RtII and Tier I: An Overview for K-12

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RtII and Tier I An Overview for K-12
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PaTTANs Mission
The mission of the Pennsylvania Training and
Technical Assistance Network (PaTTAN) is to
support the efforts and initiatives of the Bureau
of Special Education, and to build the capacity
of local educational agencies to serve students
who receive special education services.
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PDEs Commitment to Least Restrictive Environment
(LRE)

• Our goal for each child is to ensure
  Individualized Education Program (IEP) teams
  begin with the general education setting with the
  use of Supplementary Aids and Services before
  considering a more
  restrictive environment.

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How this Module Is Organized

• Introduction
• Section One Alignment
• Section Two Curriculum
• Section Three Instruction
• Section Four Assessment
• Section Five Tier 1 Effectiveness
• Summary

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• Introduction and Overview

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Module Focus and Outcomes

• How do we establish, enhance, and/or sustain
  positive outcomes for all students at Tier One
  and across all tiers?
• Curriculum, instruction, and assessment
• What is the role and power - of organizational
  structures in aligning curriculum, instruction
  and assessment?
• Data teams at building, grade, and student
  level
• Professional Learning Communities
• How do we ensure implementation fidelity at
• Tier 1?
• Accountability formats

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Participants will

• Understand the components of an effective Tier 1
• the WHAT and the HOW connection
• Identify key issues
• alignment to SAS (PAs Standards Aligned System)
• design of curriculum, delivery of curriculum
  through evidence-based instruction
• use of varied assessment techniques and tools to
  inform instruction and demonstrate outcomes
• fidelity of implementation
• suggested resources to further enhance skills and
  understandings relative to RtII, K-12 and
  specifically to Tier 1

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Tier 1 Defined

• A standards-aligned curriculum delivered with
  fidelity using differentiated, evidence-based
  instructional and assessment practices that meet
  the needs of at least 80 of students.
• The WHAT (what students need to know and be able
  to do)
• SAS Big Ideas, Concepts, and Competencies
• The HOW (instruction and assessment)
• How are you going to get them there and how will
  you know when they are there?

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RtII Framework Supports SAS
Tier I of the RtII framework provides access to
high quality standards based curriculum and
instruction for all students.
Active student engagement in a safe and positive
learning environment is foundational to Tier I
RtII organizes assessment practices and requires
schools to use the four types of assessments to
determine the effectiveness of curriculum/interven
tion and drive instructional adjustments.
Examples, Summative PSSA, ACCESS for ELLs,
PVAAS Benchmark 4 Sight Diagnostic GRADE,
GMADE Formative Formal and Informal (progress
monitoring, ticket out the door)
RtII requires the selection and use of materials
and resources that align with standards based
curriculum and research based standard protocols
to address specific skill acquisition.
RtII organizes curriculum and instruction to
ensure all students receive the standards
aligned core curriculum. ALL staff (Gen, Sp Ed,
Title, ESL) assume responsibility and an active
role in instruction in the core curriculum
High quality instruction and intervention are at
the heart of RtII. The framework organizes
instruction and intervention to ensure the use of
high leverage, research-based instructional
practices at each Tier. Processes are in place
to ensure instructional fidelity.
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PA SAS Web Portal
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Why is Tier 1 so important?

• Provides the foundation for all students
• Is key to school improvement
• Facilitates moving systems from poor to good and
  from good to great! http//mckinseyonsociety.com/h
  ow-the-worlds-most-improved-school-systems-keep-ge
  tting-better/fair, fair to good, good to great

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Section One Alignment
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Big Idea RtII A K-12 Systems Approach!

• RtII integrates curriculum, instruction, and
  assessment with organized school structures (ex
  PLCs, scheduled time/allocated time blocks, data
  teams)

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4 Essential Questions that Integrate Curriculum,
Instruction, Assessment

• What is it we want all students to know and be
  able to do? (curriculum)
• How will we know when each student has mastered
  the essential learning? (assessment)
• How will we deepen the learning for students who
  have already mastered essential knowledge and
  skills? (instruction/intervention)
• How will we respond when a student experiences
  difficulty in learning? (instruction/intervention)
  

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Tier 1 Core Instruction Essential Questions

• What constitutes a strong core at the elementary
  level?
• What constitutes a strong core at the secondary
  level?

