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. Universal Screening Cadre 10R Tier 1 February 2-3 rd, 2015

Oregon Response to Intervention Screening Targets Build conceptual understanding about universal screeners –To develop standards of practice for universal screening

Data-Based Decision Making with Decision Rules Training Coaching Fidelity Training Coaching Fidelity Standards of Practice Standards of Practice Culture Leadership Teaming/Data- Based Decision Making Professional Learning & Support RTI Essential Components Core Screening Interventions Progress Monitoring SLD Decision Making

Oregon Response to Intervention Using a “Screener”

Oregon Response to Intervention Features of Universal Screening Tools Brief and Easy to Administer Standardized directions Sensitive to growth Equivalent forms Reliable Valid Normed Indicators of overall health

Oregon Response to Intervention

Do we have the right “indicators”? Based on 1) Unemployment, 2) Gas Prices, and 3) Home Values Phoenix Portland Seattle Minneapolis Denver New York Detroit Cleveland Chicago Wall Street Journal, 2011 Forbes, 2012 Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather, etc Most Miserable U.S. Cities Least Miserable U.S. Cities

Detroit Cleveland Chicago Forbes, 2012 Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather, etc Most Miserable U.S. Cities Least Miserable U.S. Cities Do we have the right “indicators”?

Vocabulary Phonemic Awareness Phonics and Word Recognition Phonics and Word Recognition Fluency Accuracy, Prosody & Rate Fluency Accuracy, Prosody & Rate Reading Skills Build on Each Other Reading Comprehension Foundational Skills Print Concepts

Oregon Response to Intervention Reading “Indicators” K-1 Early Literacy Phonemic Awareness Blending/Segmenting sounds in words (FSF, PSF, PS) Phonics Reading letter sounds, word lists (LS, NWF, WIF, WRF) K-1 Early Literacy Phonemic Awareness Blending/Segmenting sounds in words (FSF, PSF, PS) Phonics Reading letter sounds, word lists (LS, NWF, WIF, WRF) 2 nd and Up Reading Proficiency Oral Reading Fluency Words read correctly in 1 minute (DORF, PRF, CBM- R) 2 nd and Up Reading Proficiency Oral Reading Fluency Words read correctly in 1 minute (DORF, PRF, CBM- R)

Oregon Response to Intervention Universal Screening Who: ALL students –Do all staff believe that it should be for ALL? When: 3 times a year –FallWinterSpring

Oregon Response to Intervention Universal Screening How: Who will conduct Universal Screening? Who will train the screeners? Who will prepare materials? Who will organize at the school? Where will the data go? Who will organize the data and present it to teaching teams? How will fidelity of administration be checked?

Oregon Response to Intervention Universal Screening How: Who will conduct Universal Screening? Who will train the screeners? Who will prepare materials? Who will organize at the school? Where will the data go? Who will organize the data and present it to teaching teams? How will fidelity of administration be checked?

Oregon Response to Intervention Talk Time With a partner, discuss how this will get done.

Oregon Response to Intervention Why Do We Give Universal Screening Assessments? Universal Screening provides data to make unbiased decisions for ALL students.

Oregon Response to Intervention Purposes of a Screener 1.Help evaluate the health of your core systems 2.Identify at-risk students who may need additional support

Oregon Response to Intervention Evaluating the Health of the Core ? 80% 15% 5% 3 times per year

Oregon Response to Intervention Talk Time With a partner, discuss if/how you use the screening data to evaluate the health of core instruction.

Oregon Response to Intervention Purposes of a Screener 1.Help evaluate the health of your core systems 2.Identify at-risk students who may need additional support

Oregon Response to Intervention It’s okay for a universal screener to over- identify students who might need something more

Identifying At-Risk Students Universal Screener In-Curriculum Assessments, OAKS/SBAC, etc.

Oregon Response to Intervention Talk Time With a partner, discuss if your staff is confident that your screener does a good job of identifying at-risk readers. If they are not confident, why is that?

Oregon Response to Intervention Oral Reading Fluency ORF is not designed to provide an exhaustive assessment. You can be fluent enough, unless you want to be an auctioneer! Strong link to comprehension Accuracy matters!

Oregon Response to Intervention Have staff bought into the screener concept? Barriers –“it’s not all about fluency” –“it’s not a valid assessment” –“it’s all about the numbers” –“it will be used to evaluate my instruction” –“what about comprehension?”

Oregon Response to Intervention

Oregon Response to Intervention Disaggregated data

Oregon Response to Intervention DIBELS

Oregon Response to Intervention EASYCBM

Oregon Response to Intervention Implementation Matrix

Do you have Standards of Practice?- Talk Time Logistics –What is your screener? Is it reliable, valid? Is it the right “indicator” –When is it given? Who gives it? –Who provides training? –Who enters, organizes, & presents data to staff? –How is fidelity of testing checked? Use of Screener –How is it used to evaluate health of the core? –How is it used to determine who receives interventions? –Is it culturally responsive