District Leadership Meetings- Woodbine# Infrastructure: Teams and Data Systems Presented by Ruth Poage-Gaines, Regional Coordinator IASPIRE

Self Study Tool B Data Systems Key Features: 4 Purposes of Assessment Knowing if it’s Scientifically Based Building a Common Data System Importance of Tools, Training, and Support

Integrated Assessment Systems Assessment Instruction Assessment Instruction Assessment FOR Instruction.. Not this

Schools Use Specific Tools for Specific Assessment Purposes TypeFeatureExample Universal Screening Reliable, Valid, Low Cost, Accurate, Production Type Responses, Sensitive to Between Persons Differences CBM Family Members; Common Assessments; ODRs DiagnosticLots of Items, Production-Type Responses Placement Tests; Curriculum Assessments; Can’t Do/Won’t Do; Curriculum-Based Evaluation thought process Progress Monitoring Reliable, Valid, Low Cost, Accurate, Production Type Responses, REPEATABLE, Sensitive to Within Persons Differences CBM Family Members; Common Formative Assessments Program EvaluationLinked to Important Outcomes ISAT; CBM; Common Assessments; GPA; ODRs

Reliability Quality of Good Test Validity Quality of Good Test Sufficient Number of Alternate Forms and of Equal Difficulty Essential for Progress Monitoring Evidence of Sensitivity to Improvement or to Effects of intervention Critical for Progress Monitoring Benchmarks of Adequate Progress and Goal SettingCritical for Progress Monitoring Rates of Improvement are SpecifiedCritical for Progress Monitoring Evidence of Impact on Teacher Decision Making instruction or Student Achievement; Critical for Formative Evaluation Evidence of Improved Instruction and Student Achievement; Gold Standard Standards for Scientifically Based Progress Monitoring Have Been Established

Linking Screening and Progress Monitoring Assessment Across Tiers Academic Basic Skills Tier 1: Universal Screening / Benchmarking Tier 2: Strategic Monitoring Tier 3: Frequent Progress Monitoring MaterialGeneralized Curriculum CBM probes Frequency 3 x per year2 x per month1-2 x per week

Common Assessments Definition Rationale Formative / Summative

Formative Evaluation to Inform Teaching Summative Assessment: Culmination measure. Mastery assessment. Pass/fail type assessments which summarize the knowledge students learn. Typical summative assessments include: End of chapter tests High-stakes tests (e.g., State assessments) GRE, ACT, SAT, GMAT, etc. tests Driver’s license test Final Exams. Formative Evaluation: Process of assessing student achievement during instruction to determine whether an instructional program is effective for individual students. Informs: When students are progressing, continue using your instructional programs. When tests show that students are not progressing, you can change your instructional programs in meaningful ways.

What Would Be The Consequences of Allocating Services Based on This Triangle? Inefficient Spreads supplemental & intensive resources too thin Makes specialized services less special

Or THIS Triangle? Images and Analyses Courtesy of Ben Ditkowsky, Ph.D. Triangles are About Program Evaluation

Schools Use CBM in Universal Screening Instead of Referral Driven Practices Local – school or district Think box plots or %-ile charts e.g., < 25th Tier 2 Candidates e.g., <10th Individual Problem Solving and/or Tier 3 Candidates

Progress Monitoring Survey Level Assessment – Too often skipped Goal Setting – Should NOT be set in Instructional Level material – Criterion for success should at least begin to close the gap with peers

Set goal & monitor At 4 th or 5 th gr.

Diagnostics It’s not just about one measure... Classroom performance – Observations – Independent work District assessments/ ISAT Curriculum assessments – Pre-tests; Placement tests – Chapter & Unit tests – Curriculum skill/indicator checklists Skill Deficit versus Performance Deficit When Tier 3 & still need more info - CBE It’s not always about one student...

Diagnostic Assessment Needs to connect with instruction; tells teachers what needs to be taught Skills, not scores The process is more important than the “test” –Adequate number of items per skill –Error analysis

What happens when these data systems aren’t in place? Lack of direction for knowing what needs to be improved Don’t know which tier and students need additional support/intervention Don’t know if change efforts have been successful

Coaching ASSESSMENT Self Study First Steps Universal Screening in Reading Fix IEP Goals & Progress Monitoring in Reading

Sample District Assessment Calendar KINDERGARTEN Date Participants and AssessmentD Purpose September Census: 09/01-09/30 Enter in AimsWeb by 09/30. AimsWeb - Early Literacy D Guide classroom instruction. Identify at-risk learners. Required for grant funding. Letter Naming Fluency X Letter Sound Fluency X Highly Decodable Text Phoneme Segmentation Fluency September Cenus: 09/01-09/30 Enter in AimsWeb by 09/30. AimsWeb Guide classroom instruction. Identify at-risk learners. Number Identification X September Census: Complete by end of month. Writing (Collect example of early student writing.) X Guide classroom instruction. Identify at-risk learners. December At-Risk Students (Determined by Early Literacy Score from AimsWeb combined with teacher input as critieria): 12/3-12/12 (RI teachers may assist in the re-assessment.) Enter in Apollo by 12/17. ISEL D Identify at-risk students who will receive intervention through KIT tutoring. Alphabet Recognition X Phonemic Awareness X Letter Sounds X January Census: 01/01-01/30 Enter in AimsWeb by 01/30. AimsWeb - Early Literacy D Guide classroom instruction. Identify at-risk learners. Measure achievement. Letter Naming Fluency X Letter Sound Fluency X Highly Decodable Text X Phoneme Segmentation Fluency * January Census: 01/01-01/30 Enter in AimsWeb by 01/30. AimsWeb - Early Numeracy D Guide classroom instruction. Identify at-risk learners. Number IdentificationX January Census: Complete by end of month. High Frequency Sight WordsX Guide classroom instruction. Identify at-risk learners. January/ February ELL Students: 1/12-2/20 ACCESS D Determine English language fluency. Determine AMAO. Reading X Writing X Listening X Speaking X April Census: Complete by end of month. Writing (Collect example of end of year student writing and student reflection on growth.) X Identify growth in writing skills. Identify at-risk learners. April Census: Record Rigby Level by end of month. RigbyX Determine guided reading level. May Census: 05/01-05/29 Enter in AimsWeb by 05/29. AimsWeb - Early Literacy D Guide classroom instruction. Identify at-risk learners. Letter Naming Fluency X Letter Sound Fluency X Highly Decodable Text X Phoneme Segmentation Fluency * May Census: 05/01-05/29 Enter in AimsWeb by 05/29. AimsWeb - Early Numeracy Guide classroom instruction. Identify at-risk learners. Number Identification X D May RI Students including KIT students: 5/13-5/22 Enter in Apollo by 05/27. ISEL D Identify student growth in reading. Identify at-risk learners. Required for grant funding. Alphabet Recognition X Phonemic Awareness X Letter Sounds X Word Recognition X May Census: Complete by end of month. High Frequency Sight WordsX Guide classroom instruction. Identify at-risk learners. * means optional and buildings may choose to complete this assessment. D means district reporting is required.

Key Questions What assessments do you currently use for each purpose in your district/building? Do they each meet the requirements for that purpose? Do you have too many assessments for a particular purpose? Too few? Tools? Training? Support?

Assessment Worksheet TypeAssessments Currently in Place Meets Criteria for Purpose (comments) Action Plan Universal Screening Diagnostic/ Intervention Planning Progress Monitoring Program Evaluation

Assessment Worksheet TypeAssessments Currently in Place Meets Criteria for Purpose (comments) Action Plan Universal Screening Frequency? Rigby/Fountas & Pinnell Leveling 3x/yr ISEL 2x/yr Gates 3 rd -8 th 1x/yr R-CBM 1 st -5 th 3x/yr EL (all 4) K-1 st 3x/yr Maze 6 th -8 th 3x/yr No Yes No Move to Diagnostic tool – not all students 3x/yr Move to Diagnostic tool – not all students Keep as Universal Screener – firm up US use in target schools - separate US from Program Eval Establish a multi-gate system Either use as true universal screener or drop – consider using R-CBM on bottom 25% Diagnostic/ Intervention Planning WIAT WJ-III DRA IRI’s WADE (Wilson placement test) Horizons placement test Add Rigby/Fountas & Pinnell Leveling, ISEL, and Gates Add regular curriculum assessments – need to decide this at a district, or at least a school level Add assessments for determining Skill vs Performance deficits Add some CBE-type skills Progress Monitoring Frequency? CBM (all types) Tier 2 2x/mo Tier 3 1x/wk Yes Continue to provide coaching support to schools/staff with low compliance on monitoring; Decrease Maze monitoring; Decrease # of students being monitored on more than one CBM measure Program Evaluation ISAT 1x/yr CBM – ISAT correlate triangles 3x/yr Yes Continue Continue, but separate from US decisions

