intervention placement process: finding the right fit cadre 8 training feb 5, 2012

Intervention Placement Process:

Finding the Right FitCadre 8 Training

Feb 5, 2012

• You’ve learned how to develop your intervention system.

• You’ve also learned how to maximize the effectiveness of your interventions.

Where We’ve Been

• Now we’re going to talk about how you use your screening data to place students in interventions matched to their specific needs

Where We’re Going

Implementation Plan

Start with the Why

Why

How

What

Simon Sinek

Some will need more

Oral Reading Fluency &Accuracy

ReadingComp

Phonemic Awareness

Vocabulary

Phonics (Alphabetic

Principle)

Snow covered car video

Why

How

What

Simon Sinek

Intervention Placement: Logistics

FeatureUnacceptable

PracticeAcceptable

Practice Best Practice

When?Only place students informally

Formally 1x per year, review 6-8 weeks

Formally 3x per year, review 6-8 weeks

Who?Not involving teachers or trained specialists

A trained reading specialist w/ teacher input

A team of teachers, specialists, principal, other staff

Data?Classroom dataTeacher referral

Screening data+ OAKS (if applicable)

Screening data+ OAKS (if applicable)+ Classroom Data

Which students receive interventions?

• Schoolwide/Districtwide decision rules should determine which students will receive additional support– Based on schoolwide screening data

(DIBELS, easyCBM, AIMSWEB, etc)– Based on available resources and

system capacity• Lowest 20%? 30%?• All student well below benchmark?

Lowest 20%All High Risk

Lowest 25%

Decision Rules guide placement in interventions

60 2nd Grade Students

Lowest 20%

Lowest 25%

All below and well below benchmark

Linking Assessment to Intervention

Screening Data

Intervention Program

Instructional need

Why

How

What

Simon Sinek

Ensuring an Instructional Match

Question 1: What is the skill deficit?

Question 2: How big is that deficit?

Question 3: What interventions address that deficit?

Question 4: How do we implement the program?

Question 1: What is the skill deficit?

VocabularyReading Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

The Big 5 of Reading

Vocabulary

Reading Comprehension

Phonemic Awareness



Common Screening Data Sources

DIBELS Next easyCBM* AIMSWEB

•RTF•Daze•ORF CWPM

•MC Reading Comp

•Maze•Reading CBM

•ORF CWPM•ORF Acc %

•PRF•WRF •Reading CBM

•ORF Acc %•NWF WWR•NWF CLS

•PRF Acc %•Letter Sounds

•R-CBM Acc %•NWF•LSF

•PSF•FSF

•Phoneme Segmenting

•Phoneme Segmentation

DIBELS Next easyCBM* AIMSWEB *easyCBM includes a Vocabulary measure

CBM measures are linked to the Big 5 of Reading

Reading ComprehensionPhonemic

Awareness



Vocabulary

Class List Report (3rd Grade – Fall)

Reading ComprehensionPhonemic

Awareness



Vocabulary

Class List by Scores & %iles (3rd Grade – Fall)


Phonemic Awareness




Words missed per page when accuracy is…

95% 98% 99%

The Secret Life of Bees 7th Grade

18.5 7.4 3.6

My Brother Sam is Dead 5-6th grade

15 6 3

The Magic School Bus 2nd – 3rd grade

6 2.4 1.2

Phonics and accuracy are important

Richard Allington

Accuracy is more important than fluency

Accurate at Skill

Fluent at Skill

Able to Apply Skill

IF no, teach skill.If yes, move to fluency

If no, teach fluency/automaticityIf yes, move to application

If no, teach applicationIf yes, the move to higher level skill/concept

Adapted from

http://www.aea11.k12.ia.us/

http://www.aea11.k12.ia.us/


Phonemic Awareness




Application

Fluency

Accuracy

Phonics Example:Nonsense Word Fluency

Accurate at Skill

Fluent at Skill

Able to Apply Skill

Student knows all letter sounds and makes few, if any, mistakes

Student knows all letter sounds AND provides letter sounds fluently

Student automatically blends letter sounds into whole words

Accuracy Fluency Application

7

7

9

8

4

35

0

0

0

0

0

0

35/56 letter sounds correct =

63%


14

7

35

0

0

0

0

14


97%

14

68

5

5

24

5

14

15

14 5

411



100%

Validating the deficit

• CBM measures (DIBELS, easyCBM, AIMSWEB, etc) are “indicators”

• What does your other data tell you?– In-curriculum assessments– Other CBM data– OAKS

Question 2: How big is that deficit?

Is the skill low or significantly low?

• You must define what is low and what is significantly low:

Examples: Low Significantly low

DIBELS Next Below benchmark Well below Benchmark

easyCBM* Between 11th and 20th percentile ≤10th Percentile

AIMSWEB** Between 11th and 25 percentile ≤10th Percentile

*easyCBM default percentile rank settings**AIMSWEB default percentile rank settings

…as compared to a Research-Based Standard

…as compared to Other Students

…as compared to Other Students or a Standard you set

Question 3: What interventions address that deficit?

What intervention programs does your school have that address the

skill need(s)?

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

What intervention programs does your school have that address the skill need(s)?

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

Question 4: How do we implement the program?

Placement Tests

Once an intervention program that addresses the instructional need is identified, placement tests should be used to form instructional groups of students.

Other considerations

• Available resources (time, staff, materials) will guide how many groups are created.

• Consider the behavioral and social/emotional needs of the students

Phonics

Oral ReadingFluency & Accuracy Reading Comprehension

George

AlexKellyMariaAliciaJoseJayAlexisRonnyMarco

HollyMaryLuisFrank

Sam

Phonics

George

AlexKellyMariaAliciaJoseJayAlexisRonnyMarco

HollyMaryLuisFrank

Sam

Group #1: PhonicsGeorge Holly

Sam Mary

Group #2-3?: Phonics/FluencyLuis Jay

Frank Ronny

Alex Marco


Group #4: FluencyKelly Jose

Maria Alexis

Alicia

Additional Diagnostic data

Diagnostic assessment in critical area of need:Quick phonics screenerCurriculum-Based

EvaluationCORE multiple measuresDIBELS booklets error

patternsRunning RecordsTalk time - What else do

you use to validate your screening data?

7798

4

35

00

0

000

• You’ve learned how you use your screening data to place students in interventions matched to their specific needs

Where We’ve Been

• Tomorrow we will discuss how to evaluate if your interventions are working and when/how to change interventions when appropriate.

Where We’re Going

• Please complete the evaluation for this presentation

• Please write down some things you really want to remember on the “Tools and Take Away” Sheet

Evaluation

intervention placement process: finding the right fit cadre 8 training feb 5, 2012

Documents

reading slide

benchmark slide

logistics slide

vocabulary measure slide

simon sinek slide

car video slide

rd grade fall slide

implementation plan