15 Wickham Road Newport, Rhode Island 02840-4232 Tel 401.847.2100 Fax 401.849.0170 A Users Guide To Interventions Prepared by: Caroline A. Frey, Ed.D. Director of Curriculum & Instruction Newport Public Schools, 15 Wickham Road, Newport, RI 02840-4232 Phone: (401) 847-2100 Ext. 271 e-mail:carolinefrey@newportrischools.org Providing Quality Education That Makes A Difference In Each Student s Life
Table of Contents Determining Need for Interventions... 3 Targeted Interventions... 3 Intensive Interventions... 3 Delivery Guidelines and Responsibilities... 4 Types of Reading Assessments (Formative & Summative)... 7 Kindergarten Benchmark Assessment Criteria & PLP Criteria... 8 Grade 1 Benchmark Assessment Criteria & PLP Criteria... 9 Scholastic Reading Inventory: Lexile Levels/Performance Standards... 10 DRA Baseline Ranges K-5... 11 2011 Normative Data Reference NWEA Reading Norms (RIT Values)... 12 NECAP Scaled Score Reading Proficiency Cuts... 13 Achievement Status & Growth Calculator... 14 Guidelines for Personal Literacy Plans... 15 Finalizing the Personal Literacy Plan in TIEnet... 18 Intervention Providers... 19 Procedural Steps for Documenting and Identifying Need for ELA Interventions in Grade K... 19 Procedural Steps for Documenting and Identifying Need for ELA Interventions in Grade 1... 20 Procedural Steps for Documenting and Identifying Need for ELA Interventions in Grs 2-10... 20 NECAP Scaled Score Mathematics Proficiency Cuts... 22 2011 Normative Data Reference NWEA Mathematics Norms (RIT Values)... 23 Types of Mathematics Assessments (Formative & Summative)... 24 Procedural Steps for Documenting and Identifying Need for Math Interventions in Grade K... 25 Procedural Steps for Documenting and Identifying Need for Math Interventions in Grade 1... 25 Procedural Steps for Documenting and Identifying Need for Math Interventions in Grs 2 3... 26 Procedural Steps for Documenting and Identifying Need for Math Interventions in Grs 4 11.. 27 Assessment Calendar At A Glance... 28 Progress Monitoring & Benchmarking Flowchart... 29 Response to Intervention Process Flowchart... 30 General Guidelines to Review and Update TMS Database Facilitating Data based Decision Making in Math & Reading... Appendix A Office of Teaching & Learning Page 2 of 30 (5/14/12)
Determining Need for Interventions Rather than sorting students into winners and losers, Response to Intervention can put all students on a winning streak (Stiggins, 2007). Nationally, students scoring between the 25 th and 75 th percentiles are empirically average. However, NWEA shifts the term average to reflect a more narrow range. NWEA interprets average as between the 34 th and 66 th percentiles. When reviewing NWEA data, be mindful that: HIGH is above the 66 th percentile AVG is between the 34 th and 66 th percentile LOW is below the 34 th percentile Students scoring at or above the 95 th percentile are considered to be GIFTED Therefore, some students with LOW NWEA benchmarks are performing in the average range nationally. Teachers and teams whose students have LOW benchmarks must consider classroom performance and multiple sources of data. Not every student with LOW benchmarks will require interventions. Always use multiple measures to access the student s need for interventions. Explanation of Targeted and Intensive Interventions Targeted Interventions: Targeted / Tier II: Interventions are for students not meeting the benchmark. Students in tier two are provided with targeted, specific, scientifically based interventions to remediate performance or behavior which lags behind the norm for their grade. Teachers often deliver these interventions in the classroom and attempt to answer the question Are classroom instructional modifications sufficient to help the student achieve academic success? (Wright, 2007, p. 3) The characteristics of Tier II interventions are core instruction with differentiated instruction plus: Small group instruction with scientifically based practices that target most common needs Frequent progress monitoring (every two weeks) Intervention by classroom teacher These are students who in most circumstances fall below the 25 th percentile and above the 10 th percentile on benchmark testing. (These are general guidelines) NWEA identifies students falling below the 33 rd percentile as low performing Intensive Interventions: Intensive / Tier III: Interventions are for students who have an insufficient response to evidence based interventions in the first two tiers or have scored significantly below the benchmark on the universal screening assessment. Interventions are individualized and tailored to the unique needs of struggling learners. The characteristics of Intensive/Tier lll interventions are core instruction with differentiated instruction plus: Office of Teaching & Learning Page 3 of 30 (5/14/12)
