Presentation on theme: "RTI Implementer Webinar Series: Establishing a Screening Process"— Presentation transcript:
1 RTI Implementer Webinar Series: Establishing a Screening Process National Center on Response to Intervention
2 RTI Implementer Series Overview IntroductionScreeningProgress MonitoringMulti-level Prevention SystemDefining the Essential ComponentsWhat Is RTI?What Is Screening?What Is Progress Monitoring?What Is a Multi-level Prevention System?Assessment and Data-based Decision MakingUnderstanding Types of Assessment within an RTI FrameworkUsing Screening Data for Decision MakingUsing Progress Monitoring Data for Decision MakingIDEA and Multi-level Prevention SystemEstablishing ProcessesImplementing RTIEstablishing a Screening ProcessSelecting Evidence-based Practices
3 Upon Completion Participants Will Be Able To: Determine needs, priorities, logisticsUse needs, priorities, and logistics to select an appropriate screenerEstablish procedures for screening
5 Getting Started STEP 1: Determining Needs, Priorities, and Logistics STEP 2: Selecting a Screening ToolSTEP 3: Establishing Procedures
6 STEP 1: Determining Needs, Priorities, and Logistics Outcome MeasuresScopePopulationTimingMaterialsFundsTraining
7 Outcomes Choice of outcome measure: What is the criterion?What are you predicting to?Should be educationally valid outcome.Schools must choose age-appropriate outcome measures that capture student ability.May have different screeners assess different outcomes
8 Activity: Outcomes What is your focus? Outcome (e.g., skill, academic, behavioral, both)Outcome measures (e.g., reading fluency)How are they aligned with the current curriculum and state standards?
9 Scope District or school focus ProsConsAlignment of other initiatives, activities, and policies
10 Activity: Scope Is it a district- or school-level focus? Are efforts aligned?Are there other efforts in place that can be aligned with screening?
11 Target PopulationScreening tools may differ in their validity, reliability, and accuracy depending on the populationSpecific subgroups (ELL, special education)Test may need language or other accommodationsGrade levels
12 Activity: Target Population Who is the target population?What schools (ES, MS, JH, HS)?What grade level(s)?Are there specific subgroup(s)?What are the demographics/characteristics of the population?
13 TimingScreening should occur more than one time per year. In many schools and districts it occurs at least three times per year.Fall,Winter,SpringCreate a clear schedule before the year begins
14 TimingScreeners must target skills pertinent to the grade and times the screen is administered.Delivery option:Individually administered test approximately 1 to 5 minutesClass-wide tests range from 3 to 60 minutes
15 Activity: Timing When will screening occur? How frequently? Individually or as a group?Time available?for students to participatefor administration and scoring of the assessmentsfor reviewing results and incorporating them into instruction
16 Staff Roles Conducting the assessment Assessment teamGeneral education teacherParaeducatorData team for analyzing and sharing data
17 Activity: Staff Roles What are staff roles related to screening? Conducting assessmentsScoring assessmentsInterpreting resultsDoes staff have adequate skills and knowledge?
18 Administration Delivery option: Location Analysis Paper and pencil ClassroomComputer/InternetOther space (i.e. , Computer lab)AnalysisInternet-based analysis and reporting softwareStatistical software
19 Activity: Administration What materials are required to administer the screening tools?Are there accommodations for students with special needs, languages?What statistical software will be used for analysis, reporting, and monitoring?
20 Funds Cost of screening tool Cost of necessary materials Many tools have a per- student cost ($1-5).Cost of instruction for identified studentsSome have additional systems costs.When making data decisions , you need to consider what resources are available to serve the students that you have identified in each level.Cost of trainingMany tools provide technical assistance and training (in person or Web based) for a price..
21 Activity: FundsWhat funds are available to purchase screening tools and materials?What costs are associated with training?Are there additional cost demands for hiring staff?
22 Training Training helps to ensure the fidelity of implementation. Training may include:Field-tested training manualsProfessional development activities (in person, Web based)Ongoing technical assistance support
23 Activity: TrainingHow much time is available for training on screening tool administration and data analysis?Who will provide the training and technical assistance?Does the publisher provide training and technical assistance?Will you bring in outside trainers?How much training is needed to implement with fidelity? Use assessment results?
25 STEP 3: Establishing Procedures Conducting data reviewsIdentifying the at-risk populationAssessing efficacy of core and interventionsAssessing progress of groups of studentsMaking decisionsReporting and sharing data
26 Establish Procedures for Sharing Data Communicating purpose of data collection AND resultsOccurs throughout the yearFor example, following benchmark testingDissemination with discussion is preferredEncourage all school teams to talk about results, patterns, possible interpretations, and likely next steps.
27 Need More Information? National Center on Response to Intervention RTI Action NetworkIDEA Partnership
28 National Center on Response to Intervention This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326E Grace Zamora Durán and Tina Diamond served as the OSEP project officers. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: