RTI Measurement Overview: Measurement Concepts for RTI Decision

Document Sample
RTI Measurement Overview: Measurement Concepts for RTI Decision Powered By Docstoc
					  RTI Measurement Overview:
 Measurement Concepts for RTI
       Decision Making
 A module for pre-service and in-service
      professional development
            MN RTI Center
                   Author: Lisa H. Stewart, PhD
                Minnesota State University Moorhead
      www.scred.k12.mn.us click on RTI Center
MN RtI Center
                                                      1
MN RTI Center Training Modules
   This module was developed with funding from the MN legislature
   It is part of a series of modules available from the MN RTI Center
    for use in preservice and inservice training:
                         Module Title                                 Authors
                        1. RTI Overview                               Kim Gibbons & Lisa Stewart
                        2. Measurement and RTI Overview               Lisa Stewart
                        3. Curriculum Based Measurement and RTI       Lisa Stewart
                        4. Universal Screening (Benchmarking): (Two   Lisa Stewart
                           parts)
                           What, Why and How
                           Using Screening Data
                        5. Progress Monitoring: (Two parts)           Lisa Stewart & Adam Christ
                           What, Why and How
                           Using Progress Monitoring Data
                        6. Evidence-Based Practices                   Ann Casey
                        7. Problem Solving in RTI                     Kerry Bollman
                        8. Differentiated Instruction                 Peggy Ballard
                        9. Tiered Service Delivery and Instruction    Wendy Robinson
                        10. Leadership and RTI                        Jane Thompson & Ann Casey

        MN RtI Center   11. Family involvement and RTI                Amy Reschly
                                                                                                   2
                        12. Five Areas of Reading                     Kerry Bollman
                        13. Schoolwide Organization                   Kim Gibbons
Overview

   Purpose(s) of assessment
   Characteristics of effective measurement for RTI
   Critical features of measurement and RTI in the
    areas of screening, progress monitoring, and
    diagnostic instructional planning
   CBM/GOMs as a frequently used RTI
    measurement tool
   Multiple sources of information and convergence

       MN RtI Center
                                                       3
Why Learn About Measurement?


―In God we trust…
All others must have data.‖
                     Dr. Stan Deno




     MN RtI Center
                                     4
Assessment:
One of the Key Components in RTI

              Curriculum and
                                                    Assessment
                Instruction




                                School Wide
                               Organization &
                               Problem Solving
                                  Systems
                           (Teams, Process, etc)
    MN RtI Center
                                DRFT May 27, 2009                                             5

                                                    Adapted from Logan City School District, 2002
Measurement and Assessment

   Schools have to make many choices about
    measurement tools and the process of
    gathering information used to make
    decisions (assessment)
   We need different measurement tools for
    different purposes


      MN RtI Center
Some Purposes of Assessment

   Screening
   Diagnostic - instructional planning
   Monitoring student progress (formative)
   Evaluation (summative)



      MN RtI Center
Screening
   Standardized measures given to all students to:
       Help identify students at-risk in a PROACTIVE way
       Give feedback to the system about how students progress
        throughout the year at a gross (e.g., 3x per year) level
         If students are on track in the fall are they still on track in the
          winter?
         What is happening with students who started the year below
          target, are they catching up?
       Give feedback to the system about changes from year to year
            Is our new reading curriculum having the impact we were
             expecting?

        MN RtI Center
                                DRAFT May 27, 2009                              8
Diagnosis/Instructional Planning
   Measures given to understand a student’s skill
    level (strengths and weaknesses) help guide:
       Instructional grouping
       Where to place the student in the curriculum &
        curricular materials
       What skills are missing or weak and may need to be
        retaught or practiced and the level of support and
        explicitness needed
       Development or selection of curriculum and targeted
        interventions
        MN RtI Center
Monitoring Student Progress (Formative)
   Informally this happens all the time and helps teachers adjust
    their teaching on the spot
   More formalized progress monitoring involves standardized
    measures, tied to important educational outcomes, and given
    frequently (e.g. weekly) to:
       Prompt you to change what you are doing with a student if it is not
        working (formative assessment) so you are effective and efficient
        with your time and instruction
       Make decisions about instructional goals, materials, levels, and groups
       Aid in communication with parents
       Document progress for special education students as required for
        periodic and annual reviews

        MN RtI Center
Evaluation (Summative)

   Measures used to provide a snapshot or
    summary of student skill at one particular
    point in time, often at the end of the
    instructional year or unit
       E.g. state high stakes tests

   "When the cook tastes the soup, that’s
    formative; when the guests taste the soup,
    that’s summative."
        MN RtI Center
One Test Can Serve More Than One Purpose