Increased intensity, duration and frequency of interventions Intensive individualized instruction or small group instruction More frequent progress monitoring (weekly) Intervention by specialist These may be students who fall at or below the 25 th percentile and have received multiple targeted interventions and continue to show little or no progress. (These are general Guidelines) These may be students who fall at or below the 15 th percentile on benchmark assessments. NWEA identifies students falling below the 33 rd percentile as low performing below 15/10 th percentile *Students who do not show an adequate Rate of Improvement (ROI) in a targeted intervention group after multiple revisions to the intervention should be placed in an Intensive Intervention. * Students scoring between the 25 th and 50 th percentile are considered to be in the Average range. * Students scoring between the 34 th and 66 th percentile are considered average on NWEA. * All students with an IEP who have a reading goal should have a PLP Students With Individualized Educational Plans (IEPs) All students who have a reading goal in their IEP should also have a PLP English Language Learners (ELLs) All students identified as ELLs will have a PLP The ESL/BLE program documentation may be considered the ELL s PLP, if all components are in place and documented. These include an intervention plan, progress monitoring and intervention outcomes. ELLs who are not making progress within the ESL/BLE program may require additional literacy interventions outside the ESL/BLE program (Office of Instruction, Assessment, & Curriculum RIDE) STANDARD PROTOCOL: A Standard Protocol is a step by step process for identifying student problems and determining an appropriate intervention. The components of the Standard Protocol for Newport Public Schools include: Universal screening using NWEA, AIMSweb benchmarking probes, & PALS AIMSweb progress monitoring Carefully chosen research based interventions Fidelity of implementation Office of Teaching & Learning Page 4 of 30 (5/14/12)
Intervention Delivery Guidelines Who provides Interventions? Interventions can be provided by the classroom teacher, specialists, and any other highly effective personnel and or volunteers. Targeted interventions are the responsibility of the classroom teacher and any other highly effective personnel and or volunteers. Intensive Interventions are provided by a specialist. Classroom teacher Students in need of targeted interventions are the priority. Progress monitor students for whom you intervene. Specialist Students in need of intensive interventions are the priority. Progress monitor students for whom you intervene. Math Interventionists Students in need of targeted interventions are the priority. Progress monitor students for whom you intervene. Highly Trained personnel and/or volunteers Students in need of targeted interventions are the priority. Progress monitor students for whom you intervene. o Depending on the qualifications Students in need of intensive interventions are the priority. Progress monitor students for whom you intervene. Who is responsible for writing PLPs? Elementary o Classroom teachers Secondary o Reading specialists Although RIDE clearly identifies who is responsible for the writing of the PLP, collaboration is necessary as interventions and progress monitoring are a shared responsibility and can be delivered by a variety of personnel. Shared Responsibility/Expectations Teachers: 1. Adhere to the core curriculum with fidelity 2. Write all PLPs prior to the end of the 1 st quarter. Kindergarten teachers by the end of January 1 st. (see Assessment Calendar At A Glance for specific dates) 3. Deliver targeted interventions and progress monitor students at least once every 2 weeks. Office of Teaching & Learning Page 5 of 30 (5/14/12)
4. Deliver intensive interventions and progress monitor students every week. 5. Maintain a list of all students being progress monitored. 6. Monitor attendance. 7. Review progress monitoring data and rate of improvement (ROI) every 4 data points. 8. Make decisions regarding intervention success; adjust intervention if insufficient progress is being made. Principals: 1. Ensure adherence to the core curriculum with fidelity. 2. Ensure fidelity of the process at the building level. 3. Ensure effective use of instructional time. 4. Facilitate review of data at staff meetings, common planning, IIT and other prescribed times. 5. Maintain a list of all students receiving targeted and intensive interventions by name and content area. 6. Oversee progress monitoring. 7. Make decisions regarding intervention success; adjust if insufficient progress is being made. 8. Maintain updated list of students with PLPs and share with curriculum office quarterly. PLPs are reported to RIDE February 1 st. District: 1. Provide a core curriculum. 2. Ensure fidelity of the process at the district level. 3. Allocate resources based on student need. 4. Review of data. 5. Provide ongoing professional development. 6. Provide technology support. Progress Monitoring Goal Setting The expectation for students receiving an intervention is to close the gap as a result of receiving additional instruction in an area of need. In order to close the learning gap students need to make greater than expected growth, thus they must make more than a years worth of growth in a year. For this reason, AIMSweb goals are set TWICE during the year; from fall to winter and from winter to spring. Office of Teaching & Learning Page 6 of 30 (5/14/12)
