1. Developing Your Intervention Placement Process
Data Day 2016

2. Expectations Demonstrate good audience skills
Silence cell phones
Hold side conversations out of ear shot of others
Turn off
Engage in active listening
Participate in discussions
Ask questions during work time
If you need a break, take one

3. ? 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

4. 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

5. 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

6. 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”

7. 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.”

8. Intervening without consideration for what a student specifically needs is like…
Consider new video for working on right problem….

9. 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….

10. Talk Time
How does your school/district currently place students into interventions?
What problems do you encounter with placing students into interventions?

11. 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

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

13. 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

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

15. Grade List Report
Lowest 20%
60 2nd Grade Students

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

17. Why do we serve about 20% in Interventions?
Your school/district resources can only support about 20% of students in interventions

18. 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”

19. No amount of intervention supports will fix an insufficient core program

20. 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

21. 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

22. 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

23. Grade List Report
Lowest 20%
60 2nd Grade Students

24. 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

25. Grade List Report
Lowest 20%
60 2nd Grade Students

26. 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

27. 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…

28. 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

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

30. 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

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

33. 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

34. What is the target foundational skill?
From DIBELS Next Assessment Manual

35. 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

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

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

38. Accuracy Fluency Application 54/54 letter sounds correct = 100% 5 4 6814 68 5 24 15 4 11
54/54 letter sounds correct = 100%

39. 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.

40. 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.

41. 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

42. 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.

43. Accuracy Rates
# of Errors
% Correct 10
93% 11
92% 12 13
91% 14
90%

44. 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

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

46. DIBELS Reports for Initial Grouping
DIBELS.uoregon.edu
Instructional Grouping Report
DIBELS.net
Initial Grouping Suggestions

47. DIBELS.uoregon.edu: Instructional Grouping Reports

48. DIBELS.net: Initial Grouping Suggestions

49. 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)

50. 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:

51. 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:

52. 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

53. 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

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

55. 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

56. 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…

57. Additional Diagnostic Assessment: Phonics Screener

58. 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?

59. DIBELS.net: Initial Grouping Suggestions
Additional Diagnostic Assessment
Fluency Low
Accuracy Low

60. 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…

61. 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

62. 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…

63. 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)

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

65. 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)

66. 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

67. ELD Protocol

68. Oregon RTIi Exemplar Handbook

69. 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.)