Aligning Interventions with Core

1. Aligning Interventions with Core How to meet student needs without creating curricular chaos

2. Start with the why

3. Five BIG ideas of reading Reading.uoregon.edu

4. Systems in place • Strong core program, taught with fidelity and monitored • Screening tools and data • Progress monitoring tools and data • Teaming with data based decisions making • Intervention plan/choices • Individual problem solving

5. Start with the why

6. Placement meeting • When should this meeting occur? 3 x a year after screening data collected • Who should be at the meeting? Principal, classroom teachers, specialists, others • What data should be brought to this meeting? Screening data, In-program data, other normed assessment data, OAKS

7. Which students receive interventions? • Decision Rules • Based on data • Based on resources • All students below benchmark

8. 2nd grade beginning of the year

9. Matching data with intervention Data Intervention Program Instructional need

11. How do we make this match? • What skills do we need to strengthen/improve in the student? • How big is the deficit? • What interventions do we have that will support this need and align with core program? • What other information do we need to consider? How do we implement the plan?

12. What skills do we need to strengthen/improve in the student?

13. Core Reading Program Reading Comprehension Oral Reading Fluency & Accuracy Vocabulary Phonics (Alphabetic Principle) Phonemic Awareness

14. CCSS – ELA Reading Foundational Skills These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.

15. CCSS ELA - • Language • Reading – Literature • Reading – Informational Text • Writing • Speaking and listening

16. What does our screening data tell us? • ORF CWPM • DAZE • RTF • MC Reading Comp Reading Comprehension Vocabulary • ORF CWPM • ORF acc % • PRF • WRF Oral Reading Fluency & Accuracy • ORF acc % • NWF WWR • NWF CLS • PRF acc % • Letter Sounds Phonics (Alphabetic Principle) • PFS • FSF • Phoneme Segmenting Phonemic Awareness DIBELS next easy CBM OrRTI

17. How big is the deficit? and how do we know?

18. DIBELS next – instructional recommendation • National percentile and local percentile. • Also benchmarked to recommendations as compared to research-based standards • Below benchmark (Yelllow, low) • Well below benchmark (Red, significantly low)

19. 2nd grade beginning of the year

20. What interventions do we have that will support this need and align with core program? What tools do we have?

22. Why do we have to look deeper? • Two students may have similar scores, but very different needs….. • NWF CLS 35 and NWF WWR 0 • How do we know what we need to do?

23. Student A 7 0 7 0 9 0 35/56 letter sounds correct = 63% 8 0 0 4 35 0

24. Student B 0 14 0 14 35/36 letter sounds correct = 97% 7 0 35 0

25. What would you do? • Talk with your partner about the way you would approach student A and student B • Why?

26. Let’s look at Roseburg students • Two fourth grade students may have the similar scores, but very different needs….. • Composite score 325 and 339 • How do we know what we need to do?

27. What questions do you have? What information do you need?

28. What questions do you have now? What additional information do you need?

29. The screening tool should be our first look… • Next, you need to validate that with other data • In program assessments • Other CBM data • OAKS

30. Questions we are asking • What types of errors are they making? • What is causing the fluency and accuracy issues? • Do we see this in all areas?

31. Do we need more information? • Quick phonics screener • Curriculum-Based Evaluation • DIBELS booklets error patterns • Running Records

33. What are the options?

34. Read Naturally

35. What are the options?

36. REWARDS

37. What are the options?

38. Imagine It!

39. Do we work on comprehension? Why? Where? How?

40. What would this look like? • Identify specific student deficit • Specific phonics issue • Blending • Word fluency • Connected Text – phrasing, prosody, • Comprehension skill • Use core materials to support (decodable, leveled reader, anthology)

41. What would this look like? • Scaffold as needed • More practice in specific skill – letter sounds, word blending, word parts, word fluency or connected text Kindergarten Scaffold

42. What other information do we need to consider? How do we implement the plan? Now what!?

43. Things to consider • Placement – some interventions have placement tests or pretest/posttest • Resources – staff time, training and schedule • Student group and size • Time needed for program • Needs of the students – time of day, behavior

44. Ensure that the intervention matches core • Use your data to identify student need • Not all intervention programs are created equal – some are more intensive than others. Become familiar with each program • Fragile learners need the more repetition on skills taught in core • Students need to make connections between core and intervention

45. Ensure that the intervention matches the core • Consider the time needed for the student to make progress • Choosing a program that teaches different sounds or skills could cause more confusion for our students

46. Does this work? Roseburg Reading, 8th grade