Identifying Students Who Do Not Show Adequate Progress in ...

How will teachers initially identify struggling readers? Page 6: Identifying Students Who Do Not Show Adequate Progress in Tier 1. Module Challenge InitialThoughts Perspectives&Resources WrapUp Assessment Challenge InitialThoughts Perspectives&Resources WhatisRTI? Page1:AQuickOverviewofRTI Howwillteachersinitiallyidentifystrugglingreaders? Page2:UniversalScreeningComponents Page3:IdentificationofStrugglingReaders Page4:Tier1Components Page5:TheTier1Decision-MakingProcess Page6:IdentifyingStudentsWhoDoNotShowAdequateProgressinTier1 Howwillteachersdeterminewhichstudentsneedmoreintensiveinstruction? Page7:Tier2Components Page8:IdentifyingStudentsWhoDoNotShowAdequateProgressinTier2 Page9:Tier3Components Page10:AssessmentinTier3 Resources Page11:References&AdditionalResources Page12:Credits WrapUp Assessment Wewanttohearfromyou.PleasecompleteourbriefModuleFeedbackForm. Howwillteachersinitiallyidentifystrugglingreaders? Page6:IdentifyingStudentsWhoDoNotShowAdequateProgressinTier1 ClickonthemovietoseehowMrs.HernandezevaluatestheprogressofthestrugglingreadersinTier1(time:1:22). /wp-content/uploads/module_media/rti02_assessment_media/movies/rti02_06_a.mp4 ViewTranscript Transcript:Mrs.HernandezEvaluatesProgressinTier1 Let’sreviewMrs.Hernandez’simplementationoftheRTIapproachuptothispoint.First,Mrs.Hernandezadministeredtheuniversalscreeningmeasureandidentifiedthestrugglingreadersinherclass.Shecontinuedtoprovidehigh-qualityreadinginstructiontoallstudentsinherclassroomusingthecurriculumselectedbythedistrict.AlthoughtheRosaParksS-Teamdecidedthatsheonlyhadtomonitortheprogressofthestrugglingstudents,Mrs.HernandezdecidedtomonitortheprogressofallherstudentsonceaweekusingtheVanderbiltUniversityWordIdentificationFluencymeasure.Shedecidedtodothisbecauseshewantedtocomparetheprogressofherstrugglingstudentswiththatofhernon-strugglingstudentstomakecertainthatshewasindeedprovidinghigh-qualityinstructiontoherentireclass.Shealsowantedtousethisdatatoinformherinstruction.Inaddition,shealsoknewfrompastexperiencethatimplementingprogressmonitoringwithallstudentsandallowingthemtographtheirowndatawouldmotivatestudentstosucceed.Thispastsummer,Mrs.HernandezreceivedRTItrainingthatincludedinformationonhowtouseeachstudent’srateofgrowthtoevaluatehisorherprogress.Aftereightweeks,sheisnowreadytoapplythisknowledgetodeterminewhoisbenefitingfrominstructioninTier1andwhoneedsintervention. TheS-TeammembersatRosaParksElementarypreviouslydecidedthattheteacherswoulduserateofgrowthtoevaluatehowstudentsrespondtoTier1instruction.AftereightweeksofTier1instructionandweeklyprogressmonitoring,Mrs.Hernandezisreadytoevaluatewhoisbenefitingfromthehigh-qualitygeneraleducationclassroominstructionandwhoneedsmoreintensiveintervention.Todoso,Mrs.HernandezexaminestheCBMdatacollectedforthefivestrugglingreadersforthepasteightweeks.ShebeginswithDeJuan. Note:EventhoughtheteachersatRosaParkswillbeevaluatingstudentperformanceusingrateofgrowth,thispagedescribesbothmethodsofevaluatingstudentperformance. RateofGrowth DetermineDeJuan’sSlope Mrs.HernandezusestheVanderbiltUniversityWIFprobetoconductprogressmonitoring.Therateofgrowthestablishedforthisprobeis1.8orhigher.Thisinformationwasincludedwiththeprobematerialsandhasbeenestablishedthroughresearch.Mrs.HernandezgatheredthefollowinginformationregardingDeJuan’sperformanceontheWIFprobesduringthepasteightweeks. DeJuan