Use the Chat Room feature to ask questions during the presentation.

Transcription

1 Webinar Process: Use the Chat Room feature to ask questions during the presentation. Time permitting: the presenter will address questions at the end of the presentation. If you have not already received a handout, please let us know via the chat box. At the conclusion of the webinar, we will copies of the presentation to the address you used when you registered. If we are unable to answer questions during the session, you will receive a follow-up 1

2 RtI webinar Series SLD Identification in an RTI Framework - Part 2 Amy Dilworth Gabel, Ph.D, NCSP Misty Sprague, M.A., Ed.S Copyright 2008 Pearson Education, Inc. or its affiliates. All rights reserved.

3 Agenda: ~Review of session one ~The need for additional assessments ~Small group instruction ~Progress monitoring ~Case Study 3

4 (Adapted From PA Training and Technical Assistance Network, 2005) Level 3: Intensive Interventions For Low Performing Students; Alter curriculum, Add time, Support, resources Comprehensive Individual Assessment Level 2: Strategic and Targeted Interventions For Students At Risk for Failure Strategic Instruction, Increased Time and Strategic Interventions Opportunity for to Learn Students at Risk of Academic Failure Level 1: Benchmark Assessment and School Wide Interventions (Universal Screening) for Students on Grade-level (benchmark) and All Students (Effective Instructional Practices provided within the General Education Curriculum) 4

5 Tier 1 Tier 1 consists of general education instruction with the following features: Scientific, research-based curriculum Consistent implementation that has been proven successful for vast majority of students Screening of all students, to identify which students are at risk in core content areas 5

6 When Students Don t Respond at Tier 1 Consider further diagnostic assessment Data can help better plan instruction/intervention Place into small groups Groups should be homogeneous Monitor progress Change instruction based on student data 6

7 The Need for Additional Assessments Prior to Beginning Tier 2 Intervention 7

8 Additional Assessments Analogy If you have a medical = concern, you. If they are not sure = what is wrong.. Go to the your doctor They order more tests 8

9 Additional Assessments Just like in the medical example. Every academic concern needs more information to better plan a way to fix it. i.e. for a reading difficulty is it: Vocabulary? Fluency? Phonics? Phonemic Awareness? Comprehension? 9

10 Diagnostic Tier 2 Assessment Norm-referenced, standardized Yields specific information about strengths & weaknesses Diagnostic and Prescriptive Specific results directly linked to intervention 10

11 Assessments for Tier 2 Reading WIAT- III KTEA -II PAL-II DRA-2 Wechsler Individual Achievement Test, Third Edition- In-depth assessment of early literacy, reading, written expression, fluency, math and oral language skills for ages 4 to adult. Test software generates error analysis, growth scores and intervention suggestions. Kaufman Test of Education Achievement-II- In-depth assessment of early literacy, reading, written expression, fluency, math and oral language skills for ages 4 to 25. Includes alternate forms, error analysis, growth scores and intervention suggestions. Process Assessment of the Learner II Comprehensive, evidence based assessment and intervention system used to evaluate and remediate the cognitive processes related to the acquisition of reading, writing and math skills for grades K-6. Diagnostic Reading Assessment-2 Measures reading achievement through systematic observation, recording and evaluation of accuracy, fluency and comprehension for grades K-8. BASI ERDA -2 Basic Achievement Skills Inventory Group or individually administered norm-referenced test of vocabulary, spelling mechanics, comprehension, and mathematics for grades administered in either paper/pencil or computer format. Early Reading Diagnostic Assessment Norm referenced and criterion referenced test or screener measuring the five components of reading for grades K-3. 11

12 Assessments for Tier 2 Reading WRM T-R GORT -4 CTOP P PIPA Woodcock Reading Mastery Test-R Measures visual auditory learning, letter identification, word identification, word attack, and comprehension skills for ages 5- adult. (Note: WRMT-3 coming in spring/summer 2011). Gray Oral Reading Test, Fourth Edition measures rate, accuracy, fluency, comprehension and overall reading for ages Comprehensive Test of Phonological Processing measures phonological awareness, phonological memory and naming for grades K-12. Pre-reading inventory of phonological awareness measures rhyme, syllable segmentation, alliteration, sound isolation, segmentation and letter sound knowledge for ages 4-6. ALL Assessment of Literacy and Language measures language, phonological awareness, alphabet knowledge, print awareness, fluency, comprehension, for pre-k to Grade 1. PPVT- 4 Peabody Picture Vocabulary Test Test of receptive vocabulary which generates growth/progress scores and evidence based interventions, ages 2 to adult. EVT-2 Expressive Vocabulary Test Test of expressive vocabulary and word retrieval which generates growth/progress scores and evidence based interventions, ages 2 to adult. 12

