Building a Comprehensive Assessment System The Role of Assessment in Supporting RTI Rhode Island RTI Initiative Module # 3 2007.

Slides:



Advertisements
Similar presentations
Accelerating Achievement in Boston Public Schools: Academic Achievement Framework.
Advertisements

Response to Intervention (RtI) & The IST Process
Consensus Building Infrastructure Developing Implementation Doing & Refining Guiding Principles of RtI Provide working knowledge & understanding of: -
Progress Monitoring And RtI System
Responsiveness to Instruction North Carolina Problem Solving Model Problem Solving Model Session 1/4.
PLP Circle of Support: A prevention/intervention model December 12, 2003 Rhode Island Department of Education.
PERSONAL LITERACY PLANS AT THE SECONDARY LEVEL December 12, 2003.
Building a Comprehensive Assessment System The Role of Assessment in Supporting RTI Marilynn Bouclin Kristen Matthes Donna Morelle.
Response to Intervention: Linking Statewide Initiatives.
Everything You Always Wanted to Know about Problem Solving and Response to Intervention… Dont be Afraid to Ask! Laura Boynton Hauerwas, Ph.D. Ina S. Woolman.
Response to Intervention: A Systematic Problem Solving Process Rhode Island RTI Initiative Module One 2007.
Understanding Response to Intervention
Assessing Students in the 21st Century
School Leadership Team Fall Conference West Virginia Department of Education Division of Educator Quality and System Support Bridgeport Conference Center.
Assessment Literacy Kentucky Core Academic Standards Characteristics of Highly Effective Teaching and Learning Career and College Readiness MODULE 2.
Instructional Decision Making
Response to Intervention (RtI) in Primary Grades
School Based Assessment and Reporting Unit Curriculum Directorate
Response to Intervention (RtI): A Realistic Approach Presented By: Lisa Harrod Lisa Harrod.
WORKING TOGETHER TO HELP CHILDREN SUCCEED. *providing high-quality instruction/intervention matched to individual student needs *systematically assessing.
Parents as Partners in Education
Progress Monitoring project DATA Assessment Module.
What We’re Learning Building & Improving an RTI System Seven Key Foundations RISS 2009.
Novice Webinar 2 Overview of the Four Types and Purposes of Assessment.
Eugene, OR Brown Bag Presentation: November 19, 2007
An Introduction to Response to Intervention MN Response to Intervention Center Ann Casey, Ph.D. Director St. Croix River Ed. District
Progress Monitoring and Goal Writing Using CBMs to write RtI goals Using CBMs to write RtI goals.
Response to Intervention at the Middle Level March 19, 2015 Julio Vazquez, Coordinator of Student Support Systems for the Wappingers Central School District.
RtI Assessment CED 613. Universal Screening What is it and what does it Evaluate? What is the fundamental question it is asking? What is the ultimate.
Curriculum Based Evaluations Informed Decision Making Leads to Greater Student Achievement Margy Bailey 2006.
Universal Screening and Progress Monitoring Nebraska Department of Education Response-to-Intervention Consortium.
RESPONSE TO INTERVENTION Georgia’s Pyramid. Pyramid Vocabulary  Formative Assessment  Universal Screening  Intervention  Progress Monitoring.
Progress Monitoring and Goal Writing Using CBMs to write RtI goals.
Assessment: Universal Screening Cadre 7 Initial Training September 29, 2011.
Our Leadership Journey Cynthia Cuellar Astrid Fossum Janis Freckman Connie Laughlin.
Progress Monitoring and Response to Intervention Solution.
What is Reading First This “program” focuses on putting proven methods of early reading instruction in classrooms. Through Reading First, states and districts.
Response to Intervention
MI draft of IDEIA 2004 (Nov 2009) WHAT HAS CHANGED? How LD is identified:  Discrepancy model strongly discouraged  Response To Instruction/Intervention.
Response to Intervention (RTI) at Mary Lin Elementary Principal’s Coffee August 30, 2013.
Response to Intervention: Improving Achievement for ALL Students Understanding the Response to Intervention Process: A Parent’s Guide Presented by: Dori.
D62 Response to Intervention
Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child.
FloridaRtI.usf.edu A collaborative project between the Florida Department of Education and the University of South Florida Intervention Mapping.
Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child.
RTI: Response To Instruction NEA NH Presentation Madison Elementary School
“Keeping Our Promise” “We believe that supporting policies that enhance the teacher as the key provider and decision maker in reaching all students with.
1 RESPONSE TO INSTRUCTION ________________________________ RESPONSE TO INTERVENTION New Opportunities for Students and Reading Professionals.
Webinar 1: Overview. 1. Overview  Link to SLD Rule  Multi-tiered Systems of Support (MTSS)  Systems of Assessment 2. Introduction to Tiers  Tier 1:
RtI.  Learn: ◦ What is RtI ◦ Why schools need RtI ◦ What are the components that comprise an RtI system - must haves ◦ Underlying assumptions for the.
WORKING TOGETHER TO HELP CHILDREN SUCCEED. *providing high-quality instruction/intervention matched to individual student needs *using a researched-based.
What does an effective secondary school look like and sound like?
Interventions Identifying and Implementing. What is the purpose of providing interventions? To verify that the students difficulties are not due to a.
Types of Assessment: Curriculum Based Measurement Characteristics : Simple Accurate Efficient Generalizable Reliable and valid Predictive Sensitive Flexible.
Creating a Standards-Based Classrooms An Overview of Adapting and Adopting Research Based Instruction to Enhance Student Learning.
 Students in grades Kindergarten through twelfth  Classroom teacher, reading specialist, interventionist  Can be administered individually, some assessments.
Updated Section 31a Information LITERACY, CAREER/COLLEGE READINESS, MTSS.
Literacy Assessments Literacy Workgroup Marcia Atwood Michelle Boutwell Sue Locke-Scott Rae Lynn McCarthy.
Using Data to Implement RtI Colleen Anderson & Michelle Hosp Iowa Department of Education.
Instructional Leadership Supporting Common Assessments.
WestEd.org Washington Private Schools RtI Conference Follow- up Webinar October 16, 2012 Silvia DeRuvo Pam McCabe WestEd Center for Prevention and Early.
Tier III Preparing for First Meeting. Making the Decision  When making the decision to move to Tier III, all those involve with the implementation of.
Nuts and Bolts of Progress Monitoring Response to Instruction and Intervention RtII.
WORKING TOGETHER TO HELP CHILDREN SUCCEED
Response to Intervention & Positive Behavioral Intervention & Support
Welcome PLEASE COMPLETE THE FOLLOWING TASKS WHILE WAITING FOR THE CLASS TO BEGIN: Rate your knowledge of the MTSS process using the colored dot. Rate.
The Continuum of Interventions in a 3 Tier Model
The Principles of Data Use in a RtI / 3-Tier Model
RTI & SRBI What Are They and How Can We Use Them?
Diagnosis and Remediation of Reading Difficulties
Presentation transcript:

Building a Comprehensive Assessment System The Role of Assessment in Supporting RTI Rhode Island RTI Initiative Module #

R T I A coordinated system of supports for all students What is it? A problem-solving process A school-wide instruction and intervention system A way to make data-based decisions A shared responsibility Part of the special education, personal literacy plan and secondary reform process

R T I Goals of Session Participants will gain a deeper understanding of the following: Assessment data drives instruction and intervention decisions. Assessment ensures that progress is being made (individual student, classroom, school, and district). Assessment gives teachers and students frequent and useful feedback about learning.

R T I What does it take to meet the needs of 100% of the students 100% of the time? Use assessment to drive instruction Use data to make important educational decisions Monitor student progress to inform instruction Use a problem solving approach to make decisions Intervene early Use a collaborative model of service delivery (shared responsibility) Use research-based instruction/intervention matched to students needs

R T I A More Powerful Vision If assessments of learning provide evidence of achievement for public reporting, then assessments for learning serve to help students learn more. The crucial distinction is between assessment to determine the status of learning and assessment to promote greater learning. Stiggins (2002, Phi Delta Kappan) Turn and Talk

R T I Activity Jigsaw the article Assessment Crisis: The Absence of Assessment FOR Learning by Richard J. Stiggins The purpose of this activity is to create a shared understanding among school team members of the difference between assessment for learning and assessment of learning.

R T I Jigsaw Assignments Introduction: Everyone The Evolution of Our Vision of Excellence in Assessment: #1 The Flaw in the Vision: #2 A More Powerful Vision: #3 Are Teachers Ready? #4 Relevant Position Statements: #5 Balancing Assessments of and for Learning: #6 Anticipating the Benefits of Balance: #7 An Action Plan: #8

R T I Raising Student Achievement Through Assessment Summative assessment requires that teachers (or other assessors) become members of a community of practice, while formative assessment requires that the learners become members of the same community of practice. Dylan Wiliam

R T I Kinds of Assessment Outcome Measurement Provides data about what has been accomplished over a period of time Provides broader information about programs and student learning Screening Predicts which students are likely to experience difficulty Identifies students who are at-risk and in need of further diagnostic assessment RIDE PreK-12 Literacy Policy December 2005

