RtII: Universal Screening, Core Curriculum, Data Analysis by Yd4dmGB


									RtII: Universal Screening,
Core Curriculum, Data
December 2009
Day 3
Lincoln Intermediate Unit #12
   Review of Universal Screening Tools
   Use of information to identify what students are not
    successful at Tier 1
   Core Curriculum Aligned to Standards
       Reading, Writing, Math
       Behavior with regards to SWEBS
       Behavior with regards to schools not doing SWEBS
   Data Analysis to develop documented interventions
    that all staff will implement with fidelity every day.
Next steps for Tier 1:
   Universal screening of all students occur for academics
    and behavior based on grade-level benchmarks (75-80%
    should be at Tier 1 before moving to Tier 2).
   Students receive high-quality, research-based instruction
    in the general education environment with the core
    curriculum aligned to the standards (75-80% should be at
    Tier 1 before moving to Tier 2).
   Data-based decision-making of universal screening is
    used consistently to guide instructional changes and to
    analyze progress of student performance.
   Summative Assessments                     Office Referrals
       PSSA, Final Exams                     Detentions and Suspensions
   Benchmark Assessments                     Attendance, Truancies and
       Repeated assessments
       Aimsweb, 4Sight, DRA, Dibels,
        Chapter Tests, etc.                   Health Screenings
   Diagnostic Assessments                    Medical Concerns
       Raw data from Aimsweb, 4 Sight,       FBA/PBSP Behaviors
        DRA, Dibels, KTEA, Brigance,etc.
   Formative Assessments                     Others
       Report Card data
       CBA data
       Mid-terms
       Observations
       Rubrics
       Homework
       Tests, quizzes
       Participation
     What should teams be doing with Universal
                  Screening data?
   Benchmark screening of all students in reading, writing, and math
    occurs at least three times a year (Dibels, Aimsweb, 4Sight, DRA,
     Using this data, staff identify the students within each grade
        level/ team/ content area who are NOT at grade level
        (benchmark) and the skill areas of concern.
     Teams identify and explicitly document each targeted
        intervention agreed upon for these skills that will be
        implemented with fidelity throughout the grade
        level/team/content area.
     A measurable goal is identified so that each teacher within the
        grade level/team/content area can monitor the progress of
        these interventions.
     The administrator, specialists, and teachers collaborate to
        ensure fidelity of implementation and to problem solve
        concerns about the intervention(s).
What should teams be doing with Universal
Screening data?
    At the next repeated assessment, staff review the data to
     determine progress of intervention(s).
    If there are more than 20-25% not making grade level scores,
     verify the following:
      Staff has been trained in the core curriculum; if large
          turnover of staff, retraining occurs on a regular basis.
      Staff is implementing curriculum with fidelity; staff is not
          teaching outside the expected content for their grade,
          team, content area.
      Core curriculum has been aligned to the standards and if
          all of the above are true:
           Materials and resources have been supplemented for
              any skill area gaps that are occurring within the core
           75-80% of all students are at Tier 1
    What should teams be doing with Universal
    Screening data?
    Report card data and interim reporting information
       Reviewed regularly at grade/team/content level meetings to identify
        consistent content and skill areas where students are not being successful
       Verify that instruction is differentiated and students are actively engaged
        within the classrooms
       Review benchmark intervention progress monitoring data to determine if
        adjustments or changes need to occur.
    PSSA and PASA data (Summative Data)
       Reviewed regularly at grade/team/content level meetings to identify
        consistent skill areas that are a concern
       Should be incorporated into benchmark interventions and monitored
    Health screenings and medical concerns (Diagnostic and Benchmark data)
       Identify students within grade/team/content level not passing vision,
        hearing, and other screenings or who have medical issues that could be
        impeding learning.
       Develop and implement grade/team/content level procedures for
        addressing these concerns and that involve parents, guidance, agencies, or
        other providers who can support the student with these concerns.
What should teams be doing with Universal
Screening data?
   Attendance and truancy data
       At every grade level/team/content area meeting, this data should be
        analyzed so that there is a planned response to every absence and is
        systematically addressed with parents and students using a
        documented intervention plan.
   Office referral, FBA/PBSP, detention and suspension data
       Disaggregate data for each grade level/team/content area so that
        behaviors of concern are identified. (where, when, who, why)
       Staff prioritizes behaviors that are occurring within each grade
        level/team/content area and a documented intervention plan is
        implemented to reinforce/support the school wide effective
        behavior support program at Tier 1
Universal Screening Tools
   Academic data
       Who will collect?
       How will it be distributed?
   Behavior and discipline data
       Who will collect?
       How will it be distributed?
   Health and medical data
       Who will collect?
       How will it be distributed?
   Who is going to monitor intervention plans for grade
    level/team/content areas at Tier 1? How? When?
Reading MUST Explicitly Address:
      Key elements of scientifically-based
       core programs includes explicit and
       systematic instruction in the following:
         Phonological Awareness
         Phonics
         Fluency
         Vocabulary
         Comprehension
Math MUST Address
   Concept Standards:
       Numbers and Operations
       Measurement
       Geometry
       Algebraic Concepts
       Data Analysis and probability

   Process Standards:
       Problem Solving
       Reasoning and Proof
       Communication
       Connections
       Representations
As Well as:
   The Five Strands of Mathmatical Proficiency
     Conceptial Understanding
     Procedural Fluency
     Strategic Competence
     Adaptive Reasoning
     Procedural Disposition
Behavior Characteristics
   Expected behaviors are defined and explicitly taught
    across all settings and supported by all staff.
   A system of school-wide positive behavior support is
    in place.
   Effective instructional practices are the base of
    effective positive behavior support.
   Data gathering process for skills addressed in the
    behavior core (School-wide Information System, etc)
Behavior Characteristics
 Expectations and consequences are consistent,
  known and understood by staff and students.
 A system is in place to positively reinforce
  appropriate student behavior.
 Staff utilizes de-escalation techniques with
  inappropriate student behavior.
Program Evaluation Resources
   PSSA Blueprint
   Florida Center for Reading Research
   Oregon Reading First. [Website]
   What Works Clearinghouse
      www.whatworks.ed.gov/
   Best Evidence Encyclopedia
       www.bestevidence.org
Program Evaluation Resources

   K-12 Mathematics Curriculum Center
       National Council of Teachers of Mathematics

   National Science Foundation
     www.comap.com/elementary/projects/arc

   National Math Panel
     www.ed.gov/about/bdscomm/list/mathpanel/index.

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