1. Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. Intervention Placement Systematically Matching Students to Skill Need Matching the R to the i

2. Oregon Response to Intervention www.oregonrti.org Expectations 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

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

4. Oregon Response to Intervention www.oregonrti.org Session Purposes The participant will be able to: Understand the importance of constructing a systematic way of identifying student need Have a conceptual understanding of how to look at data from Assessment Protocol to make and instructional match Anita Archer

5. Oregon Response to Intervention www.oregonrti.org Outcomes It is NOT expected that you will have the technical knowledge or systematic response to do this now. This is sharing a process

6. Oregon Response to Intervention www.oregonrti.org We are going to be talking about the end game of intervention placement. Breathe…

7. Oregon Response to Intervention www.oregonrti.org Partnerships Call back routine Pick someone near year you to be your partner. The person with the longest hair is Relax. The person with shorter hair person is Calm.

8. Culturally Responsive Practices Data-Based Decision Making with Decision Rules Training Coaching Fidelity Training Coaching Fidelity Standards of Practice Standards of Practice Leadership Teaming/Data- Based Decision Making Professional Learning & Support RTI Essential Components Core: Coordinated Literacy Early Warning System/Screening Interventions Progress Monitoring SLD Decision Making Culture High Expectations For ALL Student Populations

9. Oregon Response to Intervention www.oregonrti.org Transition Plan Construct a systematic way to receive data from Elementary system –Elementary Data –Previous interventions –Intervention recommendations

13. Oregon Response to Intervention www.oregonrti.org The Simple Placement Questions? Who needs intervention? What type of intervention?

14. Oregon Response to Intervention www.oregonrti.org We are going to be talking about the end game of intervention placement. Breathe…

15. Oregon Response to Intervention www.oregonrti.org Talk Time Relax please answer the following question: Calm listen, complement and add on other items: –How do students who need more support currently get placed into interventions? Calm please answer the following question: Relax listen, complement and add your thoughts: –How is the current system working for your school? What barriers can you identify? What successes? With extra time switch questions

17. Oregon Response to Intervention www.oregonrti.org Caveat We are discussing the placement into an academic intervention right now. Some of these students, as well as other students may need additional behavioral or attendance behavior supports.

18. Oregon Response to Intervention www.oregonrti.org Step 1 Review Early Warning System (Attendance, Behavior, Course Performance, and State Assessment) EWS 18

19. Oregon Response to Intervention www.oregonrti.org Step 2 Screen students (analyze screening) with 2 or more flags with CBM 0 or 1 Red Flag = Meet Standards First Sort

20. Oregon Response to Intervention www.oregonrti.org 2 or More Flags EWS flags are indicators This is a first look at prioritizing students in need We will continue the sort 0 or 1 Flags These students may also need support, however they do not have as many or as severe needs These students may need non-academic supports Step 2

21. Oregon Response to Intervention www.oregonrti.org Step 3 Moderate to Significant Gap (based on district decision rules) on CBM measure. Conduct additional diagnostic assessment based on suspected deficiency. Near Benchmark

22. Oregon Response to Intervention www.oregonrti.org Moderate to Significant Gap (based on district decision rules) on CBM measure. Conduct additional diagnostic assessment based on suspected deficiency. As a district, you will need to determine what qualifies as a significant gap. You may need look at the results of the CBM for each student to collect additional information. A Reading expert may be required to determine suspected deficiency. Significant Gap

23. Oregon Response to Intervention www.oregonrti.org Near Benchmark Is the Don’t Do a Can’t Do vs. Won’t Do CBM data would suggest they Can Do, what barriers are creating Don’t Do. A non-academic intervention may be needed Benchmark

24. Oregon Response to Intervention www.oregonrti.org Talk Time Calm please answer the following question: Relax listen, complement and add on other items: –Review the first 3 steps of intervention placement. Which data from the Assessment Protocol is used? Relax please answer the following question: Calm listen, complement and add your thoughts: – What do you have in place? What are your barriers? What are your successes? With extra time switch questions

25. Oregon Response to Intervention www.oregonrti.org We are going to be talking about the end game of intervention placement. Breathe…

26. Oregon Response to Intervention www.oregonrti.org Step 4 Word Level Diagnostic Assessment Fluency Assessment (Accuracy Prosody and/or Rate) Comprehension Diagnostic Assessment Based on your Assessment Protocol, select the appropriate diagnostic assessment Some of this data may already be collected This may require an expert in reading assessments to diagnose and deliver.

27. Word Fluency Comprehension Check Brittany’s accuracy

28. Oregon Response to Intervention www.oregonrti.org Word Level Diagnostic Assessment Used to determine phonics needs Key questions –Does the student know vowels and vowel teams? –Does the student know consonants and combined consonants? Word Level Diagnostic 28

29. Oregon Response to Intervention www.oregonrti.org Fluency Assessment (Accuracy Prosody and/or Rate) Fluency Level Diagnostic 29

30. Oregon Response to Intervention www.oregonrti.org Comprehensio n Diagnostic Assessment This is for students who have mastered the CCSS Foundational Skills There is no comprehension strategy that will compensate for not mastering Foundational Skills Comprehension Level Diagnostic 30

31. Oregon Response to Intervention www.oregonrti.org Step 5 Placement Assessment from Intervention program Placements give a good place to start the intervention program

32. Oregon Response to Intervention www.oregonrti.org We are going to be talking about the end game of intervention placement. Breathe…

33. Word Level AssessmentIntervention Placement Assessment AlexisCannot identify long/short vowels Language! Book A FedericoStruggles with vowel teamsREWARDS DavidNo phonics issuesRead to Achieve HarrisonStruggles with vowel teamsREWARDS MaileStruggles with vowel teamsREWARDS JessieNo major phonics issues, R- controlled vowel weakness Read to Achieve

34. FluencyIntervention Placement Assessment CoreyRate is at benchmark, 135, Prosody was choppy, but scored a 10 Read to Achieve BrittanyLow accuracy on multisyllabic words REWARDS

35. ComprehensionIntervention Placement Assessment Benjamin6.2 on GRADERead to Achieve Tyler5.1 on GRADERead to Achieve

36. Oregon Response to Intervention www.oregonrti.org Talk Time Relax please answer the following question: Calm listen, complement and add on other items: –Review the steps of Intervention placement. Calm please answer the following question: Relax listen, complement and add your thoughts: –What are your takeaways? Which steps are strong? Which steps still need to become systematic? With extra time switch questions

37. Oregon Response to Intervention www.oregonrti.org Session Purposes The participant will be able to: Understand the importance of constructing a systematic way of identifying student need Have a conceptual understanding of how to look at data from Assessment Protocol to make and instructional match Anita Archer