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Final Flashcards

1
Q

MTSS (multi-tiered system of support)

A
  • Provides targeted support to struggling readers
  • Screens all students and aims to address behavioral as well as academic issues
  • Goal is to intervene early so students can catch up to their peers
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2
Q

Progress monitoring

A

allows teachers to see if students are on track to meet their goals

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3
Q

Performance Monitoring

A

the process of collecting and analyzing data over time to measure student performance and evaluate the effectiveness of instruction

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4
Q

Features of effective progress monitoring

A
  1. Progress monitoring is conducted in all tiers of instruction
  2. Progress monitoring measures are based on and directly relevant to the curriculum, as well as the level and tier level of RTI
  3. In order to facilitate data collection, measures must be easy to administer and effective
  4. Results should be displayed in a manner that makes interpretation simple and efficient, for example, in charts or line graphs
  5. Rules for decision making must be determined for all aspects of progress monitoring data, including cut scores for level (performance score), slope (change in performance over time), and percentage mastery
  6. Cut scores and decision rules must have a clear rationale
  7. Progress monitoring measures must be collected frequently enough to inform instructional and placement decisions. Frequency of administration may differ across different tiers, an guidelines for these should be specified
  8. Results of progress monitoring, although important, should be considered only one of several sources that inform instructional decision making.
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5
Q

Tier 1 Progress Monitoring

A
  • purpose is to determine whether students are making adequate progress in general education classes
  • culturally responsive progress monitoring
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6
Q

Tier 2 Progress Monitoring

A
  • intensive supports
  • still struggling to meet achievement expectations
  • students may be provided with frequent progress monitoring
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7
Q

Tier 2-3 Teacher assistance Teams

A
  • overlaps with Tier 2

- considers support by individual students

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8
Q

Tier 3-4 Special Education

A
  • tailored to individual needs of the student
  • features frequent measurement of learning outcomes and immediate and dynamic instructional decision making
  • no specific ending date
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9
Q

Curriculum Based Measurements

A
  1. DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
  2. Reading fluency progress monitor
  3. AIMSweb (progress monitoring system)
  4. EdCheckup (a set of progress monitoring tools for pre-readers through 8th grade levels)
  5. Vanderbilt CBM Materials (standardized and systematic method of formative assessment)
  6. STAR assessment (short tests that provide teachers with learning data)
  7. Test of word reading efficiency
  8. Yearly Progress Pro
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10
Q

RTI (response to intervention)

A

usually done 3 times throughout the year

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11
Q

Tier 1

A

scientifically bases instructional programs within the general education classroom and is delivered by the gen ed teachers

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12
Q

Tier 2

A

may be delivered to small groups of students who have demonstrated similar areas of difficulty

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13
Q

Tier 3

A

involves intensive, individualized instruction implemented more frequently over a longer period of time

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14
Q

RTI focuses in 5 components of reading

A
  1. Phonemic awareness
  2. Phonics development
  3. Reading fluency
  4. Reading comprehension
  5. Vocabulary development

most RTI has been primarily reading but can include relevant content and skill areas

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15
Q

Interventions at different tiers are distinguished by specific features, such as:

A
  1. Size of group
  2. Performance standards
  3. Frequency of delivery intervention
  4. Overall duration of the specific intervention
  5. Frequency of progress monitoring
  6. Training of the teacher or other specialist in the content area
  7. Focus of the content of skill
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16
Q

Intensive intervention

A

designed to address severe and persistent learning and/or behavior difficulties

17
Q

Intensive Intervention IS

A
  • a process
  • a sustained and ongoing level of support
  • individualized to student need
  • data-based relying on progress monitoring and diagnostic data
  • for a small subset of students
18
Q

Intensive Intervention is NOT

A
  • a program
  • a quick fix
  • more of the same Tier 2 interventions
  • based on anecdotal information
  • for all students who score poorly on a screening measure
19
Q

Intensive Intervention is intended to help students who:

A
  • are not making adequate progress
  • are not meeting IEP goals
  • have persistently low academic achievement
  • have high intensity/frequency behavior
  • have not responded to evidence-based interventions delivered with fidelity
20
Q

The DBI (data-based individualized) Process

A 
Step 1: Validated Intervention Process (Tier 2)
Step 2: Progress Monitor
Step 3: Diagnostic Data
Step 4: Intervention Adaptation
Step 5: Progress Monitor
21
Q

Assessment

A

the process of gathering information through methods both formal and informal to measure student performance

22
Q

Assessment types

A

Diagnostic Assessment - Pre-assessment: essays, work samples, informal reading assessments

Formative Assessment - Outgoing Evaluation of student learning: exit tickets, pop quizzes, progress monitoring measures

Summative Assessment - After Instruction: year-end standardized tests, unit tests, research papers

23
Q

Two types of Progress Monitoring

A
  1. Mastery measurement (mm)

2. General outcome measurement or curriculum-based measurement

24
Q

GOM (general outcome measurement) Process

A
  • Select a measure
  • Create a graph
  • Create a goal line
  • Administer, score, and graph
  • Make a data-based instructional decision
  • Communicate progress
25
Q

Goal based strategies

A

Above the goal line - increase the goal
Below the goal line - change instruction
Around the goal line - make no changes

26
Q

GOM (general outcome measurement) Steps

A
  1. SELECT A MEASURE - measure should align with grade-level reading skills, measures should be reliable and valid, measures should have sufficient alternate versions
  2. CREATE A GRAPH - a graph creates a visual representation of the data; a graph allows a teacher and student to see the relationship between the student’s efforts and performance
  3. CREATE A LINE GOAL - a line goal helps establish a visual representation of the student’s expected progress
  4. ADMINISTER, SCORE, AND GRAPH - every progress monitoring probe has specific administration and scoring guidelines that teachers should carefully follow to ensure fidelity and accuracy of measurement
  5. MAKE DATA-BASED INSTRUCTIONAL DECISIONS - at least six data points are needed to create a clear picture of how student is performing, evaluate by using the 4-point method
  6. COMMUNICATE PROGRESS - meaningful conversations
27
Q

2 types of data in DBI (data-based individualization) process

A
  1. Progress monitoring

2. Diagnostic assessment

28
Q

Progress Monitoring is

A
  • easy to implement
  • indicates how students are performing
  • designed to be administered frequently
29
Q

Diagnostic Assessment is

A
  • determines why students are struggling to make progress
  • determines the type of change that needs to be made
  • makes intervention adaptations that align with student need
30
Q

Intensive Instruction

A

is more intensive than Tier 2.
addresses the needs of the population of students for whom Tier 1 and Tier 2 are not adequate.
one model is to intensify Tier 2 instruction, and another model is data-based individualization (DBI)

31
Q

Intensified Tier 2 Instruction vs. Data-Based Individualization

A

Intensified Tier 2 instruction:
- increased duration of instructional time
- reduced group size
Data-based Individualization
- one on one instruction
- validated from weekly progress monitoring
- data graph including baseline goal line

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