1. UNIVERSAL SCREENING & BENCHMARKING FOR SUCCESS Response to Intervention: Data Driven Decisions in a Three-Tier Problem–Solving Model SPONSORED BY: Wednesday October 17, 2007 DR. BARBARA CURL IASPIRE

2. 5-year IDEA Part D State Personnel Development Grant from OSEP Funding: $1.85 million per year Project Goal: Establish and implement a coordinated, regionalized system of personnel development that will increase the capacity of school systems to provide early intervening services [with an emphasis on reading], aligned with the general education curriculum, to at-risk students and students with disabilities, as measured by improved student progress and performance. Illinois ASPIRE Alliance for School-based Problem-solving & Intervention Resources in Education Illinois ASPIRE is a State Personnel Development Grant-funded initiative of ISBE. All funding is from federal sources.

3.  Deliver research-based professional development and technical assistance  Increase the participation of parents in decision-making across district sites  Incorporate professional development content into IHE general and special education preservice curricula  Evaluate the effectiveness of project activities Illinois ASPIRE Objectives: Illinois ASPIRE is a State Personnel Development Grant-funded initiative of ISBE. All funding is from federal sources.

4. Foundational Concepts, Vocabulary, and Tools Response-to-Intervention and Problem-Solving are about: Thinking Differently About Problems, Causes, and Solutions (Concepts) Talking Differently About Problems, Causes, and Solutions (Vocabulary) Doing Some Things Differently (Tools and Behaviors)

5. Foundational Concepts, Vocabulary, and Tools Response-to-Intervention and Problem-Solving are about: Thinking Differently About Problems, Causes, and Solutions (Concepts) Talking Differently About Problems, Causes, and Solutions (Vocabulary) Doing Some Things Differently (Tools and Behaviors) IT’S ALL ABOUT A MAJOR CHANGE IN HOW WE GO ABOUT OUR BUSINESS OF HELPING KIDS

6. All the principles and components of RtI are about building a better support system for general education. DOING IT BETTER DOING IT DIFFERENTLY PROVIDING MORE LEVELS OF SUPPORT TO HELP ALL STUDENTS REALLOCATING RESOURCES/SKILLS IN DIFFERENT WAYS

7. Blueprint Foundation Better Tools Better Training More Support for Teachers, Parents, and Students to Meet the Needs of ALL Students

8. Response to Intervention Key, Critical Components

9. Let’s Start With a Name Three-Tiered Model Response to Intervention (RtI) Problem-Solving Are these the Same or Different?

10. Foundational Concepts: The Data, The Interventions, The Problem Solving Process

11. What is Response to Intervention (RtI) ? ( Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005) Identifying and providing high quality instruction and research-based interventions matched to students needs Measuring rate of improvement (ROI) over time to make important educational decisions Educators using ongoing student performance data to determine if an intervention is working. If it is not, it is time to do something different

12. What RTI Is and Is Not Is: RtI is an overall integrated system of service delivery- a systems change Is Not: RtI is not just an eligibility system-a way of finding students eligible and/or reducing the numbers of students placed into special education - This is ‘incidential’ to an RtI system

13. ACADEMIC SYSTEMSBEHAVIORAL SYSTEMS STUDENTS The VISION: To Provide Effective Interventions to Meet the Needs of ALL Students Through Early and Scientifically Based Interventions Through Careful Systems Planning Tier 1 Core Instructional Interventions All students Preventive, proactive 80% Tier 1 Core Instructional Interventions All settings, All students Preventive, proactive Tier 2 Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 15% Tier 2 Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 15% Tier 3 Intensive, Individual Interventions Individual Students Assessment - based Intense, durable procedures 5% Tier 3 Intensive, Individual Interventions Individual Students Assessment - based High intensity Of longer duration 5%

14. Problem Solving Method Plan Evaluation Did our plan work? Plan Evaluation Did our plan work? Problem Analysis Why is it happening? Problem Analysis Why is it happening? Problem Identification What Is there a problem? What is it? Problem Identification What Is there a problem? What is it? Plan Development What shall we do about it? Plan Development What shall we do about it?

15. Problem Solving is…. A decision making process around which development and evaluation (of tiers) of interventions and RtI occurs Data based decision making: It is the CORE Designed to improve the educational & behavioral outcomes of ALL students IT’S THE THINKING/TEAMING THAT GO AROUND THE DATA AND INTERVENTIONS SYSTEMS THAT MAKE THEM WORK!

16. In an RtI Model, Each of These…. Response to Intervention (RtI) Three-Tiered Model Problem-Solving ASSUMES THE OTHER

17. An RtI Vision Any School Data-Based Decisions at each Tier Intervention-rich environment at each Tier Efficient Teaming and Problem Solving at each Tier

18. The Educational Stars Are Aligning No Child Left Behind Reading First IDEA Reauthorization President’s Commission on Special Education Illinois Rules and Regulations Creates tremendous opportunity for schools to make significant changes in how they help students !

19. `(6) SPECIFIC LEARNING DISABILITIES- `(A) IN GENERAL- Notwithstanding section 607(b), when determining whether a child has a specific learning disability as defined in section 602, the local educational agency shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning. `(B) ADDITIONAL AUTHORITY- In determining whether a child has a specific learning disability, a local educational agency may use a process which determines if a child responds to scientific, research-based intervention as a part of the evaluation procedures in paragraphs (2) and (3). RTI in IDEA 2004 Implies a Preference… Individuals with Disabilities Education Improvement Act of 2004 (IDEIA)

20. RTI in IDEA 2004 “the local educational agency shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability” Individuals with Disabilities Education Improvement Act of 2004 (IDEIA)

21. RTI in IDEA 2004 In determining whether a child has a specific learning disability, a local educational agency may use a process which determines if a child responds to scientific, research-based interventions. Process refers to “Problem Solving Process” Responds refers to “Response to Intervention” PERMISSION AND ENCOURAGEMENT Individuals with Disabilities Education Improvement Act of 2004 (IDEIA)

22. IDEA 2004 CHANGES : Eligibility Determinations A child shall not be determined to be a child with a disability if determinant factor is: Lack of scientifically-based instructional practices and interventions that contain the essential 5 components of reading instruction Lack of instruction in math Limited English Proficiency Individuals with Disabilities Education Improvement Act of 2004 (IDEIA)

23. In Addition… For a child suspected of having a specific learning disability, the group MUST consider,.. as part of the evaluation …data that demonstrates that-- …the child was provided appropriate high-quality, research-based instruction in regular education settings, … Individuals with Disabilities Education Improvement Act of 2004 (IDEIA)

24. And… For a child suspected of having a specific learning disability, the group MUST consider,.. as part of the evaluation …data that demonstrates that-- … Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child’s parents. Individuals with Disabilities Education Improvement Act of 2004 (IDEIA)

25. Not only is RtI Best Practices, it is now part of the Illinois Rules and Regulations (finalized June 28, 2007) (Paraphrased)- No later than 2010-11, each district WILL USE RtI as part of the evaluation process for identifying those with learning disabilities. ( In order to effectively do this, RtI must be implemented at all 3 tiers.) No later than January 2009, each district will submit a professional development plan stating how they will accomplish this mandate.

26. Special Education General Education Sea of Ineligibility Without A 3-Tiered Model

27. With a 3-Tiered Model: Bridging the Gap Intensive support, Including Special Education General Education Interventions Intensity of Problem Amount of Resources Needed to Solve Problem

28. 1 2 3 4 The Vision: Building a System of Substantial Instructional Interventions to Reduce the Gap 3.2 Control With research- based core but without extra instructional intervention 4.9 Intervention With substantial instructional intervention Grade level corresponding to age Reading grade level 4 3 2 1 5 2.5 5.2 At Risk on Early Screening Low Risk on Early Screening Torgesen, J.K. ( 2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies. In A.J. Fawcett and R.I. Nicolson (Eds.). Dyslexia: Theory and Good Practice. (pp. 185-201). London: David Fulton Publishers. Slide coursety of W. Alan Coulter http://www.monitoringcenter.lsuhsc.eduhttp://www.monitoring

