1. LIGHTS, CAMERA …. ACADEMIC DATA at the Secondary Level Robin Clark Forsyth County Schools School Psychologist, Intervention Specialist Lynne Patrick Metro RESA School Improvement Coordinator

2. Georgia Regulations (2) …. a specific learning disability ….must be directly related to a pervasive processing deficit and to the child’s response to scientific, research-based interventions….This is clearly documented by the child’s response to instruction as demonstrated by a review of the progress monitoring available in general education and Student Support Team intervention plans…. (2) …. a specific learning disability ….must be directly related to a pervasive processing deficit and to the child’s response to scientific, research-based interventions….This is clearly documented by the child’s response to instruction as demonstrated by a review of the progress monitoring available in general education and Student Support Team intervention plans….

3. TIER 1 STANDARDS BASED CLASSROOM INSTRUCTION/LEARNING All students participate in instruction that is: -In the general education classroom -Standards-based -Differentiated - Evidenced-based Guided by progress monitoring & balanced assessment -Planned to address all developmental domains (academic, communication/language, social etc.) TIER 2: NEEDS BASED INSTRUCTION/LEARNING: STANDARD INTERVENTION PROTOCOLS Targeted students participate in instruction that: -Is different from Tier 1 -Uses established intervention protocols -Provides enhanced opportunities for extended learning -Uses flexible, small groups -Includes more frequent progress monitoring -Addresses needs in all developmental domains (academic, communication/language, social etc.) TIER 3: SST DRIVEN INSTRUCTION/LEARNING Targeted students participate in: -Individual assessment -Tailored interventions to respond to their needs -Frequent formative assessments -Consideration for specially designed instruction only when data indicates a need (e.g. gifted or special education services) TIER 4 SPECIALLY DESIGNED INSTRUCTION/LEARNING Targeted students participate in: -Specialized programs -Adapted content, methodology, or instructional delivery -GPS access/extension STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS Georgia Department of Education Offices of Curriculum and Instruction and Teacher/Student Support

4. Formative Assessment: Focus is on student achievement during instruction. Determines effectiveness of instruction A “moving picture” Weekly quizzes Running record Curriculum-Based Assessment/Measurement Summative Assessment: Focus is on mastery/culmination of learning. Provide static, general impressions a “snapshot” High-stakes tests (e.g., State assessments) End of chapter tests Final Exams

5. Thinking Point If the purpose of grading and reporting is to communicate to parents and students, is it more important to communicate accurate information in a format that is unfamiliar to them or is it more important to communicate faulty information in a format that they like? If the purpose of grading and reporting is to communicate to parents and students, is it more important to communicate accurate information in a format that is unfamiliar to them or is it more important to communicate faulty information in a format that they like? Dawn Souter

6. Formative Data shows how much a student has learned over time even if he/she does not pass high stakes testing shows how much a student has learned over time even if he/she does not pass high stakes testing tells us exactly how the student is performing at any given time tells us exactly how the student is performing at any given time guides the choices teacher make in knowing what needs to be taught or re-taught guides the choices teacher make in knowing what needs to be taught or re-taught

7. Formative Data cont. reveals which teaching and learning activities are working and which ones are not reveals which teaching and learning activities are working and which ones are not provides specific and continuous feedback to students and parents on academic performance and behavior provides specific and continuous feedback to students and parents on academic performance and behavior

8. Response To Intervention (RTI) RTI must incorporate the use of a process that determines if the child responds to scientific, research-based intervention…(‘RTI’ Model). RTI must incorporate the use of a process that determines if the child responds to scientific, research-based intervention…(‘RTI’ Model). Data is the Response in RTI Data is the Response in RTI RTI should be naturally embedded within the framework of the Pyramid of Interventions. RTI should be naturally embedded within the framework of the Pyramid of Interventions.

9. Tier I Tier II Tier III Tier IV Pyramid of Interventions Response to Intervention Data, data, data, data !

10. Tier 1 Universal Screening (Benchmarking) Measures student skills and progress three times a year – all students Measures student skills and progress three times a year – all students Identifies curriculum vs. class vs. student needs Identifies curriculum vs. class vs. student needs

11. Progress Monitoring (measuring improved outcomes) Ongoing and systematic Ongoing and systematic Frequency is dependent upon the Tier level Frequency is dependent upon the Tier level Used to develop instructional goals and make instructional change decisions in “real time” Used to develop instructional goals and make instructional change decisions in “real time”

12. Curriculum Based Measurement (CBM) the method of monitoring student progress through direct, continuous assessment of basic skills. the method of monitoring student progress through direct, continuous assessment of basic skills. indicators” important Designed to serve as “indicators” of general achievement. CBM doesn’t measure everything, but measure the important things.

13. Curriculum Based Measurement CBM research has been conducted over the past 30 years CBM research has been conducted over the past 30 years Research has demonstrated that when teachers use CBM for instructional decision making: Research has demonstrated that when teachers use CBM for instructional decision making: Students learn more Students learn more Teacher decision making improves Teacher decision making improves Students are more aware of their performance Students are more aware of their performance Assessments have proven to be sensitive to improvement Assessments have proven to be sensitive to improvement

14. CBM Focus CBM tests are brief and easy to administer CBM tests are brief and easy to administer CBM tests assess at the skills level CBM tests assess at the skills level CBM scores are graphed for teachers to use to make decisions about instructional programs and teaching methods for each student CBM scores are graphed for teachers to use to make decisions about instructional programs and teaching methods for each student Are sensitive to improvement in brief intervals of time

15. CBM Basics CBM monitors student progress throughout the school year CBM monitors student progress throughout the school year Students are given probes at regular intervals Students are given probes at regular intervals Weekly, bi-weekly, monthly Weekly, bi-weekly, monthly Teachers use student data to quantify short- and long-term goals that will meet end-of-year goals Teachers use student data to quantify short- and long-term goals that will meet end-of-year goals

16. CRCT GPS Reading Domains Middle School CRCT GPS Reading Domains Middle School Reading for Literacy (16) Reading for Literacy (16) Reading for Information (18) Reading for Information (18) Reading Skills and Vocabulary Acquisition (6) Reading Skills and Vocabulary Acquisition (6)

17. Reading Phonemic awareness Phonemic awareness Phonics Phonics Fluency Fluency Vocabulary Vocabulary Comprehension Comprehension Based on Center for the Improvement of Early Reading Achievement (CIERA) & National Reading Panel Based on Center for the Improvement of Early Reading Achievement (CIERA) & National Reading Panel

18. Samples for Fluency Licensed to Forsyth County Schools For the 2007-2008 School Year, Grade 8, Passage 4 Copyright 2001 Edformation, Inc. All Rights Reserved After moving to a new town, nine-year-old Samantha and her twelve-year-old brother Robert had heard of an old toboggan slide from some of the other neighborhood children. They decided they needed to check it out. Supposedly, it was on the northern side of the peninsula in the middle of the lake behind their new home. Paddling lazily, they headed across the lake in their canoe. Just as they had been told, there was the decrepit, wooden-framed toboggan slide. The slide itself was barely wide enough to fit a toboggan. It left only a couple of inches to spare on either side before adjoining a short, wooden sidewall about six inches in height that kept the toboggans from falling off. Hundreds of steep steps climbed the shoreline to the top of the slide. Looking down from the top, it was evident that the slide abruptly ended approximately six feet above the water.

19. Samples for Comprehension AIMSweb 3 minute MAZE Probe Licensed to Forsyth County Schools, For the 2007-2008 School Year, Grade 8, Passage 19 Copyright 2001 Edformation, Inc. All Rights Reserved Miguel is an award-winning chef at the Santa Rosa Hotel in Santa Rosa, New Mexico. Miguel's grandmother had taught him when (he, to, in) was a little boy that cooking (are, was, one) a form of magic. She had (most, much, none) faith in his abilities and knew (on, by, he) could excel as a great chef (be, so, as) he got older. Miguel's grandmother also (believed, average, summers) that when done correctly, good cooking (spend, amaze, could) fill the stomach and soothe the (some, excel, soul). From his years of experience in (sanctuaries, restaurants, temperature) and cafes all over New Mexico, (decade, Miguel, arrive) had confirmed that his grandmother was (right, hills, wing). Miguel had witnessed bickering families shout (orange, vibrant, across) the table before being served. Then, (he, as, so) if it were a miracle, their (first, round, anger) would disappear as they ate his (planet, dishes, design). By the end of the meal, (family, expects, locate) members who had been arguing before (low, the, fir) meal were kind and compassionate to (and, the, one) another.

