mclass :RTI User Guide

Transcription

1 mclass :RTI User Guide

2 2015 Amplify Education, Inc. All trademarks and copyrights are the property of Amplify or its licensors. Corporate: 55 Washington Street, Suite 900, Brooklyn, NY Amplify Customer Services: (800) Sales Inquiries: (866) mclass:rti User Guide

3 Table of Contents mclass :RTI User Guide Getting Started Class Summary: RTI Overview Reviewing Benchmark Data DIBELS Next Composite Scores Suggested Tier Assigning Students to Tiers Creating a New Intervention Group Assigning Students to Intervention Groups RTI Progress Monitoring Measure Reviewing Student Growth Intervention Group Summary (RTI Overview) Removing Students From Intervention Groups Class Summary: Response Interpreting Screening Results Interpreting Progress Monitoring Results Last Three Progress Monitoring Probes Progress Monitoring Growth Rate Most Recent Progress Monitoring Probe Intervention Group Summary: Response Intervention Group Summary: Intervention Interpreting Progress Monitoring Results Analyzing Intervention Session Data iii

4 Student Summary Adding and Viewing Student Notes Reviewing Progress Towards Goal and Weekly Intervention Time Reviewing Intervention History Reviewing Benchmark Assessment Scores Intervention Group List Editing Group Details Deleting an Intervention Group Amplify Customer Services iv mclass:rti User Guide

5 mclass :RTI User Guide Welcome to mclass :RTI. Response to Intervention is a systematic approach to ensuring all students receive the instructional support they need. The mclass:rti system unites benchmark and progress monitoring data from mclass :DIBELS Next with the information collected about small-group sessions in mclass :QuickPad to form a complete intervention tracking solution. Performance on benchmark assessments determines the suggested intervention tier for each student. Selection of an RTI Progress Monitoring measure for each group helps you track students according to their immediate needs. Progress monitoring results show whether students are on track to meet milestones critical to their development. mclass:quickpad session information gives you the tools to examine whether correlations exist between the frequency and intensity of small-group sessions and changes in student performance. This guide shows you how to use mclass:rti, demonstrating the processes for putting students into instructional tiers and intervention groups, for managing intervention groups, for tracking the type and frequency of intervention, and for viewing reports to determine whether intervention affected each student s progress. Getting Started Access mclass:rti through the Amplify home page. 1. Go to 2. Enter your Amplify user name and password, and click Log In. Enter your user name and password and click Log In.. 1

6 3. In the Assessments list, click mclass:rti. 4. The Class Summary RTI Overview page opens. If you are a district-level user, you may need to select a school and a class to view data in this report. Suggested Tier. 2 mclass:rti User Guide

7 Class Summary: RTI Overview When you first view the Class Summary: RTI Overview page, two pieces of information display based on the student performance from the most recent benchmark assessment: The mclass:dibels Next composite score icon for each student The suggested tier for each student based on a three-tier support model The remaining columns fill as the students are assigned tiers and intervention groups, when they complete progress monitoring assessments, and after they attend small-group sessions. This sample class contains first-grade students; when a class includes students from different grades, each grade has a separate section on the page. The Class Summary: RTI Overview page always opens to the current term, highlighted in green. To view the past or upcoming term, click the Term tab that is not highlighted.. 3

8 Reviewing Benchmark Data DIBELS Next Composite Scores Each student who completes an mclass:dibels Next benchmark assessment receives a composite score, which provides the best overall estimation of the student s current abilities. The icon color reflects the student s early literacy skills and/or reading proficiency. Composite Scores are reported for each benchmark assessment period. These composite scores determine each student s likely need for support to achieve subsequent early literacy goals. Likely to Need Intensive Support (red): Students who may require a more concentrated, slowly paced, or individually tailored intervention to meet their end-of-year goals. Likely to Need Strategic Support (yellow): Students who may require small-group intervention with foundational reading skills to meet their end-of-year goals. Likely to Need Core Support (green): Students who are on track to meet their end-of-year goals, and for whom core instruction should be sufficient. The Class Summary: RTI Overview page displays the student s composite score for each completed benchmark assessment throughout the school year. If a student has not completed all the required measures for a benchmark assessment, a gray icon displays in the column for that time of year. Suggested Tier Based on each student s composite score from the most recent benchmark assessment, mclass:rti suggests a tier assignment: Tier 1 intervention is suggested for students who require only Core support (green). Tier 2 intervention is suggested for students who require Strategic (yellow) or Intensive (red) support. After sufficient mclass:quickpad information is collected and analyzed, an educator might decide to assign a student to Tier 3 because he or she was unresponsive to sustained Tier 2 intervention or was referred for special education services. The left column displays the student s assigned tier. The right column displays the tier suggested by mclass:rti. 4 mclass:rti User Guide

