Critical Assessment Strategies Discussion Threads

[KGibbons]

Hi Dr. Gibbons,

We recieved the following question from a participant:

Do teachers have the technology skills to perform data management within the recommended models? Again, does the skill level vary with years of teaching experience? If not, what strategies have you used in professional development activities to facilitate growth?

Thanks!

These are all great questions!

Do teachers have the technology skills to perform data management within the recommended models?
I would say the technology skills are less of a problem, particularly with newer teachers.  Most of the data management programs (e.g., Aimsweb and DIBELS) are pretty user-friendly. SCRED trains a paraprofessional in every building to enter progress monitoring data into our management system.  A SCRED clerical support person enters benchmark data for all districts.

Again, does the skill level vary with years of teaching experience?
Some of the more veteran teachers have needed more support with technology. 

If  not, what strategies have you used in professional development activities to facilitate growth?
We do a lot of on-site, hands on training with teaches who need more support with technology.  We also make sure that there is at least one teacher in each building who has advanced knowledge of the data management system used so they have an in-house resource.

[lholdheide]

Do you have additional questions for Dr. Gibbons?

If so, you can either post them on the board or email them to lynn.holdheide@vanderbilt.edu.

[lholdheide]

Many states have developed a self-assessment template to assist districts in determining their readiness to implement Response to Intervention for all students. In general, the self assessment tools assist in gathering baseline information on current resources and the status of implementing scientifically based instructional strategies, progress monitoring, problem solving, and levels of intervention.

Provided below is a sampling of states’ self assessment tools (Please note this is not a comprehensive listing, nor an endorsement of specific state assessment tools):

1.   West Virginia School Readiness for Response to Intervention (RtI): A Self-Assessment:
                 http://wvde.state.wv.us/ose/RtISelfAssessment.doc

2.   Implementation of RTI in Colorado: Self Assessment Tool: 
                http://www.cde.state.co.us/cdesped/download/Word/RTI_SelfAssessment_June2007.doc

3.   Pennsylvania Response to Intervention Readiness and Implementation: Self Assessment Tool:
                http://www.pattan.net/files/RtI/RtI-Readiness.pdf

4.   Washington State Response to Intervention Self Assessment:
                http://www.k12.wa.us/SpecialEd/pubdocs/RTI/Yr2_Form%20B%20_Scale.xls

5.   Wyoming Response to Intervention Self Assessment:
                http://www.k12.wy.us/A/supt_memos/2007_075.pdf

6.   Florida Problem Solving/Response to Intervention Project: Self Assessment:
                http://floridarti.usf.edu/resources/presentations/2008/CurtisNASP2008/SystemsChange/SAPSI.pdf

7.   Illinois State Board of Education: Response to Intervention Self Assessment:
                http://www.isbe.state.il.us/RtI_plan/default.htm

NASDSE and CASE are currently working on RTI “Blueprint” documents. These documents will guide districts and practitioners by providing self-assessment and implementation strategies. These documents are forthcoming, for the current status check:  http://sandbox15.teachers-teachers.com/Projects/ResponsetoInterventionRtIProject/tabid/411/Default.aspx.

[lholdheide]

Another question from a participant:

Dr. Gibbons-

You mentioned that special education teachers are more likely to have the competencies to implement RTI. Given that, how have you kept RTI implementation as a whole school initiative as opposed to just special education?

Thanks

[KGibbons]

Another question from a participant:

Dr. Gibbons-

You mentioned that special education teachers are more likely to have the competencies to implement RTI. Given that, how have you kept RTI implementation as a whole school initiative as opposed to just special education?

Thanks

Thanks for  asking this question as it is so important that RtI be viewed as a regular education initiative!  In my last response I said that special education teachers tend to have more assessment competencies in the area of formative assessment and data-based decision-making.   We have spent the last 12 years working really hard at providing training and support  to our regular education teachers around these competencies.  Twelve years ago, we had a hard time getting teachers to use the data. Now, we can’t get the data entered fast enough. They can’t wait to get the benchmark data back to see how their students are progressing.  Also, the person hired from our office to support districts in this initiative is paid for out using regular education funding streams, so she isn’t perceived as “special education.”   RtI has to be embraced at the system-level as an all school model and then teachers need to be given training and support to develop their skills.  Leadership from the principal is critical!  Hope that answered your question!  Let me know if you have additional thoughts!

