1. 1 3.0 Matching Students to Intervention Support

2. 2 Examine a process to identify students that may need more support Create a system to efficiently and effectively match students to reading intervention instruction that meets their needs In this module, we will...

3. 3 How do students get placed into classes in your school? Into intervention classes? Refer back to your chart paper. Question

4. 4 How do we identify students that may need more support?

5. 5 Four Types of Assessments TYPEUSEPURPOSE ScreeningInformation used to identify students who may be at-risk “First Alert” Progress Monitoring Information used to determine student progress and to monitor instruction “Growth Charts” DiagnosticIn-depth information used to plan instruction, including appropriate intervention instruction “In-depth View” OutcomeInformation used to evaluate student performance “Reaching our goals”

6. 6 Dual purpose: 1.Gauge student’s overall academic reading ability (do we have too many students that need Tier 2/3?) 2.Which students may need additional reading support (intervention) to succeed in core subject area classes? Screening at the Secondary Level Reed, 2010, p. 50.

7. 7 Use a multi-gating process

8. 8 Windram, 2012, p.110. Happy: Surprises Goal: As many of these as possible Happy: No Surprises On-track Unhappy: Surprises Goal: As few of these as possible Unhappy: No Surprises Significantly off- track

9. 9 Examine existing data: Early Warning Indicators (EWI) Attendance Behavior Course Proficiency (GPA and course failures) State test results Historical data Student data (aimsweb, DIBELS CARI, NWEA) Step 1: Who is on-track to be career and college ready with Tier 1 instruction?

10. 10 0 flags in EWI Proficient on State Test Historical data is on track Student reading data is on track Guideline Happy: No Surprises  Tier 1 instruction Idea: Some schools create a “watch” list for students that are on-track but close to the line (Happy: Surprises)

11. 11 Example w/aimsweb StudentAttendanceBehavior Suspension aimsweb Maze R-CBM State Test AngelaOff trackOn trackSome Risk PP GabbyOn track Low Risk A JasonOn track Some Risk Low Risk P DavidOff track Low Risk Some Risk PP JonOff trackOn trackAt Risk NP

12. 12 High School Example w/EWI StudentAttendanceBehaviorCourse Performance Math ELA GPAState Test JoshOff trackOn trackCD2.17NP EmmaOn track BA3.33P JoseOn track BA-3.17P TreyOff track DD1.83PP IsabelOff trackOn trackFD0.83NP

13. 13 Guideline: Who has some of these? 1 or more flags in EWI Not proficient on State Test History of failing classes Student data shows trend of poor reading performance (aimsweb, DIBELS CARI, NWEA, etc.) Step 2: Who is at-risk for being career and college ready with Tier 1 instruction? Happy: Surprises Unhappy: Surprises

14. 14 Example w/aimsweb StudentAttendanceBehavior Suspension aimsweb Maze R-CBM State Test AngelaOff trackOn trackSome Risk PP GabbyOn track Low Risk A JasonOn track Some Risk Low Risk P DavidOff track Low Risk Some Risk PP JonOff trackOn trackAt Risk NP

15. 15 High School Example w/EWI StudentAttendanceBehaviorCourse Performance Math ELA GPAState Test JoshOff trackOn trackCD2.17NP EmmaOn track BA3.33P JoseOn track BA-3.17P TreyOff track DD1.83PP IsabelOff trackOn trackFD0.83NP

16. 16 Guideline: Who has most of these? 2 or more flags in EWI Failure on State Test History of failing classes Student data shows trend of poor reading performance (aimsweb, DIBELS CARI, NWEA, etc.) Step 3: Who is significantly at-risk for being career and college ready with Tier 1 instruction? Unhappy: No Surprises

17. 17 Example w/aimsweb StudentAttendanceBehavior Suspension aimsweb Maze R-CBM State Test AngelaOff trackOn trackSome Risk PP GabbyOn track Low Risk A JasonOn track Some Risk Low Risk P DavidOff track Low Risk Some Risk PP JonOff trackOn trackAt Risk NP

18. 18 High School Example w/EWI StudentAttendanceBehaviorCourse Performance Math ELA GPAState Test JoshOff trackOn trackCD2.17NP EmmaOn track BA3.33P JoseOn track BA-3.17P TreyOff track DD1.83PP IsabelOff trackOn trackFD0.83NP

19. 19 We have students that we are fairly confident will succeed with Tier 1 instruction And those that we are fairly confident will need additional support What about those we are not confident about? Now what?

20. 20 Windram, 2012, p.110. Happy: SurprisesHappy: No Surprises Unhappy: Surprises Unhappy: No Surprises Gabby Emma Jason Jose Jon Isabel Angela? David? Josh? Trey?

21. 21 Make your best guess around how to prioritize responding to the student’s need: Attendance issue? Behavior issue? Reading issue? (don’t rule this out!) Additional reading diagnostic assessments may be needed here Decision point: Can the additional support needed be provided in Tier 1? Where is your starting point?

22. 22 Based on the example we just covered, how is your system working? What changes would you make? What is missing? Revise your visual of your current process on your chart paper. Team Time on Identification Process

23. 23 How do we match students to intervention?

24. 24 Standard treatment protocol – for some Individualized problem-solving – for few Where to start?

25. 25 Standard treatment protocol is a “standard set of empirically supported instructional approaches that are implemented to prevent and remediate academic problems.” Instructional plan High probability of meeting the needs of a group of students Standard Treatment Protocol

26. 26 Benefits: Greater efficiency Allows teams to focus majority of individualized problem-solving resources on students with greatest needs Standard Treatment Protocol, cont’d

27. 27 Recall: Josh StudentAttendanceBehaviorCourse Performance Math ELA GPAState Test JoshOff trackOn trackCD2.17NP Additional data shows: History of struggling with reading (prior grades, prior measures such as DIBELS, teacher report and classroom assessments) He can read grade level text but very slowly, laboriously and is not always accurate on longer words What is a standard treatment for a student like Josh?

28. 28 Resource: Tier 2 and Tier 3 Intervention Grid

29. 29 Prior DIBELS Next scores were below benchmark ELA grade is currently D Failure on State Test Team administered REWARDS pretests: Multisyllabic Word Reading Fluency was 25/63 Words; 120/242 Word Parts Passage Reading Fluency was 82 correct words per minute Is Josh a good candidate?

30. 30 Josh is a great candidate for REWARDS Secondary Placement is in this Tier 2 class Josh

31. 31 For a few students, we need more information on their reading skills to make the right match Individualized Problem-Solving

32. 32 Recall: Isabel StudentAttendanceBehaviorCourse Performance Math ELA GPAState Test IsabelOff trackOn trackFD0.83NP Additional data shows: History of significant difficulty with reading tasks (prior grades, prior measures such as DIBELS, teacher report and classroom assessments) She has a difficult time reading grade level text without support Individualized problem-solving is warranted

33. 33 Error patterns Intervention placement tests San Diego Quick Phonics screeners Vocabulary assessments Comprehension assessments Identify student reading needs through more in-depth diagnostic data:

34. 34 Select Diagnostic Resources Diamond, L. (2008). Assessing reading: Multiple measures. Consortium on Reading Excellence (CORE) www.corelearn.com. Burns, M.K. & Parker, D.C. (2014). Curriculum-based assessment for instructional design: Using data to individualize instruction. New York: NY: Guilford Press.

35. 35 What is your process for gathering diagnostic information to match students to intervention? Who will gather the information? What will you use? What training or support is needed? (Note: We will cover the Intervention Grid in-depth in Day 2.) Team Time