9 Intervention tiers are suggested as a guideline for assigning students to tiers; final tier assignment should reflect the availability of intervention resources and professional judgments regarding students specific needs and abilities. The Tier column remains empty until the student is assigned to a tier. Assigning Students to Tiers A three-tier model of support is considered standard for Response to Intervention programs. By assigning a student to a tier, you indicate the level and type of support you believe is necessary to get the student back on track throughout the term. You may use the suggested definitions in this table if your district does not have its own tiering guidelines. Tier Tier 1 Tier 2 Tier 3 Support Students who are at or above the benchmark goal (green) receive standard classroom instruction with the core curriculum. Students who require intensive (red) or strategic (yellow) support participate in targeted small-group intervention sessions several times each week. Students who do not respond to sustained Tier 2 intervention or have been considered for special education services participate in individual intervention sessions to learn key skills. 1. Go to the Tier assignment column of the Class Summary: RTI Overview page. The suggested tier appears as the selection in the list at the left of the column; to assign the student to a different tier, select it from the list. Click the list to select a tier other than the one suggested. When the correct tier displays in the box, click Assign. 2. Click Assign to place a student in that tier.. 5

10 3. If you deviate from the suggested tier, or if the student has needs not shown by the assessment data, consider adding a note to elaborate on the student s tier assignment. All comments entered in this window display on the Student Summary page. 4. Click Submit to save your comment and assign the tier. 5. The tier assignment displays in the Tier column. Assigned Tier. 6. If a student s performance changes significantly during the school year, you may reassign the student to the tier that best meets that student s needs. Click Remove, and repeat Steps 1 through Once your students are assigned to tiers, they are ready for placement in intervention groups. 6 mclass:rti User Guide

11 Creating a New Intervention Group Once you determine the intervention necessary to best meet your students needs, create the groups for individualized instruction. Click Create New Group on the Class Summary: RTI Overview screen. Click Create New Group to set up an intervention group for your students. The Create a New Intervention Group window opens. Provide all the requested information, using this table for guidance. Item Tier Group Name Program Frequency Duration Period PM Measure Start Date Number of Weeks Group Leader Other Teachers Notes Description Indicate whether the intervention group is intended for Tier 2 or Tier 3 students by clicking the button to its left. Type in a name that will be easily identifiable when you select it from the Class or Group list. For example, if you plan to work with your Intensive students on initial sounds, you might name the group FSF Intensive. Select the intervention program you will use for the group. If you do not see the program you plan to use, select Other or Custom at the bottom of the Program list, and enter the program information in the Notes box. Select the number of times per week the group will meet. Select the number of minutes each session should last. Select BOY-to-MOY if you want to evaluate student progress from the BOY assessment to the middle of the school year. Select MOY-to-EOY if you want to evaluate student progress from the MOY assessment to the end of the school year. Select a progress monitoring measure to track student growth during the intervention program. The in-grade Progress Monitoring measures for each term are: Kindergarten BOY-to-MOY: FSF Kindergarten MOY-to-EOY: PSF, NWF Grade 1 BOY-to-MOY: NWF Grade 1 MOY-to-EOY: NWF, DORF Grade 2: DORF Grades 3 6: DORF, Daze Select the date mclass:rti should start tracking intervention for this group. The start date must occur during the current school year. Indicate the number of weeks mclass:rti should track this group. If you select a number that goes beyond the last day of the current school year, you are asked to select a lower number. Select the staff member who will lead the intervention group. Select any other teachers who need to track sessions for this group using mclass:quickpad and view group progress in mclass:rti. Type any notes relevant to the intervention group, such as the time the group should be held, its location, or any special considerations that may need to be taken. Create each intervention group according to the needs of the students in the group; for example, if all the students in the group scored High Risk on the RTI Progress Monitoring Measure, you may wish to set the. 7

