Unit 2 Introduction & Objectives

Introduction

In the previous unit, we explored how MTSS offers a holistic approach to student support. Now, in unit two, we'll delve into the types of data that can pinpoint students at risk of falling below grade-level standards. Through examining a sample class dataset, we'll practice the application of multiple data points to identify those students who may benefit from MTSS support. At the conclusion of the unit, you'll have the chance to analyze your classroom data independently, identifying which students may be at risk of meeting grade-level standards.

Objectives

Determine student current level of performance and progress based on multiple data points
Create groups for students based on current level of performance based on multiple data points
Determine which students are most at risk and in need of MTSS support and which students will continue to benefit from tier 1 instruction

Lesson 1: Universal Screeners and Curriculum-Based Measures

Universal screeners are used by schools to compare students’ current skills to grade level standards and goals. Curriculum-Based Measures (CBM) are what teachers use to assess the progress of how students are progressing through academic areas. View the following resources to learn about determining students progress.

This Curriculum-Based Measurement Manual, published by RTI Wire, is tailored for a CBM teacher-training course, aiming to equip participants to independently monitor children's academic skills using CBM. Upon completion, teachers will be proficient in administering CBM probes, charting resulting data, and utilizing it to evaluate instructional interventions, while the subsequent chapter addresses common questions about curriculum-based measurement.

Curriculum-Based Measurement: A Manual for Teachers

This RTI Network article aims to explore universal screening within a Response-to-Intervention (RTI) framework, assisting readers in understanding the nature of universal screening measures through sections covering its definition, elements of effectiveness, common measures, performance types, measures used in RTI models, criteria for at-risk status, Tier 2 initiation, and conclusions with future research directions.

Universal Screening Within a Response-to-Intervention Model

This Reading Rockets article discussed the four types of reading assessments: universal screeners, diagnostic tests, progress monitoring tools, and summative assessments.

Screening and Assessment

In this Illuminate Education video, universal screening is described as involving the collection of reliable data multiple times a year to identify students at risk of poor learning outcomes and to address needs within tier one instruction for all students at a grade level. This proactive approach allows for early intervention and prevention of larger learning gaps, ensuring resources are allocated efficiently to support student success.

Key Takeaways:

Universal Screeners
- Identify students who may be at-risk of poor learning outcomes before large gaps in learning occur
- Identify needs in universal tier 1 instruction
- All students receive universal screeners to track if students are on track to reach grade level standards and identify students who may be in need of additional support.
Curriculum-Based Measurement
- CBMs are normed to a national average (norm-referenced) in order to identify students level of performance compared to peers across the country
- Given under standardized conditions

Lesson 2: Using Data to Identify At-Risk Students

When determining how students are progressing with their learning, it is ideal to use multiple points of data. Using multiple data points help provide a complete picture of the students current level of performance. When considering a student's present level of performance, we want to look at the most recent data. However, we also want to see how each student was performing previously to determine if the students are showing growth and how much growth they have made. This understanding is crucial when determining which students may be in need of MTSS support. In this lesson, we will look at a sample class and identify students who may be in need of MTSS support. We will begin by looking at the data in the chart below. Can you identify which students are responding to the tier 1 instruction and which students would benefit from MTSS tier 2 and/or tier 3 support?

Summary of Findings:

The students who are responding to the tier 1 instruction have demonstrated proficiency on all three assessments. These students are Students A, D, F, I, J, K, L, P, S, and E. Student E is included in this list because all scores are above the target score except for one, in which the student is just below the target score.
The students who are responding to the tier 1 instruction but may show some inconsistencies in their scores are Students C, G, H, N, O, and T. These students should be monitored by the classroom teacher. As long as the teacher continues to use differentiation and scaffolds in their instruction, these students should continue to progress towards proficiency.
The students who are showing the need for additional support are Students B, M, Q, and R. These students are likely benefitting from MTSS support.

Key Takeaways:

When determining a student's progress, it is important to gather data from multiple sources and consider both current and past performance to gauge growth.

Self Assessment & Discussion

Self-Assessment

Check your understanding by answering the following questions.

Describe the purpose and importance of universal screeners.
Using the data from the scenario,
1. How can you group these students for small group instruction?
2. What data can you use to determine students' area of need to be addressed in their small group?
What universal screeners do you use to assess your students? How can these data points inform you of who may be in need for additional support?

Discussion

Reflect on the process you used as you examined your classroom data. How did universal screeners and multiple data points help you identify which students are in need of additional support? Do not use any identifying information if you choose to refer to specific students in your response. Use the Discussion tab (at the top of this page, above the navigation links) to share your response in a discussion post.