20. CRCT GPS CRCT Math Domains Middle School Numbers and Operations (9) [12] Numbers and Operations (9) [12] Measurement (12 - grade 6 only) Measurement (12 - grade 6 only) Geometry (12) [15] Geometry (12) [15] Algebra (18) [24] Algebra (18) [24] Data Analysis and Probability (9) [9] Data Analysis and Probability (9) [9] Process Skills (embedded in other domains) Process Skills (embedded in other domains) ( )=Grade 6 [ ] = Grade 7

21. Math Basic facts Basic facts Computation Computation

22. Random numerals within problems Random placement of problem types on page Improving Student Outcomes through Progress Monitoring Nancy Safer,Jacki Bootel,Rebecca Holland Coviello Virginia Department of Education, September 28, 2006 www.studentprogress.orgwww.studentprogress.org

23. A “Correct Digit” Is the Right Numeral in the Right Place 4507 2146 2461 4507 2146 2361 4507 2146 2441 4 correct digits 3 correct digits 2 correct digits Improving Student Outcomes through Progress Monitoring Nancy Safer,Jacki Bootel,Rebecca Holland Coviello Virginia Department of Education, September 28, 2006 www.studentprogress.orgwww.studentprogress.org

24. Writing Written Expression Written Expression Spelling Spelling

25. Written Expression AIMSweb – 3 minute writing prompts * * AIMSweb Scored for : Total Words Written (TWW) Correct Writing Sequences (CWS) Words Spelled Correctly (WSC)

26. Spelling * * AIMSweb Scored for - Correct Letter Sequence CLS

27. SETTING GOALS Rates of Improvement (ROI) 7 th Grade Oral Fluency Goal 7 th Grade Average WPM 128 (Fall) Student Benchmark – 80 wpm Average ROI for 7 th = 0.6 words per week Ambitious goal 1 wpw 12 week improvement 12 words or 92 wpm (catch-up time – 2 years?)

28. At-a-Glance Views of Student Ranking & Growth

29. AIMSweb Progress Monitoring Graph

30. Creating Your Own Graph Get Baseline data (at least 3 data points) Get Baseline data (at least 3 data points) Take Median (middle) score Take Median (middle) score Set a long-range goal Set a long-range goal Connect the 2 points to form an aim line Connect the 2 points to form an aim line Decision making - Decision making - 3-4 consecutive points below - change intervention 6 above - change goal

31. TUKEY Method Graphed scores are divided into 3 groups Graphed scores are divided into 3 groups Median data point taken in 1 st and 3 rd group Median data point taken in 1 st and 3 rd group Line drawn between these two points Line drawn between these two points and extended out to form a “trend” line

32. ACT 1 ACT 1 Discuss Handouts and YOUR Assessment Resources HAVEs vs. NEEDs

33. Resources http://easycbm.com/ - assessment tools http://easycbm.com/ - assessment tools http://easycbm.com/ http://aimsweb.com/ - assessment tools http://aimsweb.com/ - assessment tools http://aimsweb.com/ http://www.studentprogress.org/default.asp - assessment of assessment tools http://www.studentprogress.org/default.asp - assessment of assessment tools http://www.studentprogress.org/default.asp http://iris.peabody.vanderbilt.edu/browsebytopic04.html - tools & interventions http://iris.peabody.vanderbilt.edu/browsebytopic04.html - tools & interventions http://iris.peabody.vanderbilt.edu/browsebytopic04.html http://www.jimwrightonline.com/php/rti/rti_wire.php - interventions http://www.jimwrightonline.com/php/rti/rti_wire.php - interventions http://www.jimwrightonline.com/php/rti/rti_wire.php http://exploringdata.cqu.edu.au/ – data analysis http://exploringdata.cqu.edu.au/ – data analysis http://www.interventioncentral.org/ - EVERYTHING ! ! http://www.interventioncentral.org/ - EVERYTHING ! ! http://www.interventioncentral.org/ http://www.betterhighschools.org – school improvement programs http://www.betterhighschools.org – school improvement programs http://www.betterhighschools.org http://www.whatworks.ed.gov/ - assessment of programs http://www.whatworks.ed.gov/ - assessment of programs http://www.whatworks.ed.gov/ http://www.bestevidence.org/ - assessment of programs http://www.bestevidence.org/ - assessment of programs http://www.bestevidence.org/