29. Example of 3-Tier Level Interventions Time Curricular Focus Curricular Breadth Frequency of Progress Monitoring Tier I 90 5 areas Core 3X Yearly or greater Tier 2 120 Less than 5 Core + Supplemental Monthly or greater Tier 3 180 2 or less Core + Intensive Weekly Reading

30. UNIVERSAL SCREENING AND BENCHMARKING…. Always needs to occur in the context of all the problem solving/RTI components in place in the school

31. Purposes of Assessment Who has problems? (Problem Identification) Why is the problem is occurring? (Problem Analysis) Is our instruction working to fix the problem? (Plan Development & Implementation) How well are we doing overall? (Plan Evaluation) Taken from Heartland AEA 11

32. Assessment Systems Used in RtI Models Taken from Heartland AEA 11

33. Assessment Systems Used in RtI Models Taken from Heartland AEA 11 Aimsweb DIBELS CBE -R SLA, ISEL,QRI MAP, Run.Rec. Inform. Phonics Aimsweb DIBELS ISAT MAPS Aimsweb DIBELS ITBS, Terra Nova Functional Beh. Assessment Sopris West tool

34. Use Scientifically Based Problem Identification & Progress Monitoring Tools NATIONAL CENTER ON STUDENT PROGRESS MONITORING www.studentprogress.org

35. ReliabilityQuality of Good Test ValidityQuality of Good Test Sufficient Number of Alternate Forms and of Equal DifficultyEssential for Progress Monitoring Evidence of Sensitivity to Improvement or to Effects of intervention Critical for Progress Monitoring Benchmarks of Adequate Progress and Goal SettingCritical for Progress Monitoring Rates of Improvement are SpecifiedCritical for Progress Monitoring Evidence of Impact on Teacher Decision Making instruction or Student Achievement; Critical for Formative Evaluation Evidence of Improved Instruction and Student Achievement; Gold Standard for Progress Monitoring Logistically Feasible--Low Cost, Efficient, AccurateCritical for IMPLEMENTATION Standards for Scientifically Based Problem ID and Progress Monitoring Have Been Established

36. Not All Assessment Tools Schools Use Meet Accepted Psychometric Standards Members of the CBM “Family” Do www.studentprogress.org/tools ASSESSMENT TOOLS

37. 1. UNIVERSAL SCREENING AND BENCHMARKING: EARLY LITERACY MEASURES, AS DIBELS OR AIMSWEB CBM (KEY CRITICAL INDICATORS) FRAMEWORK FOR READING ASSESSMENT STRATEGIC MONITORING (ROI) PROGRESS MONITORING (ROI) SYSTEMATIC PROBLEM SOLVING PINPOINTING THE SPECIFIC AREA OF DIFFICULTY, DIAGNOSTIC INFORMATION TIER III TIER II TIER I 3 X PER YEAR MONTHLY EVERY WEEK OR 2

38. Integrated Assessment Systems Assessment Instruction Assessment Instruction This is what we want.. Aligning Assessment and Instruction Not this

39. What is Universal Screening and Benchmarking? Given to everyone Measures Critical Skills Brief and Repeatable Cheap and easy to administer and score Tells us where each student is compared to peers Tells us who needs intervention

40. Aimsweb Literacy Measures: Letter Naming Fluency Letter Sound Fluency Phoneme Segmentation Fluency Nonsense Word Fluency Oral Reading Fluency Early Literacy

41. HEY, … WHY AREN ’ T WE CALLING THIS DIBELS?! DIBELS (Dynamic Indicators of Basic Early Literacy Skills) are early literacy measures developed by the University of Oregon. AIMSWeb also has a set of Early Literacy Measures. They are almost identical to the DIBELS measures. The differences are not significant. Most RtI Aspire sites are using the administration, scoring, and probes from Aimsweb.

43. g N E Y R l V d H Z N d x S C n j H s S E n G h c i h B b O Y F p D L i q c D Q R v F J Z M P o p u l G A f V B P k m I V M e r y z a L U A d y q v w u T w N U H j K e r X T z Y X Z x f m W W s J I k l E R K g N E Y R l 1. Aimsweb Letter Naming Fluency (Measures the number of letters a student can name in one minute.) Here are some letters. Begin here (point to the first letter) and tell me the names of as many letters as you can. If you come to a letter you don’t know, I’ll tell it to you. Are there any questions? Put your finger under the first letter. Ready, begin. In general, does the student have automaticity? fluency of naming?