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Components of an Effective Tier 1 at Elementary

• Core programs aligned to PA Standards (reading,
  math, science, ESL, etc. )
• Core at elementary level also includes high
  leverage instructional practices,
  standards-aligned written, taught, and assessed
  curriculum
• Infrastructure, including master schedule which
  allocates appropriate time for instruction/interve
  ntion, time for data analysis/PLCs,etc.

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Elementary Core Programs, cont.

• Serve as the base of reading/math/behavior
  instruction
• Provide complete instruction in the key
  components of reading/math/behavior
• Are designed for all settings and all students
• Are preventive and proactive
• Incorporate a high probability of student
  proficiency (80)

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Core at Tier 1 also requires

• Alignment of materials and assessments
• Small and large group instruction
• Scaffolding instruction to support initial
  learning and transference of skills
• Ongoing cumulative review
• Differentiated instruction (awareness of
  heterogeneity of classroom)
• Universal Design for Learning (UDL)
  (http//www.udlcenter.org/)

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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
• (National Reading Panel, 2000)

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Math MUST Explicitly Address

• Concept Standards
• Numbers and Operations
• Measurement
• Geometry
• Algebraic Concepts
• Data Analysis and probability
• (pdesas.org)

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As well as

• Process Standards
• Problem Solving
• Reasoning and Proof
• Communication
• Connections
• Representations
• (NCTM National Council of Teachers of
  Mathematics)

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As Well as

• The Five Strands of Mathematical Proficiency
• Conceptual Understanding
• Procedural Fluency
• Strategic Competence
• Adaptive Reasoning
• Procedural Disposition
• (NCTM National Council of Teachers of
  Mathematics)

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Other Considerations

• ELLs (English Language Learners)
• Two essential components to Tier 1 instruction
  for ELLs
• (a) Quality instruction using research-based
  strategies, and
• (b) Instruction by knowledgeable, skilled
  teachers who have developed culturally responsive
  attributes

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Research-based Methods that Support Second
Language Learners in Literacy Development

• Instruction in the key components of reading
  (phonemic awareness, phonics, fluency,
  vocabulary, and text comprehension) is necessary
  but not sufficientfor teaching
  language-minority students to read and write
  proficiently in English.
• (National Literacy Panel, 2006)
• ESL instruction is CORE instruction

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Math Instruction for ELLs based on. . .

• Students level of English language proficiency
  aligned to ELP standards, ELL Overlay and WIDA
  Can Do Descriptors
• Building from students background knowledge
• Consideration given to students cultural,
  linguistic, socioeconomic and experiential
  background
• Culturally responsive school and classroom
  environment

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Components of an Effective Tier 1 at Secondary

• Core curriculum that serves as foundation for
  reading/English/language arts classroom
• College and career ready written curriculum
• Comprehensive aligned core and supplemental
  literacy instruction to enhance and/or remediate
  reading difficulties across the content areas
  (math, science, social studies, etc.)

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Components, cont.

• Universal instructional design principles
  (effective teaching principles UDL)
• High leverage instructional strategies
  principles (Marzano, 2009 Ellis 1994)
• Infrastructure and organization
• Team processes
• Schedules (master schedule student schedules)
• Course schedules and requirements
• Formative and summative assessment maps
• PAs Secondary RtII Toolkit Secondary RtII Tier
  I Core Instruction document www.pattan.net

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Other Considerations

• Rigorous and relevant courses available to all
  students, aligned to PA Standards
• Range of courses, with vertical stretch
  appropriate to students needs
• Relevance to 21st century school and work
• Aligned to desired outcomes
• AP exams, Keystones, PSSA, PASA, SAT, NOCTI,
  ACCESS for ELLs, college and career outcomes

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English Courses - Considerations

• Focus on non-fiction and informational text
• Media literacy
• Reading, writing, speaking, and listening
• Critical thinking analysis and interpretation
• Complex texts
• ELLs English language proficiency
• Other?
• What are YOUR thoughts about the English/LA
  courses in your building?