12 Frequency and Duration higher than if the students scored Some Risk. After you fill in all the items on the page, click Submit to save the new intervention group in the mclass:rti system. Click Submit to save your intervention group. If you would like to return to the Class Summary: RTI Overview without creating the group, click Cancel or the X in the upper-right corner of the window. Repeat this process to create as many groups as necessary to meet the needs of your Tier 2 and Tier 3 students. After you create your intervention groups, assign students to the group structured to best meet their needs. 8 mclass:rti User Guide

13 Assigning Students to Intervention Groups Students placed in Tier 2 or Tier 3 typically are assigned to an intervention group. Prior to group assignment, the Intervention Groups column for Tier 2 and Tier 3 students displays the word Pending. 1. Add a student to an intervention group by clicking Assign in the Group column. Click Assign to add the student to an intervention group. 2. A window opens with a list of all the active intervention groups for the current term. If multiple groups are available, the groups for the student s tier display first. 3. Select the button to the left of the name for the group to which you are assigning the student. You may also enter a comment explaining why you assigned the student to this group; the comment displays on the Student Summary page. Select a group by clicking the button at its left. Click Submit to add the student to the selected group. 4. Click Submit to add the student to the group. To close the list without assigning the student to an intervention group, click Cancel or the X button in the upper-right corner of the window.. 9

14 5. Once the student is assigned to a group, its name appears in the Intervention Group column. The name appears in bold type until its end date. Group assignments display in the Intervention Group column. In addition, information for the selected RTI Progress Monitoring measure displays. When you record the sessions for an intervention group using mclass:quickpad, the time spent during each group session is added to the Intervention Time column for each student in the group. 10 mclass:rti User Guide

15 RTI Progress Monitoring Measure The skills assessed by mclass:dibels Next are considered critical to a child s literacy development. For each term, the group leader selects an mclass:dibels Next measure representing the skill students must master to stay on track for becoming successful readers. Throughout the term, student progress is tracked using this measure. RTI Progress Monitoring Measure Most recent benchmark assessment Score and Risk Level Benchmark (green) and below benchmark (yellow) scores The Measure column on the Class Summary: RTI Overview page shows the RTI Progress Monitoring measure, the minimum scores for Below Benchmark (yellow) or Benchmark (green), and the student s score on the measure for the most recent benchmark assessment. When a measure has more than one score (NWF and DORF, for example), rows appear for each score. Students whose scores are lower than the Below Benchmark (yellow) score are considered High Risk (red) for this measure. The student s risk level for the RTI Progress Monitoring measure may differ from the overall composite score for the complete benchmark assessment. Compare the difference between the student Benchmark score and the end-of-term goal to determine the level of intervention students need on this skill. Grade Term RTI Progress Monitoring Measure Beginning-of-Term Benchmark (Green) End-of-Term Goal BOY to MOY First Sound Fluency (FSF) 10 letter sounds per minute 30 letter sounds per minute Kindergarten MOY to EOY Phoneme Segmentation Fluency (PSF) Nonsense Word Fluency (NWF) 20 letter sounds per minute 40 letter sounds per minute CLS: 17 letter sounds per minute WWR: N/A CLS: 28 letter sounds per minute WWR: N/A BOY to MOY Nonsense Word Fluency (NWF) CLS: 27 letter sounds per minute WWR: 1 word per minute CLS: 43 letter sounds per minute WWR: 8 words per minute Grade 1 Nonsense Word Fluency (NWF) CLS: 43 letter sounds per minute WWR: 8 words per minute CLS: 58 letter sounds per minute WWR: 13 words per minute MOY to EOY DIBELS Oral Reading Fluency (DORF) Fluency: 23 words per minute Accuracy: 78 percent Retell: N/A Retell Quality: N/A Fluency: 47 words per minute Accuracy: 90 percent Retell: 15 words Retell Quality: N/A. 11