44. g N E Y R l V d H Z N d x S C n j H s S E n G h c i h B b O Y F p D L i q c D Q R v F J Z M P o p u l G A f V B P k m I V M e r y z a L U A d y q v w u T w N U H j K e r X T z Y X Z x f m W W s J I k l E R K g N E Y R l 2. Aimsweb Letter Sound Fluency (Measures the number of letter sounds a student can name in one minute.) Here are some letters. Begin here and tell me the sounds (with emphasis) of as many letters as you can. If you come to a sound you don’t know, I’ll tell it to you. Are there any questions? Put your finger under the first letter. Ready, begin. In general, can the student efficiently convert the visual symbol into an auditory one..with automaticity?

45. 3. Aimsweb Phoneme Segmentation Fluency (Measures the number of phonemes students can segment in 1 minute.) I am going to say a word. After I say it, you tell me all the sounds in the word. So, if I say, “sam,” you would say /s/ /a/ /m/. Let’s try one. (one second pause). Tell me the sounds in “mop” Ok. Here is your first word. In general, does the student understand that words can be broken into its component phoneme/parts?

46. 4. Aimsweb Nonsense Word Fluency (Measures the number of phonemes students can read in 1 minute.) Here are some more make-believe words (point to the student probe). Start here (point to the first word) and go across the page (point across the page). When I say, “begin”, read the words the best you can. Point to each letter and tell me the sound or read the whole word. Read the words the best you can. Put your finger on the first word. Ready, begin. In general, does the student have automaticity with mapping/recalling the sound- letter relationships?Can they ‘CRACK THE CODE’?

47. 5. Aimsweb CBM Oral Reading Fluency (Measures student’s ability to read grade level passages accurately and fluently.) Please read this (point) out loud. If you get stuck, I will tell you the word so you can keep reading. When I say, “stop” I may ask you to tell me about what you read, so do your best reading. Start here (point to the first word of the passage). Begin. In general, has the student developed automatic phonemic awareness, phonics skills, and word recognition skills to be a fluent reader?

48. Why THESE Literacy Measures? Torgesen says that “Measures of letter knowledge continue to be the best single predictor of reading difficulties.” Marilyn J. Adams, in her article, “The Elusive Phoneme”, says that “a child’s level of phonemic awareness on entering school is widely held to be the strongest single determinant of the success that he or she will experience in learning to read.” Research has shown that Oral Reading Fluency is the best reading General Outcome Measure (GOM).

49. Stepping Stones of Literacy PreschoolKindergarten1 st Grade2 nd Grade3 rd Grade Letter Sound Letter Naming Phoneme Segmentation Nonsense Word Oral Reading Fluency (CBM-Reading) Aimsweb Early Literacy Measures

51. BIG IDEAS IN READING (National Reading Panel) PHONEMIC AWARENESS PHONICS FLUENCY VOCABULARY COMPREHENSION

52. BIG IDEAS IN EARLY LITERACY SKILLS Phonemic Awareness: The awareness and understanding of the sound structure of our language, that ‘cat’ is composed of the sounds: /k/ /a/ /t/ Alphabetic Principle: Based on 2 parts: Alphabetic Understanding. Words are composed of letters that represent sounds, and Phonological Recoding. Using systematic relationships between letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown printed string or to spell Accuracy and Fluency with Connected Text. Readers who are not fluent at decoding are not able to focus their additional resources on comprehension

53. Big Ideas Drive the Train Big ideas drive the curriculum and instruction Big ideas drive the measures we use Phonemic Awareness Alphabetic Principle Accuracy and Fluency with Connected Text Risk indicator that acquisition of crucial skills may be difficult Phoneme Segmentation Fluency Letter Sound Fluency Nonsense Word Fluency CBM Oral Reading Fluency Letter Naming Fluency

