1. Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. Putting the “R” in RTIi Developing a Systematic Assessment Protocol

2. Oregon Response to Intervention www.oregonrti.org Session Purposes The participant will be able to: Understand the importance of assessment systems Have a conceptual understanding of an assessment protocol Have a conceptual understanding of the purposes of assessment needed in an RTIi system Anita Archer

3. Data-Based Decision Making with Decision Rules Training Coaching Fidelity Training Coaching Fidelity Standards of Practice Standards of Practice Culture Leadership Teaming/Data- Based Decision Making Professional Learning & Support RTI Essential Components Core: Coordinated Literacy Early Warning System/Screening Interventions Progress Monitoring SLD Decision Making

4. Oregon Response to Intervention www.oregonrti.org Start with the Why Simon Sinek

5. Oregon Response to Intervention www.oregonrti.org

6. Oregon Response to Intervention www.oregonrti.org Common Language Historically Middle Schools look at 2 sources of data: –Grades (every 12 weeks) –OAKS (every year)

7. Academic Engagement The amount of time spent engaged in academic work “I can” Behavioral Engagement School attendance and participation in school “I will” Psychological Engagement Feelings of competence and control investment in learning, self regulation, goal setting and progress monitoring “I want to” Social Engagement Identification and affiliation with school, sense of belonging, perceived social support “I belong” FL PS/RTI Implementation Project

8. Oregon Response to Intervention www.oregonrti.org Start with the Why Simon Sinek

9. Oregon Response to Intervention www.oregonrti.org 6-8 Reading Assessment Systems Early Warning System Curriculum Based Measure (CBM) –Screener –Progress Monitoring Formative Assessment System Diagnostic

10. Assessment Protocol AssessmentPurpose Who Receives Who Assesses FrequencyReporting Early Warning System Curriculum Based Measure for screening Curriculum Based Measure for Progress Monitoring Mastery (Outcome) Diagnostic

11. Oregon Response to Intervention www.oregonrti.org Start with the Why Simon Sinek

12. On Track for Success: Summary of the Research on Predictors

13. Oregon Response to Intervention www.oregonrti.org Attendance Missing 20 days or missing 10% of days Can be determined in the first 20 days of school Plan for: Each need a different intervention Tardy Absent for specific classes Chronically absent

14. Oregon Response to Intervention www.oregonrti.org Behavior We are usually on top of this one because the students make us!!!! –How do you track this information? –Does the school have agreement on behavioral expectations? –How are expectations explained to students?

15. Oregon Response to Intervention www.oregonrti.org Course Performance Shows academic skills over time, rather than a 1 time snapshot the way an high stakes assessment does Students develop habits that lead to credit deficits

16. Oregon Response to Intervention www.oregonrti.org Course Performance 8 th graders who have failed 2 classes have a 19% chance of high school graduation Research from Florida George Bache (Personal communication)

17. Oregon Response to Intervention www.oregonrti.org Essential Skills Look at OAKS testing history –Reading and Math –Growth Districts must set decision rules –Example: Which triggers a red flag? “Did not meet 2 of the last 3 years” “Did not meet last year”

18. Oregon Response to Intervention www.oregonrti.org How is the Core?

19. Oregon Response to Intervention www.oregonrti.org Essential Features of CBM Tools Robust indicator of academic health Brief and easy to administer Can be administered frequently Must have multiple, equivalent forms (If the metric isn’t the same, the data are meaningless) Must be sensitive to growth

20. Vocabulary Phonemic Awareness Phonics and Word Recognition Phonics and Word Recognition Fluency Accuracy, Prosody & Rate Fluency Accuracy, Prosody & Rate Reading Skills Reading Comprehension Print Concepts Foundational Skills

21. Oregon Response to Intervention www.oregonrti.org Why Use Oral Reading Fluency Measures for Screening? Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension

22. Oregon Response to Intervention www.oregonrti.org Prosody was a better predictor of silent reading comprehension than rate for 9 th grade students. –Dr. David Page, Bellarmine University

23. Oregon Response to Intervention www.oregonrti.org Oral Reading Fluency Activity Chips you are the Test Administrator Cream you are the Student

24. Oregon Response to Intervention www.oregonrti.org Passage Reading Fluency Target Rate Norms Grade Fall (WCPM) Winter (WCPM) Spring (WCPM) 56785678 80-120 100-140 110-150 120-160 100-140 110-150 120-160 130-170 110-15- 120-160 130-170 140-180 http://www.prel.org/products/re_/assessing-fluency.htm

25. Oregon Response to Intervention www.oregonrti.org What is Maze? Multiple-choice cloze task –Grade-level passage w/ every 7 th word replaced by 3 word choices in parenthesis –Student reads silently and selects as many correct words as they can in 3 minutes Maze is best as a sentence level comprehension measure

26. Oregon Response to Intervention www.oregonrti.org Key Features of Formative Assessment Classroom based Short-cycle During the instructional segment in which the assessment occurred Used to adjust instruction to accomplish instructional goal Embedded within instruction Attached to specific learning goals 26

27. Oregon Response to Intervention www.oregonrti.org Administering Formative Assessments May include self assessment, peer assessment and/or teacher assessment May be group administered or individually administered

28. Oregon Response to Intervention www.oregonrti.org “The question has been settled: Attention to classroom assessment practices can indeed have a substantial impact on pupil achievement” ~Black and William (2007) Formative assessment has an effect size between.4 and.7 ~Black and William (1998)

29. Oregon Response to Intervention www.oregonrti.org Caveats on Research 1.Good formative assessment must be followed by changes in instructional practices 2.The research is stronger in Math and Science

30. Unpacking formative assessment Where the learner is going Where the learner isHow to get there Teacher Peer Learner Clarifying, sharing and understanding learning intentions Engineering effective discussions, tasks, and activities that elicit evidence of learning Providing feedback that moves learners forward Activating students as learning resources for one another Activating students as owners of their own learning Dylan William, 2015

31. And one big idea Where the learner is going Where the learner isHow to get there Teacher Peer Learner Using evidence of achievement to adapt what happens in classrooms to meet learner needs Dylan William, 2015

32. Oregon Response to Intervention www.oregonrti.org Purpose of Diagnostic Assessments The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction. Diagnostic tests should only be given when there is a clear expectation that they will provide new information about a child’s difficulties learning to read that can be used to provide more focused, or more powerful instruction.

33. Oregon Response to Intervention www.oregonrti.org Types of assessment Diagnostic Assessment –Individually administered –Not for every student –Needed to determine skill deficits –Needed for placement into interventions

34. Oregon Response to Intervention www.oregonrti.org Intervention Placement A viable diagnostic assessment is the placement assessment for the intervention 34

35. Oregon Response to Intervention www.oregonrti.org Word Level Assessment Determine a word level diagnostic assessment that can be used as needed Examples –Accuracy within an ORF passage –CORE Phonics Screener –San Diego Quick –IRI

36. Oregon Response to Intervention www.oregonrti.org Vocabulary This may be less of a need Examples –Group Reading Assessment and Diagnostic Evaluation (GRADE) –IRI –Standford Diagnostic Reading Test 36