1. Intervention Management

3. Keeping RtI on Track Jigsaw chapter 1 (pps. 1-6) Each person reads one section Share a big idea from your section and answer the question below “How does your role as a member of the leadership team help keep your implementation on track?”

4. Progress Monitoring & Goal Setting Cadre 7 Training February 9 th, 2012

5. Why does this matter for you? As district leaders, you must build a common, district-wide progress monitoring system We need to make consistent, equitable, and fair decisions about children and their response to instruction.

6. Why does this matter for you? As district leaders, you must understand why: Certain assessments are used The progress monitoring system looks the way it does Fidelity of the assessments is important Student goals are set in a certain way So you can communicate that to staff and understand when staff communicates to you

7. Objectives Progress monitoring as an “indicator” – Logistics/Questions to consider Writing objective and complete goals Things to consider when setting goals: – What is the goal? – When will they get there? – What progress can we reasonably expect?

8. Progress Monitoring as an “Indicator”

9. Most Miserable U.S. Cities Least Miserable U.S. Cities Do we have the right “indicators”? Based on 1) Unemployment, 2) Gas Prices, and 3) Home Values Phoenix Portland Seattle Minneapolis Denver New York Detroit Cleveland Chicago Wall Street Journal, 2011 Forbes, 2012 Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather, etc

10. Most Miserable U.S. Cities Least Miserable U.S. Cities Do we have the right “indicators”? Detroit Cleveland Chicago Forbes, 2012 Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather, etc

11. Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001) Fluent & accurate reading is not the end goal… but a child who cannot read fluently and accurately cannot fully comprehend written text. Do we have the right “indicators”?

12. Logistics Who? How Often? Where? When? How? Who administers progress monitoring? Interventionist? Literacy specialist or coach? Classroom teacher? Instructional assistants (IA)?

13. Logistics Who? How Often? Where? When? How? intensive Students with intensive needs – 1x/week targeted Students with targeted needs – at least 1x/month

14. Logistics Who? How Often? Where? When? How? Where will progress monitoring occur? Where will the materials be kept?

15. Logistics Who? How Often? Where? When? How? All students on one day? 1-2 students each day of the week? Note: Avoid direct instructional time being used for progress monitoring

16. Logistics Who? How Often? Where? When? How? How is data stored/entered into central database? Person doing progress monitoring enters their data Reading specialist or IA enters all student data How is the data graphed?

17. Logistics Who? How Often? Where? When? How? How do you ensure fidelity of data collection? Initial training Refresher trainings Fidelity checks

18. Implementation Drivers

19. Setting Appropriate Goals Is Important Benchmark 36 WCPM 18 WCPM Oral Reading Fluency (Words Correct Per Minute)

20. Writing Objective and Complete Goals

21. What are the 6 essential parts of a Goal? 1.Goal Date – date by which student is expected to reach goal 2.Condition under which student will perform the behavior 3.Student 4.Behavior – clearly defined, observable, measurable behavior 5.Criterion – performance level required to achieve mastery of the goal 6.Evaluation Schedule – frequency of assessment

22. Sample goal format By (goal date), when given (condition), (student) will (behavior) (criterion). Progress will be monitored (evaluation schedule). By June 1, 2011, when given a DIBELS PSF probe, Mikhail will segment words at a rate of 35 sounds per minute. Progress will be monitored weekly.

23. What’s missing? In 36 weeks, Edward will read aloud at a rate of 85+ words per minute with 4 or fewer errors. Progress will be monitored weekly. condition In 36 weeks, when given a 4-minute, 4 th grade AIMSweb M- CBM math computation probe, Jackie will perform at grade level. Progress will be monitored monthly. behavior When given a 3-minute story starter, Keith will write 40+ total words in three minutes. Progress will be monitored once every other week. goal date 1-goal date 2-condition 3-student 4-behavior 5-criterion 6-eval schedule

24. Goal Setting Goals should be: By June 9, 2011 when given a 2 nd grade level DIBELS passage, Harry will read 80 wcpm with 95% accuracy. Progress will be monitored weekly. Moves Harry from needing intensive support to needing strategic support AND 3 wcpm per week growth Measurable Able to be Monitored Meaningful

25. 1.What is the goal? 2.By when will they get there? 3.What does reasonable growth look like? Goal Setting: Things to Consider

26. 1.What is the goal? – Criterion-based Research-based benchmarks/proficiency – Norm-based Minimum of 25 th percentile (bottom limit of average) School, District, State, National How do you define success?

