1. Data and Assessment-Using the Right Data to Make Better Decisions September 24, 2013 Facilitated/Presented by: The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of Education. All funding (100%) is from federal sources. The contents of this presentation were developed under a grant from the U.S. Department of Education, #H325A100005-12. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. (OSEP Project Officer: Grace Zamora Durán) I-RtI Network Sue Gallagher Stacey Weber

2. Question 1: Problem Identification We have so much data! How can we be more efficient and actually use the data we collect to make good decisions?

3. Question 2: Problem Analysis How can we use data to better match students with the best Tier 2 interventions?

4. Question 3: Plan Development How will we know if our Tier 2 program/strategies are working?

5. Question 4: Plan Evaluation Are our Tier 2 programs/strategies effective?

6. Final Activity: Action Planning

7. Warm Up

9. Outcomes Participants will: Consider a streamlined approach of data collection Identify ways to organize data for different purposes Demonstrate the use of data for Tier 2 problem solving purposes through development of decision rules Refine and review current district/building assessment plan

10. PURPOSES OF ASSESSMENT I-RtI Network

12. Question 1: Problem Identification We have so much data! How can we be more efficient and actually use the data we collect to make good decisions?

13. Increasing Efficiency Pay attention to the different purposes of assessment Streamline the use of assessment tools— refine and/or abandon

16. ScreeningDiagnosticProgress Monitoring FormativeSummative Assessment tools designed to collect data for the purpose of measuring the effectiveness of core instruction and identifying students needing more intensive interventions and support Formal or informal assessment tools that measure skill strengths and weaknesses, identify skills in need of improvement, and assist in determining why a problem is occurring Ongoing assessment conducted for the purposes of guiding instruction, monitoring student progress, and evaluating instruction/inte rvention effectiveness Ongoing assessment embedded within effective teaching to guide instructional decisions Typically administered near the end of the school year to give an overall perspective of the effectiveness of the instructional program PAY ATTENTION TO TYPES OF ASSESSMENT

17. Screening DiagnosticProgress Monitoring Formative Assessment Outcome STREAMLINE USE OF ASSESSMENT TOOLS

18. District Assessment Plan

19. Updated Assessment Plan

20. Use ALL the Available Data Organize data in a meaningful way to be fully utilized for decision making – triangulation of data allows all data to be considered comprehensively

21. ORGANIZE DATA FOR EASY ANALYSIS Gary Cates

22. High Off Track 3 or more risk factors Extreme Off Track 2-3 Years Behind No chance for graduation in a traditional school setting Disengagement At Risk for Off Track 1 of 4 risk factors indicated On Track No risk factors indicated Off Track 2 of 4 risk factors indicated Students entering with 20% absenteeism and/or 2 or more F’s in 8 th Grade Risk Factors: 1. Disengagement 20% absenteeism 2. Behind in Credits Particularly Core Course Failures 3. GPA less than 2.0 4. Failed FCAT Hendry County Schools

23. Decision Rules

24. Percentile Rank Cut Scores AdvantagesDisadvantages Easily Interpreted and Understood Needs a Large Norm Base Norms for Basic Skills Readily Available at Multiple Levels (School, District, State, National) Typically Not Available Outside of Basic Skills and CBM/DIBELS Gives a Clear Picture of Educational Need and Benefit Requires Commitment to Benchmark Assessment

25. Norm-Based Approaches Percentile Rank Cut Scores: – Percentile rank scores are derived scores that indicate the percentage of people in the norming sample that scored at or below a given raw score. Percentile rank scores for referred students typically are derived from local norms.

26. Examples of Percentile Rank Norms

27. Standard-Based Approach Illinois AIMSweb Standards Tied to ISAT and Minnesota State

28. Standards-Based Approaches AdvantagesDisadvantages Allows Decisions to be Tied to High Stakes Tests Like the ISAT Requires that the Linkage and “Cut-Scores” be Established Empirically Allows a Focus on Needs of Groups of Students Rather than Just Individual Students Difficult to Implement if There is Not a Commitment to a 3-Tier Model of Intervention

30. What are you going to… Start doing? Stop doing? Refine?

31. Question 2: Problem Analysis How can we use data to better match students with the best Tier 2 interventions?

32. Use Data to Match Interventions and Strategies to Student Needs Determine approach—problem solving or standard protocol approach Organize data based on approach

33. Article Divide the article in sections at your table Read your section and report out to your group What questions does the article raise for – How you identify students for Tier 2 – How you determine if students are making progress at Tier 2

34. Behavioral Standard Protocol

35. Behavioral Problem Solving Approach Example

37. -Accuracy + Rate + Accuracy -Rate -Accuracy -Rate +Accuracy +Rate

38. Sample ScreeningDiagnosticProgress Monitoring FormativeSummative R-CBM R-CBM Error Analysis CORE Phonics Survey RM and Horizon Placement Tests R-CBM (weekly) MAZE (weekly) Word Reading List (weekly) Modified unit assessments (monthly) Teacher created assessment (monthly) MAP ISAT

40. IIRC

45. Illinois State Board of Education

46. What are you going to… Start doing? Stop doing? Refine?

47. Question 3: Plan Development How will we know if our Tier 2 program/strategies are working?

48. How will we know if what we are doing is working? Need to establish decision rules to determine whether or not supports that are in place are working

49. Decision Rules

51. Goals Should be Based on Educational Need Intensive Instruction in Basic or Literacy Skills Instruction in Content Area Knowledge with Support YESNO Determine IF There is a Basic Skill Discrepancy TREAT SUPPORT

52. Parts of a Goal… When the expected progress will be accomplished Specific circumstances under which the behavior will occur The specific action that is expected The standard to which the behavior is expected to be performed *Stem for setting a goal -In (#) weeks, when (condition) occurs, (student) will (the behavior) to (criterion). - EX: In 32 weeks, when given a 4 th grade Reading Curriculum Based Measure (RCBM), Sarah will read 80 correct words per minute with 3 or fewer errors, 2 out of 3 trials.

53. Consideration for Goals GradeFallWinterSpring 6 th 214216218 7 th 218220221 8 th 221223224 GradeFallWinterSpring 5 th 205208210 6 th 210212214 7 th 214216217 8 th 217219220 Entrance Criteria Exit Criteria Elmhurst School District 205

54. What are you going to… Start doing? Stop doing? Refine?

55. Question 4: Plan Evaluation Are our Tier 2 programs/strategies effective?

56. Are the programs and strategies we use working? Organize data to apply established decision rules

57. Results (Data) Based on AIMSweb descriptors, 1 student is above target, 3 students are near target, and 1 student is below target.

58. Gary Cates

59. What are you going to… Start doing? Stop doing? Refine?

60. Action Planning Based on notes taken today self-assess the system you have in place at the district and/or building levels Action Plan on areas of weakness as desired

61. Implementation Action Planning IMPLEMENTATION: The carrying out or executing a plan and a method for evaluating effectiveness. #1 Goal to Accomplish This Year: Brainstorm Action Steps to Accomplish Goal: How to move forward-Next Step:Timeline:Person Responsible:Evidence of Completion: