1. ICSD District RtI Committee Agenda 3/13/12 3:45- Review of Our Norms and today’s agenda 4:00- Defining RtI and screening tool criteria 4:30- Begin review of possible district screening tools 5:15- Adjourn ICSD District RtI Committee Agenda 3/13/12 3:45- Review of Our Norms and today’s agenda 4:00- Defining RtI and screening tool criteria 4:30- Begin review of possible district screening tools 5:15- Adjourn

2. Our Norms to ensure productive and equitable meetings: 1. Be respectful and speak with positive intentions 2. Come prepared to take some risks and support risk takers 3. Actively participate, come prepared and be present in discussions 4. Process to share the air 5. Work toward consensus and consider different perspectives with a mind towards research 6. Be ready to communicate, and stand by, our work 7. Be mindful of time

3. RtI Defined Focus on Screening District RtI Committee 3/13/12 Most information taken from “Essential Components of RtI” training module by National Center on Response to Intervention

4. 4 Response to intervention (RTI) integrates assessment and intervention within a school- wide, multi ‑ level prevention system to maximize student achievement and reduce behavior problems. Defining RTI (National Center on Response to Intervention)

5. 5 With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions, and adjust the intensity and nature of those interventions based on a student’s responsiveness, and RTI may be used as part of the determination process for identifying students with specific learning disabilities or other disabilities. Defining RTI (National Center on Response to Intervention)

6. RTI as 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 may be a component of a comprehensive evaluation for students with learning disabilities. 6

7. Essential Components of RTI 7

8. SCREENING Essential Component 8

9. Screening  PURPOSE: identify students who are at risk for poor learning outcomes  FOCUS: all students  TOOLS: brief assessments that are valid, reliable, and demonstrate diagnostic accuracy for predicting learning or behavioral problems  TIMEFRAME: administered more than one time per year (e.g., fall, winter, spring ) 9

10. Examples of Common Screening Processes 10

11. Purpose of Screening  Identify students at risk for poor learning outcomes  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 11

12. Universal Screening 12  Video 1: Principal Perspectives Video 1: Principal Perspectives

13. Focus of Screening  Screening typically includes all students  Two-stage screening process Stage 1: Universal screening Stage 2: More in-depth testing or progress monitoring for students who scored at or below the cut score  Should be an educationally valid outcome 13

14. Screening Tools  Must choose reliable, valid tools that demonstrate diagnostic accuracy  Must choose age-appropriate outcome measures that capture student ability  May have different screeners to assess different outcome measures 14

15. Getting Started  STEP 1: Determining Needs and Criteria  STEP 2: Selecting a Screening Tool  STEP 3: Establishing Procedures and Logistics 15

16. STEP 1: Determining Needs and Criteria  Outcome Measures  Scope  Population  Criteria 16

17. ICSD will measure reading and math All students, K-12, will be screened with appropriate measures We will need to decide on the appropriateness of the tools for our different populations

18.  Screening tools may differ in their validity, reliability, and accuracy depending on the population Specific subgroups (ELL, special education)  Test may need language or other accommodations Grade levels Target Population 18

19. Determine Your Criteria  Is it a tool that can be purchased for a reasonable cost?  Is it a tool that does not take long to administer and score?  Is it a tool that offers ready access to training and technical support for staff?  Is it a tool that meets the highest standards for technical rigor?  Is it a tool that is aligned with the current curriculum and state standards?  Is it a tool whose effectiveness has been studied and demonstrated in my district or state? 19

20. Identifying Students as At Risk  RTI success depends on accurate identification of the students identified as at risk.  Perfect screening would result in 100% accurate identification of “True Positives” (those who need additional support) and “True Negatives” (those who do not need additional support).  Cut scores for screening tools are often set to overidentify students as at risk. 20

21. Clinical Decision-Making Model At risk Not at risk at risk Screen True Positive False Positive True Negative False Negative Outcome True Positive – students correctly identified at risk False Positive – students incorrectly identified at risk False Negative – students incorrectly identified not at risk True Negative – students correctly identified not at risk 21

22. Alignment of other initiatives, activities, and policies  Regional choices of screening tools  APPR 22

23. Education Law §3012-c, whereby 40% of an educator's evaluation shall be based on measures of student learning. This portion of an educator’s evaluation is divided into two components:

24. 2. Locally-selected measures of student learning. This component will constitute 20% (or 15% in grades and subjects where a value-added model exists for the growth-on-State-assessments subcomponent) of each educator's evaluation. This portion must be based on measures of student achievement, which may include student growth. Districts select the measures and the measures must be rigorous and comparable across classrooms in the same grade/subject or in the same program in a school district or BOCES.

25. The recommendation from the TST BOCES Network team is that ICSD address this component with the development of common benchmark assessments.

26. 1.Measures of student growth on State assessments (or a comparable measure of student growth). This component will constitute 20% (or 25% in grades and subjects where a value-added model has been approved by the Board of Regents) of each educator's evaluation. For subjects and grades for which New York State has statewide assessments that can be used to measure growth in student learning between two points in time (currently grades 4-8, ELA and mathematics), these State assessments will be utilized in conjunction with a growth or value-added model to determine an educator's score on this portion of the evaluation.

27. For the APPR, The district needs to choose a “comparable measure of growth”, an assessment that measures growth in reading and math for grades K-3 and 9-12. The District also needs to choose an RtI screening tool.

28. Criteria for choosing K-12 district screening tools for reading and math Statistical reliability, validity and diagnostic accuracy Watch for different population statistics Age appropriate outcomes-measures that capture student ability Cost Technology needed Ease of use Length of assessment Student training, support Useful reports Cut score information Training Alignment to curriculum and standards Ability to be used for APPR

29. www.RtICSD.wikispaces.com Use our wiki to find information on the assessments being considered. Record your likes, dislikes and questions on the charts.