Example R-CBM Ongoing for new staff; annual AIRS; sd/coaching during grade level data mtgs 3x per year R-CBM yes Ongoing for new staff; annual AIRS; sd/coaching during data review mtgs 2x /mo for sts in Tier 2 1x/wk for sts in Tier 3 ‘15 hour’ grade level data mtgs 4-6 wk data review mtgs – all sts being monitored School level percentiles District ISAT cut scores into triangles R-CBM yes 2x per year SIP team &‘15 hour’ grade level data mtgs sd/coaching during SIP & grade level mtgs

Key Features 4 Purposes of Assessment Knowing if it’s Scientifically Based Building a Common Data System Importance of Tools, Training, and Support

Effective Teaming Practices Self Study A: Teams and Teaming

Big Ideas About Teaming… 1. Not the Old Team with a New Name 2. 4 Types/Levels of Teams 3. Each Team Has Tasks and Functions 4. District and School Improvement Team Build Commitment Give Permission, Allocate Resources, including Staff Development 5. Tier 2 Teams (Department & Grade-Level with Support) Do Most of the Heavy Lifting 6. Individual Student Problem Solving Typically Begins AFTER a Student Hasn’t Benefited from Tier 3

 Team Structure ◦ organization of team  Team Processes ◦ group structure and communication dynamics that enhance, or detract from, intervention planning and implementation. Essential Vocabulary Iverson, Annette M., (2002).

What Teaming Structure is recommended to support RtI implementation?

Types of Teams to Support RtI Implementation 1. District Leadership Team 2. School Improvement Team 3. Grade Level Team with Targeted Supports 4. Individual Problem Solving & Special Ed Decision Making Team 1.A District-Level RTI Team to Make Things Happen for the District 2.A School Improvement Team to Make Things Happen for the School 3.A Grade-level Team with Support to Make Things Happen for Groups of Students 4.A Problem-Solving Team to Make Things Happen for Individual Students

What is the Purpose, Team Membership, and Roles and Responsibilities of the different teams? District Leadership Team School Improvement Team

 Serves as the over-arching management group for facilitating and evaluating implementation in schools within the district.  Primary roles include identifying needed changes in existing policies and practices, coordinating district staff development, and allocating resources.  Recommended meeting frequency in Year 1 is once per month. District Leadership Team Purpose 1. District Leadership Team

Consider Consider: ◦ Superintendent ◦ Special Education Administration ◦ Curriculum and Instruction ◦ Remedial Programs (Title I, ELL) ◦ Principals ◦ Related Services ◦ General Education Teaching Staff ◦ Special Education Teaching Staff ◦ Human Resources/Personnel ◦ Professional Development ◦ Technology ◦ Parents ◦ Other District Leadership Team Membership 1. District Leadership Team

Parent involvement in RtI is not limited to when and how to bring individual parents into the discussion about their child. Sue Hans

Role of the Parent Leader is: To participate in the initial program development of RtI within a district or building by serving on the leadership team. To serve in an advisory capacity to the leadership team on best ways to communicate RtI program plan to parents. To participate in the initial training of administrative and educational staff on RtI. Sue Hans

Role of the Parent Leader is NOT: To become involved in any discussion with a parent regarding their individual child involvement in an RtI program. To discuss specific interventions, evaluations, programmatic issue, or teacher methodologies with individual parents or the parent community at large. To serve as an advocate for any individual parent/child. Sue Hans

Assess Needs 1. Assess District and Building Needs Leadership Build Commitment 2. Provide Leadership and Build Commitment Give Permission 3. Give Permission to Change Practices Allocate Resources 4. Allocate Resources to Support Change District Leadership & School Improvement Teams Have Similar Roles and Responsibilties 1. District Leadership Team 2. School Improvement Team

1.Assess Needs – Complete Self Assessments to Evaluate Current Assessment and Intervention Practices – Identify Skill Sets Needed for Training, Tools and Support 2.Build Commitment – Include RtI in District Goals – Communicate Importance to the Community 3.Give Permission – Change Professional Roles – Identify What is Abandoned 4.Allocate Resources – Identify and Support District Coach – Flesh Out Staff Development Plan District Leadership Team Roles and Responsibilities 1. District Leadership Team

Establish and Provide Staff Development on a Standard Problem-Solving Process Establish Criteria for Matching Student Needs to Intervention Programs Establish Criteria for Specific Learning Disabilities Eligibility Using an RTI Process District Leadership Team Specific Responsibilities 1. District Leadership Team