    To the extent a test does more than one
     thing well, it is a more efficient use of
     student time and school resources
        Example 1: Reading CBM measures of Oral
         Reading Fluency can be used for screening and
         progress monitoring
        Example 2: the NWEA (MAP) test may be used for
         screening and instructional planning

         MN RtI Center
Activity

   On Measurement Overview Purposes of
    Assessment Worksheet
       Make a list of all the tests you have learned about or
        have seen used in the school setting (or are
        currently in use in your school)
       Try to decide what purpose(s) each test served




        MN RtI Center
Assessment Tools and Purpose(s)
 Name of Test        Purpose(s)
                     (Screening, Instructional Planning, Progress Monitoring, Program Eval.)




     MN RtI Center
Buyer Beware
   Although it is good if a test can serve more than one
    purpose, just because a test manual or advertisement
    SAYS it is useful for multiple purposes, doesn’t mean
    the test actually IS useful for multiple purposes
       Example: Many tests designed for diagnostic purposes or for
        summative evaluation state they are also useful for progress
        monitoring, but are too time consuming, too costly, too
        unreliable, or too insensitive to changes in student skills to be
        of practical use for progress monitoring



        MN RtI Center
Establishing a Measurement System
   A core feature of RTI is identifying a
    measurement system
        Screen large numbers of students
                Identify students in need of additional intervention
        Monitor students of concern more frequently
                1 to 4x per month
                Typically weekly
        Diagnostic testing used for instructional planning to
         help target interventions as needed
        MN RtI Center
                                                                        16
Characteristics of An Effective
Measurement System for RTI
 valid         inexpensive

 reliable      easily understood

 simple        can be given often

 quick         sensitive to growth over
               short periods of time



                       Credit: K Gibbons, M Shinn
                                              17
Technical Characteristics of
Measurement Tools
   Reliability- the consistency of the measure
       If tested again right away or by a different person
        or with an alternate equivalent form of the test,
        the score should be similar
       Allows us to have confidence in the score and use
        the score to generalize what we see today to other
        times and situations
              If a student knows how to decode simple words on a sheet
               of paper at 8am this morning, we would expect him to be
               able to decode similar simple words at noon… and the next
               day…
        MN RtI Center
    Why is Reliability so Important?
   Assume you have a test that decides whether or
    not you need to take (and pay for) a remedial
    math class in college that does not count toward
    graduation.
       The test average score is 50 points.
       The test has a ―cut off‖ score of 35, so students who
        score below 35 have to take the remedial class.



         MN RtI Center
Why is Reliability so Important? (Cont’d)

   If the test is reliable, and you get a score of 30, if you take
    another version of the test or take the test again a week
    later (without major studying or changing what you know!)
    you would likely get a score very close to 30….
   If the test is not reliable, and you get a score of 30…You
    might be able to take the test again or take another
    version of the test and get a score of 40…or a score of 20!
       If the test is unreliable we can’t have much faith in the score
        and it becomes difficult to use the test to make decisions!


        MN RtI Center
Validity
   But what if the test IS reliable and you get a score of
    30 but your math skills are much better than the
    score implies? What if you get a score of 30 but you
    don’t really need a remedial math class?
   Then the test has an issue with VALIDITY-
       A test is valid only if the interpretation of the test scores are
        supported
       A common definition of validity is that ―the test measures what
        it says it measures‖
       Another definition is that a test is valid if it helps you make
        better decisions or leads to better outcomes than if you had
        never given the test
        MN RtI Center
Types of Validity

   There are many ways to try to demonstrate
    validity:
       Content validity
       Criterion related validity: concurrent and predictive
       Treatment Validity
       Construct Validity

        MN RtI Center
Types of Validity (Cont’d)

   Content validity
       The test content is reasonable
   Criterion related validity: two types
       Concurrent- the scores from this test are similar to
        scores from other tests that measure the
        same/similar thing
       Predictive- the test scores from this test do a
        pretty good job of letting us know what score a
        student will get on another test in the future
        MN RtI Center
Types of Validity (Cont’d)

   Treatment Validity
       If you use this test to decide about some treatment
        or intervention or instructional approach….
              Do you make better decisions?
              Do you have better goals? Planning? Student
               engagement?
              Most importantly: Are the outcomes for your students
               better?


