Overview of RtI Assessment

Brief history and review of RtI Description of Tiers Assessment Tools Instructional Materials to Use based

on Assessment Data Resources Available

IDEA 1997 v. IDEA 2004

IDEA 1997– Student has SLD if: Student failed to achieve commensurate with age and

ability if provided appropriate teaching experiences AND- IEP team found SEVERE DISCREPANCY between

achievement and intellectual ability

IDEA 2004– No longer required to find severe discrepancy

IEP team may use a process that determines if the child responds to a SCIENTIFIC RESEARCHED BASED INTERVENTION

Problems with the Discrepancy Model

Critics have described the model as a wait to fail model. Students must be at least 2 years behind before receiving help.

Easier to catch students up at an earlier age but they would not qualify.

By the time they qualify emotional damage and self concept issues are harder to get rid of.

Multi Tiered Model of Service Delivery

Tier 1 - Universal Interventions

Tier 2 - Selected Interventions

Tier 3 - Intensive Interventions

3 tiered model

1-5% 1-5%

5-10% 5-10%

80-90%80-90%

Tier 3: Intensive, Individual Interventions (5%)• Individual Students• Assessment-based• High Intensity• Of longer duration

Tier 2: Targeted Group Interventions (15%)• Some students (at-

risk)• High efficiency• Rapid response

Tier 1: Universal Interventions (80%)• All students• Preventive,

proactive

Students

RtI Decision-Making Guide

 TIER I Universal screening: fall, spring,

winter Cut-off score = 25th percentile. Principal chairs a meeting with RtI

team. Data are analyzed to identify trends in students falling below cutoff score. Consultation with teachers occurs regarding curriculum and instructional practices.

 

Tier I (cont.)

Teachers implement core curriculum and strategies for 6–8 weeks. Review classroom data and analyze progress of struggling learners with CBMs or classroom-based assessments.

* Decision point: Identify students who continue to fall below cutoff score and demonstrate a lack of progress, falling within the bottom 10 percent of students based on district norms. Schedule RtI meeting to discuss their move to Tier 2.

TIER II

Strategic interventions: 9–12 weeks; repeat Use researched fluency learning rates (Fuchs, Deno,

Shapiro, AIMSweb, etc.).– Establish baseline scores and develop aimline (goal).– Determine number of weeks of intervention, a 30-minute

session 2 or 3 days per week.– Problem-solve intervention.– Assign case manager, assessment support, and

intervention support.– Begin intervention.– Progress monitoring 2 times per week.

Tier II (cont.)

* Decision point: Weeks 4–6. Use a 3- or 4-data-point decision rule to monitor progress, and problem-solve if intervention needs to be altered.– Continue intervention.

* Decision point: Weeks 9–12. Reconvene RtI team, and analyze data. If learning rate improves according to aimline, continue intervention. If not, change intervention and monitor for a repeat of weeks 9–12 ; or if learning rate continues to fall significantly below that of peers (10th percentile), refer student to Tier III.

TIER III

Intensive interventions Increase intensity of intervention to

two 30-minute sessions per day, 5 days a week, conducted by trained support personnel. RtI team may also add to standard protocol interventions.

Increase progress monitoring to 3 times per week.

Tier III (cont.)

Decision point: Weeks 9–12. If learning rate increases, continue intervention. If learning rate does not increase or if intensity of intervention is judged to be long-term based upon resources, refer student for a comprehensive evaluation.

* Decision point: IEP (individualized education plan) team convenes to review comprehensive evaluation and determine special education eligibility. If student is deemed eligible, IEPs are developed based on all data. Progress monitoring continues. Student receives Tier 1 and Tier 3 interventions

Tier 1 Program(Primary Prevention; General Education; Universal core instructional program)During the Tier I pull-out program, focus in on the “BIG IDEAS” of reading instruction:•Phonemic Awareness•Alphabetical Principal•Accuracy and fluency reading to connected text•Vocabulary development•Reading Comprehension

Tier II

More intense instruction Biweekly progress monitoring Small groups More individualized

Tier III

Most intensive instruction Weekly progress monitoring Programs are individualized and

adjusted as needed Usually preliminary to a referral

Referral

Maintain tracking sheets when students switch levels

Put tracking sheets in reg ed cum Can now use tracking sheets to

establish interventions No longer need a discrepancy

School Psych Report

Answers the following questions:– Does xxx qualify for special education

based on the criteria set forth under Federal RtI guidelines?

