1. Intervention Placement Process: Finding the Right Fit Cadre 8 Training Feb 5, 2012

2. You’ve learned how to develop your intervention system. You’ve also learned how to maximize the effectiveness of your interventions. Where We’ve Been

3. Now we’re going to talk about how you use your screening data to place students in interventions matched to their specific needs Where We’re Going

4. Implementation Plan

5. Start with the Why Why How What Simon Sinek

6. Some will need more Oral Reading Fluency & Fluency &Accuracy ReadingComp PhonemicAwareness Vocabulary Phonics(AlphabeticPrinciple)

7. Snow covered car video

8. Why How What Simon Sinek

9. Intervention Placement: Logistics

10. Which students receive interventions? Schoolwide/Districtwide decision rules should determine which students will receive additional support – Based on schoolwide screening data (DIBELS, easyCBM, AIMSWEB, etc) – Based on available resources and system capacity Lowest 20%? 30%? All student well below benchmark?

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

12. 60 2 nd Grade Students Lowest 20% Lowest 25% All below and well below benchmark

13. Linking Assessment to Intervention Screening Data Intervention Program Instructional need

14. Why How What Simon Sinek

15. Ensuring an Instructional Match Question 1: What is the skill deficit? Question 2: How big is that deficit? Question 3: What interventions address that deficit? Question 4: How do we implement the program?

16. Question 1: What is the skill deficit?

17. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy The Big 5 of Reading

18. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Common Screening Data Sources DIBELS NexteasyCBM*AIMSWEB RTF Daze ORF CWPM MC Reading Comp Maze Reading CBM ORF CWPM ORF Acc % PRF WRF Reading CBM ORF Acc % NWF WWR NWF CLS PRF Acc % Letter Sounds R-CBM Acc % NWF LSF PSF FSF Phoneme Segmenting Phoneme Segmentation DIBELS NexteasyCBM*AIMSWEB *easyCBM includes a Vocabulary measure

19. CBM measures are linked to the Big 5 of Reading

20. Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Vocabulary Class List Report (3 rd Grade – Fall)

21. Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Vocabulary Class List Report (3 rd Grade – Fall)

22. Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Vocabulary Class List by Scores & %iles (3 rd Grade – Fall)

23. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy The Big 5 of Reading

24. Words missed per page when accuracy is… 95%98%99% The Secret Life of Bees 7 th Grade 18.57.43.6 My Brother Sam is Dead 5-6 th grade 1563 The Magic School Bus 2 nd – 3 rd grade 62.41.2 Phonics and accuracy are important Richard Allington

25. Accuracy is more important than fluency 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 Adapted from

26. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy The Big 5 of Reading Application Fluency Accuracy

27. Phonics Example: Nonsense Word 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

28. AccuracyFluencyApplication 7 7 9 8 4 35 0 0 0 0 0 0 35/56 letter sounds correct = 63%

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

30. 14 68 5 5 24 5 14 15 14 5 4 11 AccuracyFluencyApplication 54/54 letter sounds correct = 100%

31. Validating the deficit CBM measures (DIBELS, easyCBM, AIMSWEB, etc) are “indicators” What does your other data tell you? – In-curriculum assessments – Other CBM data – OAKS

32. Question 2: How big is that deficit?

33. Is the skill 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

34. Question 3: What interventions address that deficit?

35. What intervention programs does your school have that address the skill need(s)?

39. Additional resources for evaluating interventions What Works Clearinghouse – http://ies.ed.gov/ncee/wwc/ http://ies.ed.gov/ncee/wwc/ National Center on Response to Intervention – http://www.rti4success.org/instructionTools http://www.rti4success.org/instructionTools Oregon Reading First – http://oregonreadingfirst.uoregon.edu/inst_curr_review_s i.html http://oregonreadingfirst.uoregon.edu/inst_curr_review_s i.html Best Evidence Encyclopedia – http://www.bestevidence.org/ http://www.bestevidence.org/

40. Question 4: How do we implement the program?

41. Placement Tests Once an intervention program that addresses the instructional need is identified, placement tests should be used to form instructional groups of students.

42. Other considerations Available resources (time, staff, materials) will guide how many groups are created. Consider the behavioral and social/emotional needs of the students

43. Phonics Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Reading Comprehension George Alex Kelly Maria Alicia Jose Jay Alexis Ronny Marco Holly Mary Luis Frank Sam

44. Phonics George Alex Kelly Maria Alicia Jose Jay Alexis Ronny Marco Holly Mary Luis Frank Sam Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy

45. Additional Diagnostic data Diagnostic assessment in critical area of need: Quick phonics screener Curriculum-Based Evaluation CORE multiple measures DIBELS booklets error patterns Running Records Talk time - What else do you use to validate your screening data? 7 7 9 8 4 35 0 0 0 0 0 0

46. You’ve learned how you use your screening data to place students in interventions matched to their specific needs Where We’ve Been

47. Tomorrow we will discuss how to evaluate if your interventions are working and when/how to change interventions when appropriate. Where We’re Going

48. Please complete the evaluation for this presentation Please write down some things you really want to remember on the “Tools and Take Away” Sheet Evaluation