1. Oregon Response to Intervention Group Intervention Review Meetings: Julie Walker Bend-La Pine Schools

2. Is what WE are doing working?

3. Oregon Response to Intervention Expectations Demonstrate good audience skills – Silence cell phones – Hold side conversations out of ear shot of others – Engage in active listening Participate in discussions Ask questions during work time If you need a break, take one

4. Oregon Response to Intervention Session Purposes The participant will be able to: Discuss the structured process used to evaluate the effectiveness of interventions Explain the use of decision rules to place, intensify, and exit students from interventions Analyze a sample case of an intervention group Anita Archer

5. Oregon Response to Intervention Session Outcomes Be affirmed for your good practices. Be reminded of things you used to do but forgot about. See things that you already do, now use and can expand on. See things that are new and you would like to try.

6. Oregon Response to Intervention Despite our strong efforts...

7. Oregon Response to Intervention Partners The person with the next birthday is coffee, the other person is cream.

8. Oregon Response to Intervention Group Intervention meetings help decide if the cows are fed the right food

9. Start with the Why Why How What Simon Sinek

10. Oregon Response to Intervention Purpose To determine which students are in need of interventions, decide what intervention best fits each student’s needs, coordinate the students’ reading program, determine the effectiveness of current interventions, and make decisions about whether to continue, discontinue, or change an intervention.

12. Oregon Response to Intervention CVCe Silent “e” Bossy “e” Super “e” Ninja “e”

13. Oregon Response to Intervention Teamwork!!!!

14. Oregon Response to Intervention

15. Interventions are one part of the system that helps a student be successful. The adults must coordinate and be explicit with the students how the parts of instructional day are connected. Is what WE are doing working?

16. Oregon Response to Intervention Talk Time Coffee please answer the following question: – Review the purpose of the intervention review process. Cream please answer the following question: – How does/can your team work together to coordinate the students’ program? With extra time switch questions

17. Start with the Why Why How What Simon Sinek

18. Intervention Review Process Meetings must be structured to determine- Is what WE are doing working?

19. Oregon Response to Intervention Teaming is hard!! Having strong and effective teams is the MOST DIFFICULT thing to pull together! – Who meets? – How do we organize meetings? – When do we meet? – Who completes the paperwork? – How do we communicate decisions? – How do we assess our systems?

20. Oregon Response to Intervention Who sits at the table? Principal Literacy Guru/Title I Grade level team Special Education teacher May also include –E–ELL teacher –S–School Psychologist –T–Teacher representatives from other grade levels –P–Paraprofessionals

21. Oregon Response to Intervention A solid agenda will...... guide your team’s decision making... keep you focused on decision rules... keep you solution focused... help to avoid storytelling

22. Oregon Response to Intervention Guiding Question

23. Oregon Response to Intervention Sample Agenda

24. Oregon Response to Intervention When Do We Meet?

25. Oregon Response to Intervention Who completes the paperwork?

26. Oregon Response to Intervention Notifying Parents

27. Oregon Response to Intervention Note taking

28. Oregon Response to Intervention Tracking Attendance

29. Oregon Response to Intervention System Check

30. Oregon Response to Intervention Talk Time Cream please answer the following question: – Which components of a tracking and communication system do you believe are most essential? Coffee please answer the following question: – What do you believe is the next piece of the tracking and communication system that your school should work on? With extra time switch questions

31. Start with the Why Why How What Simon Sinek

32. Oregon Response to Intervention Intervention Review Process Have a clear set of decision rules to determine- Is what we are doing working?

