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. Intervention Placement Tier 2 & 3 Training October 2018

Interventions are supposed to be successful! Is your system set up for success?

Interventions are supposed to be successful! Is your system set up for success?

Interventions Should Work! Need to ensure that students receive the right interventions! And We

Interventions Should Work! Need to ensure that students receive the right interventions! And We have the capacity to provide them with the intervention they need

Purpose for the Session • Develop Standards of Practice for Intervention Placement – Decision

Purpose for the Session • Develop Standards of Practice for Intervention Placement – Decision rule for the percentage of students to be served in interventions – Use a process to match interventions to student need

Installation Matrix: Intervention Placement

Installation Matrix: Intervention Placement

Handbook Guidelines

Handbook Guidelines

Active Learning Time… 1. Independently review the Installation Matrix and Handbook Guidelines 2. Make

Active Learning Time… 1. Independently review the Installation Matrix and Handbook Guidelines 2. Make margin notes as necessary 3. Tuck away for later planning time

What Are Intervention Placement Meetings? • Meetings to place students in interventions matched to

What Are Intervention Placement Meetings? • Meetings to place students in interventions matched to their instructional need

RTI Team Meetings Tier 1 Core Meetings Tier 2 & 3 Placement Meetings •

RTI Team Meetings Tier 1 Core Meetings Tier 2 & 3 Placement Meetings • Reading • Behavior • Attendance Intervention Review Meeting • Intervention Review Meetings • Reading • Behavior • Attendance Tier 3 Individual Problem Solving Meetings

Installation Matrix: Intervention Placement

Installation Matrix: Intervention Placement

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

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

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

Developing District Intervention Placement Decision Rule • Data • Capacity • Based on school-wide

Developing District Intervention Placement Decision Rule • Data • Capacity • Based on school-wide screening data (DIBELS, easy. CBM, AIMSWEB, etc) • Lowest 20%? 30%? • All student well below benchmark or High Risk? • Based on available resources – Staff available & trained – Funding – Materials

Decision Rules guide placement in interventions Lowest 25% Lowest 20% All High Risk

Decision Rules guide placement in interventions Lowest 25% Lowest 20% All High Risk

Lowest 20% (4 students: 19%) All High Risk 9 students: 43% 21, 1 st

Lowest 20% (4 students: 19%) All High Risk 9 students: 43% 21, 1 st Grade Students

What to do about kids you are not serving? • We sometimes have more

What to do about kids you are not serving? • We sometimes have more students who are in need than we have the capacity to support with interventions • Need to address in small group

Intervention Placement Decision Rule • District Standardizes • 20% Decision Rule: The lowest 20%

Intervention Placement Decision Rule • District Standardizes • 20% Decision Rule: The lowest 20% of students at each grade level based on school-wide screening measures will group intervention(s) • School Customizes • Determine how many students are placed into interventions based on the school’s data – 20% at each grade level? – More at primary…less at upper? – < 20%?

Handbook Guidelines

Handbook Guidelines

District Guidelines: Place students in intervention when…. Guideline Lowest 20% using the composite for

District Guidelines: Place students in intervention when…. Guideline Lowest 20% using the composite for the grade level handout

District Guidelines: Place students in intervention when…. Guideline Lowest 20% for the grade level

District Guidelines: Place students in intervention when…. Guideline Lowest 20% for the grade level in a target skill and are below 40 th percentile handout

Installation Matrix: Intervention Placement

Installation Matrix: Intervention Placement

Develop district intervention placement guidelines • Develop guidelines for the following: – Use screening

Develop district intervention placement guidelines • Develop guidelines for the following: – Use screening data to the identify target skill for your most in need students • Phonemic awareness, phonics, fluency – Determine which interventions match these needs – Correctly place students in interventions using intervention placement tests • Determine logistics

Develop district intervention placement guidelines • Develop guidelines for the following: – Use screening

Develop district intervention placement guidelines • Develop guidelines for the following: – Use screening data to the identify target skill for your most in need students • Phonemic awareness, phonics, fluency – Determine which interventions match these needs – Correctly place students in interventions using intervention placement tests • Determine logistics

Are we working on the right problems?

