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

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

Start with the why Why How What

Five BIG ideas of reading Reading.uoregon.edu

Start with the why Why How What

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

Which students receive interventions?  Decision Rules  Based on data  Based on resources  Lowest 20% - 30% or  All students below benchmark

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

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

Matching data with intervention Screening Data Interventio n Program Instructional need

Why How What

How do we make this match? 1. What skills do we need to strengthen/improve in the student? 2. How big is the deficit? 3. What interventions do we have that will support this need? 4. How do we implement the plan?

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

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

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

Rti4sucess.org

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

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

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?

AccuracyFluencyApplication /56 letter sounds correct = 63%

AccuracyFluencyApplication /36 letter sounds correct = 97%

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

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

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)

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

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

Place protocol sheet here

How do we implement the plan? Now what!?

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

DIBELS – instructional grouping

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?

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

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

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?

What does this look like?