16 Grade Term RTI Progress Monitoring Measure Beginning-of-Term Benchmark (Green) End-of-Term Goal Grade 2 BOY to MOY MOY to EOY DIBELS Oral Reading Fluency (DORF) DIBELS Oral Reading Fluency (DORF) Fluency: 52 words per minute Accuracy: 90 percent Retell: 16 words Retell Quality: N/A Fluency: 72 words per minute Accuracy: 96 percent Retell: 21 words Retell Quality: 2 Fluency: 72 words per minute Accuracy: 96 percent Retell: 21 words Retell Quality: 2 Fluency: 87 words per minute Accuracy: 97 percent Retell: 27 words Retell Quality: 2 BOY to MOY DIBELS Oral Reading Fluency (DORF) Fluency: 70 words per minute Accuracy: 95 percent Retell: 20 words Retell Quality: 2 Fluency: 86 words per minute Accuracy: 96 percent Retell: 26 words Retell Quality: 2 Grade 3 MOY to EOY Daze 8 words 11 words DIBELS Oral Reading Fluency (DORF) Fluency: 86 words per minute Accuracy: 96 percent Retell: 26 words Retell Quality: 2 Daze 11 words 19 words Fluency: 100 words per minute Accuracy: 97 percent Retell: 30 words Retell Quality: 3 BOY to MOY DIBELS Oral Reading Fluency (DORF) Fluency: 90 words per minute Accuracy: 96 percent Retell: 27 words Retell Quality: 2 Fluency: 103 words per minute Accuracy: 97 percent Retell: 30 words Retell Quality: 2 Grade 4 MOY to EOY Daze 15 words 17 words DIBELS Oral Reading Fluency (DORF) Fluency: 103 words per minute Accuracy: 97 percent Retell: 30 words Retell Quality: 2 Daze 17 words 24 words Fluency: 115 words per minute Accuracy: 98 percent Retell: 33 words Retell Quality: 3 BOY to MOY DIBELS Oral Reading Fluency (DORF) Fluency: 111 words per minute Accuracy: 98 percent Retell: 33 words Retell Quality: 2 Fluency: 120 words per minute Accuracy: 98 percent Retell: 36 words Retell Quality: 3 Grade 5 MOY to EOY Daze 18 words 20 words DIBELS Oral Reading Fluency (DORF) Fluency: 120 words per minute Accuracy: 98 percent Retell: 36 words Retell Quality: 3 Daze 20 words 24 words Fluency: 130 words per minute Accuracy: 99 percent Retell: 36 words Retell Quality: 3 BOY to MOY DIBELS Oral Reading Fluency (DORF) Fluency: 107 words per minute Accuracy: 97 percent Retell: 27 words Retell Quality: 2 Fluency: 109 words per minute Accuracy: 97 percent Retell: 29 words Retell Quality: 2 Grade 6 MOY to EOY Daze 18 words 19 words DIBELS Oral Reading Fluency (DORF) Fluency: 109 words per minute Accuracy: 97 percent Retell: 29 words Retell Quality: 2 Daze 19 words 21 words Fluency: 120 words per minute Accuracy: 98 percent Retell: 32 words Retell Quality: 3 12 mclass:rti User Guide

17 Reviewing Student Growth As the term progresses, students attend intervention groups and complete progress monitoring assessments. From the Class Summary: RTI Overview page, you can review the student s growth on the RTI Progress Monitoring Measure, see how much time the student has spent in small-group intervention, and view the gaps between the student s performance, his or her Aim Line, and the median growth rate for the progress monitoring measure. The Student Growth Rate column shows the trend of student progress on the RTI Progress Monitoring Measure based on comparisons of the last benchmark and at least two progress monitoring assessments. It is shown in letter sounds per week for FSF, PSF, and NWF-CLS, and words per week for NWF-WWR, DORF Fluency, DORF Retell, and Daze. The lower the Growth Rate, the less likely the student is to reach the end-of-term goal for the measure. Growth Rate shows the average number of sounds or words learned each week. Intervention Time shows the total time spent in intervention groups tracked with mclass:quickpad. The Intervention Time column shows the total amount of time the student has spent in small-group intervention sessions for the current term. This time is tracked using mclass:quickpad; the QuickPad subject must be set to the corresponding subject area for minutes to be assigned properly. English should be selected for intervention sessions that use mclass:dibels Next to track a student s response to instruction. Click Show Gaps at the top of the Tier column to review the gap between the student s current growth rate and his or her Aim Line, as well as the median growth rate for the measure. When the student s growth rate is above the median or the Aim Line, a hyphen displays in the column. Shows the difference between the Aim Line slope and the student growth rate. Shows the difference between median growth rate and student growth rate. As you review student growth, you may observe some students pulling ahead or falling behind their fellow group members. When this happens, consider revisiting their group assignments or the intervention program to determine whether they are best suited to meet these students academic needs.. 13