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Mathematics Courses Considerations

• Algebra gateway, not gatekeeper
• Algebra when do most of your students take
  Algebra? What is the data to support that? How
  can PVAAS and other data tools inform your course
  enrollments?
• Conceptual understanding vs. rote procedures
• ELLs English language proficiency as it impacts
  mathematics skill acquisition
• ELLs content knowledge and skills in first
  language their impact on math skill acquisition
• Other?
• What are YOUR thoughts about the math courses in
  your district?

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Tier 1 Other Core Subjects

• Academic literacy in all content areas
• Reading, writing, listening, and speaking skills
  must be addressed in all subjects
• Literacy skills are necessary to access
  information in school and career
• Lifelong learning
• Emphasis on literacy skills facilitate the
  mastery of content in all subjects
• Writing to learn

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Critical Resources - Tier 1 Design

• Anita Archer (explicitinstruction.org)
• Center on Instruction (www.centeroninstruction.org
  )
• Danielson framework (www.danielsongroup.org)
• PA Keystone Exams
• Blueprints (SAS http//www.pdesas.org)
• PA Standards
• SAS http//www.pdesas.org/Standard/Views
• Unpacking the Anchors (http//www.pdesas.org/modul
  e/sas/standards/anchors/unpack)
• English Language Proficiency Standards
  http//www.pdesas.org/Standard/Views
• Alternate Achievement Standards
  (http//www.pdesas.org/Standard/Views )
• Universal Design for Learning (http//www.udlcente
  r.org/)

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Universal Design for Learning

• What is it?
• UDL is a set of principles for curriculum
  development that give all individuals equal
  opportunities to learn.
• UDL provides a blueprint for creating
  instructional goals, methods, materials, and
  assessments that work for everyone--not a single,
  one-size-fits-all solution but rather flexible
  approaches that can be customized and adjusted
  for individual needs.
• http//www.cast.org/udl/faq/index.html

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Universal Design for Learning

• Supports teachers efforts to differentiate
  instruction by providing options for
• presenting information and content in different
  ways (the "what" of learning)
• differentiating the ways that students can
  express what they know (the "how" of learning)
• stimulating interest and motivation for learning
  (the "why" of learning)
• A universally designed curriculum is designed
  from the outset to meet the needs of the greatest
  number of users, making costly, time-consuming,
  and after-the-fact changes to curriculum
  unnecessary.

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Some Typical Challenges

• Building maintaining a school culture that
  embodies the belief that all students can achieve
  grow
• Inconsistent outcomes and expectations for all
  students
• Ineffective or disjointed curriculum
• Lack of rigor and relevance
• Range of courses too limited
• What is written does not match what is taught
  and/or assessed
• Lack of instructional planning and delivery model
• Ineffective grade level transitions
• Guessing at what might work for struggling
  students
• Waiting for students to fail
• Non-culturally responsive instruction

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Disconnect
Instruction
Curriculum
Assessment
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Curriculum
Instruction
Assessment
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Challenges at Tier 1

• What challenges do you have in your own school at
  Tier 1?

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Action Planning Graphic
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Section Two Curriculum
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The Curriculum Process

• Curriculum development is an ongoing process
  which requires collaboration, conflict-resolution
  and reflection.  Too often, schools approach
  curriculum development as a product to be
  created.  When teachers come to a fork in the
  road, they often blame weaknesses in the document
  and resort to their own curriculum.  It is
  difficult, if not impossible, to have curriculum
  alignment when each teacher chooses essential
  skills and key concepts in isolation.
• (ASCD Edge, http//edge.ascd.org/_Five-Questions-f
  or-Curriculum-Developers/blog/1911201/127586.html)

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Foundations of an Effective Curriculum

• Guaranteed and viable
• Marzano, What Works in Schools, 2003)
• Opportunity to learn
• All students have access to curriculum
• Appropriate allocated time
• Identify and communicate essential content
• Sequence and organize essential content
• Ensure that content can be addressed within
  allocated time

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Foundations, cont.

• Unconditional delivery of this curriculum by
  individual teachers
• Ensure tight alignment with PA Standards/Common
  Core
• Unpack the standards
• Sharp focus on learning targets exists in all
  written curricula
• Develop course maps, unit maps, pacing guides
• Collaborative planning, PLCs

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Foundations, cont.

