Setting Ambitious & Attainable Student Goals. OrRTI Spring Training May 3 rd, 2011

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Setting Ambitious & Attainable Student Goals. OrRTI Spring Training May 3 rd, 2011"

Transcription

1 Setting Ambitious & Attainable Student Goals OrRTI Spring Training May 3 rd, 2011

2 Oral Reading Fluency (Words Correct Per Minute) Setting Appropriate Goals Is Important Benchmark

3 Objectives Progress monitoring as an indicator Writing objective and complete goals Things to consider when setting goals: What is the goal? When will they get there? What progress can we reasonably expect?

4 Progress Monitoring as an Indicator

5 Progress Monitoring Tools Brief & Easy Sensitive to growth Equivalent Frequent forms!!!

6 Progress Monitoring Tools Curriculum-Based Measures (CBM) General Outcome Measures (GOMs)

7 What are some commonly used progress monitoring tools? AIMSWEB DIBELS NEXT easycbm Reading CBM, Maze Reading FSF, PSF, NWF, ORF, Daze PSF, LSF, WRF, PRF, MC Reading Comp, Vocab Math AIMSWEB M Computation, M Concepts & Applications, CBM Early Numeracy easycbm Numbers & Operations, Measurement, Geometry, Algebra Written Language Writing CBM (Total Words Written, Correct Writing Sequences, Words Spelled Correctly)

8 What are NOT good progress monitoring tools? Phonic Screeners Report Cards OAKS Reading DRA Running Records Curriculum weekly tests Teacher created math probes* Writing rubrics* Math OAKS Written Language OAKS Reading curriculum weekly or monthly tests or fluency passages * when not administered and scored in a standardized and reliable way, or checked for consistency of multiple probes

9 Using the Right Tool The progress monitoring tool should match the skills being taught.

10 Additional Progress Monitoring Tools For more info and a review of available tools, visit (Progress Monitoring Tools Chart)

11 What information does it give you? Reading Curriculum Fluency Passages/Weekly Tests VS. Progress Monitoring Tools (CBM)

12 Do we have the right indicators? Most Miserable U.S. Cities Least Miserable U.S. Cities Seattle Cleveland Minneapolis Denver Detroit Portland Chicago New York Phoenix Based on 1) Unemployment, 2) Gas Prices, and 3) Home Values Wall Street Journal, 2011

13 Writing Objective and Complete Goals

14 What are the 6 essential parts of a Goal? 1. Goal Date date by which student is expected to reach goal 2. Condition under which student will perform the behavior 3. Student 4. Behavior clearly defined, observable, measurable behavior 5. Criterion performance level required to achieve mastery of the goal 6. Evaluation Schedule frequency of assessment

15 Sample goal format By (goal date), when given (condition), (student) will (behavior) (criterion). Progress will be monitored (evaluation schedule). By June 1, 2011, when given a DIBELS PSF probe, Mikhail will segment words at a rate of 35 sounds per minute. Progress will be monitored weekly.

16 Goal Setting Goals should be: Measurable Able to be Monitored Meaningful By June 9, 2011 when given a 2 nd grade level DIBELS passage, Harry will read 80 wcpm with 95% accuracy. Progress will be monitored weekly.

17 Goal Setting: Things to Consider 1. What is the goal? 2. By when will they get there? 3. What does reasonable growth look like?

18 Goal Setting: Things to Consider 1. What is the goal? Criterion-based Research-based benchmarks/proficiency Norm-based Minimum of 25 th percentile (bottom limit of average) School, District, State, National How do you define success?

19 Goal Setting: Things to Consider 2. By when will they get there? Long term goals always at proficiency (i.e., grade placement benchmark) Short term goals may be an incremental step towards proficiency (i.e., instructional level material) Does your goal close the gap?

20 Progress Monitoring Level How do we determine appropriate materials for progress monitoring? Do we monitor at grade level or instructional level?

21 Progress Monitoring Level: Things to consider Accuracy is more important than fluency and typically develops first If a student is accurate (>95%) on grade level, consider monitoring at grade level If a student is not accurate, consider monitoring accuracy in addition to fluency Can monitor at both grade level AND instructional level More frequently at instructional level

22 Goal setting at a lower instructional level Set goal based on instructional level benchmark (DIBELS Next Example) Aim to reach the goal in half the time (e.g. reaching the end-of-year benchmark by the middle of the year) Set goal based on instructional level growth rates

23 Goal Setting: Things to Consider 3. What does reasonable growth look like? National Growth rates (Fuchs, AIMSWEB, Hasbrouck & Tindal) Local Growth rates District, School, Classroom, Intervention Group What progress can we expect?

24 Using national normative samples allows comparisons to be made with the performance levels expected of typical performing students from across the country and equates more closely with data sets that are used in well developed, published, norm-referenced tests. Shapiro, 2008

25 National Growth Rates: Reading Grade Average ORF Growth (WCPM)* Ambitious ORF Growth (WCPM)* Average Maze Growth (WCR)** *Fuchs et al (1993), **Fuchs & Fuchs (2004)

26 Based on AIMSWEB Norms National Growth Rates: Writing Grade Average Growth (TWW) Average Growth (CWS)

27 Based on Monitoring Basic Skills Progress (MBSP) Probes National Growth Rates: Math Grade CBM Comp (Digits correct) CBM Concepts & Applications (Answers correct) N/A

28 Not all available probes from different sources are created equally AIMSWEB DIBELS easycbm

29 National growth rates may be well below those obtained in highly successful interventions and they may not be consistent across the range of your students receiving your instruction

30 Local Growth Rates What does typical growth look like in your district? your school? your classroom? your intervention group?