33. Oregon Response to Intervention Purposes of Data Based Decision Making Is what WE are doing working? Adjustments to Instructional Design – Time – Design – Delivery Optimize System Variables – Standardization – Efficiency – Effectiveness

34. Oregon Response to Intervention Decision Rules Pause Analyze Respond

35. Oregon Response to Intervention Decision Rules Decision rules guide how we decide if what WE are doing is working Your decision rules create consistency across grade levels and schools Determine how to intensify and individualize interventions Standardizes process for eligibility decision making

36. Oregon Response to Intervention Key features of decision rules

37. Oregon Response to Intervention Example from KCSD Change interventions when: DIBELS progress monitoring indicates at least 3 consecutive data points below the aimline (after at least6 weeks of instruction) or the student has not met grade level ambitious growth targets (see Adequate Response to Intervention for ORF). – If data is highly variable (points are above and below the aimline), maintain the current intervention until a total of 6 data points have been collected. – Each time the intervention is changed, the aimline should be redrawn using the median of the 3 data points prior to the intervention change as the starting point for the new aimline (see Aimlines and Trendlines for Progress Monitoring). – Check the progress of the cohort group after each 6-week period to determine whether an individual student’s progress is significantly different from the cohort group.

38. Oregon Response to Intervention Example from BLP Progress monitoring indicates 3 out of 4 data points over a 6 week period (20 intervention periods) are below the aim-line. Use the following guideline below: a.If the data are highly variable, continue with the intervention for another 6 week period. b.The new aim-line should be redrawn using the median of three data points prior to the intervention change. This will be starting point for the new aimline. c.For ELL students, check the progress of the cohort group with same ELL level after a 6 each week period to determine if the individual student’s progress is significantly different from the group (see ELL protocol)

39. Oregon Response to Intervention Example from CCSD Change interventions when: Progress monitoring indicates at least 3 consecutive data points below the aimline and the slope is flat or decreasing. If the data are highly variable (points are above and below the aimline), maintain the current intervention until 6 data points have been collected, analyze aimline and trendline. Change intervention if the slope is flat or decreasing and the scores are below the aimline. Each time the intervention is changed the aimline should be redrawn using the median of the three data points prior to the intervention changes as the starting pint for the new aimline Check the progress of the cohort after each 8-week period to determine whether an individual student’s progress is significantly different from the cohort group.

40. Oregon Response to Intervention Pause When a student has “X” number of points below the aimline we must pause and think... 10 20 30 40 Dec. Scores Feb. Scores Jan. Scores March Scores April Scores May Scores June Scores 60 50 Aimline Chase

41. Oregon Response to Intervention RTI = TIR TIR = Thinking Is Required Decision rules are “trip wires” that tell us when to pause, analyze, respond as needed based on the best thinking of the group.

42. Oregon Response to Intervention Talk Time Coffee please answer the following question: – What are the key features of decision rules? How do the examples help you to understand decision rules? Cream please answer the following question: – How would using these decision rules change the discussions at your meetings? With extra time switch questions

43. Oregon Response to Intervention Analyze 1.Analyze group progress monitoring data 2.Analyze individual progress monitoring data 3.Analyze complementary data

44. Oregon Response to Intervention Analyze Data Once the decision rule has triggered a pause, we analyze progress monitoring data

45. Oregon Response to Intervention Analyze Group Data Analyze: Is it an individual or a cohort problem?

46. Oregon Response to Intervention Cohort Data Cohort Group Analysis: Students who have similar literacy programming: – Grade level – Intervention program – Time – ELD level

47. Oregon Response to Intervention Analyze Cohort Data Analyze Cohort Data 47 Amy Chase Mary Isaiah

48. Oregon Response to Intervention Analyze Cohort Data Analyze Cohort Data 48 Amy Mary Isaiah Chase

49. Oregon Response to Intervention CWPM (goal 100) 47 50 39 55 57 53 Accuracy (goal 95%) 72% 73% 90% 80% 82% 95% Analyze Individual Data

50. National Growth Rates: Reading GradeAverage ORF Growth (WCPM)* Ambitious ORF Growth (WCPM)* Average Maze Growth (WCR)** 1230.4 21.520.4 311.50.4 40.851.10.4 50.50.80.4 60.30.650.4 *Fuchs et al (1993), **Fuchs & Fuchs (2004)

51. Oregon Response to Intervention Analyze Data Once the decision rule has triggered a pause, we analyze progress monitoring data and...

