Tier One Core Instruction & Universal Screening Nancy Thomas - PDF document

Tier One – Core Instruction & Universal Screening Nancy Thomas Price, SDE November 30 2010 November 30, 2010 This training is adapted from SDE / NCRTI Idaho Module 1 Training, 2010. RTI is a preventive framework  RTI is a multi-level instructional framework aimed at improving outcomes for ALL students.  RTI is preventive and provides immediate support to students who are at risk for poor learning outcomes.  RTI is a component of a comprehensive evaluation for students with specific learning disabilities in Idaho.  RTI is not the same as a pre-referral process.

Essential Components of RTI 1. Screening : – Answers questions about program effectiveness Answers questions about program effectiveness – General outcome measures in core access skill areas – Identification of “risk” as defined by the district 2. Progress Monitoring: – Occurs at all levels of instruction – Standardized research-based protocol 3. Multi-level prevention system. – Tiered System of Support - tiers within levels – The ‘triangle’ – CBM slope and final status CBM l d fi l t t 4. Data-based decision-making : – State, district, school, grade, class, student levels. What is Tier 1? What is Tier 1? 1 Universal Screening 2 Data–Based Decision-Making 3 Practice- Examing Fidelity 4

Purpose & Objectives • Purpose of Tier 1 • Determine risk and effectiveness of core instruction • Use data to make decisions Primary Level of Prevention  FOCUS: all students  INSTRUCTION: District curriculum and instructional practices that are evidence-based; aligned with state or district standards; incorporate differentiated instruction  SETTING: general education classroom  ASSESSMENTS: screening, continuous progress monitoring, and outcome measures

Tier 1: Definition & Features  Size of instructional group: Whole class. Mastery requirements of content.  Frequency/focus of screening: 3 x per year, school wide o Identify students at risk o Inform school, or class-wide instruction and curriculum decisions.  Frequency and focus of progress monitoring: Some students, Three weeks-weekly to verify or rule out risk.  Duration: Whole school year unless found eligible for special services and need instruction that cannot be provided in the general classroom.  Frequency: Occurs according to school schedules and curriculum guidelines.  Instructor qualifications: Tier 1 instruction is provided by general educators who are “highly qualified” as defined by NCLB 2001 legislation. Standards For High Quality Tier 1 NCRTI Fidelity Rubric

Three Elements of Effective Pedagogy I Instructional t ti l Strategies Effective Management Pedagogy Techniques Curriculum Design Categories of Instructional Strategies That Affect Student Achievement*  Identifying similarities and differences  Summarizing and note taking  Reinforcing effort and providing recognition  Homework and practice  Non-linguistic representations  Cooperative learning  Setting objectives and providing feedback  Generating and testing hypotheses G ti d t ti h th  Questions, cues, and advance organizers * In order of greatest effect size. Marzano, Pickering, Pollock, Classroom Instruction That Works, ASCD, 2001

Danielson’s Framework for Teaching  Domain 1: Planning and Preparation  Domain 2: The Classroom Environment  Domain 3: Instruction  Domain 4: Professional Responsibilities • Communicating with Students • Using questioning and Discussion Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness Differentiated Instruction “ Differentiated instruction is an approach to planning so that one lesson is taught to the entire class while meeting the individual needs of each child.” ti th i di id l d f h hild ” • Readiness • Content • Interest • Process • Learning Needs • Product Verna Eaton, 1996

Activity: Sample Worksheet Questions Select one area & complete thinking about your district or school; share with someone at a near table. • When instructional materials were selected, how much attention was paid to the evidence regarding effectiveness of the materials id t th id di ff ti f th t i l when used with fidelity? • What efforts have been made in your school to articulate teaching and learning from one grade to another? • Do teachers use student assessment data and knowledge of student readiness, learning preferences, language, and culture to offer different teaching and learning strategies to address student needs? • Do the teachers in this school regularly participate in school-based professional development to improve instructional practice? Add to Resource List http://www.bestevidence.org/index.cfm The Best Evidence Encyclopedia (BEE) presents reliable, unbiased reviews of research-proven educational programs