31 use of the combination of local and national norms provides the user of these data with opportunities to evaluate how student performance compares with a national sample of same-grade peers, as well as against the local peers within the particular school. Shapiro, 2008

32 Calculating Local Growth Rates 1. Determine the normative group: All students in your district? All students in your school? All students in your classroom? All students in your intervention group?

33 Calculating Local Growth Rates 2. Determine the beginning-of-year and end-of-year level of performance for the normative group:

34 Calculating Local Growth Rates 3. Calculate the difference to get the average yearly student growth words 93.3

35 Calculating Local Growth Rates 4. Calculate the # of instructional weeks between beginning-of-year and endof-year performance words nd week of September 34 weeks 4 th week of May

36 Calculating Local Growth Rates 5. Divide average yearly student growth by # of instructional weeks to get the average weekly growth words 34 weeks = 1.4 wcpm per week

37 Which Growth Rates to Use for Goal Setting? For students in interventions, goals must be set higher than average district or school growth rates. District growth rates: 1.4 wcpm per week Student goal based on district growth rates

38 Which Growth Rates to Use for Goal Setting? For students in interventions, goals must be set higher than average district or school growth rates. District growth rates: 1.4 wcpm per week Student goal based on intervention group growth rates: 2 wcpm per week

39 Setting Goals Using Growth Rates (Baseline score) + (growth rate x number of weeks) = GOAL ( ) + ( x ) = 88 wcpm Example: Baseline (Fall ORF) = 20 wcpm 2 nd grade intervention growth rate = 2 wcpm per week Number of weeks = 34

40 Questions/Comments? When it is obvious that the goals cannot be reached, don't adjust the goals, adjust the action steps. Confucius

Setting Individual RTI Academic Performance Goals for the Off-Level Student Using Research Norms

Setting Individual RTI Academic Performance Goals for the Off-Level Student Using Research Norms 7 Setting Individual RTI Academic Performance Goals for the Off-Level Student Using Research Norms Students with significant academic deficits can present particular challenges as teachers attempt to match

More information

Middle School Special Education Progress Monitoring and Goal- Setting Procedures. Section 2: Reading {Reading- Curriculum Based Measurement (R- CBM)}

Middle School Special Education Progress Monitoring and Goal- Setting Procedures. Section 2: Reading {Reading- Curriculum Based Measurement (R- CBM)} Middle School Special Education Progress Monitoring and Goal- Setting Procedures Section 1: General Guidelines A. How do I determine the areas in which goals are needed? a) Initial/Re- evaluation IEP s:

More information

Understanding Types of Assessment Within an RTI Framework

Understanding Types of Assessment Within an RTI Framework Understanding Types of Assessment Within an RTI Framework Slide 1: Welcome to the webinar Understanding Types of Assessment Within an RTI Framework. This is one of 11 webinars that we have developed at

More information

DIBELS 6th Edition Benchmark Goals Three Assessment Periods Per Year

DIBELS 6th Edition Benchmark Goals Three Assessment Periods Per Year KINDERGARTEN Beginning of Year Middle of Year End of Year Initial Sound 0-3 At risk 0-9 Deficit Fluency (ISF) 4-7 Some risk 10-24 Emerging 8 and above Low risk 25 and above Established Letter Naming 0-1

More information

Administering and Scoring of the Oral Reading Fluency and Maze Tests

Administering and Scoring of the Oral Reading Fluency and Maze Tests Administering and Scoring of the Oral Reading Fluency and Maze Tests Path Driver for Reading uses two forms of curriculum-based measurements (CBMs) to monitor student reading development oral reading fluency

More information

Progress Monitoring Tools Chart Updated: December 2012

Progress Monitoring Tools Chart Updated: December 2012 Progress Monitoring Tools Chart Updated: December 2012 This tools chart reflects the results of the review of progress monitoring tools by the Center s Technical Review Committee (TRC). The National Center

More information

Academic Progress Monitoring: Technical and Practical Challenges to Implementation. 325 T Webinar Series April 19, 2013

Academic Progress Monitoring: Technical and Practical Challenges to Implementation. 325 T Webinar Series April 19, 2013 Academic Progress Monitoring: Technical and Practical Challenges to Implementation 325 T Webinar Series April 19, 2013 Today s webinar Two aspects of progress monitoring (with some inevitable overlap)

More information

Ongoing Progress Monitoring Across All Tiers of Support. MDCPS Office of Academics, Accountability and School Improvement 2013-2014

Ongoing Progress Monitoring Across All Tiers of Support. MDCPS Office of Academics, Accountability and School Improvement 2013-2014 Ongoing Progress Monitoring Across All Tiers of Support MDCPS Office of Academics, Accountability and School Improvement 2013-2014 Ongoing Progress Monitoring (OPM) Across All Tiers of Support PROGRESS

More information

Implementing Progress Monitoring

Implementing Progress Monitoring Implementing Progress Monitoring Pennsylvania's Statewide Approach Pennsylvania Partnership for Professional Development Pennsylvania Training and Technical Assistance Network Pennsylvania Department of

More information

Transcript: What Is Progress Monitoring?

