Response to Intervention How to Monitor RTI Reading

Response to Intervention How to Monitor RTI Reading Interventions Jim Wright www. interventioncentral. or g www. interventioncentral. org

Response to Intervention Avg Classroom Academic Performance Level Discrepancy 1: Skill Gap (Current Performance Level) Target Student Discrepancy 2: Gap in Rate of Learning (‘Slope of Improvement’) ‘Dual-Discrepancy’: RTI Model of Learning Disability (Fuchs 2003) www. interventioncentral. org 2

Response to Intervention Clearinghouse for RTI Screening and Progress-Monitoring Tools • The National Center on RTI (www. rti 4 success. org) maintains pages rating the technical adequacy of RTI screening and progress-monitoring tools. www. interventioncentral. org 3

Response to Intervention RTI Data Challenge: Setting Individual RTI Academic Goals Using Research Norms for Students Receiving ‘Off-Level’ Interventions Source: Shapiro, E. S. (2008). Best practices in setting progress-monitoring goals for academic skill improvement. In A. Thomas & J. Grimes (Eds. ), Best practices in school psychology V (pp. 141 -157). Bethesda, MD: National Association of School Psychologists. www. interventioncentral. org

Response to Intervention How to Set a Goal for an ‘Off-Level’ Intervention 1. Comparing Student Performance to Benchmarks and Flagging Extreme Discrepancies. The student is administered reading fluency probes equivalent to his or her current grade placement (during the Fall/Winter/Spring schoolwide screening) and the results are compared to peer norms. If the student falls significantly below the level of peers, he or she may need additional assessment to determine whether the student is to receive intervention and assessment ‘off grade level’. www. interventioncentral. org 5

Response to Intervention Example of Progress-Monitoring Off. Level: Randy In January, Mrs. Chandler, a 4 th-grade teacher, receives her classwide reading fluency screening results. She notes that a student who has recently transferred to her classroom, Randy, performed at 35 Words Read Correct (WRC) on the 1 -minute AIMSweb Grade 4 fluency probes. Mrs. Chandler consults AIMSweb readingfluency research norms and finds that a reasonable minimum reading rate for students by winter of grade 4 (25 th www. interventioncentral. org 6

Response to Intervention AIMSweb Norms: Example of Progress-Monitoring‘Typical’ reader (25 th percentile) in Off-Level: Randy Gr 4 at mid-year (winter norms): 89 WRC Target Student Randy: 35 WRC Conclusion: Randy’s gradelevel performance is in the ‘frustration’ range. He requires a Survey-Level Source: AIMSweb® Growth Table Reading-Curriculum Based Measurement: Assessment Multi-Year Aggregate: to www. interventioncentral. org 2006 -2007 School Year 7

Response to Intervention How to Set a Goal for an ‘Off-Level’ Intervention 2. Conducting a Survey Level Assessment (SLA). For students with large discrepancies when compared to benchmarks, the teacher conducts a SLA to determine the student’s optimal level for supplemental intervention and progressmonitoring. • • The teacher administers AIMSweb reading probes from successively earlier grade levels and compares the student’s performance to the benchmark norms for that grade level. The student’s ‘instructional’ level for intervention is www. interventioncentral. org the first grade level in which his reading-fluency 8

Response to Intervention Example of Progress-Monitoring Off. Level: Randy Because Randy’s reading fluency rate is so far below the grade-level norms (a gap of 54 WRC), his teacher decides to conduct a Survey Level Assessment to find the student’s optimal grade level placement for supplemental reading instruction. www. interventioncentral. org 9

Response to Intervention Example of Progress-Monitoring Off. Level: Randy 10 On Grade 3 -level 2 -level Survey Level probes, Randy The Assessment. attains median teachera conducts score of 64 48 Level WRC. a Survey Assessment with The AIMSweb Randy, assessing winter norm. CBM (25 th him using rd percentile) for a 2 3 nd reading fluency grade student 69 probes from is 53 WRC. successively earlier grades until The student isatnow still he performs or inabove the ‘frustration’ the 25 th range ‘instructional’ and the percentile Survey range and Level the according to the Source: AIMSweb® Growth Table Reading-Curriculum Based Measurement: Multi-Year Aggregate: 2006 -2007 School Year www. interventioncentral. org

Response to Intervention How to Set a Goal for an ‘Off-Level’ Intervention 3. Selecting an ‘Off-Level’ Progress. Monitoring Goal. To set a progressmonitoring goal, the teacher looks up the benchmark WRC for the 50 th percentile at the student’s off-level ‘instructional’ grade level previously determined through the Survey Level Assessment. www. interventioncentral. org 11