18 Intervention Group Summary (RTI Overview) The Intervention Group Summary (RTI Overview) page presents the same information found on the Class Summary (RTI Overview) page; however, the information displays only for the members in the selected intervention group. Access this page by clicking the group name link in the Intervention Group column on the Class Summary page or by selecting the group name from the Class or Group list. Select the group name to view its summary page. Click the group name to view its summary page. Removing Students From Intervention Groups Use the Intervention Group Summary page to remove a student from the intervention group. 1. In the Remove from this Group column, click the Remove button for the student you want to clear from the intervention group. Click Remove to clear this student from the intervention group. 14 mclass:rti User Guide

19 2. To explain the student s removal, type a comment into the box. This comment displays on the Student Summary page. 3. Click Submit to remove the student from the intervention group. When you finish removing students from a group, return to the Class Summary (RTI Overview) by clicking the link in the Main Class column. Do not use the Back button on your browser to return from the Intervention Group Summary to the Class Summary, as this may have unexpected results. Class Summary: Response The key to determining the success of intervention groups is finding out whether the students in the groups improve as the term progresses. The Class Summary: Response page provides an in-depth view of each student s response to instruction or intervention throughout the term. To access the Class Summary: Response page, click the Response tab. Click the Response tab to go to the Class Summary: Response page.. 15

20 The Class Summary: Response page opens to display screening and progress monitoring results for the current term. Results are grouped into the following columns: Screening Results Last Three Progress Monitoring Probes Progress Monitoring Growth Rate Most Recent Progress Monitoring Probe Interpreting Screening Results Performance Composite Score Score Gap Description The student s color-coded composite score assigned by mclass:dibels Next upon completion of the most recent benchmark assessment: Likely to Need Intensive Support (red) Likely to Need Strategic Support (yellow) Likely to Need Core Support (green) The student s score for the RTI Progress Monitoring Measure on the most recent benchmark assessment; the color of the frame around the score indicates the student s performance on the measure: Well Below Benchmark (red) Below Benchmark (yellow) At or Above Benchmark (green) The gap between the student s score and the beginning-of-term Benchmark score, calculated by subtracting the student s score from the green number to the right of the measure name 16 mclass:rti User Guide

21 Interpreting Progress Monitoring Results Last Three Progress Monitoring Probes The three dots represent the student s last three progress monitoring probes and the relation of student performance to his or her Aim Line: Green dots indicate a trend of the student scoring above the Aim Line. Red dots indicate a trend of the student scoring below the Aim Line. Black dots indicate a break in the student s scoring trend. This column contains a question mark if the student did not complete at least three probes in the RTI Progress Monitoring measure. Progress Monitoring Growth Rate Performance Student Aim Line Gap Median Gap Description The trend of student progress on the measure is based on comparisons of the last benchmark and at least two progress monitoring assessments. Student progress is measured in letter sounds per week for FSF, PSF, and NWF-CLS, and words per week for NWF-WWR, DORF Fluency, DORF Retell, and Daze. The Aim Line is the calculated slope between the student s beginning-of-term benchmark score on the RTI Progress Monitoring Measure and the end-of-term goal for the same measure. For example, William Gossamer scored 22 on the benchmark assessment for NWF-CLS. To meet the end-of-term goal of 43 letter sounds per minute, Dane will need to improve by 1 letter sound per minute each week. Therefore, his Aim Line is 1. Aim Line data is only available for in-grade measures. When the student s progress is below the Aim Line, this column displays the difference between the two. The Gap column contains a hyphen (-) if the student s progress is at or above the Aim Line. Gap data is only available for in-grade measures. Amplify has calculated national Median Growth Rates from mclass:dibels Next data. The median displayed at the top of this column is based on data for students assessed on the same measure, the same grade, and at the same time of year as the student you are viewing. The Median Gap is the difference between the student s progress and the Median Growth Rate. If student progress is at or above the Median Growth Rate, this column contains a hyphen (-). Median Gap data is only available for in-grade measures. Most Recent Progress Monitoring Probe Performance Date Score Aim Line Target Gap Description The date this student completed the most recent progress monitoring probe in the RTI Progress Monitoring Measure The student s score on the most recent progress monitoring probe in the RTI Progress Monitoring Measure The score that falls on the intersection of the student s Aim Line for the RTI Progress Monitoring Measure and the date of the most recent progress monitoring probe. As the term progresses, the Aim Line Target grows closer to the end-of-term goal for the measure. Aim Line Target data is only available for in-grade measures. The difference between the Aim Line Target and the student s Score; this column contains a hyphen (-) if the Score is higher than the Aim Line Target. Gap data is only available for in-grade measures. Once you review the class as a whole, you can use the Class or Group list to show only the students in a specific intervention group.. 17