Types of READING Assessments Formative & Summative Benchmark Assessment 3 to 4 times yearly Following NWEA For students having a RIT below the 34 th percentile further assess using AIMSweb Survey Level Assessment (SLA) Reading Level Up to 3 times a year High Stakes Assessment Yearly Additional Assessments NWEA (Reading, Math 2-10) Benchmark Assessments (RHS) AIMSweb DRA (K-5) SRI (6-8) BADER (9-12) NECAP PARCC Running Records Other Evidence, Anecdotal Reading Survey w/ Goals Grades 2-10 Benchmark Assessments (RHS) Benchmark Assessments (RHS) R-CBM (fluency) Maze (comprehension) R-CBM (fluency) Maze (comprehension) DRA (K-5) SRI (6-8) BADER (9-12) GATES (9-12) Lexile (2-10) DRA (K-5) SRI (6-8) BADER (9-12) Lexile (2-10) NECAP PARCC NECAP PARCC SIPPS (elem.) Making Meaning (elem.) Classroom / Benchmark / Common Assessments Nova Net (6-12) SIPPS (elem.) Making Meaning (elem.) Classroom/ Benchmark/ Common Assessments PALS (Phonological Assessment Level Survey) Grades K & 1 Early Literacy Measures LNF (letter naming fluency) LSF (letter sound fluency) PSF (phonemic segmentation fluency) NWF (nonsense word fluency DRA Locally assessed CCST grades K, 1, & 2 Nova Net (6-12) SIPPS Making Meaning Classroom Assessments Office of Teaching & Learning Page 7 of 30 (5/14/12)
KINDERGARTEN Benchmark Assessment Baseline Criteria Assessment Fall Winter Spring DRA No DRA Administered DRA A (Independent) 3 With 94% accuracy Test students who fell below the benchmark in the fall. Test students in the PALS 28 areas they scored below the fall benchmark in. Test those students you are concerned about. Test all new students. Student should meet both criteria or have substantial evidence to support need. 81 PLPs are written for kindergarten students following the winter benchmark screening assessments KINDERGARTEN PLP Criteria Assessment Fall Winter Spring DRA No PLPs Written at this time Did Not Pass DRA A Below 2 PALS No PLPs Written at this time Combined score less than 16 using: Section II Alphabet Knowledge Section III Letter Sound Recognition Below 74 Do not count section IV Teachers administer the entire PALS assessment and submit total score on the PALS website Office of Teaching & Learning Page 8 of 30 (5/14/12)
GRADE 1 Benchmark Assessment Baseline Criteria Assessment Fall Winter Spring DRA (Independent) 3 With 94% accuracy (Independent) 10 With 94% accuracy (Independent) 18 With 94% accuracy PALS 39 Test students who fell below the benchmark in the fall. Test students in the areas they scored below the fall benchmark Test those students you are concerned about. Test all new students. 35 PLPs are written for grade one students following the fall benchmark screening assessments GRADE 1 PLP Criteria Assessment Fall Winter Spring DRA Below 3 (Independent) 4 (Independent) 8 PALS Below 39 Letter sounds 20 Below 35 Pre-Primer List 19 Office of Teaching & Learning Page 9 of 30 (5/14/12)
GRAD E Scholastic Reading Inventory: Lexile Levels/Performance Standards BELOW STANDARD (AT RISK) PARTIALLY MET STANDARD (BASIC) AT STANDARD (PROFICIENT) ABOVE STANDARD (ADVANCED) 1-99 & Below 100 to 400 401 & Above 2 99 & Below 100 to 299 300 to 600 601 & Above 3 249 & Below 250 to 499 500 to 800 801 & Above 4 349 & Below 350 to 599 600 to 900 901 & Above 5 449 & Below 450 to 699 700 to 1000 1001 & Above 6 499 & Below 500 to 799 800 to 1050 1051 & Above 7 549 & Below 550 to 849 850 to 1100 1101 & Above 8 599 & Below 600 to 899 900 to 1150 1151 & Above 9 649 & Below 650 to 999 1000 to 1200 1201 & Above 10 699 & Below 700 to 1024 1025 to 1250 1251 & Above 11 799 & Below 800 to 1049 1050 to 1300 1301 & Above 12 849 & below 850 to 1099 1100 to 1349 1350 & Above Office of Teaching & Learning Page 10 of 30 (5/14/12)
DRA Baseline Ranges Kindergarten through Grade 5 DRA BASELINE RANGES GRADE K GRADE1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 FALL NA 3 18-20 28-30 74-77 80-83 WINTER A 10 20-24 30-34 78-80 84-93 SPRING 3 16-18 28 38 Level 40 80-83 Total Score Level 50 84-93 Total Score When to do a DRA (Kindergarten) FALL: No testing WINTER: Test all students. SPRING: Test all students. When to do a DRA (Grade 1) FALL: Test students who did not meet did not meet the FALL PALS benchmark. Additionally, test students you have concerns about. WINTER: Test all students. SPRING: Test all students. When to do a DRA (Grades 2-5) FALL: Students in GRADES 2-5 who have a mean RIT score corresponding to 1 year or more below grade level according to the NWEA Cut Score Data Sheet. WINTER: Test all Students in GRADES 2-5. SPRING: All students GRADES 2-5 Office of Teaching & Learning Page 11 of 30 (5/14/12)
NECAP SCALED SCORE PROFICIENCY CUTS READING Grade (4) Proficient w/distinction (3) Proficient (2) Partially Proficient Targeted Interventions (1 )Substantially Below Proficient Intensive Interventions 3 357 & above 340-356 331-339 330 & below 4 456 & above 440-455 431-439 430 & below 5 556 & above 540-555 529-539 528 & below 6 659 & above 640-658 629-639 628 & below 7 760 & above 740-759 729-739 728 & below 8 859 & above 840-858 828-839 827 & below 11 1153 & above 1140-1152 1129-1139 1128 & below Office of Teaching & Learning Page 12 of 30 (5/14/12)
