Vision Every child in every district receives the

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Vision: Every child in every district receives the instruction that they need and deserve…every

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

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 ? ?

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

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 Professional Learning & Support ALL student Populations Culturally Responsive Culture For. Practices High Expectations

Purpose for the Session 1. Review the problem solving process and how it applies

Purpose for the Session 1. Review the problem solving process and how it applies to placing students into appropriately matched interventions 2. Review easy. CBM 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

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

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…

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

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

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

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

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

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

How do we know how many students to place in interventions? Research Evidence Data

How do we know how many students to place in interventions? Research Evidence Data

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

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

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

No amount of intervention supports will fix an insufficient core program

Intervention Placement Decision Rule District Standardizes School Customizes • 20% Decision Rule: • Determine

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

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

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

Identifying the 20% • In addition to easy. CBM data, what other data is

Identifying the 20% • In addition to easy. CBM data, what other data is available to make this decision? – Smarter Balanced Results – Core Assessments – Common Formative Assessments – Language Assessments

Intervention Placement Universal 1. Problem Screening Identification Data 4. Plan Implementation & Evaluation What

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

District Standard Reading Protocol

Step 1: Problem Identification Universal 1. Problem Screening Identification Data 4. Plan Implementation &

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

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

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

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

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?

What is the target foundational skill?

Instructional “Focus” Continuum Accurate at Skill Fluent at Skill Able to Apply Skill IF

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 46/71 sounds correct = 65%

Accuracy Fluency Application 46/71 sounds correct = 65%

Accuracy Fluency Application 67/71 sounds correct = 94%

Accuracy Fluency Application 67/71 sounds correct = 94%

Accuracy Fluency Application

Accuracy Fluency Application

Reading Activity • You will have 1 minute to read the passage on the

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

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

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

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

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%

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

Reading Comprehension Phonics (Alphabetic Principle) Phonemic Awareness Vocabulary & Oral Reading Accuracy & Fluency Language Comprehension Foundational Skills

easy. CBM Reports for Initial Grouping

easy. CBM Reports for Initial Grouping

Confidential student Names

Confidential student Names

easy. CBM Reports for Initial Grouping Confidential student Names

easy. CBM Reports for Initial Grouping Confidential student Names

Initial Intervention Placement • Two important subtests for each benchmarking period • Categorized into

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 rd – 6 th Grade easy. CBM LN, LS , PS, WRF LS, PSF, WRF, PRF & accuracy Passage Reading Fluency and Accuracy; also MCRC or CCSS

Initial Intervention Placement Measure 2 • Categorized into 4 groups based on performance on

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 PRF-Accuracy • Categorized into 4 groups based on performance on those

Initial Intervention Placement PRF-Accuracy • Categorized into 4 groups based on performance on those 2 measures PRF-Fluency Group 1: Group 2: Fluency High Fluency Low Accuracy High Group 3: Group 4: Fluency High Fluency Low Accuracy Low

How to Create an Accuracy Report: Entering in the Data

How to Create an Accuracy Report: Entering in the Data

CONFIDENTIAL STUDENT NAMES When accessing the benchmark report on easycbm for PRF, you can

CONFIDENTIAL STUDENT NAMES When accessing the benchmark report on easycbm for PRF, you can only look at student’s fluency scores, percentiles and risk ratings.

You can access student’s rate and accuracy scores when looking at their individual graphs

You can access student’s rate and accuracy scores when looking at their individual graphs if you entered the data in correctly during the benchmark window. Please advance to next slide to see this.

CONFIDENTIAL STUENT INFO In the measures tab, choose the grade level/teacher info to enter

CONFIDENTIAL STUENT INFO In the measures tab, choose the grade level/teacher info to enter in the score. Next choose the item -level data vs total score. That gives you the option of entering in the total words read and # of errors. The CWPM are automatically calculated.

