1. Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. Digging Deeper with Screening Data: Creating Intervention Groups Data-Based Decision Making Across Levels

2. Oregon Response to Intervention www.oregonrti.org Acknowledgements Some slides and materials from this training have been modified and adapted from training materials create by Heartland Area Education Agency 11 (Iowa)

3. Julie Taught K-3 Grade Literacy Specialist (K-5) Instructional Coach Title 1 Coordinator Reading, Special Education, ESOL and Admin Endorsed RTI/EBISS Coordinator

4. Talk Time Person with the next birthday is Coffee and the other person is Cream.

5. Oregon Response to Intervention www.oregonrti.org Purpose for the Session Describe a process to use screening data for placing students in the appropriate interventions

6. Start with the Why Simon Sinek

7. Why dig deeper into screening data? What is the probability of “below benchmark (Strategic)” students reaching reading goals without intervention?

8. Oregon Response to Intervention www.oregonrti.org 40-60%Below benchmark students are likely to need additional targeted intervention –Extra practice –Adaptations to core –Small group instruction with a supplementary program

9. Oregon Response to Intervention www.oregonrti.org What is the probability of “Well Below Benchmark (Intensive)” students reaching reading goals with out intervention?

10. Oregon Response to Intervention www.oregonrti.org 10-20% Students who are well below benchmark are likely to need substantial additional intervention. –Explicit instruction –Adaptations to core instruction –Supplementary, intensive curriculum –Small group/individual instruction

11. Oregon Response to Intervention www.oregonrti.org Children with a similar composite scores have similar instructional needs.

12. Oregon Response to Intervention www.oregonrti.org MaybeStudents with similar scores do not necessarily have the same instructional need. Look deeper at each measure.

13. Oregon Response to Intervention www.oregonrti.org Matching instruction to student need is a critical practice in a RTI model of increasing student achievement.

14. Oregon Response to Intervention www.oregonrti.org YESWhen it comes to improving student achievement, the skill deficit needs to match the priority skill that the intervention targets.

15. Oregon Response to Intervention www.oregonrti.org It is important to validate student needs through additional classroom or diagnostic assessments.

16. Oregon Response to Intervention www.oregonrti.org YESDIBELS/easyCBM are screening assessments. Ask the question: Are we confident that the identified student needs support? If not, you need additional information.

17. Oregon Response to Intervention www.oregonrti.org Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA, 2009)

18. Oregon Response to Intervention www.oregonrti.org YES Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons. (IRA, 2009) Align interventions with instructional need and core classroom instruction. Example –Instructional need: Phonics –Does the child receive similar instruction in both core and intervention? Instructional routines/strategies Skills Practice time

19. Oregon Response to Intervention www.oregonrti.org Fidelity to the intervention means you teach it exactly as written.

20. Oregon Response to Intervention www.oregonrti.org Yes/NOMaintain the integrity of the lesson architecture, while utilizing high leverage teaching strategies.

21. Oregon Response to Intervention www.oregonrti.org Looking at the child’s history of interventions is not important.

22. Oregon Response to Intervention www.oregonrti.org NOLooking at the history of interventions is very important because: –We want to avoid curricular chaos and confusions. –Create a cohesive program

23. 23 The Problem Solving Process Improved Student Achievement 2. Problem Analysis 1. Problem Identification 3. Plan Development 4. Plan Implementation & Evaluation What is the problem? Why is the problem occurring? What are we going to do about the problem? How is it working?

24. Oregon Response to Intervention www.oregonrti.org Are we working on the right problems?

25. Oregon Response to Intervention www.oregonrti.org Are we working on the right problems?

26. Oregon Response to Intervention www.oregonrti.org Talk Time Cream please answer the following question: –What did you already know from the information presented? Coffee please answer the following question: –What was new or resonated with you from the information presented? With extra time switch questions

27. Oregon Response to Intervention www.oregonrti.org When does placement occur? When do these type of discussions typically take place? –Initial intervention placement meetings after schoolwide screenings – 3x year –May also discuss every 6-8 weeks when reviewing student progress.

28. Oregon Response to Intervention www.oregonrti.org Guiding Questions Question 1: What is the problem? What is the priority deficit skill? Question 2: Intensity of the problem? Are they low or significantly low? Are they inaccurate and/or disfluent? Group students according to accuracy and fluency needs. Question 3: What’s the plan? Consider history of interventions Match intervention to instructional need Consider coordination with core How will you progress monitor? Question 4: How do we implement the plan? Does the intervention have a placement test? Do you need additional diagnostic data to better match the intervention to the priority skill?

