Vision Every child in every district receives the
- Slides: 69
Vision: Every child in every district receives the instruction that they need and deserve…every day. Developing Your Intervention Placement Process Data Day 2016
Expectations • Demonstrate good audience skills – Silence cell phones – Hold side conversations out of ear shot of others – Turn off email – Engage in active listening • Participate in discussions • Ask questions during work time • If you need a break, take one
Today’s information Some information will be new Some information will be review ? ? Some information may challenge what you currently know
RTI Essential Components SLD Decision Making Progress Monitoring Data-Based Decision Making with Decision Rules Standards of Practice Interventions Leadership Teaming/Data. Based Decision Making Training Coaching Fidelity Screening Core Culture Professional Learning & Support
Purpose for the Session 1. Review the problem solving process and how it applies to placing students into appropriately matched interventions 2. Review DIBELS Next reports available to assist in placing students 3. Provide time to examine your own data & practice placing students into interventions
Four Steps to Implement RTI Correctly (Article by Vanderheyden et al. , 2016 in Edweek) • First, it is time for smarter screening • Second, the focus of effective RTI implementation must be core instruction • Third, schools need effective intervention systems that match student need • Fourth, intervention intensity is not the same as “longer and louder”
Four Steps to Implement RTI Correctly (Article by Vanderheyden et al. , 2016 in Edweek) “…intervening without consideration for what a student specifically needs is like choosing an antibiotic without identifying the bacteria causing an infection. ”
Intervening without consideration for what a student specifically needs is like…
Intervention Placement: Logistics Unacceptabl Feature e Practice When? Who? Data? Acceptable Practice Best Practice Only place students informally Formally 1 x per Formally 3 x per year, review 6 -8 weeks Not involving teachers or trained specialists A trained reading specialist w/ teacher input A team of teachers, specialists, principal, other staff Classroom data Teacher referral Screening data + SBAC (if applicable) + Diagnostic Data
Talk Time • How does your school/district currently place students into interventions? • What problems do you encounter with placing students into interventions?
Decision Rules: Intervention Placement • Decision rules guide us to make important decisions about students • Your decision rules create consistency & equity across grade levels and schools • Guide how many students should receive interventions
How do we know how many students to place in interventions? Research Evidence
Differences Learning to Read Estimates from National Institute of Child Health and Human Development Population % Journey to Reading Instructional Requirements 5 Easy: children read before starting school Need no formal decoding instruction 35 Relatively Easy Learn to read regardless of instructional approach 40 Formidable Challenge Need systematic and explicit instruction 20 One of the most difficult tasks to be mastered in school Need intensive, systematic, direct, explicit instruction
How do we know how many students to place in interventions? Research Evidence Data
Lowest 20% Grade List Report 60 2 nd Grade Students
How do we know how many students to place in interventions? Research Evidence Data Capacity
Why do we serve about 20% in Interventions? • Your school/district resources can only support about 20% of students in interventions
Four Steps to Implement RTI Correctly (Article by Vanderheyden et al. , 2016 in Edweek) • First, it is time for smarter screening • Second, the focus of effective RTI implementation must be core instruction • Third, schools need effective intervention systems that match student need • Fourth, intervention intensity is not the same as “longer and louder”
No amount of intervention supports will fix an insufficient core program
Intervention Placement Decision Rule District Standardizes School Customizes • 20% Decision Rule: • Determine how many students are The lowest 20% of placed into students at each interventions based grade level based on on the school’s data – 20% at each grade school-wide level? screening measures – More at will receive group primary…less at upper? intervention(s) – < 20%?
The Problem Solving Process How is it working? 4. Plan Implementation & Evaluation What are we going to do about the problem? 21 1. Problem Identification Improved Student Achievement 3. Plan Development What is the problem? 2. Problem Analysis Why is the problem occurring?
Intervention Placement Universal 1. Problem Screening Identification Data 4. Plan Implementation & Evaluation Improved Student Achievement 3. Plan Development 22 What is the problem? 2. Problem Analysis
Lowest 20% Grade List Report 60 2 nd Grade Students
Identifying the 20% • In addition to DIBELS Next data, what other data is available to make this decision? – Smarter Balanced Results – Core Assessments – Common Formative Assessments – Language Assessments
Lowest 20% Grade List Report 60 2 nd Grade Students
Intervention Placement Universal 1. Problem Screening Identification Data 4. Plan Implementation & Evaluation What are we going to do about the problem? 26 Improved Student Achievement Placement in 3. Plan Intervention Development Program What is the problem? 2. Problem Analysis
District Standard Reading Protocol
Step 1: Problem Identification Universal 1. Problem Screening Identification Data 4. Plan Implementation & Evaluation What are we going to do about the problem? 28 Improved Student Achievement Placement in 3. Plan Intervention Development Program What is the problem? Instructional 2. Problem Need or Analysis Target Skills Why is the problem occurring?