        MN RtI Center
Types of Validity (Cont’d)

   Construct Validity
       Does the test measure the theoretical trait or
        characteristic?
              E.g. If the theory says children need to have a base of solid
               decoding skills before they will be fast and fluent readers of
               new text, do the scores on the reading test of decoding and
               fluency support that?
       All other ways to try to document validity are in
        some way also addressing construct validity
        (content, criterion, treatment, etc.)
        MN RtI Center
The NOT Validity Kind of Validity
   Face validity is NOT really validity
     Positive: It ―looks‖ good
                Just because a test looks good or you (or your colleague)
                 like to give it does not mean it gives you good information
                 or is the best test to use
        Negative: I just don’t like it
                Just because a test isn’t set up exactly how you like it does
                 not mean it does NOT give you good information
   Look for EVIDENCE of reliability and validity, don’t
    rely on your reaction, or the reactions and
    testimonials of colleagues, alone.
        MN RtI Center
Reliability and Validity
   Just because a test is reliable does not mean it is
    valid
       It may reliably give you an inaccurate score!
   If a test is not reliable, it cannot be valid
   No test or test score is perfectly reliable
   We use test scores to help make a variety of
    decisions-- some ―low stakes‖ and some ―high stakes‖
    decisions….
       So how reliable is ―reliable enough‖?
       It depends ….

        MN RtI Center
Measuring Reliability and Validity
   Typically reliability and validity evidence involves
    comparing the test to itself or to other tests or
    outcomes
   The statistic used to sum up that comparison is often
    a correlation ( r )
   Correlations vary from r = 0.0 to 1.0
   The closer a correlation is to 1.0 the ―stronger‖ the
    relationship or the better you can predict one score or
    outcome if you know the other one

       MN RtI Center
How Reliable is Reliable Enough?

   For important INDIVIDUAL decisions? r = .90
   For SCREENING decisions? r = .80
    Salvia & Yselldyke, 2006

   ―Reliability is like money, as long as you have
    it, it’s not a problem, but if you don’t, it’s a BIG
    problem!‖ ~ Fred Kurlinger


       MN RtI Center
How Valid is Valid Enough?
     Ranges                         Interpretation
     .00-.20                        Little/no validity
     .21-.40                        Below average
                                    validity
     .41-.55                        Average validity
     .56-.80                        Above average
                                    validity
     .80-.99                        Exceptional validity
   MN RtI Center
                   Source: Webb, MW, 1983 journal of reading, 26(5) 414-424
Looking at Validity With a Purpose in Mind

    Predictive Validity is really important if you
     are using the test as a screening tool to
     predict which students are at risk or not at
     risk of reading difficulty
    Treatment validity is really important if you
     are using the test in an effort to lead to some
     sort of improved outcome

       MN RtI Center
Validity isn’t Just About the Test

   Validity has to do with the test use and
    interpretation, so even a ―valid‖ test can be used
    for the wrong reasons or misinterpreted or
    misused
       Example 1: A test score for an ELL student should
        reflect the student’s skills, not her ability to understand
        the directions and what is being asked
       Example 2 on next slide

        MN RtI Center
Validity isn’t Just About the Test (Cont’d)
   Example 2: Letter Naming Fluency (LNF)
      LNF involves giving a student a page of randomized upper and
       lower case letters and having the student name as many letters as
       they can in one minute.
      As a test of early literacy, LNF has good reliability and concurrent
       and predictive validity, especially predictive validity
      However, it can be easily MISUSED—
               If interpreted correctly, LNF can identify students at risk for early reading
                difficulty and get those students into well-rounded early literacy instruction
                well suited to them,
               BUT, if it is interpreted to mean that a student low in LNF needs to just
                have a lot of instructional time spent only learning letter names (often
                taking time away from high quality well-rounded early literacy instruction) it
                can actually have a negative impact.
           MN RtI Center
Test Utility

   Is it easy to use, time efficient, and cheap? 
       Even if a test is reliable and valid, if it is too difficult
        to use, too time consuming, or too expensive it just
        won’t get used
              If a reliable and valid progress monitoring tool took 30
               minutes per child and you wanted to monitor 10 students in
               your class every week, would you use it?
       However, if a test is easy and short and cheap… but
        isn’t reliable or valid… it’s still a waste of time, no
        matter how short!
        MN RtI Center
Test Utility (Cont’d)

   Is it sensitive enough for the decisions you
    want to make?
       Can it detect the differences between groups of
        kids or within an individual that you need to help
        you make a decision?
              If a progress monitoring tool can only show gains of 1 point
               per month, is it sensitive enough to help give you timely
               feedback on the student’s response to your instruction?