29. Oregon Response to Intervention www.oregonrti.org Linking Assessment to Intervention Screening Data Intervention Program Instructional need Problem Identification Plan Development Problem Analysis

30. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Reading Skills Build on Each Other Comprehension

31. Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Reading Skills Build on Each Other Foundational Skills

32. Oregon Response to Intervention www.oregonrti.org 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

33. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Reading Skills Build on Each Other Comprehension Applicatio n Fluency Accuracy

34. FluencyApplication 7 7 9 8 4 35 0 0 0 0 0 0 35/56 letter sounds correct = 63%

35. AccuracyFluencyApplication 14 7 35 0 0 0 0 14 35/36 letter sounds correct = 97%

36. 14 68 5 5 24 5 14 15 14 5 4 11 AccuracyFluencyApplication 54/54 letter sounds correct = 100%

37. Oregon Response to Intervention www.oregonrti.org Practice Activity #1 Analyze data: What is the deficit skill? Place students Need Accuracy Need Fluency Need to Apply Skill

38. Oregon Response to Intervention www.oregonrti.org Instructional “Focus” Continuum Need Accuracy Need Fluency Need to Apply Skill

39. Oregon Response to Intervention www.oregonrti.org Instructional “Focus” Continuum Need Accuracy Need Fluency Need to Apply Skill Nathaniel Jack Anna Victoria Jorge Harley

40. Oregon Response to Intervention www.oregonrti.org 1. What is the deficit skill? Need AccuracyNeed FluencyNeed to Apply Skill Nathaniel Jack Anna Victoria Jorge Harley HM/Triumphs P4R Read Well ERI RM HM/Triumphs P4R Read Well ERI RM HM/Triumphs P4R Read Well ERI RM

41. Oregon Response to Intervention www.oregonrti.org 2. Intensity of the Problem Need AccuracyNeed FluencyNeed to Apply Skill Nathaniel Jack Anna Victoria Jorge Harley HM/Triumphs P4R Read Well ERI RM HM/Triumphs P4R Read Well ERI RM HM/Triumphs P4R Read Well ERI RM Focus: Sounds Focus: AutomaticityFocus: Blending with automaticity

42. Oregon Response to Intervention www.oregonrti.org 3. What is the Plan? Need AccuracyNeed FluencyNeed to Apply Skill Nathaniel Jack Anna Victoria Jorge Harley HM/Triumphs P4R Read Well ERI RM HM/Triumphs P4R Read Well ERI RM HM/Triumphs P4R Read Well ERI RM Focus: Sounds PM: NWF-CLS Accuracy Focus: Automaticity PM: NWF-CLS and NWF-WWR Focus: Blending with automaticity NWF: WWR

43. Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. easyCBM Example

44. Oregon Response to Intervention www.oregonrti.org

45. Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Vocabulary Class List Report (2 nd Grade – Fall)

46. Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Vocabulary 1a. What’s the priority deficit skill? 2 nd Grade Phonics (word level)

47. Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Vocabulary 1a. What’s the priority deficit skill? 2 nd Grade Phonics (word level) Phonics (letter sounds)

48. Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Vocabulary 1a. What’s the priority deficit skill? 2 nd Grade Phonics (word level) Phonics (letter sounds)

49. Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Vocabulary 1a. What’s the priority deficit skill? 2 nd Grade Accuracy of PRF/WRF? Phonics (word level) Phonics (letter sounds)

50. Oregon Response to Intervention www.oregonrti.org Activity : What’s the Problem? Directions: Using the data in the next slides to answer the following questions….. Write the name of the priority deficit skill measure. Write the big idea (priority skill deficit) that the measure assesses. Think about if the student is exhibiting additional skill measure deficits.

51. 1. Write the name of the priority deficit skill measure.

52. 2. Write the big idea (priority deficit skill) that the measure assesses. Refer to the accompanying table linking the EasyCBM measure to the target skills. Big 5easyCBM ComprehensionMCRC; PRF Vocabulary Oral Reading Fluency & AccuracyPRF; WRF Phonics (alphabetic principle)PRF; WRF; LS Phonemic AwarenessPS

53. Oregon Response to Intervention www.oregonrti.org Validating the problem easyCBM is an “indicator” What does your other data tell you? –In-curriculum assessments –Pre/post test data –Other CBM data –OAKS

54. Oregon Response to Intervention www.oregonrti.org Question 2: Intensity of the Problem(s) 2.What is the intensity of the problem? a.For each identified deficiency, are they low or significantly low? b.For each identified deficiency, are they disfluent and/or inaccurate?