Reading Comprehension Phonics (Alphabetic Principle) Phonemic Awareness Vocabulary & Oral Reading Accuracy & Fluency Language Comprehension Foundational Skills
Burns and Hall (2013) examined 24 studies of K-8 small-group reading interventions Intervention Type Effect Size Targeted (comprehension, fluency, vocabulary, decoding, phonemic awareness) . 65 Comprehensive . 26 *Anything over. 40 could be interpreted as significant
Reading Comprehension Phonics (Alphabetic Principle) Phonemic Awareness Vocabulary & Oral Reading Accuracy & Fluency Language Comprehension Foundational Skills
Intervene in Foundational Skills • Exceptions: – Comprehensive interventions may be needed for students with the most intensive needs – Language interventions for ELL’s • “Not all currently used interventions in literacy (especially for primary grade students) include adequate attention to these areas [listening and reading comprehension], and thus they may need to be augmented for English learners. ” – Institute for Education Sciences, 2014
What is the target foundational skill? From DIBELS Next Assessment
Instructional “Focus” Continuum Accurate at Skill Fluent at Skill Able to Apply Skill IF no, teach skill. If yes, move to fluency If no, teach fluency/ automaticity If yes, move to application If no, teach application If yes, the move to higher level skill/concept
Accuracy Fluency Application 7 0 9 0 8 0 4 0 35/56 letter sounds correct = 63%
Accuracy Fluency Application 14 0 7 0 35/36 letter sounds correct = 97% 35 0
Accuracy Fluency Application 14 5 54/54 letter sounds 15 5 correct = 100% 14 5 11 4 68 24
Reading Activity • You will have 1 minute to read the passage on the next slide. • Do your best reading. After you have read it, you will be asked to answer some questions about what you read.
The Minnows built many cities, which were different from those of other accident situations in two ways. At the heart of each Minnow city stood a place rather than a teepee. Also, Minnow cities did not have walls around them. Instead, people deepened on the sea and navy for production. One of the largest cities covered about 28 acres, or 11. 2 hectares. About one fifth of the area was taken up by a five-story place that served as a governor building, teepee, factory, and warehouse. Its walls were built of stone and sun-dried brick farmed with wooden beams. The Minnows doctored the inside walls with brightly colored fritos, or water color paintings made on damp plaster. The place had bathrooms with bathtubs and flush toilets. It also had hot and cold running water and potable fireboxes to heat rooms.
Questions 1. Who built many cities? The Minoans 2. In what two ways were these cities different from others? They had a palace instead of a temple in the center and did not have walls around them 1. Upon what did people rely for protection The sea and the navy 2. What were the four functions of the palace? Government building, temple, factory, warehouse 5. What brightly colored things decorated the inside walls? Frescoes
The Minoans built many cities, which were different from those of other ancient civilizations in two ways. At the heart of each Minoan city stood a palace rather than a temple. Also, Minoan cities did not have walls around them. Instead, people depended on the sea and navy for protection. One of the largest cities covered about 28 acres, or 11. 2 hectares. About one fifth of the area was taken up by a five-story palace that served as a government building, temple, factory, and warehouse. Its walls were built of stone and sun-dried brick framed with wooden beams. The Minoans decorated the inside walls with brightly colored frescoes, or water color paintings made on damp plaster. The palace had bathrooms with bathtubs and flush toilets. It also had hot and cold running water and portable fireboxes to heat rooms.