• Curriculum collaboration
• Teachers have a tool or method for communicating
  the strengths and weaknesses of the curriculum.
• Teachers meet on a regular basis to reflect on
  the written, taught, and assessed curricula.
• Curriculum and Assessment Alignment
• Vertical and horizontal curriculum alignment
• Teachers develop common formative and summative
  assessments, using the district's curriculum as a
  guide for developing assessments
• Culturally responsive curriculum

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Learning Targets

• Critical Clear learning targets
• If you dont know where you are going, you are
  liable to end up someplace else (Mager, 1984)

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Clear learning targets

• Begin with end in mind (Understanding by Design
  McTighe Wiggins, www.authenticeducation.org)
• Targets stated? (PA Standards/SAS)
• Right amount? (Goldilocks Rule)
• Clear? Would colleagues agree on what they are?
• Appropriate? Relevant? Enduring? Rigorous?
• Sequenced as part of overall curriculum?
• Horizontal and vertical articulation
• Aligned with what was taught?
• Written, taught, assessed

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An Alignment Example

• Students will understand the concept of culture
  and be able to explain in writing the definition
  of culture.
• What is an appropriate assessment task/question
  that is aligned with the learning target?

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Which Is It?

• Name 3 things that are important to the culture
  of indigenous Americans.
• Give a short talk to the class comparing three
  different cultures. In your talk, make sure you
  describe the similarities and differences among
  the cultures you have chosen.
• Write a paragraph telling in your own words what
  is meant by the term culture.

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Issues and Challenges

• What are some concerns and issues in your
  district/school in regards to curriculum?

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Examples of Issues and Challenges

• There is an absence of pacing within the
  curriculum documents.
• Curriculum intended for regular classroom use
  lacks sample differentiated activities.
• Curriculum management in the school and district
  is not clear and efficient.
• Easy access to curriculum documents does not
  exist.
• Curriculum lacks rigor and relevance.
• Curriculum in core subject areas not reviewed
  annually.
• Lack of curriculum review cycle/process no
  mapping.

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More Examples of Issues and Challenges

• Vertical and horizontal alignment holes
• Repetitions and redundancies
• Over- reliance on textbooks
• Use of district curriculum widely varies by
  teachers
• Learning targets are unclear, leading to a lack
  of focus
• Teacher isolation in design and operation of
  curriculum
• Absence of consistent assessment tools in same
  subject areas

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Program Evaluation Resources

• PA Standards Aligned System (SAS)
• www.pdesas.org
• PSSA Blueprint
• Florida Center for Reading Research
  http//www.fcrr.org/
• Oregon Reading First. Website
  http//oregonreadingfirst.uoregon.edu/
• What Works Clearinghouse
• www.whatworks.ed.gov/
• Best Evidence Encyclopedia
• www.bestevidence.org

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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.html

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Action Planning Graphic
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Section Three Instruction
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Effective Teaching Principles (Secondary RTII
Toolkit Ellis, Worthington, Larkin)

• Engagement time
• Success rates
• Content coverage/opportunities to learn
• Grouping for instruction
• Scaffolded instruction
• Addressing forms of knowledge
• Activating and organizing knowledge
• Teaching strategically
• Making instruction explicit
• Teaching sameness in the curriculum

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Examining one closelyEngagement Time

• What is engaged time?
• What does it mean for students to be actively
  engaged?

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Engagement Time Quiz Yes, No, Maybe

• Students are making eye contact with teacher as
  teacher speaks no students have their heads
  down.
• Students are taking notes on a structured outline
  while watching a series of video clips on
  photosynthesis.
• Students are working on laptops on a
  computer-based program.

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What DOES engagement mean?

• Children who are engaged show sustained
  behavioral involvement in learning activities
  accompanied by a positive emotional tone. They
  select tasks at the border of their competencies,
  initiate action when given the opportunity, and
  exert intense effort and concentration in the
  implementation of learning tasks they show
  generally positive emotions during ongoing
  action, including enthusiasm, optimism,
  curiosity, and interest.
• Publication Date 2003-09-00 Author Chapman,
  Elaine Source ERIC Clearinghouse on Assessment
  and Evaluation

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Reflect and Discuss Effective Teaching
Principles

• Are (any of) these principles new to you and/or
  others in your building?
• Are these practices consistent and pervasive in
  your building? If so, how do you know? If not,
  why do you think that is?
• Are they regularly addressed as potential root
  causes in analyzing data?
• Are they regularly discussed by collaborative
  groups of teachers?
• Are they part of the districts induction
  program?
• Is there accountability for these practices to be
  operationalized?