Transcript: What Is Progress Monitoring? Transcript: What Is Progress Monitoring? Slide 1: Welcome to the webinar, What Is Progress Monitoring? This is one of 11 webinars developed by the National Center on Response to Intervention (NCRTI). This

More information

Best Practices in Setting Progress Monitoring Goals for Academic Skill Improvement

Best Practices in Setting Progress Monitoring Goals for Academic Skill Improvement 8 Best Practices in Setting Progress Monitoring Goals for Academic Skill Improvement Edward S. Shapiro Lehigh University OVERVIEW Progress monitoring has become a critically important tool for improving

More information

Using Data to Improve Student Achievement Katie Lynn Appel

Using Data to Improve Student Achievement Katie Lynn Appel Using Data to Improve Student Achievement Katie Lynn Appel University of Dayton Fall 2007 References Bernhardt, V.L. (2005). Data tools for school improvement. Educational Leadership, 62(5), 66-69. Brozo,

More information

Matching Intervention to Need and Documentation of Tier 2 and Tier 3 Interventions

Matching Intervention to Need and Documentation of Tier 2 and Tier 3 Interventions Matching Intervention to Need and Documentation of Tier 2 and Tier 3 Interventions Bismarck Public Schools 2012-2013 andrea_seibel@bismarckschools.org eleanora_hilton@bismarckschools.org Tools are Online

More information

RTI and Universal Screening: Establishing Direct Benchmarks

RTI and Universal Screening: Establishing Direct Benchmarks National Center on Response to Intervention RTI and Universal Screening: Establishing Direct Benchmarks Questions and Answers by Dr. Dave Heistad Question: Is universal screening the same as the pre screening

More information

Student Progress Monitoring in Mathematics Pamela M. Stecker, PhD

Student Progress Monitoring in Mathematics Pamela M. Stecker, PhD Student Progress Monitoring in Mathematics Pamela M. Stecker, PhD Clemson University Session Objectives Discuss curriculum-based measurement as one research-validated form of progress monitoring. Contrast

More information

Graphing and Interpreting CBM Scores

Graphing and Interpreting CBM Scores 28 Student Progress Monitoring & Data-Based Instruction in Special Education Graphing and Interpreting CBM Scores An overview (Sample presentation to present to students) How to Graph Scores Graphing student

More information

AIMSweb Default Cut Scores Explained

AIMSweb Default Cut Scores Explained AIMSweb Default Cut Scores Explained completed a complex research project using data from 20 states to predict probabilities of success on state tests from scores on AIMSweb measures. The study used data

More information

District 2854 Ada-Borup Public Schools. Reading Well By Third Grade Plan. For. Ada-Borup Public Schools. Drafted April 2012

District 2854 Ada-Borup Public Schools. Reading Well By Third Grade Plan. For. Ada-Borup Public Schools. Drafted April 2012 District 2854 Ada-Borup Public Schools Reading Well By Third Grade Plan For Ada-Borup Public Schools Drafted April 2012 Literacy Team: Alayna Wagner- RTI Leader, Second Grade Teacher Jordan Johnson- RTI

More information

Choosing a Progress Monitoring Tool That Works for You

Choosing a Progress Monitoring Tool That Works for You Choosing a Progress Monitoring Tool That Works for You Silvia Wen-Yu Lee Sarah Short National Center on Student Progress Monitoring Note About This Presentation Although we use progress monitoring measures

More information

9/27/2010. LynneD SpillerEdD Creighton School District

9/27/2010. LynneD SpillerEdD Creighton School District Legislative Study Session 9/27/2010 LynneD SpillerEdD Creighton School District Spiller, L. (2010). The What Works Panel: Creighton School District Legislative Study Session. Presented at the Arizona K

More information

Portland State University Graduate School of Education Department of Special Education

Portland State University Graduate School of Education Department of Special Education Portland State University Graduate School of Education Department of Special Education 1 Classroom Assessment and Instructional Planning Course Syllabus Summer Session I 2008 Course: SPED 513 CRN # 81828/81815

More information

How To: Assess Reading Speed With CBM: Oral Reading Fluency Passages

How To: Assess Reading Speed With CBM: Oral Reading Fluency Passages How the Common Core Works Series 2013 Jim Wright www.interventioncentral.org 1 How To: Assess Reading Speed With CBM: Oral Reading Fluency Passages A student's accuracy and speed in reading aloud is an

More information

Reading: 100% of non-intensive students reach benchmark measured by DAZE (18) by yearend, intensive students will progress 100% by year-end.