For Example: – District/School Newsletter – District/School Website – Ongoing Agenda Item at staff meetings – Parent Brochures/Letters – RtI Resource Binders for Teams Build Commitment: Communicate with Community and Staff

 Serves as the over-arching management group for facilitating and evaluating implementation in a particular school.  Primary roles include evaluating school achievement and behavior data to identify needed changes in existing tools, training, and support, especially around fidelity of implementation.  Meeting frequency in Year 1 is once per month. School Improvement Team Purpose 1. District Leadership Team 2. School Improvement Team

Consider Consider: ◦ Principal ◦ General Education Teaching Staff ◦ Remedial Programs (Title I, ELL) Staff ◦ Related Services Staff (School Psychologist, Speech and Language) ◦ Special Education Teaching Staff ◦ Parent ◦ Other School Improvement Team Membership 1. District Leadership Team 2. School Improvement Team

1.Assess Needs – Complete Self Assessments to Evaluate Current Assessment and Intervention Practices – Identify Skill Sets Needed for Training, Tools and Support 2.Build Commitment ◦ Include RTI in School Improvement Plan ◦ Communicate Importance to the Staff 3.Give Permission ◦ Identify What is Abandoned 4.Allocate Resources ◦ Identify and Support School Coach ◦ Flesh Out School Staff Development Plan School Improvement Team Roles and Responsibitilies 1. District Leadership Team 2. School Improvement Team

Review School Academic and Behavior Data to Ensure Tools, Training, and Supports are Producing Desired Results Establish and Maintain a Process for Ensuring Fidelity of Interventions Evaluate Implementation Outcomes School Improvement Team Specific Responsibilities 1. District Leadership Team 2. School Improvement Team

Assess Needs

Build Commitment: Link District/School Improvement Plans with RtI Curriculum Review Technolo gy PLCs Curriculum Review Differentiati on Bully Prevention Program MAP/NWEA Power Standards ELL Curriculum Review PLCs Technolo gy Curriculu m Review Differenti ation Bully Prevent. MAP/ NWEA Power Standards ELL

Communicate About Shared Values and Beliefs  All students can learn and should have appropriate learning opportunities. RtI/PS is an all student initiative.  Everyone in the school is responsible for the education of all students  Collaboration and reflective practice is essential for effective decision- making regarding student performance  A positive school climate supports the use of innovative practices  Effective core instruction is the basic foundation on which to build this process.  Assessment (data) should both inform and evaluate the impact of instruction  Beliefs about instruction must be supported by research  Parents are vital members of the team to support students.

Permission Giving: Redefining Roles and Responsibilities

Allocate Resources: Provide Training, Tools and Support DATEAREA OF FOCUSACTIVITY Spring 2008 Each district will complete a District Self-Assessment (developed by ISBE) to determine Next Steps District 21 Plan Development  Use the Self-Assessment to determine which areas are already in place and which areas need further development. Spring 2008 Technical Assistance and Support for all Districts Trainings:  Tier 1 Feb 7 and Feb 14  Tier 2 March 3  Tier 3 April 3 Coaching  Tier 1 Feb 20 and Feb 27  Tier 2 March 12 and March 14  Tier 3 April 7 and April 10 Additional RTI Trainings  Specifics of Intervention (Rdg) K-5 March 19  Specifics of Intervention (Rdg) 6-12 April 16  Administrators Academy: RTI and the School Leader (target audience central office and principals) June 11 Fall 2008 to Spring 2009 Technical Assistance and Support for all Districts Trainings will Cover:  Overview of 3 Tiers  Research-Based Assessments: Progress Monitoring and Universal Screening  Problem Solving  Research-Based Interventions  Leadership and Teaming in RTI  Parent Involvement January 2009 Districts must submit their District RTI plans to ISBE District 21 Finalized RTI Plan Fall 2009 to Spring 2010 Technical Assistance and Support for all Districts Trainings will Cover:  Research-based Instructions and Interventions  CBM and Progress Monitoring  The use of RTI to make special education eligibility decisions  Advanced Problem Analysis  ELL implementation  Middle and High School implementation Fall 2010Districts must use RTI to make special education eligibility decisions

Sample of Master Schedule: May Watts Intervention Block

Acknowledgements Mark Shinn IASPIRE Regional Coordinators Heartland AEA

Thank You! Next Training Session

Contact Information – Work Cell – Office