        MN RtI Center
Activity
   On ―Characteristics of Assessment Tools for RTI‖
    Worksheet
       Make a list of tests you have learned about or have seen used
        in the school setting (or are currently in use in your school)
             Can use all or some of the tools from the Purposes of
              Assessment Worksheet for your list
       Is the test reliable and valid FOR THE PURPOSE IT IS BEING
        USED?
       Is it quick and simple?
       Is it inexpensive?
       Can it be given often (has alternate forms, etc)?
       Is it sensitive?
        MN RtI Center
Characteristics of Assessment Tools for RTI
                      Reliable   Valid   Quick &   Cheap   Can be   Sensitive to
Name of                                  simple            given    growth over
tool                                                       often    short time




      MN RtI Center
Some Help in Looking for Evidence
   Measurement tools are reviewed at the
    following sites:
       www.rti4success.org
       www.studentprogress.org



 These sites only review tests submitted, if it is not on the list
  it doesn’t mean it is bad, just that it wasn’t reviewed
 Be sure you know the purpose of assessment (screening,
  progress monitoring, etc) to best interpret the information
        MN RtI Center
Critical Features of Measurement and RTI

    Screening
    Progress Monitoring
    Diagnostic Instructional Planning




       MN RtI Center
                                         39
Measurement and RTI: Screening
   Reliability coefficients of at least r =.80. Higher is
    better, especially for screening specificity.
   Well documented predictive validity
   Evidence the criterion (cut score) being used is
    reasonable and creates not too many false positives
    (students identified as at risk who aren’t) or false
    negatives (students who are at risk who aren’t
    identified as such)
   Brief, easy to use, affordable, and results/reports are
    accessible almost immediately
       MN RtI Center
Measurement and RTI: Progress Monitoring
   Reliability coefficients of r=.90+
       Because you are looking at multiple data points
        over time, it is possible to use a test with a lower
        reliability (e.g. .80-.90), but wait until you have
        several data points and use the combined data to
        increase confidence in your decisions
   Well documented treatment validity!



        MN RtI Center
Msrmnt & RTI: Progress Monitoring (Cont’d)
    Test and scores are very sensitive to increases
     or decreases in student skills over time
        Evidence of what slope of progress (how much
         growth in a day, week or a month) is typical under
         what conditions can greatly increase your ability to
         make decisions
    VERY brief, easy to use, affordable, alternate
     forms, and results/reports are accessible
     immediately
         MN RtI Center
    Measurement and RTI: Diagnostic
    Assessment for Instructional Planning
    Reliability coefficients of r =.80+ ASSUMING you are open
     to changing the instruction (formative assessment) if your
     planning didn’t work out as you thought it might
    Aligned with research on the development and teaching of
     reading
    Well documented treatment validity, utility for instructional
     planning!
    Time and cost efficient but specific enough to be useful for
     designing effective interventions
    Linked to standards and curriculum scope and sequence

         MN RtI Center
Msrmnt & RTI: Diagnostic Assessment
for Instructional Planning (Cont’d)
   Many instructional planning tools have limited
    information on reliability and validity—Look for tools
    that do have data.
   If creating your own tests, use best practices in test
    construction.
   Overall be sure you are doing standardized frequent
    progress monitoring and looking at student engaged
    time as other sources of information to ensure
    instruction is well planned.

       MN RtI Center
    RTI, General Outcome Measures and
    Curriculum Based Measurement
    Many schools use Curriculum Based Measurement (CBM)
     general outcome measures for screening and progress
     monitoring
        You don’t ―have to‖ use CBM, but many schools do
    Most common CBM tool in Grades 1- 8 is Oral Reading Fluency
     (ORF)
        Measure of reading rate (# of words correct per minute on a grade
         level passage) and a strong indicator of overall reading skill,
         including comprehension
    Early Literacy Measures are also available such as Nonsense
     Word Fluency (NWF), Phoneme Segmentation Fluency (PSF),
     Letter Name Fluency (LNF) and Letter Sound Fluency (LSF)
           MN RtI Center
                                                                         45
Why GOMs/CBM?
   Typically meet the criteria needed for RTI screening
    and progress monitoring
       Reliable, valid, specific, sensitive, practical
       Also, some utility for instructional planning (e.g., grouping)

   They are INDICATORS of whether there might be a
    problem, not diagnostic!
       Like taking your temperature or sticking a toothpick into a cake
       Oral reading fluency is a great INDICATOR of reading
        decoding, fluency and reading comprehension
       Fluency based because automaticity helps discriminate
        between students at different points of learning a skil
        MN RtI Center
                                                                           46
GOM…CBM… DIBELS… AIMSweb…




  MN RtI Center
                  DRAFT May 27, 2009   47
CBM Oral Reading Fluency
   Give 3 grade-level passages using standardized administration
    and scoring; use median (middle) score
   3-second rule (tell the student the word & point to next word)
   Discontinue rule (after 0 correct in first row, if <10 correct on 1 st
    passage do not give other passages)

                         Errors                      Not Errors
                         Hesitation for >3 seconds   Repeated Sounds
                         Incorrect pronunciation     Self-Corrects
                            for context              Skipped Row
                         Omitted Words               Insertions
         MN RtI Center   Words out of order          Dialect/Articulation   48
   Fluency and Comprehension

The purpose of reading is comprehension


        A good measures of overall reading
        proficiency is reading fluency
        because of its strong correlation to
        measures of comprehension.