Thescoreonthefirstprobe:8 Thescoreonthelastprobe:10 Thefirstadministrationtimeperiod:week1 Thelastadministrationtimeperiod:week8 Slope=clicktocalculateDeJuan’sslopeandtoseeifitagreeswithMrs.Hernandez’scalculation. Mrs.HernandezdeterminesthatDeJuan’srateofgrowth,ortheslopeofhisCBMscores,is.29. Clickhereifyouwouldliketoseethehand-writtencalculationforDeJuan'sslope. DeJuan Thescoreonthefirstprobe:8 Thescoreonthelastprobe:10 Thefirstadministrationtimeperiod:week1 Thelastadministrationtimeperiod:week8   Step1 Collectthefollowing: Thescoreonthefirstprobe(y1) Thescoreonthelastprobe(y2) Thefirstadministrationtimeperiod(x1) Thelastadministrationtimeperiod(x2) DeJuan’sInformation y1=8 y2=10 x1=1 x2=8 Step2 Applythefollowingformula: Slope= y2-y1 x2-x1 Slope= 10-8 8-1 = 2 7 = .29 DeJuan’srateofgrowth(theslopeofhisscores)isrelativelyflatandshowsthatheisnotmakingadequateweeklyprogress. EvaluateDeJuan’sRateofGrowth DeJuan’srateofgrowth(theslopeofhisscores)is.29,whichisbelowtheVanderbiltUniversityWIFcriterionof1.8.(NotethatinDeJuan’sgraph[above]thepatternofhisgraphedCBMscoresisrelativelyflat.)ThatDeJuan’sslopeislessthanthespecifiedrateofgrowthindicatesthatheisnotmakingadequateprogressandwouldbenefitfromTier2intervention. PerformanceLevel Note:EventhoughtheteachersatRosaParksarenotusingperformanceleveltoevaluatestudentprogress,thesectionbelowisprovidedinordertoillustratehowtousethismethod. IdentifyDeJuan’sExpectedPerformanceLevel InordertoevaluateDeJuan’sperformancelevel,Mrs.Hernandezlooksupthebeginning-of-yearbenchmarkfortheWIF,whichis15wordscorrectlyperminute.Thatis,attheendofeightweeksofTier1instruction,DeJuanshouldbereading15wordscorrectlyperminuteontheWIFprobes. Ifyouwouldliketoseethehand-writtencalculationfordeterminingDeJuan'sshort-termgoal,clickhere. Todeterminetheshort-termgoal,Mrs.Hernandezwillneedtoknowthefollowingpiecesofinformation: TheEnd-of-yearbenchmark TheStudent’saverageCBMscoreonthefirstthreeprobes TheNumberofweeksleftintheschoolyear TheNumberofweeksofmonitoring DeJuan Step1: 30–8=22 Step2: 26weeksleftinschoolyear Step3: 22÷26=.85 Step4: .85×8=6.8 Step5: 6.8+8=14.8 DeJuan’sshort-termgoalis15wcpm. CalculationDirections RosaParks’sExample Step1 Determinetheminimumnumberofwordsthatthestudentneedstogainacrosstheyear.Startwiththeend-of-yearbenchmarkforagivengradelevel.Subtractthestudent’sscoreontheaverageofthefirstthreeCBMprobes. ThebenchmarkRosaParksElementarySchoolisusingforfirstgradeis30wordscorrectperminute(wcpm).DeJuan’sscorewas8wcpm. 30–8=22 TheminimumnumberofwordsthatDeJuanneedstogainacrosstheyearis22wcpm. Step2 Determinethenumberofweeksleftintheschoolyear. Mrs.Hernandezdeterminesthatthereare26weeksleftintheschoolyear. Step3 Determinetheminimumnumberofwordsthatthestudentneedstoachieveinordertomeettheend-of-yearbenchmark.Taketheminimumnumberofwordsthatthestudentneedstogainacrosstheyearanddivideitbythenumberofweeksleftintheschoolyear. DividetheminimumnumberofwordsthatDeJuanneedstogainacrosstheyear(22wcpm)bythenumberofweeksleftintheschoolyear(26). 