Administration and Scoring of Reading CurriculumBased Measurement RCBM for Use in General Outcome Me

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Pyramid Response to Intervention
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Response to Intervention - RTI

• In recent years, Congress has added new
  provisions to our nations federal education laws
  
• Individuals with Disabilities Education Act (IDEA
  2004)
• No Child Left Behind Act (NCLB)
• These changes are designed to encourage
  school districts to provide additional supports
  for struggling students within general education.
  This support should be provided as early as
  possible when students show the earliest signs
  of difficulty.

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• Millions of school age children experience
  difficulties with learning. Their struggles in
  school may be due to factors such as inadequate
  instruction, cultural or language differences or,
  in some cases, a disability such as a learning
  disability. For years schools have attempted to
  provide help to these students using a variety of
  approaches including programs such as teacher
  assistance teams, special education and Title I
  (early reading and math assistance).
• While schools have attempted many ways to help
  struggling students, including those with
  disabilities, the current focus is on a improved,
  research-based process known as
  Response-to-Intervention (or Responsiveness-to-Int
  ervention) (RTI). Like any successful school
  initiative, parents play a critical role in RTI.

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What is RTI?

• A process of implementing high-quality,
  scientifically validated instructional practices
  based on
• learner needs
• monitoring student progress
• adjustment of instruction based on
• student response
• Intervention is divided into tiers of instruction

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The Resulting Potential of RTI

• To limit the amount of academic failure
• To increase the accuracy of special education
  evaluations
• Reduce the number of children who are mistakenly
  identified as having learning disabilities when
  their learning problems are actually due to
  cultural differences or lack of adequate
  instruction.
• To lead to earlier identification of children who
  have true disabilities and are in need of special
  education services.

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Pyramid of Interventions
Academic System
Tier 3
Tier 2
Tier 1
Decisions about tiers of support are
data-based
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What is AIMSweb?

• AIMSweb provides
• Assessment materials
• Reading Fluency
• Reading Comprehension Maze
• Math Computations
• Software to organize and report the results of
  these Curriculum-Based Measurements (CBM)
  assessment results.

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Using AIMSweb to impact student performance
through

• BENCHMARKING Universal Screening
• It is recommended that all students be assessed
  a minimum three times per year to ensure adequate
  progress toward end of year goals.
• PROGRESS MONITORING
• Students who are identified as at risk and
  participating in an intervention program should
  be monitored 1 or 2 times per month to ensure
  effectiveness of intervention and to allow timely
  instructional changes.
• SOFTWARE ORGANIZATION REPORTING

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2008-2009 SCHOOL YEAR Fall, Winter Spring
6th Grade Universally screen all
students. 7th 8th Grade - students who scored
410 or below on the 2007-2008 OAT in Reading and
Math, participated in Intervention Programs
during the 2007-08 School Year, are new to the
district or parent/teacher request. VISION by
2010-2011 School Year ALL students excluding
those students who do not have the
physical skills to participate meaningfully will
be universally screened in Reading Fluency,
Reading Comprehension (Maze) and Math
Computation.
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Reading - Curriculum-Based Measurement (R-CBM)
Students read aloud for 1 minute from
Edformations Standard Reading Assessment
Passages of meaningful, connected text.
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Curriculum Based Measurement Reading R-MAZE
CBM R-MAZE is designed to provide educators a
more complete picture of students reading
skills, especially when comprehension problems
are suspected.
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Curriculum Based Measurement Math M-CBM
M-CBM designed to provide educators a more
complete picture of students computation skills.

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Then What..

• Meetings with teachers, NAMS School Psychologist
  and Intervention Specialist to determine course
  of action for student with concerning information.

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Intervention Programs

• Tier 1 Interventions
• Classroom curriculum and instruction active
  participation, increasing opportunities to
  respond, pacing of instruction, and
  differentiating instruction.
• Homework Lab after school program, three days
  a week

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• Tier 2 Interventions
• Jamestown Reading Fluency
• Math Lab Apangea, homework support and
  reteaching of concepts.
• Study Tables 1 to 2 days per week for three
  weeks (teacher recommended)

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• Tier 3 Interventions
• Direct explicit instruction in foundational
  skills
• REWARDS
• Math Lab Direct Instruction
• Study Tables 3 to 4 days per week for three
  weeks (teacher recommended)

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NAMS Pyramid Response to Intervention
Academic
Behavioral

• Tier 3 Intervention
• Study Tables 3 to 4 days per week
• One-to-one Counseling

• Tier 3 Intervention
• REWARDS
• Math Lab Direct Instruction

Tier 3

• Tier 2 Intervention
• Study Tables 1 to 2 days per week
• Support Groups i.e. Social Skills

• Tier 2 Intervention
• Increased opportunities for students to engage in
  reading Fluency
• Jamestown Reading
• Math Lab Apangea

Tier 2

• Tier 1 Intervention
• Standard Behavioral/disciplinary Ladder
• Homework Lab
• Community Meetings

• Tier 1 Intervention
• Classroom curriculum and instruction, and
• differentiated instruction.
• Homework Lab after school program, three days
  per week

Tier 1