Data must be collected to establish a pattern.

Examples of High School Assessment Tools

Ideas for assessment– Group Reading Assessment and

Diagnostic Evaluation (GRADE)– Woodcock Reading Mastery Tests

Revised– Research going on using Strategies

Intervention Model

Example of Middle School Assessment Tools

Use CST and CELDT as screening tools Students are placed into reading

strategies classes and further testing is continued

San Diego quick is used to measure word in isolation decoding

Scholastics 3-minute fluency is used to measure oral reading fluency

Reading Specialist does most of the individual assessments

Performs these assessments during lunch, prep period and class time.

District used to hire a substitute to help in order to finish assessments, now uses PEP/Tutorial time

Example of Elementary School Assessment Tools

Dibels Pseudoword Decoding (GL WIAT) AR- STAR Color coded tracking sheet for ease

of selection Learn to trust data!!! Check with reg ed teachers

Examples of Interventions at Elementary Level

Rewards 6-Minute Solution (ORF) Read Naturally Pilot Site for Reading Plus (on

computer)

Who Gets Assessed?

Students scoring as Basic (below 325 CST) Below Basic and Far Below Basic.

Teacher or Parent Concerns can trigger an assessment.

Students scoring below a 2.0 GPA. Students placed in an intervention class

receive additional testing. Students scoring on grade level are then

moved out of intervention class.

Logistics

Students grouped by grade level or ELD label but not on data

Students stay for a year, can be moved at semester

Interventions for 7th and 8th graders delivered in a double block period combining the intervention with the core Language Arts Instruction

Tier I

Assessment– CELDT– AR STAR– Read Naturally– Rewards

Delivery– Gen Ed classroom/ small group instruction

Monitor– DIBLES monthly, AR STAR monthly, Unit Assessments

Tier II Assessment

– Quick phonics screener– Phonics for Reading– Rewards – Literature Connection/complete

Delivery– 4 days a week 30 min time blocks

Monitor– Tier 2+ weekly DIBLES, Biweekly program progress– Tier 2 Monthly DIBLES, AR STAR M, Program Progress

Tier III Assessment

– EL- IPT listening/speaking– Test used in other Tiers

Delivery– Small group (3 - 4)

Monitor– Weekly DIBLES– Biweekly program monitor– IEP Quarterly Check

San Diego Quick

May

08

ORF

Ta

rget

3rd

110

Post Test Pre Test post test Pre Test

(Highest

Unit Complet

ed)Year: Year: Date test

givenDate test

given:Date test

given:Date test

given:Date test

given:

2007 2007 2008 2008 Jan 09' May 09' Aubg 08'May 09'

Aug 08' Jan 09' May 09'

