General

RtI involves systematic and regular use of data to make decisions about a student's relative risk status and response to instruction or intervention. In this keynote address, Dr. Hintze will discuss the purpose of universal screening and progress monitoring within an RtI model and their significance within a multi-tiered intervention model.

Many failures of education reforms and practices are attributed to poor implementation. As schools adopt an RtI model, it is critical that essential RtI components are implemented with integrity. The focus of this presentation is on CBM implementation fidelity and practices to ensure CBM implementation fidelity in school settings. The presenter examines how general and special education teachers, reading specialists, literacy coaches, school psychologists, and school administration can ensure CBM implementation fidelity in their respective schools

Curriculum–Based Measurement (CBM) is an assessment approach designed to measure the growth of student proficiency in core educational skills that are predictive of positive school success. This all-day workshop will provide an overview of CBM and discuss how to use CBM screening and progress monitoring data to make instructional decisions within a Response to Intervention (RtI) model. Steps involved in the RtI data-based decision making process will be outlined as well as procedures for establishing data-based decision making rules within a tiered intervention system.

Begins with an overview and guiding principles on RtI developed by the International Reading Association. Two key ideas of assessment within an RtI framework are presented as well as a discussion related to the different purposes (screening, progress monitoring, diagnostic) of assessment. The powerpoint provides examples of each type of assessment and the kinds of information obtained.

While RtI holds great promise for preventing substandard academic achievement through universal screening, providing appropriate instruction and support in general education prior to academic failure, and monitoring progress, schools will need to consider additional socio-cultural, linguistic, and assessment factors when applying this model to English language learners (ELLs). This workshop provides a case study illustration of how these factors guide instruction and intervention within the multi-tiered RtI process. Although the case study is based on an elementary ELL student from a Spanish-speaking home, the same framework and factors may be applied with all ELLs.

This presentation will explain an approach to diagnostic assessment based on the Cognitive Model of Reading Assessment. This approach involves the use of informal measures useful in planning instruction at Tiers 2 and 3. The session will not address the use of formal diagnostic assessments typically used in special education. The principal focus will be fluency, decoding, sight words, and phonological awareness. Problems with diagnostic assessment in the areas of vocabulary and comprehension will be briefly examined.

The webinar PowerPoint can be accessed here - https://nysrti.org/files/webinars/strand_11/nyc_2.pdf

The webinar PowerPoint can accessed here - https://nysrti.org/files/webinars/strand_2/diagnostic_assessmentrv11114.pdf

Understanding the role of assessment is key to an efficient and effective RtI model. This strand is designed to facilitate a deeper understanding regarding the purposes and roles of assessment within a RtI framework. Specific attention will address: universal screening and progress monitoring, as well as diagnostic assessment. Key to understanding assessment within a RtI framework is an understanding of the purposes of assessment and how a school’s existing assessment measures can be used to gain understanding of student performance for comparative, progress, and instructional purposes.

Response to Intervention and the ELA Common Core Learning Standards have prompted changes in the approach that schools must take in implementing effective literacy instruction. When conducting an assessment audit, teachers, schools, and districts inventory what tests every teacher is currently using. The audit also investigates the effectiveness of the data management system; evaluates the reliability, validity, and usefulness of each assessment, including alignment with CCSS; evaluates the fidelity of test administration and score interpretation; determines the type of professional development training needed to increase the reliability of the tests; eliminates redundant assessments and determines where new assessments are needed to fill voids. This webinar series will walk participants through the audit process, either as an individual, school team member, or district representative. The outcome is a lean and mean cohesive literacy assessment system that serves as the key component in an effective RTI framework.

Response to Intervention and the ELA Common Core Learning Standards (CCLS) have prompted changes in the approach that schools must take in implementing effective literacy instruction. When conducting an assessment audit, teachers, schools, and districts inventory what tests every teacher is currently using. The audit also investigates the effectiveness of the data management system; evaluates the reliability, validity, and usefulness of each assessment, including alignment with CCLS; evaluates the fidelity of test administration and score interpretation; determines the type of professional development training needed to increase the reliability of the tests; eliminates redundant assessments and determines where new assessments are needed to fill voids. This webinar series will walk participants through the audit process, either as an individual, school team member, or district representative. The outcome is a lean and efficient cohesive literacy assessment system that serves as the key component in an effective RTI framework.

The webinar PowerPoint can be accessed here - https://nysrti.org/files/webinars/strand_5/ny_webinar_assessment_.pdf