A RIT Score is not a grade equivalent. The RIT Scores below represent the MEAN (50 th percentile). Grade 2011 Normative Data Reference Status Norms of RIT Scores Reading Norms (RIT VALUES) Beginning of Year Mean Middle of Year Mean End of Year Mean K 155.1 1 160.0 170.1 176.1 2 175.9 183.4 189.2 3 190.2 194.8 199.2 4 199.6 203.0 206.3 5 207.1 209.9 212.4 6 212.5 214.2 216.2 7 216.6 218.2 219.6 8 219.5 221.4 222.6 9 221.8 222.2 222.9 10 222.9 223.3 223.9 Nationally, students scoring between the 25 th and 75 th percentiles are empirically average. However, NWEA shifts the term average to reflect a more narrow range. NWEA interprets average as between the 34 th and 66 th percentiles. When reviewing NWEA data, be mindful that: HIGH is above the 66 th percentile AVG is between the 34 th and 66 th percentile LOW is below the 34 th percentile Therefore, some students with LOW NWEA benchmarks are performing in the average range nationally. Teachers and teams whose students have LOW benchmarks must consider classroom performance and multiple sources of data. Not every student with LOW benchmarks will require interventions. Always use multiple measures to access the student s need for interventions. Office of Teaching & Learning Page 13 of 30 (5/14/12)
Achievement Status & Growth Calculator The Achievement Status & Growth Calculator is a tool which enables you to determine a student's status norms (percentiles) based on the number of instructional weeks appropriate for the testing schedule. In addition, the ASG calculator can help to determine a reasonable amount of growth for a student, and the percentile ranking of the growth achieved over the time period. The ASG Calculator is available for downloading from the Instruction section of the Curriculum & Instruction area of the www.newportrischools.org website. (The direct link is http://www.newportrischools.org/page/2320, however, this is an instructional page, and you must be a registered user of the website to view this page.) Please review the User s Guide prior to analyzing growth data. Office of Teaching & Learning Page 14 of 30 (5/14/12)
Guidelines for Personal Literacy Plans READING ELA 1. PLPs must be made historic at the end of each school year. 2. Following fall benchmark testing, PLPs will be written for students in grades 1-12 based on current data. Students scoring between the 25 th and 75 percentile on nationally normed tests are considered to be average. 3. PLPs for kindergarten students will be written following January benchmarking assessments. PLPs reported to RIDE February 1 st. See Assessment Calendar at a Glance for completion date for PLPs in TieNet. 4. PLPs will be written with measurable goals. 5. PLPs must be reported by name to RIDE by February 1 st. 6. Students with PLPs are reported by name and tier to the curriculum office at the same time. 7. Once a PLP has been written it must be maintained until such time as the student has reached grade level as defined by: a. Students receiving a 3 on the reading NECAP. b. Additional recommendations for exiting a student should include at least 2 measures of proficiency. These may include: NWEA RIT score at or above grade level on the Reading with Goals portion of the assessment DRA, SRI, BADER, GATES, scores at grade level or above AIMSweb progress monitoring data showing grade level performance at or above the 25 th percentile. (Students must maintain proficiency for at least 4 data points as measured by AIMSweb probes) Common Assessments Benchmark Assessments When do I write a PLP for Kindergarten Students? PLPs are written for kindergarten students following the winter benchmark screening assessments (PALS & DRAs). PLPs are written for students who are not meeting the benchmark on PALS and DRA, and meet the criteria for PLPs laid out on page above. Additional assessment/diagnostic data should be used when necessary. Office of Teaching & Learning Page 15 of 30 (5/14/12)
Students in need of a PLP must be identified by name and be reported to RIDE by February 1st. Students with PLPs are reported by name and tier to the curriculum office at the same time. Initial PLPs will be completed in TieNet for Kindergarten students in February (See Assessment Calendar at a Glance for specific dates. When do I write a PLP for Grade 1 Students? Students in grades 1 are identified following the NWEA and PALS Fall benchmarking. PLPs are written for students who are not meeting the benchmark on PALS and the DRA, and meet the criteria for PLPs laid out on page 15. Additional assessment/diagnostic data should be used when necessary. PLPs will be completed in TieNet by the end of the first quarter (See Assessment Calendar At A Glance for specific dates). When do I write a PLP for students in grades 2-9? Students in grades 2 9 are identified following the NWEA Fall benchmarking. PLPs are written for students who fall 1 year or more below grade level based on multiple measures including NWEA benchmark data. Additional assessment/diagnostic data should be used when necessary. Additional criteria