22÷26=.85 Inordertoreachtheend-of-yearbenchmark,DeJuanneedstobeabletoread,onaverage,anadditionalwordeachweek. Step4 Determinetheshort-termgain.Multiplytheweeklygainbythenumberofweeks.Thisprocessindicatesthenumberofwordsthestudentneedstogain. Mrs.HernandezwantstoknowhowmanywordsDeJuanneedstobereadingattheendoftheeight-weekmonitoringperiod.Shemultipliestheweeklygain(.85)bythenumberofweeks(8).Thisindicatesthenumberofwordsheneedstogain. .85x8=6.8 Step5 Determinetheshort-termgoal.Addtheshort-termgaintothestudent’sinitialscore. Addtheshort-termgain(6.8wcpm)toDeJuan’sinitialscore(8wcpm). 6.8+8=14.8 Attheendofeightweeksofprogressmonitoring,DeJuanshouldbereading15wcpm. Note:SeetheTeacher’sMaterialsCenterforaShort-TermGoalCalculator. EvaluateDeJuan’sPerformanceLevel AttheendoftheTier1monitoringperiod,Mrs.HernandezcomputestheaverageofDeJuan’slastthreeCBMscores(i.e.,9,10,and10)inordertocalculatehisperformancelevel.Hehasbeenreading,onaverage,10wordscorrectlyperminuteonhisthreemostrecentCBMprobes.Becausethebenchmarkis15andDeJuan’sperformancelevelis10,hehasnotmetthebenchmark,indicatingthatheisnotmakingadequateprogressandwouldbenefitfromTier2intervention. Let’sReviewDeJuan’sTier1Performance Eachoftheevaluationmethodsabove(i.e.,rateofgrowth,performancelevel)illustratesthatDeJuanisnotrespondingadequatelytoTier1instruction.Mrs.HernandezdecidesthatDeJuanmightbenefitfrommoreintensiveinstruction(i.e.,Tier2). PerformanceResultsfortheOtherStudents Next,Mrs.HernandezevaluatestheperformancelevelsandratesofgrowthforMeganandJack. ClickheretoseeMeganandJack'sdataandtolearnabouttheinstructionaldecisionsMrs.Hernandezmakesforeachofthem. Megan Megan’sTier1progressmonitoringdataareinthegraphtotheright. ThefirstthingMrs.HernandezdoesistocalculateMegan’sslopeusingthefollowingformula: Slope= 18-5 8-1 = 13 7 = 1.86 Megan’srateofgrowth,orslope,isgreaterthantheWIFcriterionof1.8.Sheismakingadequateprogresswiththehigh-qualityinstructionshereceivesinTier1.AlthoughMrs.HernandezwillcontinuetokeepaneyeonMegan’sprogress,tomakecertainthatshecontinuestolearnatanadequaterate,nofurthertierdecisionisnecessaryatthistime. Jack Jack’sTier1progressmonitoringdataareinthegraphtotheright. Mrs.Hernandezfirstcalculateshisslope: Slope= 8-2 8-1 = 6 7 = 0.86 Jack’srateofgrowth,orslope,islessthantheWIFcriterionof1.8.Heisnotmakingadequateprogresswiththehigh-qualityinstructionheisreceivinginTier1.Mrs.HernandezdecidesthatJackwouldbenefitfromtheadditionaltargetedinterventionprovidedinTier2. ThetablebelowsummarizestheprogressmonitoringassessmentdataandtheRTITier1decisionforDeJuan,Megan,andJack. Student Data DecisionProcess RTITier1Decision NotadequatelyrespondingtoTier1instruction WillreceiveTier2intervention BenefitingfromTier1instruction Noinstructionalchangesrequired NotadequatelyrespondingtoTier1instruction WillreceiveTier2intervention Activity ThefinaltwostrugglingreadersinMrs.Hernandez’sclassareRyanandLaToya.HelpMrs.Hernandeztoevaluatetheirperformancelevelandrateofgrowthandmakeplacementdecisionsbasedonthatdata.Clickeachpicturebelowtobeginthisactivity. Latoya’sData Ryan’sData Mrs.HernandezhasmadedecisionsregardinginstructionalintensityforeachofthestudentsnotrespondingadequatelytoTier1instruction.Nowproceedtothefollowingpagetofindoutwhathappenstothosestudents(DeJuan,Jack,LaToya,andRyan)whoreceiveTier2intervention. Back Next 1...56789101112 Weusecookiestoensurethatwegiveyouthebestexperienceonourwebsite.Ifyoucontinuetousethissitewewillassumethatyouarehappywithit.Ok