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?
Lowest 20% All High Risk Lowest 25% Decision Rules guide placement in interventions
60 2 nd Grade Students Lowest 20% Lowest 25% All below and well below benchmark
Linking Assessment to Intervention Screening Data Intervention Program Instructional need
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?
Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy The Big 5 of Reading
Words missed per page when accuracy is… 95%98%99% The Secret Life of Bees 7 th Grade 220.127.116.11 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
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
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
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
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
Question 3: What interventions address that deficit?
What intervention programs does your school have that address the skill need(s)?
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/
Placement Tests Once an intervention program that addresses the instructional need is identified, placement tests should be used to form instructional groups of students.
Other considerations Available resources (time, staff, materials) will guide how many groups are created. Consider the behavioral and social/emotional needs of the students
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
Phonics George Alex Kelly Maria Alicia Jose Jay Alexis Ronny Marco Holly Mary Luis Frank Sam Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy
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
You’ve learned how you use your screening data to place students in interventions matched to their specific needs Where We’ve Been
Tomorrow we will discuss how to evaluate if your interventions are working and when/how to change interventions when appropriate. Where We’re Going
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