52. Oregon Response to Intervention Analyze Data Once the decision rule has triggered a pause, we analyze progress monitoring data and... – Intervention data, e.g. weekly checkouts – OAKS – Weekly core reading assessments – Unit/Theme core reading assessments – Systematic anecdotal notes – Diagnostic assessment – Other CBM

53. Oregon Response to Intervention Talk Time Cream please answer the following question: – Explain the use progress monitoring data (cohort groups and individual students) in how we analyze students’ needs. Coffee please answer the following question: – What complementary data do you see as important for your team? With extra time switch questions

54. Oregon Response to Intervention Respond Gather additional diagnostic data if necessary Focus on instructional variables that you can control Exit students as appropriate

55. Oregon Response to Intervention Additional Diagnostic Assessment Look to your Assessment Protocol Assessments to consider – Intervention Placement Test – Phonics Screener – CORE Assessments – DRA – QRI

56. Oregon Response to Intervention Variables Related to Student Achievement Desire to learn Strategies for learning Knowledge Skills Prior content knowledge Self-efficacy/helplessness Race Genetic potential Gender Birth Order Disposition Physical difference IQ Disability category Personal history Quality of instruction Pedagogical knowledge Content knowledge Quality of curriculum Quality of learning environment Quality of evaluation Quality and quantity of time/content Family income and resources Family housing Parent years of schooling Mobility Members of family Family values Socioeconomic status Family history Alterable Unalterable (hard to change) Within the studentExternal to the student

57. Oregon Response to Intervention Alterable Variables Chart 57 http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf Intensity Time Group Size Different program Fidelity Time/ Engagement

58. What do we change? Time Group Size Different Program Individual Problem- Solving Time/ Engagement

59. A change of intervention does not necessarily mean a change of intervention program. It means a change in intensity matched to need.

60. Oregon Response to Intervention The goal of RTI is to give interventions until they can make it on their own without additional support “Lifers” not making progress in interventions is problematic Shift in thinking from Title 1 model Should I Stay or Should I Go?

61. Oregon Response to Intervention Example from KCSD Consider Exiting students from interventions when: The student has met the DIBELS Next grade level end of year Benchmark through 3 consecutive data points OR Intervention assessments indicate grade level proficiency OR Student has met the benchmark goals for OAKS

62. Oregon Response to Intervention Talk Time Coffee please answer the following question: – Explain the alterable variables chart and how it correlates to the changes in intervention document. Cream please answer the following question: – Why do you believe it is difficult to move students out of interventions? How would decision rules help? With extra time switch questions

63. Example: 3 rd Grade (Fall) Group 1: Accurate & Fluent ≥ 95%, ≥ 70 Words Correct/Minute Group 2: Accurate but Slow ≥ 95%, ≤ 70 Words Correct/Minute StudentAccurac y FluencyStudentAccuracyFluency Kelly95%58 Maria96%50 Jose95%55 Alexis95%60 Group 3: Inaccurate & Slow ≤ 95%, ≤ 70 Words Correct/Minute Group 4: Inaccurate & High Rate ≤ 95%, ≥ 70 Words Correct/Minute StudentAccurac y FluencyStudentAccuracyFluency George 59%13 Jay89%70 Sam 67%16 Marco92%86 Holly 86%31 Mary 91%28 Luis 94%58 Frank 94%15 Alex 93%64 Alicia94%62 Ronny 93%42 Phonics Group 1 (Intensive) – George, Sam, Holly, Mary Phonics Group 2 – Luis, Frank, Alex, Alicia, Ronny

64. Oregon Response to Intervention Phonics for Reading HM Interventions Reading Mastery Read Naturally

65. Oregon Response to Intervention Look to the decision rules Progress monitoring indicates 4 consecutive data points below the aimline. Reading Mastery Group

67. Oregon Response to Intervention Talk Time Cream please answer the following question: – Review the decision rules for this exercise. Coffee please answer the following question: – What do you notice about the group data? With extra time switch questions

