Universal Screening Illinois ASPIRE Alliance for School-based Problem-solving & Intervention Resources in Education Illinois ASPIRE is a State Personnel.

Universal Screening

Illinois ASPIREAlliance for School-based Problem-solving & Intervention Resources in

Education

Illinois ASPIRE is a State Personnel Development Grant-funded initiative of the Illinois State Board of Education. All funding is from

federal sources.

Project Goal : Establish and implement a coordinated,

regionalized system of personnel development that will

increase school systems’ capacity to provide early

intervening services [with an emphasis on reading], aligned

with the general education curriculum, to at-risk students

and students with disabilities, as measured by improved

student progress and performance.

Illinois ASPIREAlliance for School-based Problem-solving & Intervention Resources in Education

Illinois ASPIRE is a State Personnel Development Grant-funded initiative of ISBE. All funding is from federal sources.

Objectives:1. Deliver research-based professional development and

technical assistance in Problem-Solving Service Delivery Systems, Response-to-Intervention (RTI), scientifically based reading instruction, and Standards Aligned Classrooms (SAC).

2. Increase the participation of parents in decision-making across district sites.

3. Incorporate professional development content into higher education general and special education preservice & graduate level curricula.

4. Evaluate the effectiveness of project activities.

Illinois ASPIREAlliance for School-based Problem-solving & Intervention Resources in Education

Illinois ASPIRE is a State Personnel Development Grant-funded initiative of ISBE. All funding is from federal sources.

1. Understand Key Concepts and Vocabulary of Universal Screening

2. Distinguish Between Referral-Driven Problem Solving and Universal Screening and Referral-Driven Problem-Solving

3. Be Able to Organize and Implement a Benchmark Assessment Process for Universal Screening Using CBM (or member of the CBM “Family” like DIBELS)

Intended Participant Outcomes

UNIVERSAL SCREENING AND BENCHMARKING….

Always needs to occur in the

context of all the problem solving/RTI components in

place in the school

Foundational Concepts, Vocabulary, and Tools of RtI

Response-to-Intervention and Problem-Solving are about:

Thinking DifferentlyAbout Problems, Causes, and Solutions

(Concepts)

Talking DifferentlyAbout Problems, Causes, and Solutions

(Vocabulary)

Doing Some Things Differently (Tools and Behaviors)

IT’S ALL ABOUT A MAJOR CHANGE

IN HOW WE GO ABOUT OUR BUSINESS

OF HELPING KIDS

“You can’t do something different in the same way”. (Dr. George Batsche)

All the principles and components of RtI are about building a better support system for

general education.• DOING IT BETTER

• DOING IT DIFFERENTLY

• PROVIDING MORE LEVELS OF SUPPORT TO HELP ALL STUDENTS

• REALLOCATING RESOURCES/SKILLS IN DIFFERENT WAYS

Foundational Concepts:

The Data,The Interventions,The Problem Solving Process

What is Response to Intervention (RtI) ? (Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005)

•Identifying and providing high quality instruction and research-based interventions matched to students needs

• •Measuring rate of improvement (ROI) over time to make important educational decisions

• •Educators using ongoing student performance data to determine if an intervention is working. If it is not, it is time to do something different

An RtI Vision Any School, USA

Data-Based Decisionsat each Tier

Intervention-rich environment at each Tier

Efficient Teaming and Problem Solving at each

Tier

And…

For a child suspected of having a specific learning disability, the group MUST consider,.. as part of the evaluation …data that demonstrates that--

…Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child’s parents.

Individuals with Disabilities Education Improvement Act of 2004 (IDEIA)

Problem Solving Method

Plan Evaluation

Did our plan work?

Plan Evaluation

Did our plan work?

Problem AnalysisWhy is it happening?

Problem AnalysisWhy is it happening?

Problem IdentificationIs there a problem? WhatWhat is it?Problem IdentificationIs there a problem? WhatWhat is it?

Plan DevelopmentWhat shall we do about it?What shall we do about it?Plan DevelopmentWhat shall we do about it?What shall we do about it?

Purposes of Assessment

Who has problems? (Problem Identification)

Why is the problem is occurring? (Problem Analysis)

Is our instruction working to fix the problem? (Plan Development & Implementation)

How well are we doing overall?

