aligning interventions with core how to meet student needs without creating curricular chaos

Aligning Interventions with CoreHow 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 2nd 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

Intervention Program

Instructional need

Why

HowWhat

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?

Voca

bula

ry

Reading Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

Vocabulary

Reading Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

What does our screening data tell us?

DIBELS next easy CBM

• Phoneme Segmenting

• PFS • FSF

• PRF• WRF

• ORF CWPM• ORF acc %

• MC Reading Comp

• ORF CWPM• DAZE• RTF

• PRF acc %• Letter

Sounds

• ORF acc %• NWF WWR• NWF CLS

Rti4sucess.org

Reading ComprehensionPhonemic

Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

Vocabulary

Class List Report (3rd Grade – Fall)

Reading ComprehensionPhonemic

Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

Vocabulary

Class List Report (3rd 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?

Accuracy Fluency Application

7

7

9

8

4

35

0

0

0

0

0

0

35/56 letter sounds correct =

63%

Accuracy Fluency Application

14

7

35

0

0

0

0

14

35/36 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 10th percentile

What interventions do we have that will support this need?

What tools do we have?

Place protocol sheet here

Phonemic Awareness

Phonics

Oral Reading Accuracy & Fluency

Vocab

Reading Comp

Triumphs Phonics for Reading

Read Naturally

STARS SFA Tutoring Reading Mastery

Language for Thinking

Horizons

Phonemic Awareness

PhonicsOral Reading Accuracy & Fluency

Vocab Reading Comp

Triumphs Phonics for Reading

Read Naturally

STARS SFA Tutoring Reading Mastery

Language for Thinking

Horizons

Phonemic Awareness

PhonicsOral Reading Accuracy & Fluency

Vocab Reading Comp

Triumphs Phonics for Reading

Read Naturally

STARS SFA Tutoring Reading Mastery

Language for Thinking

Horizons

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 assessmentQuick phonics screenerCurriculum-Based EvaluationDIBELS booklets error patternsRunning RecordsTalk 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 NaturallyCore materials

What questions would you ask?Which would you choose? Why?

What does this look like?