Reading: 100% of non-intensive students reach benchmark measured by DAZE (18) by yearend, intensive students will progress 100% by year-end. 2nd SMART Goal: Math 80% of students will increase addition and subtraction fluency by two facts per month correct by June 10th 2015 measured monthly by eureka number bond sprints. Reading 80% of students

More information

SMART Goal Worksheet: 2 nd Grade Reading PLC

SMART Goal Worksheet: 2 nd Grade Reading PLC Team SMART Goal Our Current Reality: During the 2011-2012 school year, 80% of the 2 nd grade students scored at or above the 50 th percentile (NPR) on the SCANTRON Reading Achievement Test given in May.

More information

National Center on Student Progress Monitoring

National Center on Student Progress Monitoring National Center on Student Progress Monitoring Monitoring Student Progress in Individualized Educational Programs Using Curriculum-Based Measurement Pamela M. Stecker Clemson University Abstract Curriculum-based

More information

Using a Balanced Assessment Framework to Support the SLO Process Revised October 2014

Using a Balanced Assessment Framework to Support the SLO Process Revised October 2014 Using a Balanced Assessment Framework to Support the SLO Process Revised October 2014 The purpose of this document is to demonstrate the way that a balanced assessment framework can support the Student

More information

The Role of the PLAAFP in the IEP

The Role of the PLAAFP in the IEP The Role of the PLAAFP in the IEP Present Levels of Academic and Functional Performance Pam Loper ESC 14 Center for Teaching and Learning ploper@esc14.net 325-675-8633 1 OBJECTIVES Gain an understanding

More information

Test of Early Numeracy (TEN)

Test of Early Numeracy (TEN) www.aimsweb.com POWERED BY EDFORMATION TRAINING WORKBOOK Test of Early Numeracy (TEN) Administration and Scoring of AIMSweb Early Numeracy Measures for Use with AIMSweb Ben Clarke, Ph. D. Mark R. Shinn,

More information

Ch. 4: Four-Step Problem Solving Model

Ch. 4: Four-Step Problem Solving Model Ch. 4: Four-Step Problem Solving Model MDCPS Office of Academics, Accountability & School Improvement 2013-2014 The Problem-Solving Team Each school is expected to create and support an RtI/MTSS leadership

More information

mclass :RTI User Guide

mclass :RTI User Guide mclass :RTI User Guide 2015 Amplify Education, Inc. All trademarks and copyrights are the property of Amplify or its licensors. Corporate: 55 Washington Street, Suite 900, Brooklyn, NY 11201-1071 Amplify

More information

Choosing a Progress Monitoring Tool That Works for You. Whitney Donaldson Kellie Kim Sarah Short

Choosing a Progress Monitoring Tool That Works for You. Whitney Donaldson Kellie Kim Sarah Short Choosing a Progress Monitoring Tool That Works for You Whitney Donaldson Kellie Kim Sarah Short Goals To describe who we are and what we do as a Center To describe the technical review process To review

More information

Teachers have long known that having students

Teachers have long known that having students JA N H AS B R O U C K G E RA L D A. T I N DA L Oral reading fluency norms: A valuable assessment tool for reading teachers In this article, fluency norms are reassessed and updated in light of the findings

More information

2012 University of Texas System/ Texas Education Agency

2012 University of Texas System/ Texas Education Agency Welcome to this presentation on using RTI information to develop an IEP. It was developed by the Building RTI Capacity project team from the Meadows Center for Preventing Educational Risk at The University

More information

GUIDELINES FOR THE IEP TEAM DATA COLLECTION &

GUIDELINES FOR THE IEP TEAM DATA COLLECTION & GUIDELINES FOR THE IEP TEAM DATA COLLECTION & Progress Monitoring Decisions about the effectiveness of an intervention must be based on data, not guesswork. Frequent, repeated measures of progress toward

More information

Review of K-12 Literacy and Math Progress Monitoring Tools

Review of K-12 Literacy and Math Progress Monitoring Tools Review of K-12 Literacy and Math Progress Monitoring Tools April 2013 In the following report, Hanover Research examines progress monitoring tools. The report begins with an assessment of the current discussion

More information

S=Specific, M=Measurable, A=Appropriate, R=Realistic & Rigorous, T=Timebound

S=Specific, M=Measurable, A=Appropriate, R=Realistic & Rigorous, T=Timebound SMART Goal Examples S=Specific, M=Measurable, A=Appropriate, R=Realistic & Rigorous, T=Timebound These are sample goals and by no means perfect. The intent is to show that all SMART components need to

More information

Criteria for Selecting a Reading Intervention

Criteria for Selecting a Reading Intervention Criteria for Selecting a Reading Intervention This rubric is designed to help educators evaluate RTI 2 intervention materials for reading. The criteria for the rubric were established based on research

More information

Crockett Elementary Response to Intervention Guide

Crockett Elementary Response to Intervention Guide Crockett Elementary Response to Intervention Guide 1 Response to Intervention Tier 1 80-90% of students will experience success in Tier 1 Classroom instruction Use a variety of supports as soon as student

More information

Comparison of Progress Monitoring with Computer Adaptive Tests and Curriculum Based Measures

Comparison of Progress Monitoring with Computer Adaptive Tests and Curriculum Based Measures Comparison of Progress Monitoring with Computer Adaptive Tests and Curriculum Based Measures A study conducted by Edward S. Shapiro, Ph.D. Denise P. Gibbs, Ed.D. Bethlehem, PA: Center for Promoting Research