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Reflect and Discuss Effective Teaching Principles

• What specific suggestions do you have for
  ramping up the implementation of these proven
  principles in your building?

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High Leverage Strategies (Marzano)

• Current research provides educators with
  information on instructional strategies that work

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Current Trends

• Educators are at a special place in time. The
  art of teaching is rapidly becoming the
  science of teaching.
• Art no specific script for teachers to follow,
  characteristics of effective teachers vary in
  terms of behavior and personality
• Science there are strategies that research over
  time has shown to have a high probability of
  enhancing student achievement
• Marzano The Art and Science of Teaching A
  Comprehensive Framework for Effective
  Instruction, 2007

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The Turning Point

• Up until 30 years ago, teaching had not been
  systematically studied (Marzano)
• Coleman report, 1966 the quality of the school
  accounts for only about 10 of variance in
  student achievement

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1970s

• 70s - the quality of the teacher greatly
  impacts student learning
• the myth that teachers do not make a difference
  in student learning has been refuted (Brophy and
  Good, 1986)

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1990s

• S. Paul Wright, Sandra P. Horn William L.
  Sanders have noted significant impact of teacher
  quality on student learning
• The results of this study will document that the
  most important factor affecting student learning
  is the teacher. In addition, the results show
  wide variation in effectiveness among teachers.
  The immediate and clear implication of this
  finding is that seemingly more can be done to
  improve education by improving the effectiveness
  of teachers than by any other single factor
  (Sanders, 1997).

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Charlotte Danielson The Framework for Teaching

• Domain 4 Professional Responsibilities
• Reflecting on Teaching
• Maintaining Accurate Records
• Communicating with Families
• Participating in a Professional Community
• Growing and Developing Professionally
• Showing Professionalism

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And nowMeta-Analysis

• A research technique that combines the results
  from a number of studies to determine the average
  effect of a given technique
• Results reported as effect size the increase or
  decrease in achievement of the experimental group
  in standard deviation units
• Effect sizes then converted to percentile gains
• Marzanos goal to identify those strategies that
  have a high probability of enhancing student
  achievement for all students in all subject areas
  at all grade levels.
• Hattie (in Visible Learning, 2009) identifies
  best practices through meta-analyses

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Resources References

• Classroom Instruction that Works Research Based
  Strategies for Increasing Student Achievement
  Marzano, Pickering, Pollock (2001)
• A Handbook for Classroom Instruction That Works
  (Marzano et al, 2001)
• What Works in Schools Translating Research into
  Action Marzano (2003)
• The Art and Science of Teaching, Marzano (2007)
• A Handbook for the Art and Science of Teaching,
  Marzano and Brown (2009)
• Mid-continent Research for Education and Learning
  (McREL)
• Anita Archer,Ph,D., Educational Consultant
  (archerteach_at_aol.com)
• CAST www.cast.org/publications/ncac/ncac_explicit.
  html
• http//www.netc.org/focus/strategies/summ.php
• www.marzanoresearch.com/.../meta_analysis_database
  .aspx
• www.pattan.net
• Visible Learning (Hattie, 2009)

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Nine categories of instructional strategies that
are proven (Marzano, 2001)

• Identifying similarities and differences
• Summarizing and note taking
• Reinforcing effort and providing recognition
• Homework and practice
• Nonlinguistic representations
• Cooperative learning
• Setting objectives and providing feedback
• Generating and testing hypotheses
• Cues, questions, and advance organizers
• (refer to recent research findings(2009) on
  effect sizes of strategy categories)

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Effect Size and Percentile Gains (2001)
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2009 Percentile Gains www.marzanoresearch.com/.../
meta_analysis_database.aspx
73
Reflect and Discuss Instructional Strategies

• Are (any of) these instructional strategies new
  to you and/or others in your building?
• Are these strategies used consistently and
  pervasively in your building? If so, how do you
  know? If not, why do you think that is?
• Are they regularly addressed as potential root
  causes in analyzing data?
• Are they regularly discussed by collaborative
  groups of teachers?
• Are they part of the districts induction
  program?
• Is there accountability for these practices to be
  operationalized?