13 13

14 14

15 Assessments for Tier 2 Math Key Math 3 In depth assessment of math proficiency skills; includes alternate forms and optional intervention materials and generates growth scores for K-12. WIAT- III KTEA- II PAL-II EMDA Wechsler Individual Achievement Test, Third Edition- In-depth assessment of early literacy, reading, written expression, fluency, math and oral language skills for ages 4 to adult. Test software generates error analysis, growth scores and intervention suggestions. Kaufman Test of Education Achievement-II- In-depth assessment of early literacy, reading, written expression, fluency, math and oral language skills for ages 4 to 25. Includes alternate forms, error analysis, growth scores and intervention suggestions. Process Assessment of the Learner II Comprehensive, evidence based assessment and intervention system used to evaluate and remediate the cognitive processes related to the acquisition of reading, writing and math skills for grades K-6. Early Math Diagnostic Assessment Measures math readiness, graph interpretation, time, money, measurement and probability for pre-k to grade 3. BASI Basic Achievement Skills Inventory Group or individually administered norm-referenced test of vocabulary, spelling mechanics, comprehension, and mathematics for grades administered in either paper/pencil or computer format. 15

16 16

17 Tier 2 Within Your Building Take time to develop a list of assessments available in your school for each content area. Talk to specialists and see what tools they have that may help in providing additional assessment information. 17

18 Tier 2 and Your Teams STUDENT IDENTIFIED AS AT RISK AFTER UNIVERSAL SCREENING AND TIER 1 INSTRUCTIONAL INTERVENTION Student may be reviewed at an intervention and progress monitoring team meeting (grade-level meeting, problem solving team, RTI team); might include: classroom teacher, content resource teacher/specialist, educational diagnostician, RTI specialist, school psychologist, etc. (Often the start of Tier 2) Team determines if additional information needed to refine interventions; and/or selects Research-based intervention to implement and progress monitor prior to assessment. The form (type) of assessment should vary based on individual needs and questions to be Answered. 18

19 Small Group Instruction 19

20 Tier 2 Tier 2 and Beyond often consists of general education instruction plus the following intervention: Small-group instruction (2-4 students) 3-4 intervention sessions per week (30-60 minutes per session) Conducted by trained and supervised personnel (not the classroom teacher) Conducted in and out of the general education classroom 9-12 weeks in duration (repeated, as needed) 20

21 Tier 2 Small Groups (1:3, 1:5, 1:10) Point system for motivation Immediate corrective feedback Mastery of content before moving on More time on difficult activities More opportunities to respond Fewer transitions Setting goals and self-monitoring Special relationship with instructor 21

22 Who provides the Interventions? It is not important whether a certified teacher or a paraprofessional provides the instruction. But instruction should be systematic, highly explicit, and highly interactive 22

23 Progress Monitoring 23

24 Tier 2 Monitor the progress of Tier 2 students at least once a month Use this data to determine whether students still require intervention. For those students still making insufficient progress, school-wide teams should design a tier 3 intervention plan. 24

25 Progress Monitoring Schools need to monitor the progress of these students so that personnel possess information on how a student is doing in specific skills. It is important to use progress-monitoring data to regroup students after six weeks. Tier 2 students who demonstrate improvement and return to tier 1 should be carefully monitored to ensure that general classroom instruction is adequate. 25

26 Universal Screening Tools? Do Your RESEARCH!! Do your research before selecting Universal Screening Tools. 26

27 27

28 Background 5 th grader Failing grades in reading and language arts and near failing in math. Lack of focus/poor organization Decline in motivation/increased frustration Little to no progress at Tier 1 28

29 29

30 30

31 31

32 Next Steps Gather additional information from general education teacher to form referral questions. Complete additional assessments. Plan Tier 2 interventions Progress Monitor 32

33 Gather Additional Information: Interview teacher Have them complete the ACES (Academic Competence Evaluation Scale) Interview parents Interview and observe student From this data create assessment question(s) 33

34 Assessment Questions: Why has Ellie not shown adequate progress to Tier 1 Interventions? Does she have specific needs that can be addressed to improve skill acquisition? 34

35 Tier 2 Assessment Tools WIAT-III The Wechsler Individualized Achievement Test- III Assess on reading subtests. PAL-II The Process Assessment of the Learner II Assess on specific subtests that look at the processes behind the basic reading skills that she is struggling on. 35

36 WIAT III Results Subtest Standard Score Percentile Word Reading 78 7 th % Pseudoword Decoding 75 5 th % Oral Reading Fluency 75 5 th % Comprehension 79 8 th % 36

37 PAL-II (Process Assessment of the Learner II) Subtest: Measures: Standard Score Orthographic Coding Recall words or word parts she had seen previously. Word Choice Presented with 3 phonetically equivalent words, ID the correct spelling Phonological Coding Rapid Automatized Naming Manipulating sounds orally. Naming letters or letter groups quickly

38 Phonological Awareness 38

39 Phonological Awareness 39

40 Phonological Awareness 40

41 Accuracy and Rate of Reading Monosyllabic Words 41

42 Accuracy and Rate of Reading Monosyllabic Words 42

43 Video 1/videos/3/ 43

44 RtI Webinar Series Schedule: Tuesday April 19, :00 PM 1:30 PM EDT Presenters: Amy Dilworth Gabel PhD and Misty Sprague Register: ob3mf 44

45 Questions? Amy Dilworth Gabel, Ph.D or Misty Sprague, M.A., Ed.S Customer Service Customer Service (USA) (Canada) 45