Universal Screener and Gap Analysis

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					Problem Solving/RtI
      Update
Kathy Haugan and
Dr. Linda Fowler
            Session Overview
 Manatee Core Curriculum*
 K12CRBRP and the
  90 Minute Reading Block*
 Universal Screeners and RtI
 District Universal Screeners
 Median Scores
 Gap Analysis
 Progress Monitoring*
    Manatee Core Curriculum (MCC)

 K – 5 in Math, Music, Reading, Science,
  Social Studies, and Writing
 6 – 12 in Language Arts/English, Math,
  Science, and Social Studies
 Road Maps and Unit Overviews
 Intranet > Departments > Curriculum
  > Manatee Core Curriculum
K12 Comprehensive Research-Based
          Reading Plan
   6A-6.053 K-12 Comprehensive Reading Plan
    -Districts must submit a plan yearly
    -Districts must monitor the plan
    -Insure fidelity
    -Develop assessment and progress
     monitoring plan
    -Enroll students in reading intervention based upon the
    FLDOE Requirements
    -90 Minute Reading Block
         Accessing the K12CRBRP

   Just Read, Florida!
       -District K-12 Reading Plans
       -View District Plans

   Every school site
        90 Minute Reading Block

 Teach all students using the CCRP
 Usually 30-40 minutes total group at level
  of majority
 Remainder of the time, differentiate
  instruction focusing on needs of each
  student-may CCRP or SRP
 Progress monitor
                 Decision Trees
   1st – 5th

   6th – 8th

   9th – 12th
It’s ALL About Data
A Universal Screener is a basic assessment
procedure that helps identify academic difficulties.

   Tied to academic standards
   Administered school-wide to all students
   Brief, reliable and valid
   Helps detect early problems and allocate resources
    accordingly
   Screening allows you to see the student’s progress
    relative to his peers.
   Use data to determine if the achievement gap is closing
      The role of RtI in Universal Screening

   “RtI is a way of screening children, early in their
    schooling, that can help educators identify those who
    may not be responding to instruction.” Alexa Posny,
    Assistant Secretary OSERS
   Identifies effective Tier I educational outcomes and
    indicates whether about 80% of students are achieving
    at expected levels.
   Compares student and subgroup scores to the rest of
    the grade in that school/district.
   Used to make instructional decisions.
    District Universal Screeners
              Reading

 FAIR Vocabulary: K-2
 SAT10: 2nd (Title I) and 3rd
 FCAT: 4th-12th
    District Universal Screeners
                Math

 SAT10: 2nd (Title I) and 3rd
 District Benchmark Assessments: 3rd-8th
 4th-12th Grade: FCAT
     District Universal Screeners

                   Writing
 Florida Writes 4th, 8th, 10th
 District Assessments K-10



                  Behavior
   Office Discipline Referrals (ODR’s)
A New Way of Operating
How to use Screening Data
   Calculate a grade level median.
   Determine whether 80% of students are at
    benchmark expectation.
   If not, implement Tier I Strategies for all
    students.
   Find your lowest 20% from the peer median on
    the screener and problem solve Tier II
    interventions for targeted groups.
   Progress monitor and graph the groups
    progress.
               Using the Median
      .
   The median is the center of a distribution of scores.
   Half of the scores are above the median and half are
    below. Select the data in ascending order and
    choose the centered value.
   Ex. 1, 4, 9. The median is 4. When there is an even
    set of numbers, the median is the mean of the two
    middle numbers. Ex. – 2, 4, 9, 12 = (4 + 9) / 2 = 6.5
             Why the Median?
   The median is an effective way to determine an
    approximate average when dealing with a set of
    numbers that could be skewed by outliers.

   The median is not sensitive to extreme scores.
                  Gap Analysis
   Gap Analysis is a tool for measuring the difference
    between the student’s current level of achievement and
    the benchmark expectation or the peer level of
    performance.

   A Gap Analysis is determined by dividing the expected
    benchmark by current student/subgroup performance. A
    significant gap is 1.5 or above. When using standard
    score you may use a standard deviation of 1.5 for gap.
         Steps and Examples of
             Gap Analysis
   Expectation is 68 WPM. Divide 68 wpm by 20 wpm
    (current student performance) 68/20 = 3.4 The gap this
    student has to close by the end of the year is 3.4.
   A significant gap is 1.5 or above (depending upon
    scores, using 1.25 may be acceptable).
   Formula – Expected Score/ Student Score
    Peer Median/Student Score
    Expected Score/Peer Median
    Calculating What is Needed to
            Close the Gap
   Determine the student needs in order to close the gap.
    Subtract the student’s current performance from the
    expected benchmark. For example:

90 wpm (spring expectation) – 20 wpm (student score) = 70
  wpm (necessary to close gap)
Determine realistic progress for student. 70 wpm divided by
  15 week of intervention = 4.6 wpm of weekly gain
  necessary.
Practice for Gap Analysis
Benchmark standard score on Mazes
is 110.
Peer Median SS on Mazes is 89.
Student Standard Score on Maze is 62.
Do the gap analysis for each of these
  areas according to the formulas.
Answers to Gap Analysis Practice

   Benchmark/Peer =110/89 = 1.23

   Benchmark/Student = 110/62 =1.77

Peer Median/Student =89/62 =1.43
(Or use a SD of 1.5 for standard scores)
          Progress Monitoring
   FAIR Tool Kit

   dibels.uoregon.edu
         Graphing Reading Groups
Scores




                   Weeks
Progress Monitoring Data is used to
evaluate the effectiveness of the intervention
   Gap analysis is conducted to determine a need for
    intervention and to provide students Tier II interventions
    in the areas of need compared to their peers and the
    benchmark expectation.
   When utilizing a progress monitoring tool, such as ORF,
    it is important to gather baseline data on the peer or
    subgroup performance on this measure by administering
    it to a small group of typically performing peers.
What are your building level
       challenges?
RtI Coaching
Goal:
1)To increase PS/RtI support at the school
  sites.
2)To build PS/RtI capacity in Manatee
  County by training and supporting schools
  in creating an efficient PS/RtI framework.
         Tier I Activities
 Coaches will collaborate with school
  based PS/RtI Teams to review the SIP
  plan and identify RtI goals.
 The team will review whole school data
  and utilizing a problem solving approach to
  form a hypothesis to explain areas of
  deficit.
          Tier I continued
An action plan will be developed based on
individual school’s current practice to identify
goals and barriers.

The action plan will be used to measure
progress toward school goals at the end of the
1st Semester and at the end of the year.

Coaches will facilitate this process.
                            Contacts
   Kathy Haugan, RtI Resource Specialist
    Professional Development
    761-6550 ext. 2256

   Dr. Anne Juola-Rushton, RtI Resource Specialist
    Professional Development
    751-6550 ext. 2273

   Gwen Smith-Warzyk, RtI Secretary
    Professional Development
    761-6550 ext. 2293

				
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posted:1/28/2012
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