Aligning Interventions with Core

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

2. 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

3. Start with the why

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

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 • Lowest 20% - 30% or • All students below benchmark

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

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

10. Matching data with intervention Screening Data Intervention Program Instructional need

12. 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? • How do we implement the plan?

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

14. Reading Comprehension Oral Reading Fluency & Accuracy Vocabulary Phonics (Alphabetic Principle) Phonemic Awareness

15. 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

16. Rti4sucess.org

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

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

19. Why is accuracy so important? • Two students may have the same score, but very different needs….. • NWF CLS 35 and NWF WWR 0 • What would we need to do?

20. 7 0 7 0 9 0 35/56 letter sounds correct = 63% 8 0 0 4 35 0

21. 0 14 0 14 35/36 letter sounds correct = 97% 7 0 35 0

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

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

24. 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)

25. easy CBM • As compared to other students • Low 11 – 20 percentile • Significantly low is below the 10th percentile

26. What interventions do we have that will support this need? What tools do we have?

27. Place protocol sheet here

31. How do we implement the plan? Now what!?

32. 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

33. DIBELS – instructional grouping

34. Diagnostic assessment • Quick phonics screener • Curriculum-Based Evaluation • DIBELS booklets error patterns • Running Records • Talk time - What else do you use to validate your screening data?

35. Ensure that the intervention matches core • 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

36. 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

37. What does this look like? A fourth grade student who is an accurate reader, but needs to increase fluency What are our options? Read Naturally Core materials What questions would you ask? Which would you choose? Why?

38. What does this look like?