Are we working on the right problems?

Hierarchy of Reading Skills Reading Comprehension Phonics (Alphabetic Principle) Phonemic Awareness Foundational Skills K-5

Hierarchy of Reading Skills Reading Comprehension Phonics (Alphabetic Principle) Phonemic Awareness Foundational Skills K-5 Vocabulary Constructing Meaning Oral Reading Accuracy & Fluency

How do you identify the target skill? • Start with available screening data •

How do you identify the target skill? • Start with available screening data • In which skills is/are the student in the high risk/well below benchmark range? • Which of these skills is the lowest in the hierarchy of reading skill? Oral Reading Accuracy & Fluency Phonics (Alphabetic Principle) Phonemic Awareness Foundational Skills K-5

DIBELS Next easy. CBM* AIMSWEB • MC Reading • Maze • RTF Comp •

DIBELS Next easy. CBM* AIMSWEB • MC Reading • Maze • RTF Comp • Daze • Reading CBM • ORF CWPM • PRF • ORF Acc % • WRF • Reading CBM What is the target foundational skill? Oral Reading Fluency & Accuracy • ORF Acc % • PRF Acc % • R-CBM Acc % • NWF WWR • WRF Acc % • NWF • Letter Sounds • LSF • NWF CLS Phonics (Alphabetic Principle) • PSF • FSF Phonemic Awareness • Phoneme Segmenting DIBELS Next easy. CBM* • Phoneme Segmentation AIMSWEB

PA Student/Grade PS Joey/1 st George/2 nd Miranda/4 th 20 Phonics Fluency CLS WWR

PA Student/Grade PS Joey/1 st George/2 nd Miranda/4 th 20 Phonics Fluency CLS WWR Accuracy ORF 14 0 30 2 Composite Well Below 75% 11 Well Below 98% 60 Below Oral Reading Accuracy & Fluency Phonics (Alphabetic Principle) Phonemic Awareness Foundational Skills K-5

Practice Time: easy. CBM Example PA Student/Grade PS (Fall) Chandra (1 st) Diego (3

Practice Time: easy. CBM Example PA Student/Grade PS (Fall) Chandra (1 st) Diego (3 rd) Kali (5 th) 47 Phonics LS Phonics WRF 12 Accuracy Fluency Accuracy PRF 3 26 Composite High Risk 83% 40 High Risk 96% 97 High Risk **Vocabulary and Comprehension (Retell, Daze, MCRC) are not foundational skills and are typically not targets for intervention With your partner…. . What are the target skills for Chandra, Diego, and Kali? Why?

Develop district intervention placement guidelines • Develop guidelines for the following: – Use screening

Develop district intervention placement guidelines • Develop guidelines for the following: – Use screening data to the identify target skill for your most in need students • Phonemic awareness, phonics, fluency – Determine which interventions match these needs – Correctly place students in interventions using intervention placement tests • Determine logistics

Matching Intervention to Need Phonemic Awareness Phonics for Reading Read Naturally Corrective Reading Mastery

Matching Intervention to Need Phonemic Awareness Phonics for Reading Read Naturally Corrective Reading Mastery Phonics Blast Phonics Boost/Blitz REWARDS ERI Oral Reading Accuracy & Fluency

TTSD: Intervention Matching Matrix

TTSD: Intervention Matching Matrix

Bend/La. Pine: Intervention Matching Matrix

Bend/La. Pine: Intervention Matching Matrix

Develop district intervention placement guidelines • How to…. – Use screening data to determine

Develop district intervention placement guidelines • How to…. – Use screening data to determine the most in need students – Identify target skill needs • Phonemic awareness, phonics, fluency – Determine which interventions match these needs – Correctly place students in interventions using intervention placement tests • Determine logistics

Use intervention placement tests to help guide creation of intervention groups Once an intervention

Use intervention placement tests to help guide creation of intervention groups 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.