(Plan Evaluation)

Taken from Heartland AEA 11

Essential components

Screening (Problem

Identification)

Diagnostic (Problem Analysis)

Progress Monitoring

(Plan Development & Implementation)

Outcome/ Accountability

Reading

Behavior

Assessment Systems Used in RtI Models


Essential components

Screening (Problem

Identification)

Diagnostic (Problem Analysis)

Progress Monitoring

(Plan Development & Implementation)

Outcome/ Accountability

Reading

Behavior

Assessment Systems Used in RtI Models


AimswebDIBELS

CBE -RSLA, ISEL,QRIMAP, Run.Rec.Inform. Phonics

AimswebDIBELS

ISATMAPAimswebDIBELSITBS, Terra Nova

Functional Beh.Assessment

Sopris Westtool

Use Scientifically Based Problem Identification & Progress Monitoring

Tools

NATIONAL CENTER ON STUDENT PROGRESS MONITORING www.studentprogress.org(NOW

RTI4SUCCESS.ORG)

Reliability Quality of Good Test

Validity Quality of Good Test

Sufficient Number of Alternate Forms and of Equal Difficulty Essential for Progress Monitoring

Evidence of Sensitivity to Improvement or to Effects of intervention

Critical for Progress Monitoring

Benchmarks of Adequate Progress and Goal Setting Critical for Progress Monitoring

Rates of Improvement are Specified Critical for Progress Monitoring

Evidence of Impact on Teacher Decision Making instruction or Student Achievement;

Critical for Formative Evaluation

Evidence of Improved Instruction and Student Achievement;

Gold Standard for Progress Monitoring

Logistically Feasible--Low Cost, Efficient, AccurateCritical for

IMPLEMENTATION

Standards for Scientifically Based Problem ID and Progress Monitoring Have Been Established

Not All Assessment Tools Schools Use Meet Accepted Psychometric Standards

Members of the CBM “Family” Do

www.studentprogress.org/tools

ASSESSMENT TOOLS

1. UNIVERSAL SCREENINGAND BENCHMARKING: EARLY LITERACY MEASURES, AS

DIBELS OR AIMSWEBCBM

(KEY CRITICAL INDICATORS)

SAME MEASURES FOR US & B AND PROGRESS MONITORING

STRATEGIC MONITORING (ROI)

PROGRESS MONITORING

(ROI)SYSTEMATIC PROBLEM SOLVING

PINPOINTING THE SPECIFIC AREA OF DIFFICULTY,

DIAGNOSTIC INFORMATION

TIER III

TIER II

TIER I 3 X PER YEAR

MONTHLY

EVERY WEEK OR 2

Integrated Assessment Systems

Assessment

Instruction

Assessment Instruction

This is what we want..

Aligning Assessment and Instruction

Not this

CBM-GOM are used as Universal Screeners- What is a Universal

Screening?• Given to everyone• Measures Critical Skills• Brief• Repeatable• Cheap and easy to

administer and score• Tells us who and what

tier needs intervention

Aimsweb Literacy Measures:

•Letter Naming Fluency •Letter Sound Fluency•Phoneme Segmentation Fluency•Nonsense Word Fluency•Oral Reading Fluency

Ear

ly L

iter

acy

HEY,…WHY AREN’T WE CALLING THIS DIBELS?!

•DIBELS (Dynamic Indicators of Basic Early Literacy Skills) are early literacy measures developed by the University of Oregon.

•AIMSWeb also has a set of Early Literacy Measures. They are almost identical to the DIBELS measures. The differences are not significant. Most RtI Aspire sites are using the administration, scoring, and probes from Aimsweb.

COMPARISON OF DIBELS AND AIMSWEB MEASURES EARLY LITERACY MEASURES

DIBELS

AIMSWEB

COMMENTS

Letter Naming Fluency

X

X

Identical administration and scoring

Phonemic Segmentation Fluency

X

X


Nonsense Word Fluency

X

X


Oral Reading Fluency

X

X


Initial Sound Fluency

X

Difficult and timely to administer Unreliable scoring and results

Letter Sound Fluency

X

Easy to administer High reliability of results

g N E Y R l V d H ZN d x S C n j H s SE n G h c i h B b OY F p D L i q c D QR v F J Z M P o p ul G A f V B P k m IV M e r y z a L U Ad y q v w u T w N UH j K e r X T z Y XZ x f m W W s J I kl E R K g N E Y R l


1. Aimsweb Letter Naming Fluency(Measures the number of letters a student can name

in one minute.)