More information

Elementary Reading Coaches Guide to a Comprehensive Assessment Plan

Elementary Reading Coaches Guide to a Comprehensive Assessment Plan Elementary Reading Coaches Guide to a Comprehensive Assessment Plan August, 2005 Florida Center for Reading Research http://www.fcrr.org Elementary Reading Coaches Guide to a Comprehensive Assessment

More information

An Analysis of Voyager Passport Reading Intervention Program Amanda Schlafke, Summer 2013

An Analysis of Voyager Passport Reading Intervention Program Amanda Schlafke, Summer 2013 2 An Analysis of Voyager Passport Reading Intervention Program Amanda Schlafke, Summer 2013 A Paper Submitted in Partial Fulfillment Of the Requirement for a Masters of Science in Education/Reading University

More information

Using Progress Monitoring to Develop Strong IEPs

Using Progress Monitoring to Develop Strong IEPs Using Progress Monitoring to Develop Strong IEPs Nancy Safer Whitney Donaldson National Center on Student Progress Monitoring Ingrid Oxaal OSEP OSEP Leadership Conference March 2005 1 Curriculum Based

More information

DIBELS Next Benchmark Goals and Composite Score Dynamic Measurement Group, Inc. / August 19, 2016

DIBELS Next Benchmark Goals and Composite Score Dynamic Measurement Group, Inc. / August 19, 2016 Next Goals and Dynamic ment Group, Inc. / August 19, 2016 The Next assessment provides two types of scores at each benchmark assessment period: a) a raw score for each individual measure and b) a composite

More information

Progress Monitoring and RTI System

Progress Monitoring and RTI System Progress Monitoring and RTI System What is AIMSweb? Our Reports Provide: AYP/NCLB Risk Category Reporting and rates of progress by type of instructional program or risk group include these demographics

More information

7.0 Overview of Reports

7.0 Overview of Reports Overview of Reports - Overview 7.0 Overview of Reports Overview After data has been Submitted to the PMRN, reports will become available. Most reports in the PMRN display student assessment data, to include

More information

Attainment. Curriculum. Resources RTI. Workshop. PDF Reproducibles

Attainment. Curriculum. Resources RTI. Workshop. PDF Reproducibles Attainment Curriculum Resources RTI Workshop PDF Reproducibles Attainment Curriculum Resources RTI Workshop Forms and worksheets for implementing a successful RTI program Self-assessment planning for six-step

More information

The Response to Intervention of English Language Learners At- Risk for Reading Problems

The Response to Intervention of English Language Learners At- Risk for Reading Problems The Response to Intervention of English Language Learners At- Risk for Reading Problems Sylvia Linan-Thompson Sharon Vaughn Kathryn Prater Vaughn Gross Center for Reading and Language Arts at The University

More information

Online Assessment Systems

Online Assessment Systems Program Overview RTI Grades K 10 Online Assessment Systems Use Data to Drive a Path to Success Aligned to the ommon Core STATE STANDARDS INTRODUCTION Are you ready for faster, accurate Universal Screening

More information

AIMSweb Growth Table Reading-Curriculum Based Measurement Multi-Year Aggregate 2006-2007 School Year

AIMSweb Growth Table Reading-Curriculum Based Measurement Multi-Year Aggregate 2006-2007 School Year Reading-Curriculum Based Measurement Grade Percentile Num WRC Num WRC Num WRC ROI 9 53 8 9.6 75 23 49 82.6 5 9 24 53.2 25 236 3 8656 3 89495 29.7 7 6.4 Mean 9 35 59 26 32 37 9 5 3 45. 75 8 6. 5 55 79 94.

More information

Ohio Technical Report. The Relationship Between Oral Reading Fluency. and Ohio Proficiency Testing in Reading. Carolyn D.

Ohio Technical Report. The Relationship Between Oral Reading Fluency. and Ohio Proficiency Testing in Reading. Carolyn D. 1 Ohio Technical Report The Relationship Between Oral Reading Fluency and Ohio Proficiency Testing in Reading Carolyn D. Vander Meer, Fairfield City School District F. Edward Lentz, University of Cincinnati

More information

Either face to face or survey through information sheet or email

Either face to face or survey through information sheet or email Appendix B Guidelines and Practices: These are the minimum requirements for a standard evaluation for High Plains. These guidelines need to be followed to ensure a uniform and appropriate evaluation across

More information

Oral Fluency Assessment

Oral Fluency Assessment Fluency Formula: Oral Fluency Assessment IMPACT STUDY Fluency Formula: Oral Fluency Assessment A Successful Plan for Raising Reading Achievement 1 Table of Contents The Challenge: To Have 90% of Students

More information

Writing Instructionally Appropriate IEPs

Writing Instructionally Appropriate IEPs Writing Instructionally Appropriate IEPs Special Populations Tennessee Department of Education Sullivan County Teacher Training July 2014 Norms Please sit with your identified group there is a purpose.

More information

During the time period of How did that one piece of legislation/one piece impact Special Education?