include a score of 2 on the reading portion of the most current NECAP assessment. Students receiving a 3 on NECAP are deemed proficient and therefore will not receive a PLP. PLPs will be completed in TieNet by the end of the first quarter (See Assessment Calendar At A Glance for specific dates. ANY student reading below grade level in grade 6 12 must be reported by name to RIDE. These students do not require a PLP but must be identified. When do I write a PLP for students in grades 10? Students in grade 10 are identified following the NWEA Fall benchmarking. PLPs are written for students who fall 1 year or more below grade level based on multiple measures including NWEA benchmark data. Additional criteria may include SRI, DRA, BADER, Running Records, and other quantitative data. Office of Teaching & Learning Page 16 of 30 (5/14/12)
PLPs will be completed in TieNet by the end of the first quarter. ANY student reading below grade level in grade 6 12 must be reported by name to RIDE on February 1 st. When do I write a PLP for students in grades 11? PLPs are written for students who fall 1 year or more below grade level based on BADER, Running Records and other quantitative assessment data. PLPs will be completed in TieNet by the end of the first quarter (See Assessment Calendar At A Glance for specific dates. ANY student reading below grade level in grade 6 12 must be reported by name to RIDE. When do I write a PLP for students in grades 12? PLPs will be written for students with a score of 2 on the reading portion of the most current NECAP assessment and, Are reading below or well below grade level based on BADER, SRI, Running Records, and other quantitative data. PLPs will be completed in TieNet by the end of the first quarter (See Assessment Calendar At A Glance for specific dates. ANY student reading below grade level in grade 6 12 must be reported by name to RIDE. AIMSweb PROGRESS MONITORING BEGINS AT THE END OF SEPTEMBER FOR ALL STUDENTS WITH READING GOALS IN THEIR IEPS AND THOSE STUDENTS WHO WILL CONTINUE TO HAVE A PLP. ALL PLPs MUST BE MADE HISTORIC BY THE END OF THE SCHOOL YEAR. Office of Teaching & Learning Page 17 of 30 (5/14/12)
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Who provides Interventions? Interventions can be provided by the classroom teacher, specialists, and any other highly effective personnel and or volunteers. Targeted interventions are the responsibility of the classroom teacher and any other highly effective personnel and or volunteers. Intensive Interventions are primarily provided by a specialist. Procedural Steps for Documenting and Identifying Need for Intervention in Grade K: 1. Look at PALS data to identify students scoring below grade level. 2. Use of additional diagnostic tools may be used for a more robust assessment of student need. 3. Additional assessments may include AIMSweb early literacy probes, AIMSweb SLA, and DRA. 4. If teachers have questions concerning students need for intervention they will need to identify additional quantitative & qualitative data to support need. 5. Based on a review of the data, select an intervention and initiate using a Standard Protocol (if there are any question regarding the data or intervention, speak with the reading teacher and/or other teachers and your principal). A Standard Protocol is a step by step process for identifying student problems and determining an appropriate intervention. 6. Using AIMSweb Survey Level Assessment (SLA) administer probes to students to determine which measure, early literacy or R-CBM is most appropriate. 7. Using AIMSweb set up progress monitoring for identified students and determine Rate of Improvement (ROI). 8. Targeted Interventions: Complete progress monitoring at least once every two (2) weeks (time, place, duration, intensity, attendance). 9. Intensive Interventions: Complete progress monitoring every week (time, place, duration, intensity, attendance). 10. Collect at least 4 data points. 11. Review data to determine effectiveness of intervention making sure to look at ROI/goal. 12. If student shows insufficient progress..modify intervention. 13. If student is making progress sufficient based on rate of improvement. Continue current path. 14. If student surpasses ROI, continue with intervention until goal is met, and then review. Office of Teaching & Learning Page 19 of 30 (5/14/12)
Procedural Steps for Documenting and Identifying Need for Intervention in Grade 1: 1. Use PALS data to identify students scoring below grade level. 2. Use of additional diagnostic tools may be used for a more robust assessment of student need. 3. Additional assessments may include AIMSweb literacy probes, AIMSweb SLA, and DRA. 4. If teachers have questions concerning students need for intervention they will need to identify additional quantitative & qualitative data to support need. 5. Based on a review of the data, select an intervention and initiate using a Standard Protocol (if there are any question regarding the data or intervention, speak with the reading teacher and/or other teachers and your principal). 