27. Goal Setting: Things to Consider 2.By when will they get there? – Long term goals always at proficiency (i.e., grade placement benchmark) – Short term goals may be an incremental step towards proficiency (i.e., instructional level material) Does your goal close the gap?

28. Progress Monitoring Level How do we determine appropriate materials for progress monitoring? Do we monitor at grade level or instructional level?

29. Progress Monitoring Level: Things to consider Accuracy is more important than fluency and typically develops first If a student is accurate (>95%) on grade level, consider monitoring at grade level If a student is not accurate consider monitoring accuracy in addition to fluency Can monitor at both grade level AND instructional level More frequently at instructional level

30. Goal Setting: Things to Consider 3.What does reasonable growth look like? – National Growth rates (Fuchs, AIMSWEB, Hasbrouck & Tindal) – Local Growth rates District, School, Classroom, Intervention Group What progress can we expect?

31. “Using national normative samples allows comparisons to be made with the performance levels expected of typical performing students from across the country and equates more closely with data sets that are used in well developed, published, norm-referenced tests.” Shapiro, 2008

32. National Growth Rates: Reading GradeAverage ORF Growth (WCPM)* Ambitious ORF Growth (WCPM)* Average Maze Growth (WCR)** 1230.4 21.520.4 311.50.4 40.851.10.4 50.50.80.4 60.30.650.4 *Fuchs et al (1993), **Fuchs & Fuchs (2004)

33. National Growth Rates: Writing GradeAverage Growth (TWW) Average Growth (CWS) 10.40.2 20.30.4 30.3 4 0.4 50.20.4 60.60.3 7 0.2 80 Based on AIMSWEB Norms

34. GradeCBM Comp (Digits correct) CBM Concepts & Applications (Answers correct) 10.35N/A 20.300.40 30.300.60 40.70 5 60.400.70 National Growth Rates: Math Based on Monitoring Basic Skills Progress (MBSP) Probes

35. Not all available probes from different sources are created equally AIMSWEB ≠ DIBELS ≠ easyCBM

36. National growth rates may be well below those obtained in highly successful interventions and… …they may not be consistent across the range of your students receiving your instruction

37. Local Growth Rates What does typical growth look like in… …your district? …your school? …your classroom? …your intervention group?

38. “…use of the combination of local and national norms provides the user of these data with opportunities to evaluate how student performance compares with a national sample of same-grade peers, as well as against the local peers within the particular school.” Shapiro, 2008

39. Calculating Local Growth Rates 1.Determine the normative group: – All students in your district? – All students in your school? – All students in your classroom? – All students in your intervention group?

40. Calculating Local Growth Rates 2.Determine the beginning-of-year and end-of-year level of performance for the normative group: 46.9 93.3

41. Calculating Local Growth Rates 3.Calculate the difference to get the average yearly student growth. 46.9 93.3 46.4 words

42. Calculating Local Growth Rates 4.Calculate the # of instructional weeks between beginning-of-year and end- of-year performance. 46.9 93.3 46.4 words 2 nd week of September 4 th week of May 34 weeks

43. Calculating Local Growth Rates 5.Divide average yearly student growth by # of instructional weeks to get the average weekly growth. 46.4 words 34 weeks 1.4 wcpm per week = ÷

44. Which Growth Rates to Use for Goal Setting? For students in interventions, goals must be set higher than average district or school growth rates. District growth rates: 1.4 wcpm per week Student goal based on district growth rates

45. Which Growth Rates to Use for Goal Setting? For students in interventions, goals must be set higher than average district or school growth rates. District growth rates: 1.4 wcpm per week Student goal based on intervention group growth rates: 2 wcpm per week

46. Setting Goals Using Growth Rates (Baseline score) + (growth rate x number of weeks) = GOAL ( ) + ( x ) = 88 wcpm Example: Baseline (Fall ORF) = 20 wcpm 2 nd grade intervention growth rate = 2 wcpm per week Number of weeks = 34 20 wcpm 2 wcpm 34

47. A Final Thought It’s better to shoot for the stars and miss than aim at the gutter and hit it. – Anonymous

48. Work Time