During the time period of How did that one piece of legislation/one piece impact Special Education? Protocols Marvin s Protocol 1. IEP: paper work 2. Learning disability: ADHD 3. Autism: social struggles 4. Other health impaired: anxiety 5. Accommodation: support 6. Collaborative: team work 7. Emotional

More information

How To: Assess Reading Comprehension With CBM: Maze Passages

How To: Assess Reading Comprehension With CBM: Maze Passages How the Common Core Works Series 2013 Jim Wright www.interventioncentral.org 1 How To: Assess Reading Comprehension With CBM: Passages A student's ability to comprehend text requires the presence of a

More information

The researched-based reading intervention model that was selected for the students at

The researched-based reading intervention model that was selected for the students at READ TO ACHIEVE GRANT APPLICATION COVER PAGE TABLE OF CONTENTS NARRATIVE: PROPOSED GRANT INTERVENTION -This section can be NO MORE THAN 30 pages total. NO PAGE NUMBER NO PAGE NUMBER MAXIMUM OF 30 PAGES

More information

Establishing a Screening Process

Establishing a Screening Process Establishing a Screening Process Slide 1: Welcome to the webinar Establishing a Screening Process. This is one of 11 webinars developed by the National Center on Response to Intervention (NCRTI) for the

More information

Comprehension Intervention Strategy Click or Clunk?

Comprehension Intervention Strategy Click or Clunk? Comprehension Intervention Strategy Click or Clunk? For: Any student in Grades 2 and up who is below benchmark/target on the AIMSweb Oral Reading Fluency CBM or MAZE and/or who exhibits comprehension issues

More information

Assessments for Secondary Students

Assessments for Secondary Students Assessments for Secondary Students Principal s s Leadership Conference Randee Winterbottom Pat Howard Florida Center for Reading Research June 2005 Objectives To assist principals to Understand purposes

More information

Possible examples of how the Framework For Teaching could apply to. Reading Specialists

Possible examples of how the Framework For Teaching could apply to. Reading Specialists Possible examples of how the Framework For Teaching could apply to Failing Needs Improvement Proficient Distinguished 1a Knowledge of Content and Pedagogy The RS makes no use of a scope and sequence of

More information

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE )

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Knowledge of Students with Disabilities 001 003 15% II. III.

More information

GUIDE TO BECOMING A READING CORPS SITE 2014-15

GUIDE TO BECOMING A READING CORPS SITE 2014-15 GUIDE TO BECOMING A READING CORPS SITE 2014-15 This document contains information administrators should know in considering becoming a Reading Corps K-3 site for the 2014-15 school year. Reading Corps

More information

Special Education Leads: Quality IEP Goals and Progress Monitoring Benefits Everyone

Special Education Leads: Quality IEP Goals and Progress Monitoring Benefits Everyone Special Education Leads: Quality IEP Goals and Progress Monitoring Benefits Everyone Mark R. Shinn, Ph.D. Professor and School Psychology Program Coordinator National Louis University, Skokie, IL markshinn@icloud.com

More information

SPECIFIC LEARNING DISABILITY

SPECIFIC LEARNING DISABILITY SPECIFIC LEARNING DISABILITY 24:05:24.01:18. Specific learning disability defined. Specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding

More information

Using CBM for Progress Monitoring. Lynn S. Fuchs and Douglas Fuchs

Using CBM for Progress Monitoring. Lynn S. Fuchs and Douglas Fuchs Using CBM for Progress Monitoring Lynn S. Fuchs and Douglas Fuchs Introduction to Curriculum-Based Measurement (CBM) What is Progress Monitoring? Progress monitoring focuses on individualized decision

More information

DRIVING INSTRUCTION THROUGH DATA WITHOUT DATA IT IS JUST AN OPINION

DRIVING INSTRUCTION THROUGH DATA WITHOUT DATA IT IS JUST AN OPINION DRIVING INSTRUCTION THROUGH DATA WITHOUT DATA IT IS JUST AN OPINION TYPES OF ASSESSMENT & PURPOSES Assessment before learning = Pre-assessment We assess before learning ** Aimsweb, ISEL, Pretests Assessment

More information

For example, with the middle school student, a reasonable goal would be:

For example, with the middle school student, a reasonable goal would be: Answers to Questions Posed During Pearson aimsweb Webinar: Standards-Aligned IEP Goals for Frequent Progress Monitoring Pearson Webinar April 5 th, 2016 Mark R. Shinn, Ph.D. This document provides written

More information

Targeted Reading Intervention for Students in Grades K-6 Reading results. Imagine the possibilities.

Targeted Reading Intervention for Students in Grades K-6 Reading results. Imagine the possibilities. Voyager Passport Targeted Reading Intervention for Students in Grades K-6 Reading results. Imagine the possibilities. You can make a diff The Reality of Illiteracy According to recent statistics, the average

More information

Selecting and Exiting Students Read 180 Program Springfield School District

Selecting and Exiting Students Read 180 Program Springfield School District Selecting and Exiting Students Read 180 Program Springfield School District Introduction: The purpose of the following guidelines is to ensure that students most likely to benefit from Read 180 are selected

More information

Principal Supervisor Training

Principal Supervisor Training Principal Supervisor Training Delaware Academy for School Leadership Dr. Jackie O. Wilson Dr. Sharon Brittingham Dr. John Kreitzer Shannon Holston Agenda Welcome, Introductions, Overview of the Day Setting

