1. The Wisconsin RtI Center (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material. Monitor Progress and Adjust Accordingly About this Key Feature

2. School-wide Process for Responding to Student Needs CULTURAL COMPETENCE COLLABORATION Multiple times throughout each school year… Screen students and organize data Review data and set goals Dig Deeper Match Supports to Needs Monitor Progress and Adjust Accordingly WHILE DEMONSTRATING ACCOMPLISH THROUGH Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and Additional Challenges Before collecting data, first establish… Then, at the start of each school year... Plan Logistics At least annually… Evaluate and Refine the Process

3. Our vision: All Wisconsin students will learn and be successful in life.. Our mission: To build the capacity of Wisconsin schools to develop and sustain a culturally responsive multi-level system of support to ensure the success for all students.. Wisconsin RtI Center

4. The Monitor Progress and Adjust Accordingly module supports schools in considering whether provided interventions and additional challenges are making a difference, both for individual students and at the school level.

5. Proactive, preventative, and responsive to students’ behavioral and academic needs Analyzing student- level data to see if goals are being met at an acceptable rate. Evaluating the effectiveness of their menu of supports Moving all students to the goal of meeting or exceeding grade level standards and expectations

6. “ (In the past) most teachers intuitively knew who was struggling and most of us were on the right track in a lot of ways, but our practices weren’t as intentional. We now have evidence sooner of whether our instruction is working or not, and so we can make adjustments to serve students better.” RtI Coach Karen Van Noy, Washington

7. This step moves teams What supports should we provide? TO How are students responding to the supports we are providing? What should we do next? FROM

8. Why Progress Monitor? We do NOT KNOW ahead of time whether an intervention or additional challenges will be successful for an individual student Schools cannot ASSUME that the supports they are providing will produce expected outcomes for students.

9. Action Planning Improving Decision-Making Problem Solution Problem FROM TO Problem Solving Solution Source: Todd, A. & Cusumano, D. (October, 2012). Team-Initiated Problem Solving (TIPS) ASSUMPTIONS INFORMATION

10. Analyze Progress Monitoring Data Purpose: To review student progress toward meeting instructional goals Use data-based decision rules to determine effectiveness of interventions and additional challenges Celebrate students making strides and reducing level of support needed Adjust instructional plans for students not making expected progress

11. Establish a schedule that determines the frequency of collecting progress-monitoring Universal Intensive Selected Increased frequency Weekly Monthly

12. Determine when teams will convene to review progress- monitoring data. Universal Intensive Selected Increased frequency Must Have: Teams Need Sufficient Data to Accurately Interpret Student Response Collaborative Scheduled Meetings

13. Analyzing Data and Adjusting Instruction: Student Level Individual Source: aimsweb.com School

14. Analyzing Data and Adjusting Instruction: Student Level To gauge whether students are meeting established short- and long-term goals at an acceptable rate To determine whether to make adjustments to the plan Protocols that guide them through a set of questions to ask about the data A set of decision rules that guides next-step planning Teams Develop… Teams Analyze Data…

15. Source: Advanced Applications of CBM in Reading: Instructional Decision-Making Strategies Present data in user-friendly, visual formats

16. Is the intervention closing the gap for students below benchmark or accelerating learning for students above? Intervention starts

17. Days of Instruction Set a goal: End of year benchmarks Gap Spring benchmark Skill Level Fall benchmark Effective strategy for students moderately below benchmark A

18. Days of Instruction B Effective strategy for students well below benchmark Skill Level Fall benchmark Gap 1.Select growth norm: ambitious or realistic 2.Multiply by number of instructional weeks 3.Add to baseline Set a goal: Use growth norms

19. Days of Instruction Set a Goal: Use intra-individual framework Gap C C Skill Level Fall benchmark Effective strategy for students significantly below benchmark

20. Spring benchmark Skill Level Fall benchmark F F D Student D is moderately above the grade level benchmark, At a minimum, slope should be as steep as average growth rate for same age peers Student F is well above the grade level benchmark. Project accelerated growth, or a slope steeper than the average growth rate. Set a goal: Above benchmarks

21. Exposure Adherence EnvironmentData Fidelity Sticking to the plan; Using “active ingredients” Frequency, dosage, duration, attendance Use of “best practices”, established routines and classroom management strategies Sufficient data, right measure, sensitive to show change BEFORE changing instruction for a student, first consider fidelity

22. Interventions Based on CCSS Matched to needs Provided in addition to Universal Purpose: To provide underlying supports needed to meet/exceed grade-level benchmarks Universal Intensive Selected Frequency and duration Group size Focus of instruction Individualization Expertise Increased intensity Intervention Match to Student Need Below or Well Below

23. Additional Challenges Match to Student Need Above and Well Above Additional Challenges Based on CCSS beyond grade-level ceiling In addition to or in lieu of Universal level instruction Purpose: To enrich/accelerate growth (at least one year of growth in one year’s time) Universal Intensive Selected Pacing and compacting Depth, complexity, abstraction Specialization Increased intensity

24. Analyzing Data and Adjusting Instruction: School Level Individual Source: aimsweb.com School

25. Analyzing Data and Adjusting Instruction: School Level Intervention Tracking Tool: Graph Sample Which of the research- and evidence-based strategies and practices in our menu of supports are showing positive student outcomes? Which might we want to keep/weed out?