55. Oregon Response to Intervention www.oregonrti.org 2a. For each identified deficiency, are they low or significantly low? You must define what is low and what is significantly low: Examples:LowSignificantly low DIBELS Next Below benchmarkWell below Benchmark easyCBM*Between 11 th and 20 th percentile ≤10 th Percentile AIMSWEB**Between 11 th and 25 percentile ≤10 th Percentile *easyCBM default percentile rank settings **AIMSWEB default percentile rank settings …as compared to a Research-Based Standard …as compared to Other Students …as compared to Other Students or a Standard you set …as compared to Other Students or a Standard you set

56. Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Vocabulary 2a. Are they low or significantly low? 2 nd Grade Phonics (word level) S ig. Low WRF Phonics: S ig. Low WRF S ig. Low WRF Fluency: S ig. Low WRF

57. Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Vocabulary 2a. Are they low or significantly low? 2 nd Grade Low Phonics: Low S ig. Low WRF S ig. Low WRF Fluency: S ig. Low WRF Accuracy of PRF/WRF? Phonics (letter sounds)

58. Oregon Response to Intervention www.oregonrti.org Question 1: What is the problem? –Priority deficit skill: Phonics (in text) –Additional skill deficit: Fluency & Comprehension Question 2: Intensity of the problem? Question 3: What’s the plan? Question 4: How do we implement the plan?

59. Oregon Response to Intervention www.oregonrti.org 2b. For each identified deficiency, are they disfluent and/or inaccurate?

60. Oregon Response to Intervention www.oregonrti.org 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.

61. 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.

62. Oregon Response to Intervention www.oregonrti.org 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 3.Upon what did people rely for protection? The sea and the navy 4.What were the four functions of the palace? Government building, temple, factory, warehouse 5.What brightly colored things decorated the inside walls? Frescoes

63. 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.

64. Oregon Response to Intervention www.oregonrti.org Accuracy Rates # of Errors% Correct 1093% 1192% 1292% 1391% 1490%

65. Oregon Response to Intervention www.oregonrti.org 2b. For each identified deficiency, are they disfluent and/or inaccurate? 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

66. Example: Word Reading Fluency Accurate at Skill Fluent at Skill Able to Apply Skill Student knows all letter sounds and makes few, if any, mistakes Student knows all letter sounds AND provides letter sounds fluently Student automatically blends letter sounds into whole words

67. AccuracyFluencyApplication 46/71 sounds correct = 65%

68. AccuracyFluencyApplication 67/71 sounds correct = 94%

69. AccuracyFluencyApplication

70. Oregon Response to Intervention www.oregonrti.org PRF Accuracy Guidelines Question: When should we be concerned that phonics is impeding fluency and comprehension? Answer: When accuracy on PRF is generally less than: 1 st Grade: 90% 2 nd Grade: 95% 3 rd and above: 97%

71. Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Vocabulary 5 th Grade Accuracy of PRF? 99% 82% 91% 99% 93% 96% 79% 99% 2b. Are they disfluent or inaccurate?

72. Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Vocabulary 5 th Grade Accuracy of PRF? 99% 82% 91% 99% 93% 96% 79% 99% 2b. Are they disfluent or inaccurate?

73. Oregon Response to Intervention www.oregonrti.org Activity 2: Intensity of the Problem 2. What is the intensity of the problem? a)For each identified deficiency, are they low or significantly low? b)For each identified deficiency, are they disfluent and/or inaccurate?

74. Oregon Response to Intervention www.oregonrti.org For each identified deficiency, are they low or significantly low? 83% 79% 92% 99% 85% 97% 90% 96% 2 nd Grade

75. Other DIBELS Next Measures

76. Oregon Response to Intervention www.oregonrti.org Guiding Questions Question 1: What is the problem? What is the priority deficit skill? Question 2: Intensity of the problem? Are they low or significantly low? Are they inaccurate and/or disfluent? Group students according to accuracy and fluency needs. Question 3: What’s the plan? Consider history of interventions Match intervention to instructional need Consider coordination with core How will you progress monitor? Question 4: How do we implement the plan? Does the intervention have a placement test? Do you need additional diagnostic data to better match the intervention to the priority skill?