68. Oregon Response to Intervention Group Data Individual Data Complementary Data Reading Mastery Group

69. 2 points above aimline All students had a low score on the December assessment 4 points below aimline

70. Sam 67 63 72 74 80 59 63 72 66 Look deeper at Benchmark data

71. Winter Benchmark Errors Complementary Data Total Words Errors CWPM Accuracy 2.173215272% 2.260155575% 2.381265567%

72. Oregon Response to Intervention Core Program Assessments Voc Read Comp Const Resp Voc Read Comp Const Resp Voc Read Comp Const Resp Voc Read Comp Const Resp Voc Read Comp Const Resp total correct Percent Poss322322322322322 35#/35 = % Sam 3102122103212002257% SkillMake InferencesPlot and SettingCause and EffectMake InferencesSequence Reading Mastery Assessments Complementary Data Lesson 20Lesson 40Lesson 60Lesson 80 8/1512/1511/1513/15 Retest 14/15Retest 13/15

73. Oregon Response to Intervention Quick Phonics Screener (QPS) Complementary Data

75. Oregon Response to Intervention Group #1: Phonics George (59%-85%) Holly (86%-95%) Sam (67%-72%) Mary (67%-87%) Continue the group It is working well for George, Holly and Mary P.M. in CWPM Intensify for Sam Small Group during core on word attack skills based on QPS using cuing system from RM Keep Sam for 15 minutes after the group leaves and reteach Word Attack section of Reading Mastery Reading Mastery Group

76. Oregon Response to Intervention Talk Time Coffee please answer the following question: – Review the steps in the placement and decisions in this intervention review process Cream please answer the following question: – What additional questions or pieces of information do you wish you had? How would collect that information? With extra time switch questions

77. Oregon Response to Intervention

78. X = accuracy. = CWPM

79. Oregon Response to Intervention Talk Time Cream please answer the following question: – With your decision rules in mind, what strikes you about this group’s data? Coffee please answer the following question: – How does seeing both accuracy and correct words per minute help you understand the students needs? With extra time switch questions

80. Oregon Response to Intervention Group Data Individual Data Complementary Data Phonics for Reading Group

82. Complementary Data Voc Read Comp Const Resp Voc Re Comp Const Resp Voc Read Comp Const Resp Voc Read Comp Const Resp Voc Read Comp Const Resp total correct Percent Poss322322322322322 35#/35 = % Jay AB2122213222212279% Ronny 3212122223203122880% Marco 3113223212213122983% Luis 3012122222122222674% Frank 0100102223101111543% Alex 302AB 211 1011152% Skill Make InferencesPlot and SettingCause and EffectMake InferencesSequence JayRonnyMarcoLuisFrankAlex score 212224220215205210 Pass MMMMNM Percentile 35th57th67th49th17th27th OAKS Passing = 211

83. Oregon Response to Intervention Talk Time Coffee please answer the following question: – Analyze the student progress. What do you notice about the group and the individuals? Cream please answer the following question: – Thinking of the role of complementary data: What else do you wish you had? Who would collect this assessment? How would it be weighed against the other assessments? With extra time switch questions

84. Oregon Response to Intervention Phonics for Reading Group

85. Oregon Response to Intervention Phonics for Reading Group

86. Oregon Response to Intervention Talk Time Cream please answer the following question: – What decisions would you make for this group? Coffee please answer the following question: – What decisions would you make for this group?

87. Oregon Response to Intervention Your Turn Using your Decision Rules, examine one of your groups – Select 1 intervention group – Do any of the data cause us to pause? – What do you need to analyze? What other sources of data do you need? How would you systematically collect it? – Based on your Handbook and Protocol, how would you Respond?

88. Oregon Response to Intervention Thank you!!! Please fill out your evaluation and place them in the box by the door Upcoming Oregon RTI Training: (register at www.oregonrti.org) – Instructional Leadership Conference, Monarch Hotel, Clackamas, April 15 – Spring Conference, Riverhouse Conference Center, Bend, May 21-22