Primary Level Prevention  FOCUS: all students  INSTRUCTION: District curriculum and instructional practices that are evidence-based; aligned with state or district standards; incorporate differentiated instruction  SETTING: general education classroom  ASSESSMENTS: screening, continuous progress monitoring, and outcome measures Purpose of Screening  Identify students at risk for poor learning outcomes y p g  Identity students who need additional assessment (i.e., progress monitoring) and instruction (i.e., secondary or tertiary)  Provide data on the effectiveness of the core instruction and curriculum.  Provides data to support SLD determination

Types of Assessment Type When? Why? Summative After Assessment of Learning Diagnostic Before Identify skill deficits Formative During Assessment for Learning Summative or Formative? Educational researcher Robert Stake used the following analogy to explain the difference between formative and summative b t f ti d ti assessment: “ When the cook tastes the soup, that's formative. When the guests taste the soup, that's t t t th th t' summative. ” (Scriven, 1991)

Formative Assessments Educational Decisions: Educational Decisions:  Rates of improvement (progress monitoring)  Identification of students who are nonresponsive to instruction or interventions (screening)  Curriculum and instructional decisions  Program evaluation  Resource allocation (proactive)  Comparison of instruction and interventions efficacy Common Formative Assessments Mastery Mastery General Outcome vs. Measures Measurement Sample Progress Monitoring Chart rrect in 5 minutes Multidigit Multiplicati Multidigit 70 10 Addition on Subtraction Facts 60 8 50 er Minute 40 6 6 Words Correct Pe Number of problems co 30 Words Correct 4 Aim Line 20 Linear (Words 2 Correct) 10 0 0 2 4 6 8 10 12 14 WEEKS

General Outcome Measures (GOM) • A GOM is a measure that reflects overall competence in • A GOM is a measure that reflects overall competence in the annual curriculum .  Describes individual children’s growth and development over time (both “current status” and “rate of development”)  Provides a decision-making model for designing and evaluating interventions l ti i t ti  Is used for individual children and for groups of children Characteristics of GOMs • Simple and efficient Simple and efficient • Classification accuracy can be established • Sensitive to improvement • Provide performance data to guide and inform a variety of educational decisions • National/local norms allow for cross comparisons of N ti l/l l ll f i f data

Advantages of GOMs • Focus is on repeated measures of performance performance • Makes no assumptions about instructional hierarchy for determining measurement • Incorporates automatic tests of retention and generalization and generalization • Curriculum independent General Outcome Measures

GOM Example: CBM  Curriculum Based Measure (CBM) ( ) • A general outcome measure (GOMs) of a student’s performance in either basic academic skills or content knowledge • CBM tools available in basic skills and core subject areas grades K-8 (e.g., DIBELS, AIMSWeb) AIMSWeb) Universal Screening • Video: Principal Perspectives http://www.youtube.com/watch?v=HaHWoN-LVFc

Focus of Screening Screening Tools  Schools must choose Schools must choose  Typically includes  Typically includes age-appropriate screening of all outcome measures students. that capture student ability.  Should be an  May have different y educationally valid educationally valid screeners to assess outcome. different outcome measures NCRTI Screening Tools Chart www.rti4success.org

Requirements for Educational Decisions: Screening • How do you know who is at risk? • Cut Score A cut score is a score on a screening test that divides students who are considered potentially at risk from those who considered not at risk Identifying Students at Risk  RTI success depends on accurate identification of the students identified as at risk students identified as at-risk.  Perfect screening would result in 100% accurate identification of “True Positives” (those who truly need additional support) and “True Negatives” (those who do not need additional support).  Screening tools tend to over identify students at risk S i t l t d t id tif t d t t i k  Can be ‘categorical’ or ‘continuous.’