54. IN GENERAL, ORAL READING FLUENCY MEASURES PROVIDE QUALITATIVE INFORMATION ABOUT 3 BROAD COMPETENCIES: 1. RATE: Words read correctly -Above 75th%- consider differentiating instruction -Below 25%- consider need for Tier 2 interventions -Below 10%- further assess, do problem analysis, and consider need for Tier 2 and/or 3 interventions 2. ACCURACY: Error rates -0-5 error rate= acceptable accuracy (skilled readers are 95% or better accurate).. -5-10% error rate= accuracy in question (90% accuracy) ->10% error rate=unacceptable accuracy (<90% accuracy) 3. COMPREHENSION -ADEQUATE FLUENCY AND RATE CORRELATE STRONGLY WITH ADEQUATE COMPREHENSION

55. ORF Informs Qualitative Features of Good Reading 1.Is highly fluent (rate and accuracy)? 2. Uses effective strategies to decode words? effective word attack Context 3.Adjusts pacing (i.e., slows down and speeds up according to level of text difficulty)? of word(s) syntax (word order) semantics (word meaning)

56. ORF Informs Qualitative Features of Good Reading 4. Attends to prosodic features? inflection (pause, voice goes up and down) reads with expression punctuation (commas, exclamation points, etc.) predicts level of expression according to syntax 5. Possesses prediction-orientation? seems to look ahead when reading reads at a sentence or paragraph level

57. ORF Informs Qualitative Features of Good Reading 6. Self-monitors what she/he is reading? Self-corrects if makes meaning distortion errors 7. Makes only meaning preservation errors? more errors that preserve meaning (e.g., “house” for “home”) fewer meaning distortion errors (e.g., “mouse” for “house”) 8. Automaticity on reread words. words that appear throughout text are read automatically (e.g., become “sight words”)

58. Qualitative Features Worth Noting Source: AIMSweb/M ark Shinn

59. Phonemic Awareness Alphabetic Understanding Fluency Vocabulary Comprehension What Does R-CBM Measure? ALL These Skills General Reading Skill

60. ALL These Skills = General Reading Skill What Does R-CBM Measure?

61. Common Characteristics of GOMs The same kind of evaluation technology as other professions Powerful Powerful measures that are: Simple Simple Accurate Accurate Efficient decisions Efficient indicators of performance that guide and inform a variety of decisions Generalizable thermometer that allows for reliable, valid, cross comparisons of data Generalizable thermometer that allows for reliable, valid, cross comparisons of data

62. General Outcome Measures (GOMs) From Other Fields Medicine measures height, weight, temperature, and/or blood pressure Federal Reserve Board measures the Consumer Price Index Wall Street measures the Dow-Jones Industrial Average Companies report earnings per share McDonald’s measures how many hamburgers they sell

63. Things to Always Remember About CBM-GOM “indicators” important Designed to serve as “indicators” of general reading achievement: CBM probes don’t measure everything, but measure the important things Standardized tests standard way Standardized tests to be given, scored, and interpreted in a standard way Researched Researched with respect to psychometric properties to ensure accurate measures of learning

64. Things to Always Remember About CBM- GOM (continued) Are sensitive to improvement in brief intervals of time Also tell us how students earned their scores (qualitative information) Designed to be as short as possible to ensure its “do ability” Are linked to decision making for promoting positive achievement and Problem-Solving

65. District or School Level Decisions Classroom or Group Decisions Individual Student Decisions Once Screening Data is Collected You Begin to Make Informed Decisions… Data-Based Decisions!

66. ALWAYS THINK ABOUT STUDENT NEEDS IN THIS FRAMEWORK: TIER III. TIER II. TIER I. DISTRICT NEEDS SCHOOL NEEDS GRADE LEVEL NEEDS CLASS NEEDS SMALL GROUP NEEDS INDIVIDUAL NEEDS

67. Special Education General Education with Support Old System of Problem Solving Severity of Educational Need or Problem Amount of Resources Needed To Benefit

68. Why hasn’t this old system of problem solving been very effective? Because we’ve been trying to solve students’ problems one student at a time. This has been impractical and too time intensive to be effective.

69. Data-Based Decision Making Steps Plan Evaluation Did our plan work? Plan Evaluation Did our plan work? Problem Analysis Why is it happening? Problem Analysis Why is it happening? Problem Identification What is the Problem and Is it Significant? Problem Identification What is the Problem and Is it Significant? Plan Development What shall we do about it? Plan Development What shall we do about it?

