Wednesday, October 10, 2012

...and the {RTI} Survey Says?

So, I've been running this little {very} informal survey. I asked folks that read this blog and a few RTI folks that filled out my survey for my RTI documents to complete a short survey about WHAT you and/or your school is using to progress monitoring RTI interventions you are putting into place for your at-risk readers in Tier 2. So first of all, THANK YOU to everyone that completed it, the results were very interesting and I'm going to share the results below as many of you asked that I would. The main reason I was curious is that, without a doubt, the most emails I get from teachers (all over the United States) are about RTI and exactly WHAT is it? And WHAT to do? It seems that many, many teachers out there are being told they must "do" RTI, yet given no direction, no training, no intervention resources or no progress monitoring tools to "do" RTI.  I realize that everywhere is not like Wake County, or Your County or XYZ County, and that everyone is trying to figure IT out with however much or little each district is supporting you with, AND that everyone has a very different conceptual understanding of RTI, what an intervention is and what progress monitoring that intervention means.  So with that said, here are the results of the little {very} informal RTI survey:

All but four states in the United States were represented in the survey.
 The four states not represented were Vermont, Wyoming, Hawaii and Rhode Island.

 56% of the you are regular education classroom teachers, 21% of you that responded are reading interventionists/reading coaches, 9% special education teachers, and 4% administrators.  

25% of you use Aimsweb.
29% of you use Dibels.
5% of you said easycbm.com
24% said Other, and I'll tell you some next
16% use nothing but would love for me to make something easy and manageable. 

Some of the "other" programs, websites or systems that you said you used to progress monitor RTI interventions were, {now remember, this is what folks filled in for Other}:
Star Early Literacy
iStation
All Three
Renaissance Learning
Eduphoria
PALS for Virginia
Skyward
AR
SRI
Reading Recovery
Fundations K-1
STAR Test
FAIR for Florida
GRASP
SA2
Alphabet & Sight Word Checks
Every teacher is on their own--it's a HOT MESS
MAP TESTING
DRA
mClass
TieNet
Running Records
Teacher Created Forms
READING 3D
SIMS
95 Percent Group Materials
various resources, but it's a mess overall
CASI
Voyagers
Classworks
CLIP
Google Doc created to monitor
Literacy First
Excel spreadsheet
Mastery Manager
F&P Running Records
Discovery Education
ReadingResource.net
Waterford
Read Naturally
Teacher made
DMAC
School created
6 Minute Solution
Edgence
Northstar

Clearly, there is a WIDE variety of materials out there  I am familiar with some of them. Not familiar with others, but the answers to the original question, left me wondering, "Are folks calling an intervention a progress monitoring tool?"  With some of these "Others" listed, yes, they probably monitor the progress of students in some way, or they wouldn't use them, but these are a lot of intervention type programs.  With the discrepancy model of referral out the window, teachers must now come to SST with hard data, data points to show that the intervention they put into place worked (or didn't work).  A progress monitoring tool as characteristics that give a teacher quick snapshots of data to quickly tell if the daily interventions in the targeted skill area are working.  These characteristics included and the most important is that they are standardized, administered the same way every time, and usually timed (for one minute).  When a progress monitoring tool as these characteristics, it's called a CBM, which stands for Curriculum Based Measurements, meaning that what the skill of the measurement is part of the child's regular grade level curriculum, something they are expected to know in that year of learning.  A CBM can also be called a probe (a very quick assessment).  Also, from week to week, the CBM measure doesn't change.  So, if you are working on  a decoding short vowel words intervention with a first grader, you would progress monitor with a CBM measure for decoding short vowel words.  Every Friday (that's how I do it) after a week of daily intervention work in short vowels instruction, I administer to the child a page of nonsensical short vowel words to read in one minute.  As the weeks of intervention instruction go by, my students continues to grow each week in reading short vowel words and I have the data now to prove it, both hard copies of the progress monitoring CBM and her data graph.   For the 16% of you that said you would love for me to create something easy and manageable, I have been working on my own set of Foundational Literacy progress monitoring probes.  You'll remember that the Common Core now calls Phonemic Awareness, Phonics and Fluency...Foundational Literacy, which it is, that's just what it's called in the stardards.  If you are an Aimsweb or Dibels school, these would be of no use to use, unless either one of those is going away, and some of you did say, they were.  My probes cover the foundational literacy skills of letter names, letter sounds, phonemic awareness and breaking words apart, short vowel words and sight words.  For those of you using easycbm.com, this is just a paper option to some of the progress monitoring measures that easycbm.com offers.  I really created these to help all the teachers that email me on a daily basis and say what I said before, "I have to do RTI and I don't even know what that means?"  I get that and I personally respond to everyone that emails me...shoot, I even spoke to one gal for an hour on the phone one day last spring who was doing her Master's thesis on RTI...it's a lot, and it seems the PD support from district levels is virtually disappearing and teachers look for support from other teachers, within their building and outside their building, like here, in the blog-o-sphere, and I think that's really why I continue to maintain this blog...to learn and share with others.  In an effort to help the teachers out there, that look to me for help with RTI and for those of you in the survey that said "None of the above but would love for you to create something easy and manageable, I have done that.  Although Foundational Literacy Skills are usually taught in grades K and 1, what I have created will help any classroom teacher,  reading interventionist or special education teacher (I know I'm leaving some of you out, I'm sorry...tutors, substitutes, homeschoolers) who has 2nd or 3rd grade students reading at least 1-2 years below grade level.  I have created 25 progress monitoring CBM probes for each of the following measures:
Letter Name Identification (to measure letter names)
Letter Sound Production (to measure letter sounds)
Phonemic Awareness Segmentation (to measure phonemic awareness)
Nonsensical Word Fluency (to measure short vowel word decoding)
Sight Word Identification (to measure sight word reading)
So there are 125 probes altogether.  Now, if none of this makes any sense to you, I wrote a 10 page Foundational Literacy Progress Monitoring Guide that explains in simple, easy to understand language, why to do it, what to do, how to do it, when to do it and who to do it with...here's a preview: 