Intervention Placement Guidelines • District Standardizes • School Customizes • How to…. • School

Intervention Placement Guidelines • District Standardizes • School Customizes • How to…. • School level considerations for grouping – Use screening data to determine the most in need students – Identify target skill needs • Phonemic awareness, phonics, fluency – Determine which interventions match these needs – Correctly place students in interventions using intervention placement tests – Behavior – Group size – Available interventionists – Lesson placement

Develop district intervention placement guidelines • How to…. – Use screening data to determine

Develop district intervention placement guidelines • How to…. – Use screening data to determine the most in need students – Identify target skill needs • Phonemic awareness, phonics, fluency – Determine which interventions match these needs – Correctly place students in interventions using intervention placement tests • Determine logistics

Logistics • Keep records of student intervention information – Student Intervention Profile – Progress

Logistics • Keep records of student intervention information – Student Intervention Profile – Progress Monitoring • Inform guardians – Parent Intervention Placement letter – RTI Brochure • Meeting preparation – Who should be at the meeting? – How will data be prepared? – How will data be shared & displayed?

Logistics • Keep records of student intervention information – Student Intervention Profile – Progress

Logistics • Keep records of student intervention information – Student Intervention Profile – Progress Monitoring • Inform parents – Parent Intervention Placement letter – RTI Brochure • Meeting preparation – Who should be at the meeting? – How will data be prepared? – How will data be shared & displayed?

Student Intervention Profile

Student Intervention Profile

Progress Monitoring • Develop district guidance for: – Recording…. . • When the intervention

Progress Monitoring • Develop district guidance for: – Recording…. . • When the intervention started • Which intervention the student is receiving – Frequency of Progress Monitoring – Measures to use matched to the target skill

Progress Monitoring Data Identify start of intervention Reading Mastery + Read Naturally (75 min+)

Progress Monitoring Data Identify start of intervention Reading Mastery + Read Naturally (75 min+) Phonics for Reading (30 min) 68 50 51 46 48 45 42 55 49 54 57 58 68 66 67 68 66 62 60 62 71

Logistics • Keep records of student intervention information – Student Intervention Profile – Progress

Logistics • Keep records of student intervention information – Student Intervention Profile – Progress Monitoring • Inform parents – Parent Intervention Placement letter – RTI Brochure • Meeting preparation – Who should be at the meeting? – How will data be prepared? – How will data be shared & displayed?

Notification Letter

Notification Letter

RTI Brochure

RTI Brochure

Logistics • Keep records of student intervention information – Student Intervention Profile – Progress

Logistics • Keep records of student intervention information – Student Intervention Profile – Progress Monitoring • Inform guardians – Guardian Intervention Placement letter – RTI Brochure • Meeting preparation – – Who should be at the meeting? How often they occur? How will data be prepared? How will data be shared & displayed?

Intervention Placement: Logistics Unacceptable Feature Practice When? Who? Data? Only place students informally Acceptable

Intervention Placement: Logistics Unacceptable Feature Practice When? Who? Data? Only place students informally Acceptable Practice Formally 1 x per year, review 6 -8 weeks Best Practice Formally 3 x per year, review 6 -8 weeks Not involving A trained reading A team of teachers, teachers or specialist w/ teacher specialists, principal, trained specialists input other staff Classroom data Teacher referral Screening data + SBAC (if applicable) + diagnostic + Classroom Data + placement tests

George 2 nd grade student who recently moved into the district Screening Data: Accuracy:

George 2 nd grade student who recently moved into the district Screening Data: Accuracy: 75% Oral Reading Fluency: 45 wcpm Target skill: Phonics Need to check his PA Intervention: Reading Mastery 30 minutes per day 6 students

George’s First Intervention

George’s First Intervention

Installation Matrix: Intervention Placement

Installation Matrix: Intervention Placement

Handbook Guidelines

Handbook Guidelines