Here are some letters. Begin here (point to the first letter) and tell me the names of as many letters as you can. If you come to a letter you don’t know, I’ll tell it to you. Are there any questions? Put your finger under the first letter. Ready, begin.

In general, does the student have automaticity?fluency of naming?



2. Aimsweb Letter Sound Fluency(Measures the number of letter sounds a student can

name in one minute.)

Here are some letters. Begin here and tell me the sounds (with emphasis) of as many letters as you can. If you come to a sound you don’t know, I’ll tell it to you. Are there any questions? Put your finger under the first letter. Ready, begin.

In general, can the student efficiently convert the visual symbol into an auditory one..with automaticity?

3. Aimsweb Phoneme Segmentation Fluency(Measures the number of phonemes students can

segment in 1 minute.)bad that mine coat meet wild woke fat side jet land beach

/b/ /a/ /d/ /TH/ /a/ /t/ /m/ /ie/ /n/ /k/ /oa/ /t/ /m/ /ea/ /t/ /w/ /ie/ /l/ /d/ /w/ /oa/ /k/ /f/ /a/ /t/ /s/ /ie/ /d/ /j/ /e/ /t/ /l/ /a/ /n/ /d/ /b/ /ea/ /ch/

lock pick noise spin ran dawn sign wait yell of wheel globe

/l/ /o/ /k/ /p/ /i/ /k/ /n/ /oi/ /z/ /s/ /p/ /i/ /n/ /r/ /a/ /n/ /d/ /o/ /n/ /s/ /ie/ /n/ /w/ /ai/ /t/ /y/ /e/ /l/ /o/ /v/ /w/ /ea/ /l/ /g/ /l/ /oa/ /b/

Total

______/6 ______/6 ______/6 ______/7 ______/6 ______/7 ______/6 ______/6 ______/6 ______/5 ______/7 ______/7 ______/75

I am going to say a word. After I say it, you tell me all the sounds in the word.

So, if I say, “sam,” you would say /s/ /a/ /m/.

Let’s try one. (one second pause). Tell me the sounds in “mop”

Ok. Here is your first word.In general, does the student understand that words can be broken into its component phoneme/parts?

4. Aimsweb Nonsense Word Fluency(Measures the number of phonemes students

can read in 1 minute.)

Here are some more make-believe words (point to the student probe). Start here (point to the first word) and go across the page (point across the page). When I say, “begin”, read the words the best you can. Point to each letter and tell me the sound or read the whole word. Read the words the best you can. Put your finger on the first word. Ready, begin.

In general, does the student have automaticity with mapping/recalling the sound-letter relationships?Can they ‘CRACK THE CODE’?

kik woj sig faj yis kaj fek av zin zez lan nul zem og nom yuf pos vok viv feg bub dij sij vus tos wuv nij pik nok mot nif vec al boj nen suv yig dit tum joj yaj zof um vim vel tig mak sog wot sav

5. Aimsweb CBM Oral Reading Fluency(Measures student’s ability to read grade level

passages accurately and fluently.)

Please read this (point) out loud. If you get stuck, I will tell you the word so you can keep reading.

When I say, “stop” I may ask you to tell me about what you read, so do your best reading.

Start here (point to the first word of the passage). Begin. In general, has the student developed automatic phonemic awareness, phonics skills, and word recognition skills to be a fluent reader?

The Robin’s Nest

There was a robin’s nest outside our kitchen window. The

nest was in a tall bush. The mother robin sat in the nest all day

long. One day when I was watching, the mother bird flew

away. I saw the eggs she was sitting on. There were fou r blue

eggs.

I watched and watched. The eggs moved. I watched some

more. The eggs started to crack. Finally, the eggs hatched. I

saw four baby birds. The baby birds opened their beaks wide.

I heard them peeping. Soon the mother bird came back. Then

the mother robin put worms in their mouths.

Every day I watched the baby birds and their mother.

Pretty soon the babies were so fat there was no room for the

mother. Then one morning the nest was gone from the bush.