6. Using AIMSweb Survey Level Assessment (SLA) administer probes to students to determine which measure, early literacy or R-CBM is most appropriate. 7. Using AIMSweb set up progress monitoring for identified students and determine Rate of Improvement (ROI). 8. Targeted Interventions: Complete progress monitoring at least once every two (2) weeks (time, place, duration, intensity, attendance). 9. Intensive Interventions: Complete progress monitoring every week (time, place, duration, intensity, attendance). 10. Collect at least 4 data points. 11. Review data to determine effectiveness of intervention making sure to look at ROI/goal. 12. If student shows insufficient progress..modify intervention. 13. If student is making sufficient progress based on rate of improvement. Continue current path. 14. If student surpasses ROI, continue with intervention until goal is met, and then review. Procedural Steps for Documenting and Identifying Need for Intervention in Grades 2-10: 1. Using NWEA cut score data identify students scoring below the 34 th percentile. 2. Identify students receiving a 1 or 2 on NECAP Reading (grades 3-8 & 11) 3. If there is a discrepancy between the RIT and NECAP reading score an additional diagnostic may be used. 4. Additional assessments may include AIMSweb SLA DRA, SRI, BADER or Running Record. Office of Teaching & Learning Page 20 of 30 (5/14/12)
5. If teachers have questions concerning students need for intervention and/or a PLP they will need to identify additional quantitative & qualitative data to support need. 6. Based on a review of the data, select an intervention and initiate using a Standard Protocol (if there are any question regarding the data or intervention, speak with the reading teacher and/or other teachers and your principal). 7. Using AIMSweb Survey Level Assessment (SLA) administer probes to students to determine which measure, early literacy or R-CBM is most appropriate. 8. Using AIMSweb set up progress monitoring for identified students and determine Rate of Improvement (ROI). 9. Targeted Interventions: Complete progress monitoring at least once every two (2) weeks (time, place, duration, intensity, attendance). 10. Intensive Interventions: Complete progress monitoring every week (time, place, duration, intensity, attendance). 11. Collect at least 4 data points. 12. Review data to determine effectiveness of intervention making sure to look at ROI/goal. 13. If student shows insufficient progress..modify intervention. 14. If student is making progress sufficient based on rate of improvement. Continue current path. 15. If student surpasses ROI, continue with intervention until goal is met, and then review. Office of Teaching & Learning Page 21 of 30 (5/14/12)
NECAP SCALED SCORE PROFICIENCY CUTS MATHEMATICS Grade (4) Proficient w/distinction (3) Proficient (2) Partially Proficient Targeted Interventions (1 )Substantially Below Proficient Intensive Interventions 3 353 & above 340-352 332-339 331 & below 4 455 & above 440-454 431-439 430 & below 5 554 & above 540-553 533-539 532 & below 6 653 & above 640-652 633-639 632 & below 7 752 & above 740-751 734-739 733 & below 8 852 & above 840-851 834-839 833 & below 11 1152 & above 1140-11 1134-1139 1133 & below Office of Teaching & Learning Page 22 of 30 (5/14/12)
A RIT Score is not a grade equivalent. The RIT Scores below represent the MEAN (50 th percentile). Grade 2011 Normative Data Reference Status Norms of RIT Scores Mathematics Norms (RIT VALUES) Beginning of Year Mean Middle of Year Mean End of Year Mean K 156.1 1 162.5 172.2 179.0 2 178.7 185.9 191.3 3 192.3 198.7 203.5 4 203.5 208.6 212.4 5 212.7 217.5 220.7 6 220.1 223.2 226.0 7 225.7 228.5 230.9 8 230.0 232.6 234.4 9 233.2 234.2 235.3 10 235.3 236.6 237.5 Nationally, students scoring between the 25 th and 75 th percentiles are empirically average. However, NWEA shifts the term average to reflect a more narrow range. NWEA interprets average as between the 34 th and 66 th percentiles. When reviewing NWEA data, be mindful that: HIGH is above the 66 th percentile AVG is between the 34 th and 66 th percentile LOW is below the 34 th percentile Therefore, some students with LOW NWEA benchmarks are performing in the average range nationally. Teachers and teams whose students have LOW benchmarks must consider classroom performance and multiple sources of data. Not every student with LOW benchmarks will require interventions. Always use multiple measures to access the student s need for interventions. See page 14 for Achievement Status & Growth Calculator link and directions. Office of Teaching & Learning Page 23 of 30 (5/14/12)