74
Now, more on Instruction

• Differentiated Instruction seeks to ...provide
  varied learning options in a classroom to make
  curriculum and instruction the best possible fit
  for learners who, though they have many things in
  common, differ in some important ways from one
  another. (Tomlinson, The Differentiated
  Classroom Responding to the Needs of All
  Learners, 1999)

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Differentiation means

• Meeting the needs of all students through
• Whole Group Instruction
• Small Group Instruction Same Ability
• Small Group Instruction- Mixed Ability
• Student Pairs
• One on One
• Tomlinson

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What Happens in a Differentiated Classroom?

• In a differentiated classroom, the teacher plans
  and carries out with assistance varied approaches
  to content, process, and product in anticipation
  of and response to student differences in
  readiness and/or interest.
• -Tomlinson

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Action Planning Graphic
78
Section Four Assessment
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Standards Aligned System (SAS) Fair Assessments
Assessments aligned to PA standards
Summative Formative Benchmark Diagnostic
Standards
Assessments
Safe and Supportive Schools
StudentAchievement
Materials Resources
Curriculum Framework
Instruction
80
Summative Assessment

• Seeks to make an overall judgment of progress
  made at the end of a defined period of
  instruction.
• Often used for grading, accountability, and/or
  research/evaluation

81
PSSA, PSSA-M, PASA PVAAS (Growth and
Projections using PSSA) W-APT, WIDA Access
Placement TestTerraNovaACCESS for ELLsSAT or
ACTStanford 10End of Unit or Final ExamsFinal
Exams-Keystones
Examples of Summative Assessments
82
Benchmark Assessment

• Designed to provide feedback to both the teacher
  and the student about how the student is
  progressing towards demonstrating proficiency on
  grade level standards.

83
Examples of Benchmark Assessment

• 4Sight
• DIBELS
• AIMSweb
• Riverside Assess2Know

84
Diagnostic Assessment

• Ascertains, prior to instruction, each students
  strengths, weaknesses, knowledge, and skills to
  inform instruction.

85
Examples of Diagnostic Assessments

• GRADE
• G-MADE
• CORE Phonics Survey
• DRA
• CDT (Classroom Diagnostic Tool)

86
Formative Assessment

• A planned process
• Used by teachers and students during instruction
  to provide feedback to adjust ongoing teaching
  and learning to improve students achievement of
  intended instructional outcomes
• Classroom-based
• Formal and Informal Measures

87
Formative Assessment Strategies

• Questioning techniques
• Response cards
• Thumbs-up or Thumbs-down
• Think-Pair-Share
• Random Reporter
• Observation
• Exit tickets
• White boards
• Clickers

88
What is data-based decision making?

• Data-based decision making is making
  instructional decisions based on all types of
  assessment data.
• RTII links assessment with instruction and
  intervention.

89
School Structures for Data-Informed Decision
Making
District-Level Support (Budgetary Support,
Professional Development, Resources and Time)
Student Learning Data
Demographic l Perceptual l Process Data
Annual Building-Wide Planning Process Focus All
Students Who School-Wide Team How PDE Getting
Results, Data Retreat, School/Continuous Planning
Process

• Building Level
• School Demographic Data
• PennData
• Discipline Data
• Attendance Data
• Mobility Rate Data
• Parent Surveys

• Building Level
• PSSA PVAAS
• Final 4Sight Benchmark Test
• Standardized Assessments
• District End-of-Year Tests
• EAP/Tutoring Assessments

• Grade/Course Level
• Initial PSSA/PVAAS/Final Tests
• Class/Subgroup Levels
• Cyclical
• 4Sight Benchmark Data Grade Level
• District Quarterly Assessments
• Common Classroom Data
• Classroom Summaries
• EAP/Tutoring Assessments

Periodic Grade-Level Planning Process Focus
Groups of Students Who Teacher Teams How
Regular 1-2 Hour meetings

• Grade/Course Level
• Class Demographic Data
• Class Engagement Data
• Satisfaction Data
• Attendance Data
• Walk Through Data