  MN RtI Center
The Importance of Multiple Sources of
Information
   No ONE test is going to serve all purposes or give you all the
    information you need.
   Use MULTIPLE sources of data to make the best decisions
      Screening, progress monitoring, diagnostic, and evaluative
       data from multiple sources and/or across time
      Teacher observation and more formal observations
      Other pieces of relevant information such as behavior,
       attendance, health, the curriculum and instructional
       environment, etc.
   Look for CONVERGENCE of data- places where several
    sources of data point to the same decision or conclusion

        MN RtI Center
Articles Available with this Module
   Shoemaker, J. (2006). Reliability and Validity
   Stats ―crib sheet‖ from Heartland AEA (Iowa)
   Traditional and Modern Concepts of Validity. ERIC/AE
    Digest
   Also see articles specific to particular uses of
    measurement in benchmark and progress monitoring
    modules



       MN RtI Center
                                                           51
Recommended Resources

   American Psychological Association, American Educational
    Research Association, & National Council on Measurement
    in Education. (1985). Standards for educational and
    psychological testing. Washington, DC: American
    Psychological Association.
   Educational Measurement Text, e.g. texts by Hogan,
    Marzano, or Salvia & Ysseldyke, or a good Educational
    Psychology text that covers reliability, validity and utility of
    measurement



       MN RtI Center
Web Resource on Measurement

   Heartland (Iowa) website link with
    powerpoints on common myths and
    confusions about assessment
       http://www.aea11.k12.ia.us/assessment/myt
        hbuster.html




        MN RtI Center
RTI Related Resources
      National Center on RTI
              http://www.rti4success.org/
      RTI Action Network – links for Assessment and
       Universal Screening
              http://www.rtinetwork.org
      MN RTI Center
              http://www.scred.k12.mn.us/ and click on link
      National Center on Student Progress Monitoring
              http://www.studentprogress.org/
      Research Institute on Progress Monitoring
              http://progressmonitoring.net/
      MN RtI Center
                                                               54
RTI Related Resources (Cont’d)
   National Association of School Psychologists
       www.nasponline.org
   National Association of State Directors of Special
    Education (NADSE)
       www.nasdse.org
   Council of Administrators of Special Education
       www.casecec.org
   Office of Special Education Programs (OSEP) toolkit
    and RTI materials
       http://www.osepideasthatwork.org/toolkit/ta_responsiveness_in
        tervention.asp
        MN RtI Center
                             DRAFT May 27, 2009                     55
Quiz

   1. A purpose of assessment is what?
     A.) Screening
     B.) Diagnostic
     C.) Progress Monitoring
     D.) Evaluation
     E.) All of the above

   2. True or False? A test is useful for multiple purposes
    as long as its manual or advertisement says it is.
       MN RtI Center
                        DRAFT May 27, 2009                56
Quiz
   3. The consistency of the measure is called its what?
       A.) Validity
       B.) Reliability
       C.) Criterion
       D.) Sensitivity
   4. If the test measures the construct it says it measures it
    has?
       A.) Validity
       B.) Reliability
       C.) Criterion
              Sensitivity
        D.) Center
        MN RtI
Quiz

   True or False for each statement?
       5.) Even if a test is not valid, it can still be reliable.

       6.) Even if a test is not reliable, it can still be valid.
       7.) Validity is not just about the test—it has to do with the
        test use and interpretation, so even a valid test can be
        used for the wrong reasons, misinterpreted, or misused.




        MN RtI Center
The End 
   Note: The MN RTI Center does not endorse any particular
    product. Examples used are for instructional purposes only.

   Special Thanks:
       Thank you to Dr. Ann Casey, director of the MN RTI Center, for
        her leadership
       Thank you to Aimee Hochstein, Kristen Bouwman, and Nathan
        Rowe, Minnesota State University Moorhead graduate
        students, for editing, writing quizzes, and enhancing the quality
        of these training materials


        MN RtI Center

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:15
posted:11/24/2011
language:English
pages:59