DIBELS Oral Reading Fluency First Grade Benchmark 2 © 2001 Dynamic Measurement Group Revised: 03/28/02

6. Aimsweb Maze(Measures student’s ability to read grade level

passages accurately and fluently and comprehend.)When I say ‘Begin’, I want you to silently read a story. You will have 3 min. to read the story and complete the task. Listen carefully to the directions. Some of the words in the story are replaced with a group of 3 words. Your job is to circle the 1 word that makes the most sense in the story. Only 1 word is correct. In general, has the student developed automatic phonemic awareness, phonics skills, and word recognition skills to be a fluent and comprehending reader?

Why THESE Literacy Measures?•Torgesen says that “Measures of letter knowledge continue to be the best single predictor of reading difficulties.”•Marilyn J. Adams, in her article, “The Elusive Phoneme”, says that “a child’s level of phonemic awareness on entering school is widely held to be the strongest single determinant of the success that he or she will experience in learning to read.”•Research has shown that Oral Reading Fluency is the best reading General Outcome Measure (GOM).

BIG IDEAS IN READING(National Reading Panel)

PHONEMIC AWARENESS PHONICS FLUENCY VOCABULARY COMPREHENSION

BIG IDEAS IN EARLY LITERACY SKILLS

Phonemic Awareness: The awareness and understanding of the sound structure of our

language, that ‘cat’ is composed of the sounds: /k/ /a/ /t/

Alphabetic Principle: Based on 2 parts: Alphabetic Understanding. Words are composed of letters that

represent sounds, and Phonological Recoding. Using systematic relationships between

letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown printed string or to spell

Accuracy and Fluency with Connected Text. Readers who are not fluent at decoding are not able to focus their

additional resources on comprehension

Big Ideas Drive the Train Big ideas drive the curriculum and instruction

Big ideas drive the measures we use

• Phonemic Awareness

• Alphabetic Principle

• Accuracy and Fluency with Connected Text

• Risk indicator that acquisition of crucial skills may be difficult

• Phoneme Segmentation Fluency

• Letter Sound Fluency• Nonsense Word Fluency

• CBM Oral Reading Fluency

• Letter Naming Fluency

IN GENERAL, ORAL READING FLUENCY MEASURES PROVIDE QUALITATIVE INFORMATION ABOUT

3 BROAD COMPETENCIES:

• 1. RATE: Words read correctly-Above 75th%- consider differentiating instruction-Below 25%- consider need for Tier 2 interventions-Below 10%- further assess, do problem analysis, and consider need for Tier 2 and/or 3 interventions

• 2. ACCURACY: Error rates-0-5 error rate= acceptable accuracy (skilled readers are 95% or better accurate)..-5-10% error rate= accuracy in question (90% accuracy)->10% error rate=unacceptable accuracy (<90% accuracy)

• 3. COMPREHENSION-ADEQUATE FLUENCY AND RATE CORRELATE STRONGLY WITH ADEQUATE COMPREHENSION

These are in______and cHallinGinG times for anyone whose pRoFEshuNle res________ are ________in any way to

liTiRucY outcomes among school children. For, in sport of all our new

NaWLEGe about reading and reading iNstRukshun, there is a wide-speeded con______ that public EdgUkAshuN is

not as eFfEktIve as it shood be in tEecHiNg all children to read.

Students with Some (Limited) Reading Skills

Linking oral reading fluency with comprehension.

These are interesting and challenging times for anyone whose professional

responsibilities are related in any way to literacy outcomes among school children. For, in spite of all our new

knowledge about reading and reading instruction, there is a wide-spread

concern that public Education is not as effective as it should be in teaching all children to read.

ORF Informs Qualitative Features of Good Reading

1. Is highly fluent (rate and accuracy)?

2. Uses effective strategies to decode words?effective word attackContext

3. Adjusts pacing (i.e., slows down and speeds up according to level of text difficulty)?

of word(s)syntax (word order)semantics (word meaning)


4. Attends to prosodic features?inflection (pause, voice goes up and down)reads with expressionpunctuation (commas, exclamation points, etc.)predicts level of expression according to syntax

5. Possesses prediction-orientation?seems to look ahead when readingreads at a sentence or paragraph level


6. Self-monitors what she/he is reading?Self-corrects if makes meaning distortion errors

7. Makes only meaning preservation errors?more errors that preserve meaning (e.g., “house” for “home”)fewer meaning distortion errors (e.g., “mouse” for “house”)

8. Automaticity on reread words.words that appear throughout text are read automatically (e.g., become “sight words”)

Qualitative

Features

Worth Noting

Source: AIMSweb/M ark Shinn

http://www.nationalreadingpanel.org/

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension

ALL These Skills =

General Reading Skill

What Does R-CBM Measure?