Student-Planning Process Focus Classroom of
Students Who Teacher

• Classroom Level
• Initial PSSA/PVAAS/Final Tests
• Student-Level Achievement and Growth Data
• Cyclical
• 4Sight Benchmark Data Student Level
• Continuous
• Individual Classroom Assessments
• EAP/Tutoring Assessments
• Progress Monitoring

• Classroom Level
• Qualitative Data
• Student Historical Information
• Student Medical Information
• Student Learning Information

90
Interpreting the Data

• Fifteen years ago, we were looking at data one
  student at a time (time consuming).
• The RtII model promotes a system that looks at
  all data of all students. It has focused data
  analysis on school level and grade level to build
  a strong Tier 1, followed by and complemented by
  focus on individual students at risk for
  proficiency.

91
Achievement Data Analysis at Tier 1

• How did all students perform at Tier 1 level?
• PSSA?
• Keystone Exams?
• Terra Nova?

92
Growth Data at Tier 1

• Did a group or subgroup of students make a years
  worth of growth for a years worth of schooling?
• What is the percent likelihood of a group of
  students or an individual student being
  proficient on a future PSSA?

93
The Power of Achievement Data AND Growth Data
Together

• Achievement tells a valuable story, but growth
  AND achievement together provide critical
  information
• PVAAS Reports aligned to Tier 1
• School Value Added Reports
• Performance Diagnostic Reports
• Projection Reports

94
Universal Screening Process

• What is Universal Screening?
• Administered to all students at all levels, K-12
• Universal screening is a process that includes
  assessments, but also includes record review and
  historical information
• Brief measure
• Its use is limited only determines who might be
  at-risk, not why or what to do about the risk
  factors

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Reviewing the data

• Universal screening data are typically collected
  in the fall, winter, and spring. Teams meet right
  after to ask the big questions about the whole
  group
• Identify how the group is doing as a whole to
  determine who is individually in need of more
  intensive intervention

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Student involvement with their data

• Collecting their data is a good opportunity to
  teach students about math and what graphs mean.
• Students can be taught to set goals for
  themselves
• Understanding what their highest score has been
  can prompt the following questions
• How can I beat my highest score?
• How can I ask my teacher for some help in order
  to meet my own goal?

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Understanding of data

• Students tend to pick it up pretty quickly
• Get students in touch with their own data and
  their own awareness of growth.
• Stay positive about their growth, even it they
  are only advancing in small increments. They will
  catch up eventually.
• Help parents understand the importance of
  assessment.

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Assessment Tools - Resources

• Resources to help schools select reliable, valid
  tools
• studentprogress.org
• rti4success.org
• RTINetwork.org
• Secondary RtII Toolkit (Assessment document)
• www.pattan.net

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Your Turn Planning Your Assessment Map
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Assessment Map Design
101
Assessment Schedule Example
102
Action Planning Graphic
103
Section Five Tier 1 Effectiveness
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Core Program Review

• Improving the Core
• Systematic analysis of components of core

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Core Program Review

• Improving the Core
• Foundational Questions (http//www.pasip.org/Getti
  ng_Results.aspx)
• Team analysis of status relative to foundational
  questions
• Requires specific evidence to respond to each
  question!

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Foundational Questions Evidence and Actions
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Comprehensive Action Plan
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Contact Information www.pattan.net

• PaTTAN Consultants
• Laura C. Moran
• Educational Consultant
• lmoran_at_pattan.net
• Sharon Leonard
• Educational consultant
• slleonard_at_pattan.net
• Ana Sainz de la Pena
• Educational Consultant
• asainzdelapena_at_pattan.net
• Content Developer
• Cindy Goldsworthy, Ed. D.
• Evidence to Action K-12 Consulting
• goldsworthy.cindy_at_gmail.com

Commonwealth of Pennsylvania Tom Corbett,
Governor Pennsylvania Department of
Education Ronald J. Tomalis, Secretary Carolyn
C. Dumaresq, Ed. D., Deputy Secretary Office of
Elementary and Secondary Education John J.
Tommasini, Director Bureau of Special
Education Patricia Hozella, Assistant
Director Bureau of Special Education