Response to Intervention Example of Progress-Monitoring Off. Level: Randy 12 Goal-Setting. To find the progressmonitoring goal for Randy, his teacher looks up the benchmark WRC for the 50 th percentile at Grade 2 (his offlevel ‘instructional’ grade level)— which is 79 WRC. This becomes the progress. Source: AIMSweb® Growth Table Reading-Curriculum Based Measurement: Multi-Year Aggregate: 2006 -2007 School Year www. interventioncentral. org

Response to Intervention How to Set a Goal for an ‘Off-Level’ Intervention 4. Translating the Progress-Monitoring Goal into Weekly Increments. The teacher’s final task before starting the progress-monitoring is to translate the student’s ultimate intervention goal into ‘ambitious but realistic’ weekly increments. One useful method for determining weekly growth rates is to start with research-derived growth norms and to then use a ‘multiplier’ to make the expected rate of weekly growth www. interventioncentral. org more ambitious. 13

Response to Intervention 4. • • How to Set a Goal for an ‘Off-Level’ Translating the. Intervention Progress-Monitoring Goal into Weekly Increments. (Cont. ) The teacher first looks up the average rate of weekly student growth supplied in the research norms. (NOTE: If available, a good rule of thumb is to use the growth norms for the 50 th percentile at the ‘off-level’ grade at which the student is receiving intervention and being monitored. ) The teacher then multiplies this grade norm for weekly growth by a figure between 1. 5 and 2. 0 (Shapiro, 2008). Because the original weekly growth rate represents a typical rate student improvement, using this multiplier to increase the www. interventioncentral. org 14

Response to Intervention Example of Progress-Monitoring Off. Level: Randy 15 Randy’s ultimate goal is 79 WRC (the 50 th percentile norm for grade 2). Determining Weekly Rate of Improvement (ROI). Randy is to be During the Survey Level monitored on Randy intervention at grade Assessment, was found to 2. The teacher read 64 WRCfinds—according at the 2 nd grade to AIMSweb norms—that a typical level. student in Grade 2 (at the 50 th percentile) has a rate of improvement There is a 15 -WRC gap to be of 1. 1 WRC week. closed to getper Randy to his goal. She 1. 1 per WRC figure by At 2 multiplies additionalthe WRC week 1. 8 (teacher to obtain a. Based Measurement: Multi-Year Aggregate: on. Source: intervention, Randy should AIMSweb®judgment) Growth Table Reading-Curriculum 2006 -2007 School Year www. interventioncentral. org

Response to Intervention 5. • • How to Set a Goal for an ‘Off-Level’ Advancing the Intervention Student to Higher Grade Levels for Intervention and Progress-Monitoring The teacher monitors the student’s growth in reading fluency at least once per week (twice per week is ideal). When the student’s reading fluency exceeds the 50 th percentile in Words Read Correct for his or her ‘off-level’ grade, the teacher reassesses the student’s reading fluency using AIMSweb materials at the next higher grade. If the student performs at or above the 25 th percentile on probes from that next grade level, the teacher advances the student and begins to www. interventioncentral. org 16

Response to Intervention Example of Progress-Monitoring Off. Level: Randy 17 Advancing the Student to Higher Grade Levels (Cont. ). So Mrs. Chandler assesses Advancing the Student Randy on AIMSweb reading to Higher Grade Levels fluency probes for Grade 3 of Progress-Monitoring. and finds that. Ms. he reads on His teacher, average WRCthat — after Chandler, 72 notes exceeding Grade 3 25 th 7 weeks of the intervention, percentile cut-off of 6982 Randy is now reading WRC—exceeding the 79 WRC for the 50 th Therefore, Randy is in percentile of students advanced to Grade 3 Grade 2 (winter norms). Source: AIMSweb® Growth Table Reading-Curriculum Based Measurement: Multi-Year Aggregate: 2006 -2007 School Year www. interventioncentral. org

Response to Intervention Setting Individual RTI Academic Goals Using Research Norms for Students Receiving ‘Off. Activity: Setting ‘Off. Level’ Interventions Level’ Reading Goals 1. Comparing Student Performance to Benchmarks • Review the steps and Flagging Extreme outlined in this Discrepancies workshop for 2. Conducting a Survey Level setting goals for Assessment (SLA). students on off 3. Selecting an ‘Off-Level’ level interventions. Progress-Monitoring Goal. 4. Translating a Progress • What challenges Monitoring Goal into Weekly might your school Increments. or district face in www. interventioncentral. org 5. Advancing the Student Who 18

Response to Intervention Chart. Dog Graph. Maker http: //www. interventioncentral. org/ tools/chart_dog_graph_maker www. interventioncentral. org 19

Response to Intervention Chart. Dog Graphmaker: Visually Display Individual Student Data • The free Chart. Dog application allows interventionists to collect, store, and visually display individual student intervention data on a time-series graph. • Chart. Dog allows for the setting of student goal and aimlines. The program will also compute trending lines and percentage of non -overlapping data points and complete other statistical analyses. www. interventioncentral. org 20