How to Create an Accuracy Report: Accessing the Data

How to Create an Accuracy Report: Accessing the Data

Student 1: Rate/ Accuracy Student 2: Rate/Accuracy Student 3: Rate/Accuracy Student 4: Rate/Accuracy Fluency

Student 1: Rate/ Accuracy Student 2: Rate/Accuracy Student 3: Rate/Accuracy Student 4: Rate/Accuracy Fluency High Prio ritize Accuracy addi inter tion High vent al ions stud ents. Accuracy for Student 1: Rate/ in th G is roup Student 2: Rate/Accuracy Student 3: Rate/Accuracy Student 4: Rate/Accuracy Fluency High Accuracy Low Student 1: Rate/ Accuracy Student 2: Rate/Accuracy Student 3: Rate/Accuracy Student 4: Rate/Accuracy High. Low Fluency Student 1: Rate/ Accuracy Student 2: Rate/Accuracy Student 3: Rate/Accuracy Student 4: Rate/Accuracy Fluency Low Accuracy Low

Instructional Grouping Prioritize additional interventions for students in this Group

Instructional Grouping Prioritize additional interventions for students in this Group

8 Students

8 Students

Intervention Placement Universal 1. Problem Screening Identification Data 4. Plan Implementation & Evaluation Improved

Intervention Placement Universal 1. Problem Screening Identification Data 4. Plan Implementation & Evaluation Improved Student Achievement Placement in 3. Plan Intervention Development Program 65 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,

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

Additional Diagnostic Assessment: Phonics Screener

Student 1: Rate/ Accuracy Student 2: Rate/Accuracy Student 3: Rate/Accuracy Student 4: Rate/Accuracy Fluency

Student 1: Rate/ Accuracy Student 2: Rate/Accuracy Student 3: Rate/Accuracy Student 4: Rate/Accuracy Fluency High Accuracy High. Low Fluency Student 1: Rate/ Accuracy Student 2: Rate/Accuracy Student 3: Rate/Accuracy Student 4: Rate/Accuracy Fluency High Accuracy Low Student 1: Rate/ Accuracy Additional Diagnostic Student 2: Rate/Accuracy Student 3: Rate/Accuracy Assessment Student 4: Rate/Accuracy Fluency Low Accuracy Low

District Standard Reading Protocol

District Standard Reading Protocol

Matching Intervention to Need: Phonics for Reading Read Naturally Reading Mastery Journeys Toolkit 4

Matching Intervention to Need: Phonics for Reading Read Naturally Reading Mastery Journeys Toolkit 4 ACCURACY & FLUENCY Oral Reading Accuracy & Fluency 3 ACCURACY Only Phonic s 2 FLUENCY Only Phonemic Awarenes s 1 Core Support Group?

Intervention Placement Tests Once an intervention program that addresses the instructional need is identified,

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 (MCRC/CCSS) Sufficient Fluency (PRF-Words Correct)

Pattern of Skills Benchmark in all areas Low Comprehension (MCRC/CCSS) Sufficient Fluency (PRF-Words Correct) Sufficient Decoding (PRF-Accuracy) Low Comprehension (MCRC/CCSS) Low Fluency (PRF-Words Correct) Sufficient Decoding (PRF-Accuracy) Recommended Intervention Focus No Intervention (Effective Tier 1) Comprehension Fluency Low Comprehension (MCRC/CCSS) Low Fluency (PRF-Words Correct) Low Decoding (PRF-Accuracy, NWF) Decoding Sufficient Phonemic Awareness From Riley-Tillman, Burns, & Gibbons (2013)

Decoding Fluency

Decoding Fluency

Pattern of Skills Benchmark in all areas Low Comprehension (MCRC/CCSS) Sufficient Fluency (PRF-Words Correct)

Pattern of Skills Benchmark in all areas Low Comprehension (MCRC/CCSS) Sufficient Fluency (PRF-Words Correct) Sufficient Decoding (PRF-Accuracy) Low Comprehension (MCRC/CCSS) Low Fluency (PRF-Words Correct) Sufficient Decoding (PRF-Accuracy) Group 2 or 3 Group 4 Low Comprehension (MCRC/CCSS) Recommended Intervention Focus No Intervention (Effective Tier 1) Comprehension Fluency Low Fluency (PRF-Words Correct) Low Decoding (PRF-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

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

ELD Protocol

Oregon RTIi Exemplar Handbook

Oregon RTIi Exemplar Handbook

Practice 1. Determine what intervention programs are available to you, and try to categorize

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 Grouping Reports on the easy. CBM website – Review your screening data to determine their pattern of skills (e. g. phonics, fluency, etc. )