2. Using Data in the EBIS System Universal Screening and Progress Monitoring

3. Purposes Evaluate overall effectiveness of program Select students who need additional support Monitor progress of students A universal screener should over-identify students who might need something more!

4. Evaluate Overall Effectiveness of Program Are 80% of students reaching benchmarks and “on track” for next goal? Does the core curriculum need to be addressed: Intensity Fidelity Targeted Group size Instructional skills

5. Select Students who are in Need of Additional Support Strategic support: Students are placed in a program that provides moderate intervention and progress monitored monthly or bi-monthly Intensive support: Students are placed in an intervention that is intense and progress monitored weekly or bi-weekly

6. Why use a Screener to Track Progress? Reading trajectories are established early. Readers on a low trajectory tend to stay on that trajectory. Students on a low trajectory tend to fall further and further behind. Early identification leads to early intervention. The later children are identified as needing support, the more difficult it is to catch up!

7. Monitor Progress of Students Ensure students who appear to be on track stay that way (3X yearly) Ensure students who are not on track get on track Inform professionals about “what it takes” for an individual student

8. Students Achieve the Most When: Progress is monitored twice per week Ambitious goals are set Progress data are displayed on graphs Teams use rules to analyze data (Fuchs,1986) So, which kids get the most of this kind of monitoring?

9. Progress Monitoring is NOT Intended to… Diagnose Evaluate teachers Use to grade students Select specific instructional goals

10. Model of Big Ideas, Indicators, and Timeline Adapted from Good, R. H., Simmons, D. C., & Kame'enui, E. J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288.

11. Box Plot of End of Year Grade 2 ORF Results Progressive ORF Goals A box plot illustrates an entire grade’s distribution of scores in relation to the goal Harn (2005)

12. What Screening Data Should We Use? K? 1? 2? 3? 4? 5? In October? In January? In April?

13. http://dibels.uoregon.edu/

14. Sorting Students into Interventions Review the DIBELS and OAKS data for one grade level: Are 80% of students at each grade level meeting expectations? (should “benchmark” be the OAKS expectation?) If not, make a plan about what to do about it. Use your DIBELS data and OAKS data for one grade level to create a “lowest 20%” group Use the form on Page 4 Design research-based interventions for the students in that group. Describe the plan for progress monitoring that student.

15. Make a Plan Who will conduct Universal Screening? Who will train the screeners? Who will prepare materials? Who will organize at the school? Where will the data go? Who will organize the data and present it to teaching teams? Who will keep track of which students are in interventions?

16. Progress Monitoring Accountability for Individual Students

17. Progress Monitoring Key features of effective formative evaluation systems Student performance is measured frequently (e.g., once or twice/week) and results in quantitative data Progress is monitored toward an observable, measurable, and ambitious goal Progress is graphed and viewed regularly Data decision rules are used to evaluate the effectiveness of interventions and determine when modifications to interventions are needed

18. Brandon, Kindergarten/Identify Goal and Draw Aimline The aimline connects where you are to where you want to get to, and shows the rate of progress needed to get there. Aimline Correct Phonemes per Minute

19. Whoops! Time to make a change! Correct Phonemes Aimline

20. TTSD EBIS DECISION RULES - Grades 1-5

21. Trendline Analysis Using a minimum of 8 student progress data points, determine the students actual rate of progress in order to compare to the aimline Several methods, including: Tukey Method Regression Analysis

22. Tukey Method Trendline Analysis 1.Divide data points into (approximately) three equal sections using vertical lines. 2.In the first and third sections, calculate the mid-date & mid-rate. Mark the points on the graph where the two values intersect. 3.Connect the points to draw the trendline.

23. Trendline Example: Tukey Method Correct Phonemes Aimline

24. Evaluating Responsiveness to Intervention Words Read Correct Tier 2 Tier 3 Tier 1

25. Practice: Plot data for a 2 nd grader and 5 th grader. As you plot the data, use decision rules. If you change an intervention, be sure to draw a vertical line. Compare your chart with another person or table group.

26. Make a Plan Who will conduct probes? Who will graph the information? Who will draw trendlines? Who will decide whether and instructional decision needs to be made? Do you like the decision rules? What will happen when it is time to make a special education referral?