1. Vision: Every child in every district receives the instruction that they need and deserve…every day. Data Day 2016 Developing Your Intervention Placement Process

2. 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 Expectations

3. Some information will be new Today’s information Some information will be review Some information may challenge what you currently know

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

5. 1.Review the problem solving process and how it applies to placing students into appropriately matched interventions 2.Review DIBELS Next reports available to assist in placing students 3.Provide time to examine your own data & practice placing students into interventions Purpose for the Session

6. 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., 2016 in Edweek)

7. “…intervening without consideration for what a student specifically needs is like choosing an antibiotic without identifying the bacteria causing an infection.” Four Steps to Implement RTI Correctly (Article by Vanderheyden et al., 2016 in Edweek)

8. Intervening without consideration for what a student specifically needs is like…

9. Intervention Placement: Logistics

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

11. 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 Decision Rules: Intervention Placement

12. How do we know how many students to place in interventions? Research Evidence

13. Differences Learning to Read Estimates from National Institute of Child Health and Human Development Population % Journey to ReadingInstructional Requirements 5Easy: children read before starting school Need no formal decoding instruction 35Relatively EasyLearn to read regardless of instructional approach 40Formidable ChallengeNeed systematic and explicit instruction 20One 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? DataResearch Evidence

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

16. How do we know how many students to place in interventions? DataResearch Evidence Capacity

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

18. 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., 2016 in Edweek)

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

20. 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%? 20% Decision Rule: The lowest 20% of students at each grade level based on school-wide screening measures will receive group intervention(s) School Customizes District Standardizes Intervention Placement Decision Rule

21. The Problem Solving Process 21 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?

22. Intervention Placement 22 Improved Student Achievement 2. Problem Analysis 3. Plan Development 4. Plan Implementation & Evaluation What is the problem? 1. Problem Identification Universal Screening Data

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

24. 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 Identifying the 20%

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

26. Intervention Placement 26 Improved Student Achievement 2. Problem Analysis 3. Plan Development 4. Plan Implementation & Evaluation What is the problem? What are we going to do about the problem? Placement in Intervention Program 1. Problem Identification Universal Screening Data

27. District Standard Reading Protocol

28. Step 1: Problem Identification 28 Improved Student Achievement 2. Problem Analysis 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? Placement in Intervention Program Instructional Need or Target Skills 1. Problem Identification Universal Screening Data

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

30. Burns and Hall (2013) examined 24 studies of K-8 small-group reading interventions Intervention TypeEffect Size Targeted (comprehension, fluency, vocabulary, decoding, phonemic awareness).65 Comprehensive.26 *Anything over.40 could be interpreted as significant

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

33. 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 Intervene in Foundational Skills

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

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

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

38. 14 68 5 5 24 5 14 15 14 5 4 11 AccuracyFluencyApplication 54/54 letter sounds correct = 100%

39. 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. Reading Activity

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 1.Who built many cities? 2.In what two ways were these cities different from others? 1.Upon what did people rely for protection 2.What were the four functions of the palace? 5.What brightly colored things decorated the inside walls? The Minoans 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. # of Errors% Correct 1093% 1192% 1292% 1391% 1490% Accuracy Rates

44. 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

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

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

47. DIBELS.uoregon.edu: Instructional Grouping Reports

48. DIBELS.net: Initial Grouping Suggestions

49. Two important subtests for each benchmarking period Categorized into 4 groups based on performance on those 2 measures Initial Intervention Placement K1 st Grade2 nd Grade3 rd – 6 th Grade DIBELS.net FSF & LNF; PSF & NWF PSF & NWF, NWF & DORF Fluency DORF Fluency & DORF Accuracy DIBELS.uoregon.e du FSF & LNF; PSF & NWF PSF & NWF, NWF & DORF Fluency DORF Fluency & DORF Accuracy DORF Fluency & Daze (Comp)

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

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

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

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

54. DIBELS.uoregon.edu : Instructional Grouping Reports 17 Students

55. Intervention Placement 55 Improved Student Achievement 2. Problem Analysis 3. Plan Development 4. Plan Implementation & Evaluation Placement in Intervention Program Instructional Need or Target Skills 1. Problem Identification Universal Screening Data Additional Diagnostic Data

56. 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. Intervention Placement Tests

57. Additional Diagnostic Assessment: Phonics Screener

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

59. District Standard Reading Protocol

60. Matching Intervention to Need: 3 rd Grade Example

61. 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. Intervention Placement Tests

62. 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 Comprehension (Retell, Daze) Low Fluency (ORF-Words Correct) Sufficient Decoding (ORF-Accuracy) Fluency Low Comprehension (Retell, Daze) Low Fluency (ORF-Words Correct) Low Decoding (ORF-Accuracy, NWF) Sufficient Phonemic Awareness (PSF) Decoding Low in all areasPhonemic Awareness From Riley-Tillman, Burns, & Gibbons (2013)

63. 60 2 nd Grade Students Lowest 20% Grade List Report DecodingFluency Comprehensio n Decoding

64. 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 Comprehension (Retell, Daze) Low Fluency (ORF-Words Correct) Sufficient Decoding (ORF-Accuracy) Fluency Low Comprehension (Retell, Daze) Low Fluency (ORF-Words Correct) Low Decoding (ORF-Accuracy, NWF) Sufficient Phonemic Awareness (PSF) Decoding Low in all areasPhonemic Awareness From Riley-Tillman, Burns, & Gibbons (2013) Group 4 Group 2 or 3

65. 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 English Language Learners

66. ELD Protocol

67. Oregon RTIi Exemplar Handbook

68. 1.Determine what intervention programs are available to you, and try to categorize them into an instructional need area 2.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.) Practice