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 review Some information will be new ? This won’t be groundbreaking, brand new stuff. It should build on what you already know. Some information may challenge what you currently know

Data-Based Decision Making with Decision Rules RTI Essential Components Standards of Practice Data-Based Decision Making with Decision Rules Training Coaching Fidelity SLD Decision Making Progress Monitoring Interventions Screening Core Leadership Update to new slide Teaming/Data-Based Decision Making Professional Learning & Support Culture

Purpose for the Session Review the problem solving process and how it applies to placing students into appropriately matched interventions Review DIBELS Next reports available to assist in placing students Provide time to examine your own data & practice placing students into interventions

Four Steps to Implement RTI Correctly (Article by Vanderheyden et al 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 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… Consider new video for working on right problem….

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

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 Ask Lisa about the visuals…

Instructional Requirements 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 Ask Lisa about the visuals…

Grade List Report Lowest 20% 60 2nd Grade Students

How do we know how many students to place in interventions? Research Evidence Data Capacity Ask Lisa about the visuals…

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 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: The lowest 20% of students at each grade level based on school-wide screening measures will receive group intervention(s) 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%? Determine how to help them understand this better…. Talking vs… doing something

The Problem Solving Process 1. Problem Identification How is it working? What is the problem? Improved Student Achievement 4. Plan Implementation & Evaluation 2. Problem Analysis Jon What are we going to do about the problem? Why is the problem occurring? 3. Plan Development

Intervention Placement 1. Problem Identification Universal Screening Data What is the problem? Improved Student Achievement 4. Plan Implementation & Evaluation 2. Problem Analysis Jon 3. Plan Development

Grade List Report Lowest 20% 60 2nd 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

Grade List Report Lowest 20% 60 2nd Grade Students

Intervention Placement 1. Problem Identification Universal Screening Data What is the problem? Improved Student Achievement 4. Plan Implementation & Evaluation 2. Problem Analysis Jon What are we going to do about the problem? Placement in Intervention Program 3. Plan Development

District Standard Reading Protocol Should we go on pinterest… or teacher pay teacher… we will work from agreed upon evidence based criteria Print out examples of handouts…

Step 1: Problem Identification Universal Screening Data What is the problem? Improved Student Achievement 4. Plan Implementation & Evaluation Instructional Need or Target Skills 2. Problem Analysis Jon What are we going to do about the problem? Why is the problem occurring? 3. Plan Development Placement in Intervention Program

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

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

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

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 Manual

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 Add heartland screen shot

Accuracy Fluency Application 35/56 letter sounds correct = 63% 7 9 8 4 35/56 letter sounds correct = 63%

Accuracy Fluency Application 14 7 35 35/36 letter sounds correct = 97%

Accuracy Fluency Application 54/54 letter sounds correct = 100% 5 4 68 14 68 5 24 15 4 11 54/54 letter sounds correct = 100%

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 The Minoans Who built many cities? In what two ways were these cities different from others? Upon what did people rely for protection What were the four functions of the palace? What brightly colored things decorated the inside walls? They had a palace instead of a temple in the center and did not have walls around them The sea and the navy Government building, temple, factory, warehouse 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 13 91% 14 90%

Phonics and accuracy are important Words missed per page when accuracy is… 95% 98% 99% The Secret Life of Bees 7th Grade 18.5 7.4 3.6 My Brother Sam is Dead 5-6th grade 15 6 3 The Magic School Bus 2nd – 3rd grade 2.4 1.2 Richard Allington

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

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 1st Grade 2nd Grade 3rd – 6th Grade DIBELS.net FSF & LNF; PSF & NWF PSF & NWF, NWF & DORF Fluency DORF Fluency & DORF Accuracy DIBELS.uoregon.edu FSF & LNF; PSF & NWF DORF Fluency & Daze (Comp)

Initial Intervention Placement Categorized into 4 groups based on performance on those 2 measures Measure 1 Measure 2 Group 1: Measure 1 High Measure 2 High Group 2: Measure 1 Low Group 3: Measure 2 Low Group 4:

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

DIBELS.net: Initial Grouping Suggestions Prioritize additional interventions for students in this Group Fluency High Accuracy High Accuracy High Fluency Low Fluency High Fluency Low Accuracy Low Accuracy Low

DIBELS.uoregon.edu: Instructional Grouping Reports Prioritize additional interventions for students in this Group Fluency High Fluency High Comp High Fluency Low Comp High Comp Low Fluency Low Comp Low

DIBELS.uoregon.edu: Instructional Grouping Reports 17 Students Will need multiple intervention groups

Intervention Placement Universal Screening Data 1. Problem Identification Improved Student Achievement 4. Plan Implementation & Evaluation 2. Problem Analysis Instructional Need or Target Skills Additional Diagnostic Data Jon Placement in Intervention Program 3. Plan Development

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. Where are they placed in the program once we have set up this is the right placement- digging down deeper… not all kids are going to start on the same level…

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 Should we go on pinterest… or teacher pay teacher… we will work from agreed upon evidence based criteria Print out examples of handouts…

Matching Intervention to Need: 3rd Grade Example Phonemic Awareness Phonics Oral Reading Accuracy & Fluency Group? 1 2 3 4 Core Support FLUENCY Only ACCURACY Only ACCURACY & FLUENCY Phonics for Reading  Read Naturally Reading Mastery Journeys Toolkit

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. Where are they placed in the program once we have set up this is the right placement- digging down deeper… not all kids are going to start on the same level…

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

Grade List Report Lowest 20% 60 2nd Grade Students Decoding Fluency Comprehension This student has a fluency need 60 2nd Grade Students

Recommended Intervention Focus Pattern of Skills Recommended Intervention Focus Benchmark in all areas No Intervention (Effective Tier 1) Low Comprehension (Retell, Daze) Sufficient Fluency (ORF-Words Correct) Sufficient Decoding (ORF-Accuracy) Comprehension Low Fluency (ORF-Words Correct) Fluency Low Decoding (ORF-Accuracy, NWF) Sufficient Phonemic Awareness (PSF) Decoding Low in all areas Phonemic Awareness Group 2 or 3 Group 4 Group 4 From Riley-Tillman, Burns, & Gibbons (2013)

English Language Learners Research recommends “systems [like RTI], which emphasize providing small-group 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 Determine what intervention programs are available to you, and try to categorize them into an instructional need area 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.) http://www.online-stopwatch.com/countdown-timer/