[lholdheide]

Another participant question:

Have you had to address leadership within your schools? If so, what strategies did you find successful?

[KGibbons]

Another participant question:

Have you had to address leadership within your schools? If so, what strategies did you find successful?

Leadership from all levels is so important to the success of any initiative!  We have regular meetings with Superintendents, Curriculum Directors, and  Principals.  We use RtI as the framework to guide our work  and communication with  our leaders. We share district data regularly on the percentage of students at proficiency targets.  This year, we have been sharing data about the percentage of students at each Tier of instruction.  The superintendents are very data-driven and this trickles down to the principals which in turn trickles down to teachers.  We often include superintendent’s and principals in statewide presentations about RtI.  I think this helps with ownership of the process!  The MN RtI Center is partnering with the Minnesota Elementary School Association to offer a principal data academy this summer.

  Anybody else have other thoughts?

[lholdheide]

An on line participant forwarded the document below as an example of a local district's (Appleton Area School District) framework for implementing RTI. 

This document can be accessed at: http://www.tqsource.org/forum/documents/07-08RtIPlans2-22-08KS.pdf

[apotemski]

Hi Dr. Gibbons, I have another question for you:

What road blocks emerged when training teachers and related services personnel on the measurement requirements?  And to follow up, what strategies have you found to be successful when teachers and related services personnel fight implementation of a measurement system due to time constraints?

Thanks!

[lholdheide]

Another participant question:

How critical were the MN legislative policy revisions in executing the Center's mission?

[KGibbons]

Another participant question:

How critical were the MN legislative policy revisions in executing the Center's mission?

I'm not sure if I exactly understand the question, but I'll give it a shot. If I miss the boat, ask me again!

I believe the statute revisions were very important in supporting the center's mission.  Basically, the there is now language in our state law that operationalizes the core components of the RtI Framwork (Assessment, SRBI,and Problem Solving Schoolwide organization).  The law doesn't "mandate"RtI, but it certainly sets forth the parameters of what would be necessary in this  type of a system.   The biggest "grey area" the law clarifies is flexible use of staff.  In the past, it was unclear whether staff funded through state or federal special education aid could legitimately work with regular education students.  Within an RtI framework, the flexible use of resources is often discussed.  Now, when the center does training we can train with some confidence around that issue.  I think the policy revisions also will provide some backbone to the work we will do with Institutions of Higher Education.  It gives some credibility to the process when you can say the legislature mandated this task.

Hope that helped!

[KGibbons]

Hi Dr. Gibbons, I have another question for you:

What road blocks emerged when training teachers and related services personnel on the measurement requirements?  And to follow up, what strategies have you found to be successful when teachers and related services personnel fight implementation of a measurement system due to time constraints?

Thanks!

The roadblocks kind of go in order.  First, you get resistance to the actual measures.  In the case of CBM or GOM's, people will question the face validity of the measures.  Next, people will be resistant due to time issues - either loss of instructional time for kids to do the assessments or the time from professionals to administer and score the measures.   Finally, people will often resist using the data to make changes in instruction. I'm sure there are some barriers I have missed, so others should feel free to comment!

Successful strategies for overcoming roadblocks due to time:
Well, we do a few things.  First, we train paras and parent volunteers on how to administer and score GOM’s so that the teachers have assistance in progress monitoring.  Also, each school has a measurement team that conducts the three times per year benchmark assessments.  We have enough members on the team so that we can “blitz” a grade level in around 20-30 minutes.  Regular education teachers are pretty happy that not a lot of instructional time is lost and they don’t have to adjust their teaching routine dramatically.  Regarding data entry - we have trained paraprofessionals to enter progress monitoring into the data management system. A SCRED clerical staff member enters the benchmark data into Aimsweb.  All of these strategies tend to lead to decreased resistance regarding time constraints.  In earlier posts, we talked about the fact that leadership from the building principal is critical.  It's so true!  The principal needs to set the tone that frequent assessment of student performance is necessary and valued.  We have found that a lot of the philosophical barriers mentioned in the above paragraph tend to diminish as teachers see how the system will improve their instruction and ultimately student outcomes.

[ddddyyyy]

I agree with lholdheide


 
 







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