70. Targeted/ Supplemental 7%-15% Universal 80%-90% Intensive 3%-5% Problem Identification Problem Analysis Plan Development Plan Implementation Plan Evaluation

71. Targeted/ Supplemental 15% Universal 80% Intensive 5% We want these percentages: Tier 1.: 50% or better on Aimsweb norms. Tier 3.: 25% or lower on Aimsweb norms. Tier 2: Everyone in between.

72. School-Wide Reading Improvement in a School Using Problem-Solving Courtesy of Christine Martin, Indian Prairie School District, IL

74. Educational Need is Measured by a PERFORMANCE DISCREPANCY No Significant Discrepancy/ Educational Need

75. More Severe Educational Need Significant Discrepancy Educational Need Significant Performance Discrepancy

76. Some Potential Educational Need, Significant Educational Benefit: Maintain the General Education Program (Tier 2) IS THIS STUDENT REDUCING THE DISCREPANCY BETWEEN HIMSELF AND GRADE LEVEL PEERS? Rate of Improvement that is REDUCING the Gap

77. Data Review Intervention Group 1 Median GOAL ROI = 1.3 Median TREND ROI = 4.71 Intervention Effective?

78. SRA DI PROGRAMS- READING MASTERY,HORIZONS CORRECTIVE READING GREAT LEAPS REWARDS, 6 MIN. SOLUTIONS REPEATED PHRASES EARLY SUCCESS LIPS, EAROBICS COLLABORATIVE STRATEGIC READING. K PALS, 1ST GR. PALS M. HEGGERTY PROGRAM GREAT LEAPS, HORIZONS REWARDS, QUICK READS JOLLY PHONICS, JOLLY GRAMMAR, 6 MINUTE SOLUTIONS METACOGNITIVE STRAT., EARLY SUCCESS VOCABULARY THROUGH MORPHEMES REPEATED PHRASES LIPS, EAROBICS READ NATURALLY COLLABORATIVE STRATEGIC READING ELEMENTS OF READING-VOCABULARY K PALS, 1st GR. PALS, M. HEGGERTY PROGRAM JOLLY PHONICS, JOLLY GRAMMAR, 6 MINUTE SOLUTIONS VOCABULARY THROUGH MORPHEMES REWARDS METACOGNITIVE STRAT., COLLABORATIVE STRATEGIC READING ELEMENTS OF READING-VOCABULARY FRAMEWORK for READING INTERVENTIONS TIER I TIER II At-risk students- Supplemental interventions TIER III Highly at-risk students Intensive interventions

80. JOLLY PHONICS ELEMENTS OF READ-VOCAB. COLLABORATIVE STRAT. READ.

81. MEASURE5 BIG AREASINTERVENTIONS Letter Naming Fluency Fluency (Rapid Automatic Naming-RAN) PALS (K & 1st Gr.) Mheggerty Great Leaps (RAN interventions) Letter Sound Fluency Phonics Fluency Jolly Phonics PALS (K & 1st Gr.) Great Leaps Phonemic Segmentation Fluency Phonemic Awareness Mheggerty Great Leaps Nonsense Word Fluency Phonics Fluency Jolly Phonics, Grammar Great Leaps 1st Gr. PALS Oral Reading Fluency Phonemic Awareness Phonics Fluency Comprehension REWARDS 6 Minute Solution Quick Reads Collab. Strat. Reading

82. COLLAB. STRAT. READ

83. BIG IDEA Use assessment data to determine student need and link that to research-based interventions that match the need DATAINFORMS NEEDINTERVENTION

84. ACCOUNTABILITY “If there is NOT a scientific basis for what you are doing with your students, you should not be doing it.” “You must be able to articulate the research that demonstrates that your methods have the greatest likelihood of producing positive student outcomes.” Dr. Chris Koch, State Superintendent (Directors’ Conference, 2005)

85. UNIVERSAL SCREENING AND BENCHMARKING USING EARLY LITERACY AIMSWEB MEASURES and ORAL READING FLUENCY (CBM-R) SPONSORED BY: PRESENTER: DR. BARB CURL