General Outcome Measures (GOMs) From Other Fields

Medicine measures height, weight, temperature, and/or blood pressure as the best ndicators of general health.

Federal Reserve Board measures the Consumer Price Index

Wall Street measures the Dow-Jones Industrial Average

Companies report earnings per share

McDonald’s measures how many hamburgers they sell

Reading measures Oral Reading Fluency as the best indicators of general reading health/achievement.

Things to Always Remember About CBM- GOM

Are sensitive to improvement in brief intervals of time

Also tell us how students earned their scores (qualitative information)

Designed to be as short as possible to ensure its “do ability”

Are linked to decision making for promoting positive achievement and Problem-Solving

District or School Level Decisions

Classroom or Group Decisions

Individual Student Decisions

Once Screening Data is Collected You Begin to Make Informed Decisions…

Data-Based Decisions!

ALWAYS THINK ABOUT STUDENT NEEDS IN THIS FRAMEWORK:

TIER III.

TIER II.

TIER I.•DISTRICT NEEDS •SCHOOL NEEDS

•GRADE LEVEL NEEDS

•CLASS NEEDS •SMALL GROUP NEEDS

INDIVIDUAL NEEDS

Special Education

General Education

General Education with Support

Old System of Problem Solving

Severity of Educational Need or Problem

Am

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Why hasn’t this old system of problem solving been very effective?

Because we’ve been trying to solve students’ problems one student at a time.

This has been impractical and too time intensive to be effective.

Bridging the Gap

CoreCore

3x/year 3x/year Am

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Core + IntensiveCore + Intensive

WeeklyWeekly

Weekly-MonthlyWeekly-Monthly

Core + SupplementalCore + Supplemental

Bridging the GapCore + IntensiveCore + Intensive

CoreCore



3x/year 3x/year

WeeklyWeekly

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CoreCore



3x/year 3x/year

WeeklyWeekly

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CoreCore



3x/year 3x/year

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Data-Based Decision Making Steps

Plan EvaluationDid our plan work?

Plan EvaluationDid our plan work?

Problem AnalysisWhy is it happening?Why is it happening?

Problem AnalysisWhy is it happening?Why is it happening?

Problem IdentificationWhat is the Problem and Is it Significant?What is the Problem and Is it Significant?

Problem IdentificationWhat is the Problem and Is it Significant?What is the Problem and Is it Significant?

Plan DevelopmentWhat shall we do about it?What shall we do about it?Plan DevelopmentWhat shall we do about it?What shall we do about it?

Targeted/Supplemental

7%-15%

Universal80%-90%

Intensive3%-5%

Problem Identification

ProblemAnalysis

PlanDevelopment

Plan Implementation

PlanEvaluation

Targeted/Supplemental

15%

Universal 80%

Intensive5%

We want these percentages:

Tier 1.: 50% or better on Aimsweb norms.

Tier 3.: 25% or lower on Aimsweb norms.

Tier 2: Everyone in between.

School-Wide Reading Improvement in a School Using Problem-Solving

Courtesy of Christine Martin, Indian Prairie School District, IL

Tier 2: Strategic Monitoring of At Risk

Data Review Intervention Group 1

Median GOAL ROI = 1.3

Median TREND ROI = 4.71

InterventionEffective?

Student Progress Monitoring: Is the student making progress from the intervention?

Educational Need is Measured by a

PERFORMANCE DISCREPANCY

No Significant Discrepancy/Educational

Need

More Severe Educational NeedSignificant Discrepancy

Educational NeedSignificant Performance Discrepancy

Some Potential Educational Need, Significant Educational Benefit: Maintain the General Education Program (Tier 2)IS THIS STUDENT REDUCING THE DISCREPANCY BETWEEN HIMSELF AND GRADE LEVEL PEERS?

Rate of Improvement that is REDUCING the Gap

BIG IDEA

Use assessment data to determinestudent need and link that to

research-based interventions thatmatch the need

DATA INFORMS NEED INTERVENTION

Universal Screening Illinois ASPIRE Alliance for School-based Problem-solving & Intervention Resources in Education Illinois ASPIRE is a State Personnel.

Documents

schoolbased problem

school slide

problem analysis

tier slide

different slide

process slide

ideia slide

education illinois