ICSD District RtI CommitteeAgenda 3/13/12

3:45- Review of Our Norms and today’s agenda 4:00- Defining RtI and screening tool criteria 4:30- Begin review of possible district screening tools 5:15- Adjourn

Our Norms to ensure productive and equitable meetings: 1. Be respectful and speak with positive intentions2. Come prepared to take some risks and support risk takers 3. Actively participate, come prepared and be present in discussions4. Process to share the air5. Work toward consensus and consider different perspectives with a mind towards research6. Be ready to communicate, and stand by, our work7. Be mindful of time

RtI DefinedFocus on Screening

District RtI Committee3/13/12

Most information taken from “Essential Components of RtI” training module by National Center on Response to Intervention

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Response to intervention (RTI) integrates assessment and intervention within a school-wide, multi level prevention system to maximize ‑student achievement and reduce behavior problems.

Defining RTI

(National Center on Response to Intervention)

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With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions, and adjust the intensity and nature of those interventions based on a student’s responsiveness, and RTI may be used as part of the determination process for identifying students with specific learning disabilities or other disabilities.

Defining RTI

(National Center on Response to Intervention)

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RTI as a Preventive Framework

RTI is a multi-level instructional framework aimed at improving outcomes for ALL students.

RTI is preventive and provides immediate support to students who are at risk for poor learning outcomes.

RTI may be a component of a comprehensive evaluation for students with learning disabilities.

Essential Components of RTI

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SCREENINGEssential Component

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Screening

PURPOSE: identify students who are at risk for poor learning outcomes

FOCUS: all students TOOLS: brief assessments that are valid, reliable, and

demonstrate diagnostic accuracy for predicting learning or behavioral problems

TIMEFRAME: administered more than one time per year (e.g., fall, winter, spring )

Examples of Common Screening Processes

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Purpose of Screening Identify students at risk for poor learning

outcomes Identity students who need additional

assessment (i.e., progress monitoring) and instruction (i.e., secondary or tertiary)

Provide data on the effectiveness of the core instruction and curriculum

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Universal Screening

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Video 1: Principal Perspectives

Focus of Screening Screening typically includes all students Two-stage screening process• Stage 1: Universal screening • Stage 2: More in-depth testing or progress

monitoring for students who scored at or below the cut score

Should be an educationally valid outcome

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Screening Tools

Must choose reliable, valid tools that demonstrate diagnostic accuracy

Must choose age-appropriate outcome measures that capture student ability

May have different screeners to assess different outcome measures

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Getting Started

STEP 1: Determining Needs and Criteria

STEP 2: Selecting a Screening Tool

STEP 3: Establishing Procedures and Logistics

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STEP 1: Determining Needs and Criteria

Outcome Measures Scope Population Criteria

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• ICSD will measure reading and math

• All students, K-12, will be screened with appropriate measures

• We will need to decide on the appropriateness of the tools for our different populations

Screening tools may differ in their validity, reliability, and accuracy depending on the population• Specific subgroups (ELL, special education)

Test may need language or other accommodations

• Grade levels

Target Population

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Determine Your Criteria Is it a tool that can be purchased for a reasonable cost? Is it a tool that does not take long to administer and score? Is it a tool that offers ready access to training and technical

support for staff? Is it a tool that meets the highest standards for technical

rigor? Is it a tool that is aligned with the current curriculum and

state standards? Is it a tool whose effectiveness has been studied and

demonstrated in my district or state?

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Identifying Students as At Risk

RTI success depends on accurate identification of the students identified as at risk.

Perfect screening would result in 100% accurate identification of “True Positives” (those who need additional support) and “True Negatives” (those who do not need additional support).

Cut scores for screening tools are often set to overidentify students as at risk.

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Clinical Decision-Making Model

At risk Not at risk

Not

at r

isk

at ri

sk

Scre

en

True Positive

False Positive

True Negative

False Negative

OutcomeTrue Positive – students correctly identified at risk

False Positive – students incorrectly identified at risk

False Negative – students incorrectly identified not at risk

True Negative – students correctly identified not at risk

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Alignment of other initiatives, activities, and policies

Regional choices of screening toolsAPPR

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Education Law §3012-c, whereby 40% of an educator's evaluation shall be based on

measures of student learning. This portion of an educator’s evaluation is divided into two

components:

2. Locally-selected measures of student learning. This component will constitute 20% (or 15% in grades and subjects where a value-added model exists for the growth-on-State-assessments subcomponent) of each educator's evaluation. This portion must be based on measures of student achievement, which may include student growth. Districts select the measures and the measures must be rigorous and comparable across classrooms in the same grade/subject or in the same program in a school district or BOCES.

The recommendation from the TST BOCES Network team is

that ICSD address this component with the

development of common benchmark assessments.

1. Measures of student growth on State assessments (or a comparable measure of student growth). This component will constitute 20% (or 25% in grades and subjects where a value-added model has been approved by the Board of Regents) of each educator's evaluation. For subjects and grades for which New York State has statewide assessments that can be used to measure growth in student learning between two points in time (currently grades 4-8, ELA and mathematics), these State assessments will be utilized in conjunction with a growth or value-added model to determine an educator's score on this portion of the evaluation.

For the APPR, The district needs to choose a“comparable measure of growth”,

an assessment that measures growth in reading and math for grades K-3 and 9-12.

The District also needs to choose an RtI screening tool.

Criteria for choosing K-12 district screening tools for reading and math• Statistical reliability, validity and diagnostic accuracy • Watch for different population statistics

• Age appropriate outcomes-measures that capture student ability

• Cost• Technology needed• Ease of use• Length of assessment• Student training, support• Useful reports

• Cut score information• Training • Alignment to curriculum and standards• Ability to be used for APPR

www.RtICSD.wikispaces.comUse our wiki to find information on the assessments being

considered.Record your likes, dislikes

and questions on the charts.