Accuracy Rates # of Errors % Correct 10 93% 11 92% 12 92% 13 91% 14 90%
Phonics and accuracy are important Words missed per page when accuracy is… 95% 98% 99% The Secret Life of Bees 7 th Grade 18. 5 7. 4 3. 6 My Brother Sam is Dead 15 6 3 2. 4 1. 2 5 -6 th grade The Magic School Bus 6 2 nd – 3 rd grade Richard Allington
Reading Comprehension Phonics (Alphabetic Principle) Phonemic Awareness Vocabulary & Oral Reading Accuracy & Fluency Language Comprehension Foundational Skills
DIBELS Reports for Initial Grouping DIBELS. uoregon. edu • Instructional Grouping Report DIBELS. net • Initial Grouping Suggestions
DIBELS. uoregon. edu: Instructional Grouping Reports
DIBELS. net: Initial Grouping Suggestions
Initial Intervention Placement • Two important subtests for each benchmarking period • Categorized into 4 groups based on performance on those 2 measures K 1 st Grade 2 nd Grade 3 rd – 6 th Grade FSF & LNF; PSF & NWF, PSF & NWF & DORF NWF Fluency DORF Fluency & DORF Accuracy FSF & LNF; PSF & NWF, DIBELS. uoregon. ed PSF & NWF & DORF u NWF Fluency DORF Fluency & DORF Accuracy DORF Fluency & Daze (Comp) DIBELS. net
Initial Intervention Placement Measure 2 • Categorized into 4 groups based on performance on those 2 measures Measure 1 Group 1: Group 2: Measure 1 High Measure 1 Low Measure 2 High Group 3: Group 4: Measure 1 High Measure 1 Low Measure 2 Low
Initial Intervention Placement DORFAccuracy • Categorized into 4 groups based on performance on those 2 measures DORF-Fluency Group 1: Group 2: Fluency High Fluency Low Accuracy High Group 3: Group 4: Fluency High Fluency Low Accuracy Low
DIBELS. net: Initial Grouping Suggestions Prio ritize a. High i. Fluency d nter vent ditiona l ions stud ents for Accuracy in th GHigh is roup Accuracy High. Low Fluency High Accuracy Low Fluency Low Accuracy Low
DIBELS. uoregon. edu: Instructional Grouping Reports Prioritize additional interventions for students in this Group Fluency High Comp High Fluency High Comp Low Comp High Fluency Low Comp Low
DIBELS. uoregon. edu: Instructional Grouping Reports 17 Students
Intervention Placement Universal 1. Problem Screening Identification Data 4. Plan Implementation & Evaluation Improved Student Achievement Placement in 3. Plan Intervention Development Program 55 Instructional 2. Additional Problem Diagnostic Need or Analysis Data Target Skills
Intervention Placement Tests Once an intervention program that addresses the instructional need is identified, placement tests should be used to form instructional groups of students. Available resources (time, staff, materials) will guide how many groups are created.
Additional Diagnostic Assessment: Phonics Screener
Talk Time • What additional diagnostic assessments or intervention placement tests do you currently use? • Do you have a need in the area of diagnostic assessment?
DIBELS. net: Initial Grouping Suggestions Additional Diagnostic Assessment Fluency Low Accuracy Low
District Standard Reading Protocol
Matching Intervention to Need: 3 rd Grade Example Phonics for Reading Read Naturally Reading Mastery Journeys Toolkit 3 4 ACCURACY Only ACCURACY & FLUENCY Oral Reading Accuracy & Fluency 2 FLUENCY Only Phonic s 1 Core Support Phonemic Awarenes s Group?
Intervention Placement Tests Once an intervention program that addresses the instructional need is identified, placement tests should be used to form instructional groups of students. Available resources (time, staff, materials) will guide how many groups are created.
Pattern of Skills Benchmark in all areas Low Comprehension (Retell, Daze) Sufficient Fluency (ORF-Words Correct) Sufficient Decoding (ORF-Accuracy) Low Comprehension (Retell, Daze) Low Fluency (ORF-Words Correct) Sufficient Decoding (ORF-Accuracy) Recommended Intervention Focus No Intervention (Effective Tier 1) Comprehension Fluency Low Comprehension (Retell, Daze) Low Fluency (ORF-Words Correct) Low Decoding (ORF-Accuracy, NWF) Decoding Sufficient Phonemic Awareness From Riley-Tillman, Burns, & Gibbons (2013)
Lowest 20% Decoding Grade List Report Fluency Decoding Comprehensio n 60 2 nd Grade Students
Pattern of Skills Benchmark in all areas Low Comprehension (Retell, Daze) Sufficient Fluency (ORF-Words Correct) Group 2 or 3 Group 4 Low Comprehension (Retell, Daze) Sufficient Decoding (ORF-Accuracy) Low Comprehension (Retell, Daze) Low Fluency (ORF-Words Correct) Sufficient Decoding (ORF-Accuracy) Recommended Intervention Focus No Intervention (Effective Tier 1) Comprehension Fluency Low Fluency (ORF-Words Correct) Low Decoding (ORF-Accuracy, NWF) Decoding Sufficient Phonemic Awareness From Riley-Tillman, Burns, & Gibbons (2013) Group 4
English Language Learners • Research recommends “systems [like RTI], which emphasize providing smallgroup instructional interventions for early intervention and support with English learners, because evidence suggests that such interventions are often beneficial to English learners. ” • Institute for Education Sciences, 2014
ELD Protocol
Oregon RTIi Exemplar Handbook
Practice 1. Determine what intervention programs are available to you, and try to categorize them into an instructional need area 2. Practice placing kids into intervention groups by instructional need: – Use the Instructional Grouping Reports on the DIBELS website – Review your screening data to determine their pattern of skills (e. g. phonics, fluency, etc. )
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