Types of Math Assessments Formative & Summative Benchmark Assessment Survey Level Assessment High Stakes Additional Assessments 3 to 4 times yearly Assessment NWEA AIMSweb NECAP Other Evidence Math Survey w/goals Grades 2-10 Rocket Math (1-6) M-COMP (1-8) (Math Comprehension Curriculum Based Measures) NECAP (3-8 & 11) End of Unit Assessments Early Numeracy Measures OCF (Oral Counting fluency) NIF (Number Identification fluency) PARCC Benchmark Assessments Common Assessments Tests/Quizzes QDF (Quantity Discrimination fluency) MNF (Missing Number fluency) Classroom Assessments Anecdotal Nova Net (6-12) M-CAP (2-8) (Math Concepts & Applications) M-CAP is aligned to envisionsmath K-5 Study Island AIMSweb Early Numeracy Measures OCF (Oral Counting fluency) NIF (Number Identification fluency) QDF (Quantity Discrimination) MNF (Missing Number) M-COMP M-CAP AIMSweb Early Numeracy Measures OCF (Oral Counting fluency) NIF (Number Identification fluency) QDF (Quantity Discrimination) MNF (Missing Number) M-COMP (gr. 1) (Math Comprehension Curriculum Based Measures) Locally assessed CCST K, 1, & 2 Rocket Math (1-5) envisionsmath Classroom Assessments Office of Teaching & Learning Page 24 of 30 (5/14/12)
Procedural Steps for Documenting and Identifying Need for Intervention in Grade K: 1. Use AIMSweb Early Numeracy benchmarking data to identify students scoring below the 25 th percentile. 2. If there is a discrepancy, administer an additional diagnostic. 3. Additional assessments may include classroom assessments from envisionsmath. 4. Based on a review of the data, select an intervention. If there are any questions regarding the data or intervention speak with other faculty and/or your principal). 5. Using AIMSweb Survey Level Assessment (SLA) administer probes to students and determine which Early Numeracy measure to use. 6. Using AIMSweb set up progress monitoring for identified students and determine Rate of Improvement (ROI). 7. Complete progress monitoring at least once every two (2) weeks. 8. Note time, place, duration and intensity, of intervention and keep track of attendance. 9. Collect at least 4 data points. 10. Review data to determine effectiveness of intervention making sure to look at ROI/goal. 11. If student shows insufficient progress..modify intervention. 12. If student is making progress sufficient based on rate of improvement. Continue current path. 13. If student surpasses ROI, continue with intervention until goal is met, and then review. Procedural Steps for Documenting and Identifying Need for Intervention in Grades 1: 1. Using NWEA cut score data identify students scoring below the 34 th percentile. 2. Additional data sources may include AIMSweb Math Computation probe (M-COMP) and envisionmath assessments. If teachers have questions concerning students need for intervention they will need to identify additional quantitative & qualitative data to support need. (Identify students scoring below the 25 th percentile.) 3. Based on a review of the data, select an intervention and initiate (if there are questions regarding the data or intervention consult other faculty & principal). 4. Using AIMSweb Survey Level Assessment (SLA) administer probes to students to identify instructional level at which to progress monitor & deliver instruction. 5. Set AIMSweb goal from fall benchmark to winter benchmark, reassess and revise goal from winter to spring. Office of Teaching & Learning Page 25 of 30 (5/14/12)
6. Using AIMSweb set up progress monitoring for identified students and determine Rate of Improvement (ROI). 7. For students in intervention groups progress monitor at least every 2 weeks 8. Note time, place, duration and intensity, of intervention and keep track of attendance 9. Collect at least 4 data points. 10. Review data to determine effectiveness of intervention making sure to look at ROI/goal. 11. If student shows insufficient progress..modify intervention. 12. If student is making sufficient progress based on rate of improvement. Continue current path. 13. If student surpasses ROI, continue with intervention until goal is met, and then review. Procedural Steps for Documenting and Identifying Need for Intervention in Grades 2-3: 1. Using NWEA cut score data identify students scoring below the 34 rd percentile. Pay particular attention to the Numbers & Operations strand. 2. Additional data sources may include AIMSweb Math Computation probe (M-COMP), AIMSweb Math Concepts and Applications (M-CAP), envisionsmath (K-5), common, benchmark, and classroom assessments. Identify students scoring below the 25 th percentile when applicable. 3. Identify students receiving a 1 or 2 on NECAP Math (grade 3). 4. If teachers have questions concerning students need for intervention they will need to identify additional quantitative & qualitative data to support need. 5. Based on a review of the data, select an intervention and initiate (if there are questions regarding the data or intervention consult other faculty). 6. Using AIMSweb Survey Level Assessment (SLA) administer probes to students to identify instructional level at which to progress monitor & deliver instruction. 7. Using AIMSweb set up progress monitoring for identified students and determine Rate of Improvement (ROI). 8. For students receiving intervention progress monitor at least every two (2) weeks. 9. Note time, place, duration and intensity, of intervention and keep track of attendance. 10. Collect at least 4 data points. 11. Review data to determine effectiveness of intervention making sure to look at ROI/goal. 12. If student shows insufficient progress..modify intervention. 13. If student is making sufficient progress based on rate of improvement. Continue current path. Office of Teaching & Learning Page 26 of 30 (5/14/12)