34. MS/HS Programs Language! – reading Language! – reading Transmath Transmath Check & connect – drop-out prevention Check & connect – drop-out prevention Positive Behavioral Support Positive Behavioral Support RENEW RENEW Kansas Strategies – Kansas Strategies – Strategies Intervention Model

35. Resources – (Low to No Cost Products) http://ntuaft.com/Departments/Research___Communication/Special Ed/Training%20Modules/Training%20Modules/CBA%20Training%20 Module/NPS%20- %20CBA%20Reading%20Probes/Table%20of%20Contents%20for %20Reading%20Probes.htm (Reading CBM probes - free) http://ntuaft.com/Departments/Research___Communication/Special Ed/Training%20Modules/Training%20Modules/CBA%20Training%20 Module/NPS%20- %20CBA%20Reading%20Probes/Table%20of%20Contents%20for %20Reading%20Probes.htm (Reading CBM probes - free) http://ntuaft.com/Departments/Research___Communication/Special Ed/Training%20Modules/Training%20Modules/CBA%20Training%20 Module/NPS%20- %20CBA%20Reading%20Probes/Table%20of%20Contents%20for %20Reading%20Probes.htm http://ntuaft.com/Departments/Research___Communication/Special Ed/Training%20Modules/Training%20Modules/CBA%20Training%20 Module/NPS%20- %20CBA%20Reading%20Probes/Table%20of%20Contents%20for %20Reading%20Probes.htm http://www.proedinc.com/customer/productView.aspx?ID=1348 (Math blackline masters - $30) http://www.proedinc.com/customer/productView.aspx?ID=1348 (Math blackline masters - $30) http://www.proedinc.com/customer/productView.aspx?ID=1348 http://dibels.uoregon.edu/(Reading - $1 per student for data base, but can download free materials for data collection) http://dibels.uoregon.edu/(Reading - $1 per student for data base, but can download free materials for data collection) http://dibels.uoregon.edu/ Flora.murray@vanderbilt.edu (MAZE orders - $25 per grade level) Flora.murray@vanderbilt.edu (MAZE orders - $25 per grade level) Flora.murray@vanderbilt.edu

36. Discussion and Questions What next... ??? What next... ??? RTI Toolkit by Jim Wright Chapter 2: Launching RTI in Your School: Gauging School Readiness, Education Stakeholders and Inventorying Resources; Chapter 5: Methods To Monitor Academic & Behavioral Interventions The RTI Guide: Developing and Implementing a Model in Your Schools by John E. McCook Part III: So You Want to Implement an RTI Model?; Part VIII: Data, Data, and More Data; Part IX: Decison-making and the Progress Monitoring Process Dr. Andy Roach - CBAM Stages of Concern survey Contact information: cpsatr@langate.gsu.edu cpsatr@langate.gsu.edu Georgia State University P.O. Box 3980 Atlanta, GA 30302 404-413-8176

37. Presenter Contact Information Lynne Patrick: lynne.patrick@mresa.org. Lynne Patrick: lynne.patrick@mresa.org. 770-432-2404 extension 225 Robin Clark: rclark@forsyth.k12.ga.us Robin Clark: rclark@forsyth.k12.ga.us@forsyth.k12.ga.us 770 887-2461, x202370

38. MS/HS Programs Language! – reading Language! – reading Transmath Transmath Check & connect – drop-out prevention Check & connect – drop-out prevention Positive Behavioral Support Positive Behavioral Support RENEW RENEW Kansas Strategies – Kansas Strategies – Strategies Intervention Model