score scoreTarget

93 CWPM

Target 105

CWPM

Target 118

CWMP

Passage/ Grade Level

Target 118

CWPM

Inst Passage

Grade Level CW

Inst Passage

Grade Level CW

Grade Level of Passage

Grade Level of Passage

Example

6 SE EL 300 340 50 4 0 0 6 6

1 4 \ B 334 B 300 88 109 4 4 8 1 1 3.3 4.42 4 139 PRO 367 PRO 383 163 160 4 2 2 5.7 43 4 EI I I 64 BB 267 BB 285 53 69 4 2 10 3 3 2.5 2.54 4 EI EI EI 57 FBB 251 B 307 38 74 4 2 9 4 4 2.1 2.45 4 I I I 104 B 327 B 314 89 104 4 4 9 5 5 3 4.86 4 SE 122 BB 282 BB 285 68 92 4 2 10 6 6 2.5 3.37 4 78 PRO 387 \ \ 107 134 4 7 7 4.5 4.18 4 80 PRO 367 B 318 67 83 4 8 8 4.6 5.49 4 74 106 4 9 9 3.6 3.910 4 103 PR0 354 B 307 93 114 4 10 10 4,7 5.611 4 A A EA 95 PRO 362 B 326 66 93 4 11 11 4.9 4.112 4 97 B 317 B 330 70 96 4 4 10 12 12 2.5 3.813 4 133 171 4 13 13 5.8 6.614 4 EA 59 79 4 2 10 14 14 3.1 4.515 4 114 PRO 376 PRO 361 88 111 4 15 15 3.9 5.116 4 EA I EA 112 BB 285 BB 285 89 124 4 3 9 16 16 3.6 4.317 4 126 B 342 B 338 97 141 4 17 17 3.4 4.518 4 81 91 4 18 18 4.4 4.419 4 102 B 306 B 318 90 97 4 3 10 19 19 3.2 3.619 4 122 Pro 381 Pro 381 105 109 136 4 19 19 6.620 4 I 126 Pro 381 Pro 375 89 102 111 4 20 20 3.620 4 100 \ \ PRO 366 118 153 4 20 20 4.8 5.121 4 SE 113 PRO 362 B 307 109 103 4 21 21 5 4.622 4 140 B 334 B 300 110 130 4 22 22 4.623 4 93 95 4 23 23 4.6 5.624 4 63 78 4 4 9 24 24 2.3 4.525 4 85 BB 278 BB 281 65 82 4 4 10 25 25 3.8 3.526 4 96 B 323 BB 270 83 4 4 8 26 26 3.8 5.727 4 33 BB 274 FBB 242 26 45 4 3 10 5 5 1.5 2.628 4 SE 62 \ \ BB 285 63 79 4 1 10 6 6 2.3 2.729 4 71 BB 289 BB 262 62 86 4 2 10 2 2 2.8 330 4 4 30 3131 4 4 31 3232 4 4 32 3333 4 4 34 34

OAKHURST ELEMENTARY OAKHURST Screening for Program Placement Worksheet Interventions

= entry field

School Name: Oakhurst Elementary School Oakhurst Elementary School

Star ARDibles Grade 4

Grade Level grade level

District Name: Bass Lake Joint Union Elementary District Bass Lake Joint Union Teacher/Test Gr 4 / Gr 4 /

Decoding Intervention Programs Fluency Intervention Programs

Jane Doe A D

Pre Test Post Test

Date test given: Date test given:

Aug 08' May 09'

Student Name

Stud

ent G

rade

Leve

l

Indic

ate

if

Speci

al

Educa

tion S

tudent

ELL

CELD

T 0

7'

ELL

CELD

T 0

8'

ELL

CELD

T 0

9'

CST - English-

Language Arts

Score

CST - English-

Language Arts

Score

Pseudoword Decoding

3.11.3

Planning Instructional Groupings

Team process Relied heavily on Dibels data

– Must determine most important indicator

Analyzed other diagnostic measures Analyzed STAR CST testing levels

Examples of Elementary Tier I Instructional Materials

Teachers have the freedom to use their professional judgment in providing differentiated instruction– Open Court: Reteach– Open Court: ELD component– Hampton Brown– SRA– Readers Theater– Literature Circles– Partner Reading– Teacher directed grouping – Team teaching

Examples of Elementary Tier II Instructional Materials

Lexia: primary reading/ CD Rom, -(phonemic awareness and phonics)

Rewards: Intermediate level, -(multisyllabic decoding)

Read Naturally: tapes and CD Rom, -(fluency)

Drops in the Bucket/Frog Games-(language skills)

After School Achievers Reading Club - (reading strategies/language skills/comprehension)

Hampton Brown: (language Development for EL’s)

Guided Reading Book Sets

Examples of Elementary Tier III Instructional Materials

Orton Gillingham/Zoophonics Steck Vaughn Power up (intermediate

CD Rom/online) Read Naturally Edmark reading (CD) Some students/Language focus

For More Information National High School Center-

www.betterhighschools.org National Center on RTI-

www.rti4success.org Center on Instruction-

www.centeroninstruction.org RTI Wire www.jimwrightonline.com Iris Center- Vanderbilt University http://iris.peabody.vanderbilt.edu/

resources.htmlhttp://iriscenter.com/about_brochures/IRIS_RTI_Brochure.pdf