77. Using existing Screening Data: Going Beyond the Numbers… Benchmarks are set by a “number” 1st Grade = 47wcpm 2nd Grade = 86wcpm 3rd Grade = 100wcpm Instructionally - Need to pay attention to the behaviors around the “numbers” Accuracy Rate Error Patterns Phrasing or Not Quality of the Reading MUST hear students read to get an understanding of the reading “Behaviors”!

78. 2c: Determine Accuracy and Fluency Rates 2c: Determine Accuracy and Fluency Rates Is the student accurate?

79. Oregon Response to Intervention www.oregonrti.org Determine Accuracy and Fluency Rates Is the student fluent?

80. Oregon Response to Intervention www.oregonrti.org Step 2C: Group students according to their accuracy and fluency needs. Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate Regardless of the skill focus, organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match

81. Step 2C: Group Student according to their accuracy and fluency needs Group 1: Accurate & FluentGroup 2: Accurate but Slow Group 3: Inaccurate & SlowGroup 4: Inaccurate & High Rate Core Instruction May have comprehension needs Target Fluency Target Decoding/Phonics before Fluency Examine Accuracy Issues. May require self-monitoring

82. George Alex Kelly Maria Alicia Jose Jay Alexis Ronny Marco Holly Mary Luis Frank Sam Box 1: Accurate & FluentBox 2: Accurate but Slow Box 3: Inaccurate & Slow Box 4: Inaccurate & High Rate

83. Example: 3 rd Grade (Fall) Group 1: Accurate & Fluent ≥ 95%, ≥ 70 Words Correct/Minute Group 2: Accurate but Slow ≥ 95%, ≤ 70 Words Correct/Minute StudentAccurac y FluencyStudentAccuracyFluency Kelly95%58 Maria96%50 Jose95%55 Alexis95%60 Group 3: Inaccurate & Slow ≤ 95%, ≤ 70 Words Correct/Minute Group 4: Inaccurate & High Rate ≤ 95%, ≥ 70 Words Correct/Minute StudentAccurac y FluencyStudentAccuracyFluency George 59%13 Jay89%70 Sam 67%16 Marco92%86 Holly 86%31 Mary 91%28 Luis 94%58 Frank 94%15 Alex 93%64 Alicia94%62 Ronny 93%42

84. Oregon Response to Intervention www.oregonrti.org Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate ACTIVITY: Based on criteria for the grade level, place each student’s name into the appropriate box. Organizing data based on performance(s) assists in grouping students for instructional purposes. Students who do not perform well on comprehension tests, have a variety of instructional needs.

85. Oregon Response to Intervention www.oregonrti.org Data Summary 3rd Grade Class- Fall DIBELS: ORF => 77, Accuracy 95% StudentAccuracyWCPM Jim97%58 wcpm Nancy87%59 wcpm Ted89%90 wcpm Jerry98%85 wcpm Mary99%90 wcpm

86. Oregon Response to Intervention www.oregonrti.org Match the Student to the Appropriate Box: Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate >95% acc. And 77 wcpm. Jim Jerry Mary Nancy Ted StudentAccuracyWCPM Jim97%58 wcpm Nancy87%59 wcpm Ted89%90 wcpm Jerry98%85 wcpm Mary99%90 wcpm

87. Oregon Response to Intervention www.oregonrti.org Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate Core Instruction *Check Comp* +Fluency building +Decoding then fluency Self-Monitoring Organizing Fluency Data: Making the Instructional Match Step 3: What is the Plan?: Further determine specific instructional needs for the students

88. Oregon Response to Intervention www.oregonrti.org Group 1: Accurate and Fluent Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate Group 1: Dig Deeper in the areas of reading comprehension, including vocabulary and specific comprehension strategies. Assessment/Instruction: Examine students core program assessments. Are they doing well? Focus on grade level skills and strategies Are they not passing? Focus on comprehension strategie s

89. Oregon Response to Intervention www.oregonrti.org Group 2: Accurate and Not Fluent Group 2: Accurate and Not Fluent Group 2: Build reading fluency skills. (Repeated Reading, Paired Reading, etc.) Embed comprehension checks/strategies. Assessment: Do you need additional data? Do you need to validate their accuracy? Does the student read grade level text accurately? Consider other information Quick Phonics Screener In-Program assessments Error Analysis Other classroom data Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate

90. Oregon Response to Intervention www.oregonrti.org TRUE Box 2 Kids Slow and Accurate on ORF AND/OR Accurate on Phonics Assessments INSTRUCTIONAL MATCH = FLUENCY BUILDING

91. Oregon Response to Intervention www.oregonrti.org Fluency Continuum Fluency Continuum Instruction/Practice needs to occur at the appropriate level(s) Connected Text Phrase LevelWord LevelLetter & Letter- Sound Correspondence

92. Oregon Response to Intervention www.oregonrti.org Group 3: Inaccurate and Slow Group 3: Conduct an error analysis to determine instructional need. Teach to the instructional need paired with fluency building strategies. Embed comprehension checks/strategies. Assessment/Instruction: Quick Phonics Screener Error Analysis In-program assessments Focus on phonics/decoding instruction first. Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate

93. Oregon Response to Intervention www.oregonrti.org Group 3: Determine needed decoding skills Group 3: Determine needed decoding skills Group 3: Inaccurate and Slow Rate Sight Word Needs Basic Decoding Needs Multi- syllabic Decoding Needs Group students within box 3 according to similar need Teach to instructional needs Once accurate, add Fluency Building Activities Continue to embed comprehension checks/ strategies

94. Oregon Response to Intervention www.oregonrti.org Group 4: Inaccurate but High rate Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate What do we know about Group 4 students? Read with adequate (sometimes too fast) rate, but made too many errors. May have comprehension concerns.

95. Oregon Response to Intervention www.oregonrti.org Group 4: Inaccurate but High rate Group 4: Does the student have the SKILLS necessary to read grade level material accurately? Assessment: Determine if student can self-correct errors easily If reader can self-correct errors, teach student to self-monitor reading accuracy. If reader cannot self-correct errors, complete an error analysis to determine instructional need Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate

96. Oregon Response to Intervention www.oregonrti.org Further investigate inaccuracy Assisted Self-Monitoring (Pep Talk Test) –Criterion is for accuracy to increase by 50% or to criterion of 95% Assisted Monitoring (Table Tap Method) –Immediate correction equals no further investigation in decoding –Unable to correct, do error analysis Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate Group 4: Inaccurate but High rate

97. Oregon Response to Intervention www.oregonrti.org No Matter the Skill… Phonemic Awareness Beginning Decoding Skills Sight Words Fractions Multiplication Writing Mechanics Need to define accuracy and fluency

98. Oregon Response to Intervention www.oregonrti.org Question 3: What is the plan? a.What is the history of interventions a.Which interventions at that grade level address the priority deficit skill? Does the student have multiple skill deficits? c. How can we coordinate with core? d. How will be progress monitor?

99. Step 3a: Consider History of Interventions

100. Oregon Response to Intervention www.oregonrti.org Guiding Questions What interventions has the child been in? Was the child above/on aimline or did they meet the decision rules to change interventions? Does the intervention match the child’s instructional need?

101. Change to Reading Mastery 3/5

102. Oregon Response to Intervention www.oregonrti.org 3b. Which interventions at that grade level address the priority deficit skill?

103. 3a. Which interventions available at that grade level address the priority deficit skill?

105. 2 nd Grade Student

106. Question 1: What is the problem? –Most basic skill deficit: Phonics (in text) –Additional skill deficit: Fluency Question 2: Intensity of the problem? –Significantly low accuracy (Phonics) and fluency Question 3: What’s the plan? –Target phonic decoding. Additional fluency instruction/practice: Options include Triumphs, Reading Mastery, and Horizons Question 4: How do we implement the plan? 2 nd Grade Student Accuracy: 89% 83%

107. Example: 3 rd Grade (Fall) Group 1: Accurate & Fluent ≥ 95%, ≥ 70 Words Correct/Minute Group 2: Accurate but Slow ≥ 95%, ≤ 70 Words Correct/Minute StudentAccurac y FluencyStudentAccuracyFluency Kelly95%58 Maria96%50 Jose95%55 Alexis95%60 Group 3: Inaccurate & Slow ≤ 95%, ≤ 70 Words Correct/Minute Group 4: Inaccurate & High Rate ≤ 95%, ≥ 70 Words Correct/Minute StudentAccurac y FluencyStudentAccuracyFluency George 59%13 Jay89%70 Sam 67%16 Marco92%86 Holly 86%31 Mary 91%28 Luis 94%58 Frank 94%15 Alex 93%64 Alicia94%62 Ronny 93%42

108. Oregon Response to Intervention www.oregonrti.org 3b. Which interventions available at that grade level address the priority deficit skill?