More information

READING TEST RESULTS, STRENGTHS, NEEDS, MEASURABLE GOALS: EXAMPLES

READING TEST RESULTS, STRENGTHS, NEEDS, MEASURABLE GOALS: EXAMPLES READING TEST RESULTS, STRENGTHS, NEEDS, MEASURABLE GOALS: EXAMPLES NOTE SEVERAL DIFFERENT EXAMPLES OF STRENGTHS AND WEAKNESSES IN EACH AREA ARE PROVIDED AS EXAMPLES ONLY. THE IEP TEAM DECIDES HOW MANY

More information

Appendix B Problem-Solving/RtI Worksheet (For Individual Student Concerns)

Appendix B Problem-Solving/RtI Worksheet (For Individual Student Concerns) Appendix B Problem-Solving/RtI Worksheet (For Individual Student Concerns) Date School Student Grade Teacher General description of concern: STEP I Problem Identification: What is the problem? 1. What

More information

The Role of the School Psychologist on the RTI Problem-Solving Team

The Role of the School Psychologist on the RTI Problem-Solving Team RTI Toolkit: A Practical Guide for Schools The Role of the School Psychologist on the RTI Problem-Solving Team Jim Wright, Presenter August 2011 Rochester City Schools Rochester, NY Jim Wright 364 Long

More information

Math-Curriculum Based Measurement

Math-Curriculum Based Measurement Math-Curriculum Based Measurement (M-CBM) Training Session Overview of Math Computation CBM (M-CBM) and Math Facts Probes for use with AIMSweb Part of a training series developed to accompany the AIMSweb

More information

Hiawatha Academies School District #4170

Hiawatha Academies School District #4170 Hiawatha Academies School District #4170 World s Best Workforce Plan All Hiawatha Academies scholars will be empowered with the knowledge, character and leadership skills to graduate from college and serve

More information

Teaching All Students to Read: With Strong Intervention Outcomes

Teaching All Students to Read: With Strong Intervention Outcomes Teaching All Students to Read: Practices from Reading First Schools With Strong Intervention Outcomes Summary Document Elizabeth Crawford and Joseph Torgesen Introduction One of the most critical needs

More information

Help Desk: Section 1

Help Desk: Section 1 Help Desk: Section 1 This page provides detailed guidance to Section 1 of the Pennsylvania Department of 1a. Name Educator s full name First, MI, Last Juan L. Rodríguez 1b. School Name of school(s) to

More information

Successful RtI Selection and Implementation Practices

Successful RtI Selection and Implementation Practices Successful RtI Selection and Implementation Practices Dr. Lawrence D. Tihen Executive Director of Curriculum and Staff Development Maria Callis Schneider Secondary Reading Coordinator Virginia Department

More information

LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM

LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM TITLE: NUMBER: MEM- 5738.3 ISSUER: Elementary Guidelines for Reading Assessment and Screening Procedures for Intensive (Tier 3) Instruction and Interventions at Grades 4, 5, and 6 (as applicable) Gerardo

More information

writing standards aligned IEPs.

writing standards aligned IEPs. Writing Standards Aligned IEPs: At a Glance The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) requires that students with disabilities have access to the general education

More information

Allen Elementary School

Allen Elementary School Allen Elementary School April 4, 216 Dear Parents and Community Members: We are pleased to present you with the (AER), which provides key information on the 214-15 educational progress for the. The AER

More information

DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE

DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE Paterson s Department of Curriculum and Instruction was recreated in 2005-2006 to align the preschool through grade 12 program and to standardize

More information

Comal ISD 2013-2014 Bilingual & ESL Program Evaluation. Where Excellence is an Attitude!

Comal ISD 2013-2014 Bilingual & ESL Program Evaluation. Where Excellence is an Attitude! Comal ISD 2013-2014 Bilingual & ESL Program Evaluation Texas Administrative Code Chapter 89. Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating

More information

SCORE Skill Level Description Sample Tasks 4.0 In addition to Score 3.0, in- depth inferences

SCORE Skill Level Description Sample Tasks 4.0 In addition to Score 3.0, in- depth inferences 1 st Grade READING: Informational Text Identifies the main topic and retells key details of an informational text EL 1 RI.1.2 4.0 In addition to Score 3.0, in- depth inferences and applications that go

More information

Sample Student Learning Objectives

Sample Student Learning Objectives Sample Student Learning s Example 1: Kindergarten 2 nd Grade Teacher Teacher(s): Kindergarten, 1 st Grade, 2 nd Grade Pre - Work: Step 1 Approved Assessment Assessment: mclass Approved Mastery Score Score:

More information

IDEA Preschool $2,000. Grant Notes 2011 IDEA. IDEA School age $27,362. IDEA Preschool ARRA $2,921 IDEA Total: $32,283

IDEA Preschool $2,000. Grant Notes 2011 IDEA. IDEA School age $27,362. IDEA Preschool ARRA $2,921 IDEA Total: $32,283 Plan Overview UTAH VIRTUAL ACADEMY (5F05F) Salt Lake County 2012 Plan Overview Plan Item 1) K 3rd Grade Literacy Students in K 3rd grades will improve proficiency in phonemic awareness, alphabetic principle,