There are 25 different versions of this progress monitoring measure of letter names. 

There are 25 different versions of this progress monitoring measure of letter sounds.

There are 25 different versions of this progress monitoring measure of phonemic awareness. 

There are 25 different versions of this progress monitoring measure of short vowel decoding.

There are 25 different versions of this progress monitoring measure of sight words.

There are graphs for students to chart their own progress, too.

And graphs for teachers to complete to record weekly progress monitoring results...hopefully the student's dots stay above their aimline...(this is all explained in my RTI Progress Monitoring Guide.

1 page Quick Start Guide  OR....

10 page Comprehensive Guide to Progress Monitoring foundational literacy skills of your at-risk readers. Oh, I forgot to mention that several of you indicated on the survey that you use all three...Aimsweb, Dibel and easycbm.com...GREAT...here is yet something else to add to your arsenal.  I hope you find it helpful.  
Here is the link for you to grab one for your teams.  For $10 - one grade level gets the whole thing (125 CBM assessments + the RTI Guide I wrote) for unlimited copies among grade level teachers and interventionist working with at risk readers.   


$10... and it will last you the entire year (let's hope they know they're letter names after 25 weeks ;-)

All you need to add is a 3-ring binder, a 3-hole punch, a pencil, a timer and you're set!
I hope some of you find this helpful!



Happy Reading! -Jen

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7 comments:

  1. WOW! This is amazing!! Are you planning to add long vowels or passage fluency later on by chance? I'm in 2nd and long vowels are where my kiddos hit a wall. You've put so much work into this packet- thank you for saving teachers all over the country hours of time and confusion!!

    Kimberly
    The Learning Tree

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    Replies
    1. I can definitely make a long vowel set. That is a need for us too. Would you want the words mixed with blends and digraphs with long vowels or just long vowels patterns with single consonants? Let me know what you think?

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    2. Jennifer - I have been following you for awhile now and the "stuff" :) you share is amazing! Yes, Yes,Yes to any list you make but I like the mixed idea on this one as it is a need for me too working with Special Eduation kids, K-4th grade.
      Thank you for all of your hard work.
      My Best,
      Janet
      Southern VT

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  2. Nice work, Jennifer! This is a wealth of information, and a good picture of what RtI means to teachers across the country.

    There is nothing worse than being given a mandate which is followed by an utter lack of training and support.

    Heather
    Peacocks & Penguins

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  3. Your forms are very similar to the Literacy First model we use in our district. Our district began implementing last year. It has a PA, phonics, comprehension and fluency section. As well as an online system for tracking data. I love that I have specific details about exactly where I can focus on student learning. Which provides a great basis for RTI small groups.

    Looks as though yours provides as much detail!
    Thanks for creating such powerful tools!

    Mendy
    mkschanck@baschools.org

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  4. I was surfing the net looking for literacy things I know I need to make/remake, and I come across this. How cool to see it's a fellow teacher at LMES!

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    Replies
    1. Well hello Anonymous and fellow LMES teacher! Who is this? :-)

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