22 Intervention Group Summary: Response The Intervention Group Summary: Response page presents the same information as the Class Summary: Response page, but it presents the information only for the students in the selected intervention group. View the Intervention Group: Response page by going to the Class or Group list and selecting the intervention group you wish to view. Select the intervention group name from the Class or Group list. This concentrated view allows you to respond to emergent student patterns within the group. For example, if all the students score repeatedly below the Aim Line, consider reviewing whether they spend enough time in small-group intervention sessions or whether to change the instruction. After you finish reviewing the Intervention Group Summary: Response page for the selected group: Click Edit to revise the intervention group based on your observations from the data. (For more information on editing intervention groups, see Intervention Group List: Editing Group Details.) View intervention session information for this group by clicking the Intervention tab. Return to the Class Summary: Response page by selecting a class from the Class or Group list. View this report for a different intervention group by selecting the group from the Class or Group list. 18 mclass:rti User Guide

23 Intervention Group Summary: Intervention The Intervention Group Summary: Intervention page shows the most recent progress monitoring scores for each student in the group, and it displays whether the members of the group have received the prescribed amount of intervention time during the past 3 weeks. Access the Intervention Group Summary: Intervention page by clicking the Intervention tab. Click Intervention to access the Intervention Group Summary page. This report page only shows intervention group data; there is no class view for the Intervention page, and only intervention groups can be selected from the list at the top of the page. To return to a class view, click the RTI Overview tab. Interpreting Progress Monitoring Results Use the key at the bottom of the Intervention Group Summary: Intervention page to determine whether a student s progress monitoring results are above or below the Aim Line for the RTI Progress Monitoring measure, or if the student received progress monitoring for a different measure. A question mark in the column indicates no progress monitoring assessment was conducted for the student that week. Review each student s participation in small-group intervention. Review progress monitoring results for the past 3 weeks.. 19

24 Analyzing Intervention Session Data Intervention session data is represented by the circles on the right side of this page. The total number of minutes spent in sessions displays to the right of the circles for each week. Each solid circle indicates the session time recorded in mclass:quickpad was greater than or equal to the amount of time set for the session duration when the intervention group was created. Each half-filled circle indicates the session time recorded in mclass:quickpad was less than the amount of time set for the session duration when the intervention group was created. Each empty circle indicates no time was recorded, even though a session was scheduled to be held. Solid or half-filled circles correspond to the number of days when students were present for intervention, not specific days of the week. Pause your mouse directly over a circle to view specific session information. Pause your mouse over a circle to see the session information recorded in mclass:quickpad: The date and duration of the session The group leader The number of students who attended the session The focus areas covered during the session 20 mclass:rti User Guide

25 Student Summary Access the Student Summary page at any time by clicking a student name on any mclass:rti report page. Click a name to view that child s Student Summary page. The Student Summary consists of four areas: The Student Notes area, where you can write or review notes about the student s performance The Progress Towards Goal/Weekly Intervention Time area, where you can compare the student s performance to the amount of time he or she spends in intervention groups The Student Comments area, where you can review all the comments appended to the Student Summary automatically whenever the student s tier or group status changes within mclass:rti The Screening Scores area, where you can review the student s complete benchmark assessment history Adding and Viewing Student Notes The most recent note made about a student displays at the top of the Student Summary page. To add a new note: 1. Click Edit in the Student Notes area. Click Edit to add a note about this student.. 21