14. If student surpasses ROI, continue with intervention until goal is met, and then review. Procedural Steps for Documenting and Identifying Need for Intervention in Grades 4-11: 1. Using NWEA Cut Score Data identify students scoring below the 34 rd percentile. 2. Additional data sources may include AIMSweb Math Computation probe (M-COMP), AIMSweb Math Concepts and Applications (M-CAP), envisionsmath (K-5), common, benchmark, and classroom assessments. Identify students scoring below the 25 th percentile when applicable. 3. Study Island may be used as an additional assessment for high school students 4. Identify students receiving a 1 or 2 on NECAP Math. 5. If teachers have questions concerning students need for intervention they will need to identify additional quantitative & qualitative data to support need. 6. Based on a review of the data, select an intervention and initiate (if there are questions regarding the data or intervention consult other faculty). 7. Using AIMSweb Survey Level Assessment (SLA) administer probes to students to identify instructional level at which to progress monitor & deliver instruction. 8. Using AIMSweb set up progress monitoring for identified students and determine Rate of Improvement (ROI). 9. For students receiving intervention progress monitor at least every 2 weeks 10. Note time, place, duration and intensity, of intervention and keep track of attendance 11. Collect at least 4 data points. 12. Review data to determine effectiveness of intervention making sure to look at ROI/goal. 13. If student shows insufficient progress..modify intervention. 14. If student is making sufficient progress based on rate of improvement. Continue current path. 15. If student surpasses ROI, continue with intervention until goal is met, and then review. Office of Teaching & Learning Page 27 of 30 (5/14/12)
Office of Teaching & Learning Page 28 of 30 (5/14/12)
Progress Monitoring & Benchmarking Flowchart Universal Benchmark Screening Good/Acceptable performance Poor/borderline performance No action screen again in winter and spring Good/acceptable performance: no action. Poor/borderline performance Decide on intervention plan/progress monitor schedule Progress Monitor ROI indicates student is on track to meet Mid/End-of- Year Goal ROI indicates lack of satisfactory progress. Continue with intervention program. ROI indicates student is on track to meet Mid/End-of- Year Goal Adjust intervention ROI continues to indicate lack of satisfactory progress Progress monitor and benchmark appropriately. Goal met ROI continues to indicate lack of satisfactory progress Bring to RTI team. Adjust and implement intensive intervention continue to progress monitor Based on intervention & progress monitoring data, student may be referred for special education evaluation. ROI indicates student is on track to meet Mid/End-of- Year Goal Goal met Office of Teaching & Learning Page 29 of 30 (5/14/12)
Response to Intervention Process Flowchart Modified from Rhode Island Criteria and Guidance for Identification of Specific Learning Disabilities Core Instruction Instruction High Quality Reasearch Based curriculum aligned with standards. Differentiated Instruction Assessment Formative assessment Sccreening 3 times a year to identify students at risk and monitor class-wide progress Student Identified through screening as not meeting grade level benchmarks Depending on the level of need, student will receive core instruction PLUS Intensive Supports Targeted Supports Instruction Specifically designed intensive intervention for individual students using a Standard Protocol. Collect 8 data points Assessment Determine Rate of Improvement (ROI) and Progress monitor student at least every two weeks Collect 8 data points Diagnostic assessment provides further information regarding effective instructional/behavior strategies Instruction Using a Standard Protocol implement short term interventions in a specific area of need to enhance & support core curriculum. Assessment Determine Rate of Improvement (ROI) and Progress monitor student at least every three weeks. Collect 8 data points Diagnostic assessment provides further information regarding effective instructional/behavior strategies Student does not meet exit criteria Student meets exit criteria Student does not meet exit criteria. Student meets exit criteria. ROI indicates student is on track to meet goal Based on intervention & progress monitoring data, student may be referred for special education evaluation. Referral meeting: Procedural safeguards provided. Is suspect disability, consent obtained & 60 day timeline begins. Intervention ends and recommendations for instructional strategies are provided to meet student s needs through core instruction. Based on intervention implementation and progress monitoring data, student may be referred to RTI team to determine intensive intervention Intervention ends and recommendations for instructional strategies are provided to meet student s needs through core instruction Intervention may need to continue for student to maintain proficiency Office of Teaching & Learning Page 30 of 30 (5/14/12)