109. Oregon Response to Intervention www.oregonrti.org 3 rd Grade Example Phonemic Awareness PhonicsFluencyVocabularyComprehensionLanguage 3 rd GradeCorrective Reading Wilson LIPS Lexia-CPU RM *HM *Corrective Reading *Wilson *LIPS *Lexia-CPU *P4R *Rewards *RM Read Naturally Corrective Reading Lexia-CPU 6 minute Quick Reads RM Corrective Reading RM Corrective Reading RM STARS and CARS Language for Learning Language for Thinking

110. Oregon Response to Intervention www.oregonrti.org 3c: Alignment with the core

111. Oregon Response to Intervention www.oregonrti.org 3d: How will you progress monitor? ProgramProgress Monitoring Core Communication George Sam Holly Mary Frank Reading MasteryAccuracy/FluencyCore Phonics Screener Luis Alex Ronny Jay Marco Phonics For Reading Accuracy/FluencyPlacement Test for P4R Alicia Kelly Maria Jose Alexis Read NaturallyFluencyFluency practice in core materials

112. Oregon Response to Intervention www.oregonrti.org 3d: Goal Setting and Progress Monitoring

113. National Growth Rates: Reading GradeAverage ORF Growth (WCPM)* Ambitious ORF Growth (WCPM)* Average Maze Growth (WCR)** 1230.4 21.520.4 311.50.4 40.851.10.4 50.50.80.4 60.30.650.4 *Fuchs et al (1993), **Fuchs & Fuchs (2004)

117. (Median score)

118. Oregon Response to Intervention www.oregonrti.org Reading Comprehension

119. Which students have 2 or more risk factors (retell, retell quality, DAZE)? What other assessments would you use to confirm need for support?

120. Oregon Response to Intervention www.oregonrti.org Need additional data to make good decisions for comprehension. –Review curriculum based assessments –Formative assessments Triangulate your data to make an informed decision

121. Oregon Response to Intervention www.oregonrti.org Question 4: How do we implement the plan? a.Does the selected intervention have a placement test? a.Do you need additional diagnostic data to better match the intervention to student need?

122. Oregon Response to Intervention www.oregonrti.org 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. 4a. Does the selected intervention have a placement test?

123. Oregon Response to Intervention www.oregonrti.org 4b. Do you need additional data to better match the intervention to student need? Diagnostic assessment in critical area of need: Quick phonics screener Curriculum-Based Evaluation CORE multiple measures Running Records Other?

124. George Sally Mary Anna Katie Andrew Beth Melissa Jenny Anabel Josi Nikki Eric Mark

125. George Sally Mary Anna Katie Andrew Beth Melissa Jenny Anabel Josi Nikki Eric

126. 2 nd Grade Student Accuracy: 89% 83% Question 1: What is the problem? –Most basic skill deficit: Phonics (in text) –Additional skill deficit: Fluency Question 2: Intensity of the problem? –Significantly low accuracy (Phonics) and fluency Question 3: What’s the plan? –Target phonic decoding. Additional fluency instruction/practice: Options include Triumphs, Reading Mastery, and Horizons Question 4: How do we implement the plan? –Start at Reading Mastery 2, Lesson 25. Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice.

127. Oregon Response to Intervention www.oregonrti.org When it comes to interventions… “It is clear that the program is less important than how it is delivered, with the most impressive gains associated with more intensity and an explicit, systematic delivery” Fletcher & colleagues, 2007 127

128. The importance of Instruction John Hattie, Visible Learning, 2009 Effective teaching variables Effect size Other variables Effect size Formative Evaluation +0.90 Socioeconomic Status +0.57 Comprehensive interventions for students with LD +0.77 Parental Involvement +0.51 Teacher Clarity +0.75 Computer based instruction* +0.37 Feedback +0.73 School Finances +0.23 Teacher-Student Relationships +0.72 Aptitude by Treatment Interactions* +0.19 Repeated Reading Programs +0.66 Family Structure +0.17 Direct Instruction +0.59 Retention -0.16

129. Oregon Response to Intervention www.oregonrti.org What Matters? Teacher Clarity Opportunities to Respond Amount of time spent applying skills in connected text Cueing and instructional routines Corrective Feedback Engagement

130. Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. THANK YOU!