More information

Standardized Criterion-referenced Tests Norm Referenced Tests Informal Reading Inventories Miscue Analyses Portfolio Assessment Running Records

Standardized Criterion-referenced Tests Norm Referenced Tests Informal Reading Inventories Miscue Analyses Portfolio Assessment Running Records Standardized Criterion-referenced Tests Norm Referenced Tests Informal Reading Inventories Miscue Analyses Portfolio Assessment Running Records Rubrics Retellings for Assessment Text Leveling In theory,

More information

STUDENT LEARNING OBJECTIVE PROCESS GUIDE

STUDENT LEARNING OBJECTIVE PROCESS GUIDE STUDENT LEARNING OBJECTIVE PROCESS GUIDE Teacher: School: Evaluator: Writing 3 rd Grade STEP ONE: SLO DEVELOPMENT Prioritize Learning Content: Identify standards and content. What is the most important

More information

Is reading fluency a key for successful high school reading?

Is reading fluency a key for successful high school reading? 2005 INTERNATIONAL READING ASSOCIATION (pp. 22 27) doi:10.1598/jaal.49.1.3 Is reading fluency a key for successful high school reading? Timothy V. Rasinski, Nancy D. Padak, Christine A. McKeon, Lori G.

More information

Identifying Students with Specific Learning Disabilities. Part 1: Introduction/Laws & RtI in Relation to SLD Identification

Identifying Students with Specific Learning Disabilities. Part 1: Introduction/Laws & RtI in Relation to SLD Identification Identifying Students with Specific Learning Disabilities Part 1: Introduction/Laws & RtI in Relation to SLD Identification # Watch for a blue box in top right corner for page references from the Colorado

More information

WRITING MEASURABLE IEP GOALS

WRITING MEASURABLE IEP GOALS WRITING MEASURABLE IEP GOALS AT THIS SESSION, YOU WILL LEARN The four components of a measurable goal. Terms to use that are measurable. How to write clear goal descriptions. How to match target criteria

More information

Web-based data management, daily planning, and reporting system for Mondo Reading Intervention programs

Web-based data management, daily planning, and reporting system for Mondo Reading Intervention programs Web-based data management, daily planning, and reporting system for Mondo Reading Intervention programs Analyzes multiple assessment measures to determine intensity of required intervention Forms small

More information

A COMPREHENSIVE K-3 READING ASSESSMENT PLAN. Guidance for School Leaders

A COMPREHENSIVE K-3 READING ASSESSMENT PLAN. Guidance for School Leaders A COMPREHENSIVE K-3 READING ASSESSMENT PLAN Guidance for School Leaders A COMPREHENSIVE K-3 READING ASSESSMENT PLAN Guidance for School Leaders Joseph K. Torgesen Center on Instruction Reading Strand

More information

Using CBM to Progress Monitor English Language Learners

Using CBM to Progress Monitor English Language Learners Using CBM to Progress Monitor English Language Learners Webinar Provided for National Center on Student Progress Monitoring Laura M. Sáenz, Ph.D., Assistant Professor of Special Education at UT-Pan American

More information

STUDENT PERFORMANCE DATA DOCUMENT

STUDENT PERFORMANCE DATA DOCUMENT STUDENT PERFORMANCE DATA DOCUMENT Assessment Quality: To measure to progress towards Intended Learning Outcomes, DaVinci Academy has used an array of summative assessments that are aligned with the Utah

More information

Developing Standards Aligned IEPs

Developing Standards Aligned IEPs Developing Standards Aligned IEPs February 15, 2011 Webinar Teri Duckett In preparation for the webinar, please read the handout David s Present Levels of Academic Achievement. Pennsylvania Training and

More information

LAKE SILVER ELEMENTARY

LAKE SILVER ELEMENTARY Page 1 of 17 Accountability, Research, and Assessment School Improvement Plan 2010-2011 School Improvement Plan LAKE SILVER ELEMENTARY Approved by: Principal: 9/27/2010 Area Superintendent: 10/19/2010

More information

BELLE AIR LEADERSHIP TEAM PRESENTATION TO DSLT

BELLE AIR LEADERSHIP TEAM PRESENTATION TO DSLT BELLE AIR LEADERSHIP TEAM PRESENTATION TO DSLT Wednesday, December 1, 2010 History 2006 and 2007 2008 Invalidated test scores for SPED As a result, did not meet participation scores in ELA - School wide

More information

CHAPTER 20 INTRODUCTION. Building, Implementing, and Sustaining a Beginning Reading Improvement Model: Lessons Learned School by School

CHAPTER 20 INTRODUCTION. Building, Implementing, and Sustaining a Beginning Reading Improvement Model: Lessons Learned School by School CHAPTER 20 Building, Implementing, and Sustaining a Beginning Reading Improvement Model: Lessons Learned School by School Deborah C. Simmons, Edward J. Kame enui, and Roland H. Good III University of Oregon

More information

Hamilton Southeastern Schools

Hamilton Southeastern Schools Hamilton Southeastern Schools Response to Instruction (RtI) Guide October 2013 Contents HSE Mission Statement. 3 Response to Instruction.. 3 Components of RtI....... 3 HSE Tiered Model........ 5 RtI Tiers

More information