How do you know if universal tier instruction is sufficient for your students (i.e., is my instruction meeting the needs of the majority of my students?)? How do you know whose needs are being adequately met or not? Who may need support on the high end or low end? Low Intensive Low Targeted Universal/Core High Targeted LevelGuide Points O and above % of each level 3 Percent 18 Percent 65 Percent 15 Percent What summary statements can we make with respect to the sufficiency of Core and resource allocation concerns? What are our next steps? 80/15/5? 3 % 18% 80% Low Intensive Low Targeted Universal/Core High Targeted LevelGuide Points O and above % of each level 10 Percent 23 Percent 51 Percent 8 Percent What summary statements can we make with respect to the sufficiency of Core and resource allocation concerns? What are our next steps? 80/15/5? 15 % 26% 59% Struggling Students Ready Accelerated Students All these students will receive universal/core instruction. In addition, 20 will need core plus/targeted instruction on the low end and 4 will need core plus/targeted instruction on the high end. Organization of data - Where to begin? Organize the data in a table! Use technology (Excel, S.W.I.S.,TIER., EdInsight) Student namesData sources/Assessments Student scores Atomic Learning Multiple sources of data - Triangulation NameData AData BData C Jill Rob Betty18651 Billy Andy Cindy571403 Sensitivity is a screening measures ability to identify true positives those students for whom we predict will perform poorly on the outcome measure given their poor performance on the screening measure. Specificity - is a screening measures ability to identify true negatives those students for whom we predict will perform well on the outcome measure given their good performance on the screening measure. Goal to increase our ability to identify at-risk students while at the same time to accurately identify students who are not at risk Negative Predictive Power is the percent of students identified as not at risk who pass the outcome Positive Predictive Power is the percent of students identified as at risk who fail the outcome False Positive (B) False Negative (C)True Negative (D) True Positive (A) Cut score 86 WPM (DIBELS winter benchmark for grade) Sensitivity Index 100% Specificity Index 76% Overall Classification index 79% Neg. Predictive Power 100% Pos. Predictive Power 37% Action Plan Braiding of Initiatives Internal/External Assessment Matrix Continue reviewing data for Collaborative Inquiry question 1. Plan full staff PD around RtI Other Assignments How will I use these data analysis experiences to consult with other staff in my building in my role as an RTI building leadership team member? I can identify the four types of data, categorize my schools quantitative data according to these four types, and use appropriately for data analysis. I can provide user-friendly definitions for common assessment and statistical terms and am able to apply these concepts to my work. I understand the attributes that are present in an effective data analysis team at the classroom level. I can use screening data to evaluate the sufficiency of Universal Tier Instruction I understand the importance of the Predictive Power of a screening measure