26 2. Click in the Notes window and use your Backspace or Delete key to delete the existing note. 3. Type the new note. 4. Click Save. The deleted note moves into the Notes Archive, and the new note displays on the Student Summary page. Reviewing Progress Towards Goal and Weekly Intervention Time If you are familiar with mclass:dibels Next, you should recognize the Aim Line, a graphical representation of the progress the student must make to reach the end-of-term goal for the measure. Progress monitoring assessment scores are plotted on the graph to show whether the student s growth rate is high enough to meet the end-of term goal. mclass:rti adds four elements to the student s Aim Line to determine whether the student is on track to meet the end-of-term goal and whether the time spent in small-group intervention sessions affects student progress: Vertical lines indicate the start and end dates for the student s intervention group. A bar graph shows the amount of time the student spent in small-group intervention sessions and whether the time spent equals the amount of time prescribed. A purple diagonal line indicates the slope of the student s current growth rate; if the student started below Benchmark and the growth rate line crosses the Aim Line, the student will meet the end-of-term goal for the RTI Progress Monitoring measure. A blue diagonal line indicates the slope of the national median growth rate for the critical measure as calculated by Amplify, based on an analysis of the same measure, the same grade, and the same time of year from mclass:dibels Next data. 22 mclass:rti User Guide

27 Lines indicate the start and end dates for the intervention. The last three scores are represented on the Class Summary: Response page. Green bars indicate the student received the prescribed intervention time. Color-coded boxes indicate student performance on each assessment. Add the line representing the student s growth rate by selecting the box to the left of the purple line in the Show area. Lines parallel to or crossing the Aim Line demonstrate positive progress toward the end-of-term goal. Select a box to display the corresponding line. Student growth rate aligns with progress monitoring scores. The growth rate, Aim Line, and median growth rate are represented graphically in this report and numerically on the Class Summary: Response. Growth Rate Student Aim Line** Gap Median: Gap You may also compare the student s performance to the median growth rate by selecting the box to the left of the blue line in the Show area.. 23

28 Reviewing Intervention History The Intervention Group and Tier Assignment History area contains all changes to the student s tier or group assignments, which are added automatically whenever the student s status changes within the mclass:rti system. In addition, comments entered when the teachers or administrators make these changes display here. Reviewing Benchmark Assessment Scores At the bottom of the Student Summary page, the student s complete mclass:dibels Next assessment history displays, including the Composite Scores, scores for each completed DIBELS Next measure, a color-coded risk level for each measure based on the student s score, and the minimum Benchmark goal. If you need help interpreting the scores or color codes, click the Key tab. Composite Scores Benchmark Scores and Risk Levels Minimum Score to Meet Benchmark Goal 24 mclass:rti User Guide

29 Intervention Group List Access the Intervention Group List by clicking the Group List tab. Click Group List to access the Intervention Group List page. The Intervention Group List displays all your current and expired intervention groups for the current term. Current intervention groups have not yet reached their end date. They display in the Group Name column in bold type. Expired intervention groups have passed their end date. They display in the Group Name column in regular type; students cannot be added to expired groups. If a group has notes, you can view them by pausing your mouse over the word View in the Notes column. Current group names display in bold type. If the End Date has passed, the group is expired. Pause your mouse over View to display the group notes. Expired group names display in regular type. On the Intervention Group List: Click a group name to view the Intervention Group Summary: RTI Overview page for that group. Edit the details for an intervention group by clicking the Edit link in the far-right column.. 25

30 Editing Group Details Depending on student response to an intervention group, you may need to modify the frequency and duration, switch the intervention program, or increase the number of weeks the group meets. Use the Edit Intervention Group Details window to make all the necessary changes. Open the Edit Intervention Group Details window by clicking the Edit link in the far-right column of the Intervention Group List. Make the necessary changes and click Submit to save them. Click Cancel or the X button in the upperright corner to close the window without saving your changes. You may also access the Edit Intervention Group Details window from any of the Intervention Group Summary pages. Click Edit to open the Edit Intervention Group Details window. 26 mclass:rti User Guide

31 Deleting an Intervention Group Occasionally you may create a duplicate or extra group that you would like to remove from the mclass:rti system. When this happens: 1. Make sure the group has no students assigned to it; you cannot delete a group with students. To remove students, go to the Intervention Group Summary: RTI Overview page and click Remove for each student assigned to the group. 2. Go to the Intervention Group List and click Edit in the far right column for the group you would like to delete. The Edit Intervention Group Details window opens. 3. Click Delete in the lower-right corner. When prompted, click OK to delete the group from mclass:rti.. 27

32 Amplify Customer Services Amplify provides support for mclass:rti. If you need additional help or have questions, contact Amplify Customer Services by at or via telephone at (800) Monday through Friday, 7 a.m. to 7 p.m. ET. 28 mclass:rti User Guide