R T I Kinds of Assessment Diagnostic Measurement Provides more precise and in-depth analysis of a students strengths and weaknesses Determines more specifically problematic areas for the student Pinpoints needs and helps determine appropriate interventions Progress Monitoring Informs the teacher about a students progress Determines if the student is making progress Provides timely measures to inform instruction RIDE PreK-12 Literacy Policy December 2005

R T I What is the purpose of each kind of assessment? Of LearningFor Learning Turn and Talk

R T I What types of assessments does your school/district currently use? Activity: Identify the name and type of assessments used by your district in the area of literacy. Align each assessment with the GLE Content Cluster each assesses. Example: The GRADE is a screening and diagnostic measure in the areas of vocabulary and comprehension.

Grades: __________ Phonemic Awareness Accuracy Rate Expression Word Identification Phonics Spelling Structural Analysis Fluency Accuracy Rate Expression Vocabulary Word learning strategies Breadth of vocabulary Comprehension Literary Informational Self-monitoring Reading Strategies Breadth of Rdg Writing Habits of Structures of Lang Conventions o Grammar o Spelling Writing Genres Response to Lit Report Writing Procedural Narrative Persuasive (6+) Core Curriculum ALL KIDS Targeted/ Strategic Interventions SOME KIDS Intensive Interventions FEW KIDS OUTCOME/SCREENING DISTRICT/CLASSROOM PROGRESS MONITORING DIAGNOSTIC INTERVENTION/PROGRESS MONITORING DIAGNOSTIC INTERVENTION/PROGRESS MONITORING

Grades: __________ Phonemic Awareness Accuracy Rate Expression Word Identification Phonics Spelling Structural Analysis Fluency Accuracy Rate Expression Vocabulary Word learning strategies Breadth of vocabulary Comprehensio n Literary Informational Self-monitoring Reading Strategies Breadth of Rdg Writing Habits of Structures of Lang Conventions o Grammar o Spelling Writing Genres Response to Lit Report Writing Procedural Narrative Persuasive (6+) Core Curriculum ALL KIDS Running Records Developme ntal Spelling Inventory Targeted/ Strategic Interventions SOME KIDS Phonemic Awareness Test TOWREOral Reading Fluency – Aimsweb Intensive Interventions FEW KIDS CTOPPOral Reading Fluency – Aimsweb

R T I Response To Intervention is … the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about instruction so that we meet the needs of 100% of the students 100% of the time. Adapted from: National Association of State Directors of Special Education (2005)

R T I Monitoring Progress Frequently Grouping students for instruction based on student skill, monitoring their progress over small periods of time, adjusting instruction based on the data and providing kids feedback on their performance… one of the most powerful sets of educational practices that exists. Dan Reschly

R T I THREE LEVELS OF PROGRESS MONITORING: District/School: provides evidence to make informed district/school decisions for resource allocations, professional development planning/ implementation, program planning and evaluation. Classroom: is on-going and includes tasks typically used during the instructional process (curriculum embedded). It measures students learning based on systematic observation and guides the specifics of instruction within the curriculum. Intervention: occurs frequently (weekly, bi-weekly, monthly) for students with intervention plans. The results of this type of progress monitoring inform instructional decisions (e.g. the PLP process is used for reading interventions) and shows the effectiveness of the interventions.

R T I Are assessments to monitor progress Are designed to serve as indicators of academic achievement. CBM doesnt measure everything, but measures the important things. Are sensitive to improvement in short periods of time. Are designed to be as short as possible to ensure do-ability. Are curriculum-independent. Intervention progress monitoring using CBM

R T I Characteristics of CBM Standardized Enable multiple forms Inexpensive Quick and easy to administer Rely on visual displays of the information to determine progress and make instructional decisions

R T I Taken from Fuchs, L. S., Hamlett, C. A., & Fuchs, D. (1998). Monitoring Basic Skills Progress: Basic Math Computation (2nd ed.). [computer program]. Austin, TX: ProEd. Available: from edinc.com Math Computation

R T I Research Indicates: CBM produces accurate, meaningful information about students academic levels and growth; When teachers use CBM to inform their instructional decisions, students achieve better.

R T I Charting Progress Monitoring Results How do we know if the Intervention is working? AND… How do we use these data to make decisions?

R T I Action Planning What does our school need to do differently to make assessment effective in the Response to Intervention (RTI) process and to meet the needs of all learners all of the time?

R T I Action Planning

R T I If youre not hopelessly confused, youre out of touch! If you are hopelessly confused, then you only have one choice try stuff. Tom Peters, Embracing Chaos, 1993